Shevet Achim v'Achot

Brief

This activity aims to expose campers to the rich diversity of Israeli society. We will discuss the advantages and challenges that arise when a society is composed of different groups with unique identities and visions for Israel's future.

Equipment

• The tribes of Israel printed photos from the Hamsa Aleinu exhibition

• Whiteboard or flipchart, Copies of the song "Shevet Ahim V'Achayot"

• Materials for masterchef activity

Activity length: 45-60 minutes 

• Part 1: 50-60 mins

• Part 2: 30 mins

• Part 3: 20-45 mins

• Part 4: 60-80 mins

Age Groups

Elementary, Middle School, High School, Staff

Topics

Community, Culture, Politics, Zionism

Adaptable for Shabbat

The program is adaptable for Shabbat if the master chef activity is not included and the music isn’t played but sung.

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Goals & Overview

1. Campers will be able to identify and categorize different sub-groups within Israeli society.

2. Campers will participate in discussions about the potential challenges and benefits of a society with diverse sub-groups.

3. Campers will develop an appreciation for the importance of understanding and respecting diversity within a nation.

Thought Questions / שאלות למחשבה

1. In what ways is Israeli society diverse?

2. How does diversity strengthen and/or enrich society?

3. What are the challenges of having a diverse society?

4. How can we ensure that diversity is a source of strength?

For the facilitator

This activity has four segments which can be done as one peulah or on consecutive days. 

1. Learn about the different groups “tribes” compromising Israeli society.

2. Learn and discuss the Israeli song “Shevet Achim V'Achayot.”

3. Meet Israelis and learn about their community, Israeli/Jewish identity and traditions.

4. Further explore the subject of diversity in Israeli society: Master Chef competition

The goal of this program is to share personal Israel-related experiences and stories. Suggestions to encourage sharing and listening in a respectful and non-judgmental environment appear at the end.

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Program

Part 1:  The tribes of Israel - Learn about different Israeli identities 
Target Audience: Middle, High School chanichim

Part 1 is adapted from an iCenter program.  The program utilizes images from the Hamsa Aleinu exhibition, a collaborative effort by the office of former Israeli President Reuven Rivlin, his flagship program "Israeli Hope," and Vibe Israel, an organization specializing in Israel storytelling.  The exhibition showcases the many creative partnerships that exist within Israeli society and the sense of mutual responsibility felt between Israelis and Jewish people around the world. Each photograph tells a real story, mostly far from the media’s spotlight.  The program “Israeli Hope” is the president’s flagship program for strengthening and establishing the partnership between the various groups that comprise Israeli society.  It represents the practical application of the president’s call to Israeli society, as presented in his 2015 speech, later known as the “The Four Tribes Speech.”  

The photos in the exhibition are also based on the special narratives developed by Vibe Israel, that showcase the uniqueness of Israel and Israeli society.

Method:

1. Begin with the “Stereotype or Fact” game.

2. Discuss Rivlin's four tribes and the images and stories depicted in the exhibit.

3. Wrap up the program 

Stereotype or Fact? (15 mins) 

1. Clear a space in the middle of the room and have campers stand in the open space. Designate one side of the room “Stereotype” and the other side “Fact.”

2. Read a list of statements about Israel and Israelis to campers one at a time [RESOURCE 1].

3. After each statement, chanichim should decide whether they think the statement is a stereotype or a fact and move to the corresponding side of the room. Chanichim can debate their reasons for choosing the side they did. After telling them whether the statement is a stereotype or a fact, have campers return to the center of the room and repeat for the next statement.

4. To conclude this section, share with the campers that Israel is a diverse society. There's no single definition of a "typical" Israeli. But this diversity leads us to an important question: Is diversity a strength for a society?

5. Use the following activities to explore the question of Israel’s diversity.

Gallery Walk (25 mins)

1. Place the photos from the Hamsa Aleinu exhibition around the room (or on the floor);  invite campers to view the photos [RESOURCE 2].

2. After two minutes, ask campers to choose one photo using the following prompts: “Stand next to the photograph that…

   • most intrigues you

   • brings up a story for you that you can share

   • most surprises you

   • you have questions about

   • you really like

3. With the other campers who have chosen the same photo, read and discuss the story at the bottom of the photo (15 mins).  Ask chanichim:

• What do you see in the photo?

