The following educational kit was prepared by Jewish Agency Shaliach to Hillel, Ilan Wagner. These are excellent resources for college students and adults, since they are based on the rationale that value clarification leads to understanding. Some units are also appropriate for high school and may be applicable for junior high school students and even early middle school (see our recommendations below). Units 2, 5, 6, 7, 8 are particularly recommended.

Unit 1: Introduction: An Educator’s Guide and Rationale

Unit 2: Processing: Responding to Suffering – an excellent resource, which can be utilized at different levels from middle school

Unit 3: Processing: Views on War – high school and up

Unit 4: Understanding: The Historical Context – for people who already have an excellent grasp and understanding of Israeli history.  Appropriate for a group of educators

Unit 5: Understanding: Israel's Goals – high school and up

Unit 6: Understanding: The Dilemmas of Using Military Force in Lebanon – this important resource forms a basis on which to understand ethical dilemmas, and is appropriate from junior high school

Unit 7: Reflection: How the Fighting in Lebanon Affects My Relationship with Israel  - late junior high and up

Unit 8: Commitment: Choosing an Appropriate Course of Action – late junior high and up 

Introduction: An Educator’s Guide

Recent history has shown that the University campus can become a threatening and intimidating environment for Jewish students when political and military events in the Middle East focus attention on armed conflict and the humanitarian and ethical concerns that are inexorably linked to armed conflict. At times like this, even students that identify with Israel are vexed with doubts and conflicts; expecting students to automatically explain and defend Israeli policy in the complex and universally oriented campus world is unrealistic and self-defeating. The campus experience in the Second Intifada teaches us that for students to be effectively engaged with Israel in times of conflict they need first to process, understand and reflect on their own cognitive and affective issues. Once they are given the emotional space and the cognitive tools develop an authentic and layered understanding of complex reality- they can then effectively and honestly engage others and genuinely advance the ties and connections between Jewish students and the State and People of Israel.

This educational curriculum is designed to take participants through four critical steps:

a) processing - Value clarification on ethical issues connected with the use of force and affective responses to images and language stemming from the conflict.
b) understanding - Exploring the historical and geopolitical context of the conflict, dealing with the ethical dimensions of this summer’s fighting.
c) reflection - Reflecting on the impact of the conflict on their own relationship with Israel.
d) commitment - Reaffirming commitment to Israel’s existence, desire for peace and stability and hopes for coexistence and freedom from the threat of terror. Allowing students to think of ways to advocate, educate and engage others, on campus, in the community and beyond.

Each of these steps is a modular component of the entire program. I suggest a couple of different ways of using the program. I strongly recommend involving participants in at least 2 90 minute sessions, with 4 sessions being optimal.

Option # 1:

Session 1: One Processing exercise and One Understanding exercise ;
Session 2: Reflection and Commitment

Option # 2:

Session 1: Processing;
Session 2: Understanding;
Session 3: Reflection and Commitment

Option # 3:

4 sessions, each dealing with a separate step of the process

In addition, we will schedule conference calls for those who will work with the curriculum and you can always reach me at iwagner@hillel.org or 202-449-6577 for further assistance.

I hope this program proves a valuable tool for your work in strengthening Israel on campus as we begin this new academic year.

B’vracha, Ilan