information and activities · 2017. 3. 7. · age group: 1st to 6th grades description of the...

Information and ActivitiesSupplementary Booklet to the Jerusalem Stamp Album

Contents

3

Page No

Opening Statement 4

Activities Abstract 5 - 6

Activities 7 - 40

Activity No. 1: JNF Stamp Drawing Competition in Honor of Jerusalem

8 - 9

Activity No. 2: A Tree in Jerusalem 10 - 13

Activity No. 3: The Time Tree 14 - 15

Activity No. 4: The Jerusalem Forest 16 - 23

Activity No. 5: Wailing Wall Trivia Game 24 - 27

Activity No. 6: A Capital City Calling Card 28 - 30

Activity No. 7: Jerusalem Collage 31

Activity No. 8: Jerusalem Rap 32 - 33

Activity No. 9: The City That Unified 34 - 36

Activity No. 10: Beautiful View 37 - 39

Appendixes 40 - 46

Appendix 1: JNF Stamps 41

Appendix 2: Safdie Plan 42 - 43

Appendix 3: Jerusalem Photographs 44 - 45

Appendix 4: List of Sources, Thanks and Assistance 46

4

Dear Educators and Readers,

The Education and Youth Division of the Jewish National Fund takes pleasure in presenting you with an information and activities booklet, appended to the JNF Stamp Album on the topic of Jerusalem.

Since they were first produced (in 1902), JNF stamps have been a way to redeem tracts of land in the Land of Israel, a symbol of national rejuvenation and a means of educating and publicity.

In this booklet we offer new, fascinating and varied ways of getting to know and to learn, through living the experience, of various topics related to the City of Jerusalem in general and the connection between the city and the JNF and with subjects such as history, heritage, Zionism and ecology, in particular.

The compendium of activities appearing in this booklet examines Jerusalem from various angles and through various methods of teaching and training, emphasizing awareness and experience.

The proposed activities suit school children from the 1st to the 9th grades.

Some of the activities in the booklet require the preparation of simple aids. The instructions for preparing these appear at the end of each activity.

The aids are best applied when enlarged by photocopying or scanning in order to improve and facilitate the use thereof.

There are several appendixes at the end of the booklet, which summarize various topics related to the relevant matters for activities.

However, we, of course, do not purport to include all the facts and details of all topics that are expounded and any additions and supplementations are welcomed.

Besides the material in the appendixes, the stamp album, to which the booklet is appended, and the bibliography, provide a channel for assistance.

We wish you fruitful and enjoyable activities

Sincerely

The Jewish National Fund, Education and Youth Division

Opening Statement

5

Activities Abstract

1. JNFStampDrawingCompetitioninHonorofJerusalem

Age Group: 1st to 6th Grades

Description of the activities: We will get to know the topic of the reunification of Jerusalem through related symbols which appear in the pictures and drawings of the city, in the song “Jerusalem of Gold” and others. A creative activity in which the children are invited to offer their own designs for a JNF stamp in honor of Jerusalem.

2. ATreeinJerusalem


Description of the activities: We become acquainted with the story of a boy named Amos, who was born in Jerusalem shortly before the War of Independence and fought in the City as an officer in the Six Day War. The activity describes an important chapter in the history of the City seen through the eyes of a child and his connection to one special tree.

3. TheTimeTree


Description of the activities: We present the time axis of Jerusalem in a slightly different way than usual. We grow with Jerusalem throughout history - since it was declared as the capital in the days of King David and up to the present time and each child is given the opportunity to share his or her thoughts regarding the city, with the other classmates.

4. TheJerusalemForest

Age Group: 3rd to 6th Grades

Description of the activities: We will get to know the important inhabitants of the JNF forest, by means of a quiz game. The forest was planted around the city in the 1950s. After making a personal connection to the forest, we will sense what happens when the bulldozers show up and we will try to come up with ways to stop them.