• What do you notice about the people in the photo?

• What do you think is the story of the photo?

• What surprises you about the story?

The Four Tribes of Israel (10 mins)

Come together as a group and ask campers to share what they discussed.  Ask them to name which Israeli groups they encountered via the exhibit. Share with the whole group the background of the exhibit and of Rivlin’s famous speech.

In 2015, Israel’s 10th president, Reuven (Ruvi) Rivlin, gave a speech that became known as the “The Four Tribes Speech.” In it, Rivlin outlined four key sectors or “tribes” that comprise Israeli society: secular Jews, national religious Orthodox Jews, ultra-Orthodox Haredi Jews, and Arabs. Each tribe/sector has different education systems, newspapers, TV stations, and cities/neighborhoods.  Rivlin opined that unity and full integration of all Israel’s sectors into its society and economy is the necessary/best/only path forward for Israel, and he urged people to not let these sectors remain disconnected calling for 'partnership' between the tribes/sectors.

1. Do you agree with Rivlin's analysis of Israeli society?

2. How else might we categorize the different groups within Israel? 

3. Could we use factors like countries of origin or ethnic backgrounds?

4. Some have suggested that there are actually five sectors, with world Jewry comprising the fifth “tribe.” Do you agree with the suggestion?

5. Israel is a diverse country with many distinct communities. How can these communities work together to build a stronger, more unified Israel?

Wrap up

1. Ask campers to identify one thing they learned about Israel.

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Part 2 - Learn and discuss the song “Shevet Ahim V'Achayot”
Target Audience: Elementary, Middle, or High School campers.

Intro (7 mins)

1. Write the title of the song "Shevet Achim V'Achayot" on a board or large sheet of paper.

2. Ask chanichim:

• What does the title mean?

• What does it remind you of?

• Guide the discussion to connect one of the answers to the expression "Shevet Achim Gam Yachad."  Briefly explain the meaning of the saying and its emphasis on unity.

3. Sing the song "Shevet Ahim Gam Yachad" with the group. [RESOURCE 4]

4. Questions for discussion:

• What is the meaning of the song we just sang? Is it always true?

Exploring "Tribe" and "Shevet Achim V'Achayot" (20 mins)

1. Discussion on "Tribe" (5 mins)

   • What is the significance of the change made to the title of the song "Shevet Achim V'Achayot"? 

   • Introduce the concept of "tribe" and explain that the Israelite people during the biblical period were said to be composed of 12 tribes.

   • Facilitate a discussion about the advantages and disadvantages of a nation structured into groups or tribes.

   • Transition by mentioning that today, "tribe" can sometimes have a negative connotation, implying a lack of unity and isolation between groups.

2. "Shevet Achim V'Achayot" (15 mins)

• Distribute the lyrics of the song "Shevet Achim V'Achayot" to the campers [RESOURCE 4].

• Play the entire song for the campers, including the President's remarks at the end. If possible, show the video clip as well.

• Discuss:

• Why might it be significant for a song about unity to have over 30 singers from different backgrounds?

• How would the campers answer the question asked by the child in the song: "What's the story of Israel?"

• How does the song tell a story of unity and diversity?

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Part 3 - Meet Israelis and learn about their community, Israeli/Jewish identity and traditions. 
Target Audience: Elementary, Middle, or High School campers.

1. Invite Israelis to join the group and share their personal stories. Do they see themselves reflected in any of the groups President Rivlin described? 

2. We can ask them to share details about their lives, such as:

• What kind of school they attended.

• How they celebrate Shabbat and other Chagim.

• Do they have friends from different backgrounds (“tribes”).

• Where do people from diverse groups in Israel come together?

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Part 4 - Cooking competition - Israeli diversity 
Target Audience: Elementary, Middle, or High School campers.

1. Divide into smaller groups .

2. Each group will be assigned a different iconic Israeli dish associated with a specific subgroup within Israeli society.

3. Ask chanichim to research the history of their subgroup, their traditions, a song and a festival associated with this group.

4. Each group will prepare their assigned dish.

5. Each group will present their findings in a fun and informative way. The presentation should include:

• Information about the subgroup they researched, including their background and traditions.

• The song they learnt, perhaps even performing a short excerpt (optional).

• A description of the festival they learned about.

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