[Note: This lesson may be completed over 2-4 class periods based on grade level, class needs/abilities, and the depth of learning you believe to be appropriate.
Before:
Display the following prompts on the board before students enter the classroom:
“What do you know about Memorial Day in the U.S in terms of significance, customs and rituals?
“What do you know about Independence Day in the U.S.?
Distribute two 5x8 index cards to each student. Have students respond to each prompt using a different card. Label one “Memorial Day” and the other, “Independence Day”
Create a 4-column chart on the board. Label the columns: Memorial Day (US), Independence Day (US), Yom Ha’Zikaron (Israel), Yom Ha’Atzmaut (Israel). As students share their thoughts about these holidays, record their responses on the chart in the appropriate columns.
Ask students to look over the columns and ask them what they noticed-similarities, differences, attitudes, etc. between the ways in which the two countries recognize and celebrate these two important days. (Many students will list parades, fireworks, barbeques, shopping sprees, sales, etc. Some will mention the military, and soldiers who risked and often lost their lives to help create the State of Israel and to protect its citizens.)
During
The Two Holidays:
Review the fact that in Israel, Memorial Day, Yom Ha’Zikaron, is very different than the United States.
As they watch and then discuss the siren video in which ALL of Israel comes to a complete stop, ask them to record any special observations or thoughts on the first index card.
Ask students why they think this siren wails for two full minutes? For what purpose does everyone stop and listen?
Point out that even cars driving on the highway stop to pay respect.
Provide students with some background history:
Explain that TV stations cancel regular programming and show a scrolling list of names all day of those who lost their lives serving in the IDF or in a terror attack
Remind students that all Israelis at a certain age are required to serve in the Israeli Defense Force (IDF).
For grades that have not had much exposure give a
brief summary of Israel’s history of conflicts beginning with 1948 to modern times. This will vary based on grade and background.
On the second index card, have students write what they notice about
Yom Ha’Atzmaut in this video:
Discuss the difference in mood between Yom Ha’Zikaron and Yom Ha’Atzmaut
Discuss mood chart:
Ask students:
“What mood would you think would be natural for Israelis on each of these days?”
"Why do you think Israelis would experience these moods?
"Ask students to imagine what it must be like to transition from one holiday to the next. What must it be like for students? What about parents who lost a loved one? What about soldiers?
II. Two Holidays or One?
Remind students that Jewish holidays begin at Sunset
Tell students that Yom Ha’Zikaron ends at the exact moment Yom Ha’Atzmaut begins.
Display the following prompt:
“Do you think Israel should separate Yom Ha’Zikaron and Yom Ha’Atzmaut on the calendar? Why or why not? In your response consider the questions, “Why are they currently placed together?” and “Who is impacted by these days? “
Distribute the
graphic organizer for “Opinion Writing” to help students organize their thoughts and ideas before responding to the prompt:
Have them put the prompt in the “Topic” section.
Have students fill out each category of evidence. Remind students that evidence from this lesson can come from the videos they watched, the classroom discussion, and the teacher’s explanation.
Have students elaborate on each question by adding their own thoughts.
Have students look over their evidence and elaboration to reach a conclusion.
After writing their conclusions:
Have students share with a partner (s) and then allow a few to share with the entire class. [Note: For those teachers who wish to have students create a more detailed “response to prompt,” they can follow the format of “Writing Workshop” -students share their writing with partners, edit one another’s work, revise, and then invite students to share their final paper with the entire class.]
After:
Flag Decorating Activity: While there is no right or wrong to “conclusions” reached during the above lesson, you may wish to explain to students why Israel has made an intentional choice to pair a holiday that commemorates the lives of those who fell defending the land of Israel with a day that celebrates the freedom of Israel, which, to this day, soldiers continue to defend. These holidays run into each other intentionally for without one you cannot have the other.
- Provide time for students to create a special flag for Israel-one that can be “flown” each year during Yom Ha’Zikaron and Yom Ha’Atzmaut as a way of respecting and honoring all those who have fought for a Jewish Homeland and continue to fight to keep its people safe and free.
Saying “Thank You” to Our Soldiers
- Inform students that some American citizens (though not required) make the decision to join the IDF to help defend the State of Israel, a land they love.
- These “lone soldiers” often have no family or friends in Israel when they first arrive.
- Have students write letters to these soldiers thanking them for their service and for keeping the Jewish homeland safe and free Have students create their own flag. (Recommendation: use card-stock rather than paper.) Encourage students to use their own creativity to reflect their thoughts and feelings regarding these two holidays. [Review format of a friendly letter as necessary.]
Mailing the Letters: Addressing and sending the letters: I send these letters to friends of mine in the IDF. You can find information on lone soldiers by contacting Friends of the IDF (even if your chapter isn’t listed, most of the chapters will be more than happy to support this cause!)
https://www.fidf.org/contact-us