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5. WailingWallTriviaGame

Age Group: 5th to 6th Grades

Description of the activities: We will get the know the history of the reunification of Jerusalem in the Six Day War by means of an entertaining trivia quiz, during the course of which we will build our own “Wall”. At the end of the game, we will write notes to place in the real Wailing Wall.

6. ACapitalCityCallingCard


Description of the activities: We will understand the uniqueness of Jerusalem as the capital of Israel compared to other world capital cities. A little lesson in Geography, during the course of which the children get to know the famous symbols of the capital cities around the world and of Jerusalem and learn about unique topics which were related to Jerusalem being declared the Capital City of Israel.

7. JerusalemCollage


Description of the activities: We will combine Internet research and information gathering skills with creative skills and with a competition between teams. The activity is suitable for opening or summating studies on the topic of Jerusalem.

8. JerusalemRap


Description of the activities: We will get to know the history of Jerusalem and the affinity of the Jewish People to the city and the importance of the City throughout history. This will be effected by means of a hip hop rap song, which the children are invited to perform and which allows each individual child to express his talent in the appropriate role. A slightly different way to memorize history.

9. TheCitythatUnified


Description of the activities: We will review the various aspects of joining and uniting which characterize Jerusalem. By means of a game and quiz, the children learn about various unifications in the delicate fabric of the city, such as the connection between the religious and secular sectors, between the past and the present, between the scenery units, etc.

10.BeautifulView


Description of the activities: We will get to know the “Green” struggle that the JNF lead against the Safdi Plan which threatened the green lung surrounding Jerusalem. The activity includes analysis of the ecological motifs in the song “Beautiful View” written by Rabbi Yehuda Halevy.

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7

The Activities

8

Activity No. 1

JNF Stamp Drawing Competition in Honor

of Jerusalem

The Activity

If you have not dealt with the topic in the past, tell the children a little bit about Jerusalem. Present the topic of the activity: A competition involving drawing a JNF stamp in honor of Jerusalem, and ask the children what, in their opinion, should be included in such a stamp. Draw the children’s attention to the picture of Jerusalem hanging in the classroom and explain what each picture depicts. Hand out the sheets with the words to “Jerusalem of Gold” to each child, and play the song or sing it. Ask the children to state which visual characteristics of Jerusalem can be taken from the song and shown in the design of the stamp. Talk about the extra stanza of the song added by Naomi Shemer after the reunification of the City during the Six Day War. Hand out the stamp frame sheets to the children and ask each child to draw his or her proposed design. In conclusion, set up an exhibition in which each child explains his choice. Place all the drawings in an envelope and mail it to the JNF Competition Headquarters.

Now what remains is to wait for the judges’ decision . . . .

The Objective of the Activity:Getting to know Jerusalem through its associated symbols. Creating an emotional and personal connection to Jerusalem.

The Type of Activity: Personal drawing competition.

Age Group: 1st to 6th Grades (also suitable for compulsory preschool kindergarten classes).

Time: About two hours.

Location: In the classroom

Aids:A page with the words of the song “Jerusalem of Gold” - one page for each child.(Can be downloaded from the Internet from the following URL:http://kosherdelight.com/jerusalemsongs.htm)

A stamp frame sheet - one for each child.

A picture of Jerusalem hanging in the classroom (from the appendix to this booklet as well as from the website: www.jerusalemshots.com)

List of Linguistic Terms:Reunification of Jerusalem, Jerusalem symbols, Jerusalem of Gold, the Six Day War.

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Frame for drawing a stampJN

F Stamp D

rawing Com

petition in Honor of Jerusalem

10

Activity No. 2

A Tree inJerusalem

The Activity

Read the story “A Tree in Jerusalem”.

Conduct a discussion with the children: What do they think about living in Jerusalem, as described in the story: During the time of the siege, during the time of the city line, during the course of the Six Day War. (In conclusion, a comparison can be made with life today along the border). Ask:

• What did Amos provide to the tree and what did the tree give him in return?

