Beit Ha Am in the Tent Cities

Ohel Ha’Am

Beit Ha’am In The Tent Cities

Israel Social Protest 2011

Table of Contents

Introduction………………………………………………...Page 6

Goals/Objectives…………………………………………...Page 6

Setting………………………………………………………Page 7

Introduction Activities…………………………………..Page 7-8

Poster Themes……………………………………………Page 8-9

Housing
Health
Education
The Diversity of Protestors
Social Justice
Democracy & The Protest
Jewish Identity
Zionism
Daily Routine & Culture
Collage

Suggested Posters Use…………………………………….Page 10

Ways to utilize the images and information

Main Demands (Groups Division)...... Page 10

Suggested division activities

Housing Group……………………………………………Page 11

Background, Facts & Demands

Text Study- Housing From a Variety of Perspectives

Jewish Perspective

Bible- Leviticus Chapter 25 Phrase 10
Bible- Exodus, Chapter 22
Sukkoth- the special Quality of equality
Mishna– Pirkei Avot 1:5
Yerushalmi Talmud, Moed Katan, 2.4

Zionist Perspective

Max Nordau
Theodor Herzl- The Jewish State
Jewish Immigration & Amidar
Dira Lehaskir (A Flat for Rent)

USA (Local) Perspective

Housing in the States
Health Insurance & the People
Educational Shift in the States

Sharing Perspectives

Health Group……………………………………………..Page 20

Background, Facts & Demands

Text Study- Health From a Variety of Perspectives

Jewish Perspective

Shulchan Aruch, Yoreh De'ah
Maimonides, MishnehTorah- De'ot, Halacha 23

Zionist Perspective

Theodor Herzl- The Old New Land
Can Universal Health Care Work? –Sharon Segal
Kupat Holim- Berl Katznelson
From The News- Tzipi Livni

USA (Local) Perspective

Health Insurance & the People

Sharing Perspectives

Education Group…………………………………………Page 29

Background, Facts & Demands

Text Study- Education From a Variety of Perspectives

Jewish Perspective

Talmud- Mas. Baba Bathra 8a & 28a
Midrash Rabbah- Leviticus
Mishna Sanhedrin, Chapter Four, Mishnah Five

Zionist Perspective

Theodor Herzl- The Old New Land
Ahad Ha'am
Janusz Korczak
Education In Israel

USA (Local) Perspective

Educational Shift in the US

Sharing Perspectives

The Protest and Me………………………………………Page 40

Discussion Questions

Activity

Closing Activity…………………………………………...Page 41

Suggested Activities

Getting Involved…………………………………………..Page 42

References…………………………………………………Page 45

Program Created by the WZO Staff North America

Lior Ben-Hur
Nir Braudo
Noa Ranaan
Shoshanna Howard

Introduction

The 2011 Social Protest in Israel is a significant social, political and cultural event. We invite educators and students to take a tour in the protest’s tent cities to learn about and connect with the protest and Israel through signs, symbols and interactive activities.

The protest happened almost overnight: It started with a handful of tents, with no more than a few dozen Israelis who answered an internet invite for an ongoing protest against rising rent costs. In a few days the tents covered an entire block on Rothschild Boulevard, and a couple of days later, the tent protests came to dominate the news.

Soon after the movement startedtent camps appeared in every major city in Israel-self-labeling as “Tent Cities.” The tent cities popped up in Jerusalem, Be’er She’va (Southern Israel), and as far north as Kiryat Shmona, near the Lebanon border.

Using the Kit:

This booklet includes a detailed teacher’s guide with a variety of discussion themes, questions, and activities. It is important to mention that the teacher or facilitator should consider the students’ age group and the time frame when planning the lesson structure. This booklet includes ample educational options, scan them* and feel free to chose what best fulfill your specific needs. It is not intended that all of the teaching materials in this booklet are to be covered and completed, please select items that suit your needs and wants for the program you are hosting.

*Please note that for some discussions/activities the facilitator will need to make copies of the study text before hand.

Goals/Objectives

This kit’s goal is to give participants the cultural, social and educational experience of the 2011 Israeli Social Protest. Through observation, analysis and discussion of a variety of signs and symbols from the “Tent Cities” in Israel (emphasizing the Rothschild Blvd. tent city), students will learn about the protest, Israeli culture, and the nature of the protest from the eyes of a visitor in the tent cities. In addition, participants will discuss the protest’s main concerns, demands and values (housing, health and education) from Jewish and Zionist perspectives, and will relate the protest to their personal lives.

Setting

This Protest Kit is intended to connect the concept of Sukkah and a tent; therefore, we suggest setting the posters in a Sukkah in the times of Sukkoth. However, this is not mandatory as the kit was designed for any nurturing educational space (classroom, house, tent, etc.). Though it is relevant to host this event during Sukkoth it is not necessary. We suggest these setting to enhance the lesson and activities:

Main Space (ideally a Sukkah): where the posters would be installed and the first discussion/activity would take place in one large group.

Three Discussion Stations: where participants will discuss the main demands of the protest- housing, health and education, in three small groups. Each station should have one facilitator (this can be a teacher, community leader/member, student, etc.).

After the small group discussion participants reconveneinto one group for a final conclusive activity (see “Closing Activity”).

We also suggest setting up tents in the learning space and stations to create the spirit of the tent cities.

If you are planning to have an art activity (see “Suggested Art Activities”) make sure to prepare the materials needed before hand according to your chosen activity.

Introduction Activities

The group needs to feel energized for this program, please consider the below activities to connect the group, especially if the participants are not familiar with one another. Creating a cohesive group will allow individuals to feel comfortable expressing their opinions, thoughts, and criticisms.

(Note: You may divide participants into small groups, give them a time limit for each activity, and offer the winning group T-shits from the kit):

Hebrew Words: Tell groups to find as many Hebrew words and their meaning they can.

Symbols: Tell groups to find as many symbols (Jewish symbols, flags, etc.) they can recognize and their origin.

Israeli Symbols: Tell groups to find as many symbols and objects that are found and seen only in Israel.

Israel Locator: Tell groups to find and recognize as many locations (towns, cities, places etc.) they can in Israel.

Poster Themes

Each of these themes tells a part of the story behind the protest. For an introductory presentation to the topic use the posters and information below:

Housing- The housing situation in Israel is the main cause and trigger to the social protest. This protest started when Dafni Lif, frustrated with the high rent, created a Facebook page-calling people to join her in setting up tents on Rothschild Blvd.

There were two components to the protest: tent cities and protest rallies. Tent cities were established all around Israel and the biggest protest rally included 500,000 protesters.

Health- Although affordable housing was the main cause and demand of the first protesters, many other protesters joined demanding further social changes. Better health care and educational system were the next main demands on the list.

Education- The protest movement started as a middle class protest and many of the protesters were educated and hold an academic degree. As a result, this was an intellectual protest. Many discussions took place in the tent cities as people tried to come up with a solution for the social problems in Israel.

The Diversity of Protestors-The diversity in the tent cities was profound. Israeli Jews, Israeli Arab, illegal workers, right and left wing citizens, young and adult all joined together to protest for a better life in Israel.

Social Justice- Although the young, working class, started the protest and although housing, health and education were the main causes and demands, in a short time many other people from the Israeli society joined to protest and express their wishes, demands, and idea of social justice.

Democracy & The Protest- Israel’s democratic principles enabled the activists to assemble in a well-organized and structured way. The protesters used their democratic rights to their advantage and formed a very peaceful and legal protest.

Jewish Identity- Many of the protesters were secular Israelis, still biblical references were common in the tent cities as Jewish ideas, laws, values, and thoughts inspired their demands for social justice.In addition, the Israel Declaration of Independence was used to model and inspire protesters. The document’s principles and philosophy were frequently used in speeches ad lectures.

Zionism- During this protest, Zionist visions, ideals and thoughts were revived. Quotes and pictures of the Zionist founders and leaders were common in the tent cities as protesters connected theZionism fundamentals to Israel’s present and future.

Daily Routine & Culture- Israeli culture and style of living was a great component of this protest. The tent cities were filled with collaborative art as the protesters chose to protest in a peaceful and festive way.It is important to understand that many protesters lived in these tent cities for weeks! Therefore, a daily routine was essential for their reality. As a collective community, protesters contributed and volunteered to do daily tasks and formed a functioning community filled with services and cultural events for its tenants.

Collage- This is a variety of images from the tent cities with Hebrew translations.

Suggested Posters Use

Here are a few ways to inform, discuss, and connect participants to the issue using the posters.

“The Wondering Jew”: Let participants walk around the posters (possibly in pairs) and discuss the questions given on each poster. Give them a time limit and once it is done come together, share, and discuss the answers.

My Favorite Poster: Let participants walk around the room and tell them to stand next to their favorite poster. Discuss each participant’s choice.

Inspiring Poster: Let participants choose one poster in which they identify with the issue, cause, value or demand, and give them a time frame to create their own sign/poster in the issue (prepare art materials before hand).

Main Demands: Group Division

Students will divide into three groups focusing on the protest’s main demands: housing, health and education. Depending on group size and time each group is to stay in one station.

Suggested division activities-

By interest: participant will go to the demand’s station that interests him/her the most.

By importance: participant will go to the demand’s station that he/she thinks is the most important.

By poster: participant will go to the demand’s station in which they like its poster the most.

Leader’s choice: Facilitator divides group as s/he sees fit.

Housing Group

Background, Facts & Demands

Utilizing the facts written on the poster, the facilitator will review the reasons for the health system problems in Israel and will explain to the group the specific demands of the protesters.

*It is suggested for the facilitator to inform the group on the most current news, progress and achievements of the protest in relation to the housing issue.

Facts

In the last two decades the Right to Adequate Housing in Israel has gone through major changes. In the past, buying a house in Israel was a feasible dream, rent was reasonably affordable, and over 40% of the population lived in public housing. This reality has changed, from 2005 to 2011 apartment rental prices nationwide rose by 34% on average, and by 49% in the Gush Dan region (central Israel). In addition, since a rent control system does not exist rent prices are soaring leaving 20% of Israeli households spending over 50% of their disposable income on rent. Simultaneously, there is an acute shortage in public housing.

Why is there a shortage?

In the first half of the previous decade, Israel experienced a small-scale economic crisis, a result of the second Intifada.The Finance Ministry cut government expenses while lowering taxes for the more affluent Israelis. When the crisis ended the best options for investment for Israelis and foreign investors was in the real estate market, especially in the cities. Investors began buying apartments, driving prices up. Many of them were Jews and many were from the United States or France. This caused a problem; many of the foreigners with property did not rent their apartments to Israelis while they were not in the country, which was often for months, even years, at a time. The result is the now infamous “ghost apartments” occupied for only a few weeks each year. Along with this, in 1998 The Public Housing Law (Purchase Rights), was enacted and designed to enable residents in thepublic apartmentsinIsrael to purchase at very low cost. In 1999 the government propounded the beginning of the validity of the Public Housing Law, and since then the law has not yet been implemented.

Demands

Decreasing apartment prices:

Cancelation of the law of planning and construction to accelerate residential building.
Implementing a law for affordable housing for purchasing and renting.
Re-instate the Public Housing Law (Purchase Rights).
Increasing the budget for mortgages in the Ministry of Construction and Housing to the way it was in 2001.

Decreasing apartment rent:

Increasing the budget of the Ministry of Construction and Housing to match the assistance as it was in 2001. As well, increasing the support to populations in need.
Implementing a law for rent control.
Building 10,000 apartments in dorms for students.
Increasing the tax and enforcement for apartments of owners who live and reside outside of Israel.
Set clear priorities to Israel's social and geographical periphery through investment and government attention in the allocation of resources and infrastructures.

Housing From a Variety of Perspectives

Text Study/Discussion:

Divide participants into three groups aka “Chevrura”
Each group will discuss a text study from one perspective in relation to housing (Jewish, Zionist or local).
Give each group’s participants a copy of the texts. Choose one desired text, or a few according to your time frame.
Discuss the suggested questions.

Jewish Perspective:

Bible - Leviticus Chapter 25 Phrase 10: And you shall hallow the fiftieth year, and proclaim liberty throughout all the land to all the inhabitants of it; it shall be a jubilee to you; and you shall return every man to his possession, and you shall return every man to his family.