• Why is it crucial to plant trees in the State of Israel?

Split the class into 5 teams and give each team a copy of the story cards. Ask each group to arrange the picture cards in event sequence, as occurring in the story.

In conclusion, go out to the school yard, distribute seedlings to the children and hold a ceremonious planting. Explain that from now on, each child continues nurturing his own seedling and taking care of it, as did Amos in the story.

If there is no possibility of planting a seedling, creative activities using leaves and flowers taken from trees and shrubs.

Prepare a botanical plant bookmark for the book: Go out to the school yard and collect various leaves, pieces of branches and flowers. Now return to the classroom and give each child a rectangular piece of transparent lining paper. Instruct the children to spread the leaves and flowers that they collected on one side of the rectangle, and then to fold the rectangle in half, in such a manner that the leaves and flowers remain adhered and protected.

Thereafter, the children will cut the top and bottom of their own bookmarks, as each child desires. A hole can also pierced near the top of the bookmark and a piece of rattan string tied through the hole for decoration.

The Objective of the Activity:Getting to know the history of Jerusalem from the War of Independence and up to the Six Day War; illustrating the importance and the value of planting trees and nurturing them.

The Type of Activity: Story, discussion and game.

Age Group: 1st to 6th Grades.

Time: About one hour.

Location: In the classroom and outside

Aids:A story to be read, 5 copies of the story cards, seedlings, and equipment for planting them. (Flower, bush or tree seedlings, digging tools, watering equipment).

Alternative Equipment for Non Planting Activities

An adhesive transparent roll of lining paper, a pair of scissors, an awl, rattan string for each child.

List of Linguistic Terms:The Siege of Jerusalem, the City Line, the Six Day War, Demilitarized Zone.

11

When Amos was born in Jerusalem, in 1945, it was a joyous occasion. He was the first baby in a neighborhood of new immigrants, and the dancing and singing in the house drowned out the baby’s crying. His father, who had never been happier in his life, went out to the yard and planted a tree seedling in honor of Amos, which will grow and bloom together with Amos and which will be a friend to Amos.

From the day he learned to walk, Amos’ father taught Amos to water the tree, to hoe the soil surrounding the tree and to pull out weeds in the vicinity of the tree, saying: “Remember, my son, a tree has a life and soul of its own. If you nurture it properly, it will root itself in the soil and will never let go and the ground will remain yours and that of the tree forever”.

Time passes and the Land of Israel seethes. The British Mandate is about to expire and the War of Independence breaks out. Jerusalem is under siege - the Arabs shoot at and delay the convoys attempting to bring supplies into the city and they also cut off the water supply.

Amos’ home is suffering under the siege. Amos’ mother uses what little water is available for drinking and cooking, and with what is left over bathes Amos, the bath water is used to launder clothes and then to clean the house and it is almost impossible to water the sapling.

“What are we going to do?” Amos’ father asks his mother after another sparse evening meal. But his mother has no answer to that question.

November 30, 1948 rolls around and, in an abandoned house in the Musrara neighborhood, Moshe Dayan, the Commander of the Jerusalem District and Abdulla Tell, the Jordanian military commander are sitting and drawing a red line on a map of Jerusalem. “This will be the ceasefire line, the line that will temporarily separate us, until the leaders will sit down and come to a decision regarding a precise line” Says Moshe Dayan and marks the map. Abdallah Tell nods and marks his map as well.

Eventually, the temporary line became the final line, known as “The City Line” and the area marked by the width of the pencil point, between the two lines, became a no man’s land zone - neither Jordanian nor Israeli, an area of firearm shooting, mines and fortifications.

The line passed through and divided houses, yards and neighborhoods and Moshe Dayan unknowingly also divided the back yard of Amos’ family into two. The house and the adjacent yard remained in Israel, but alas, the further part of the yard containing the tree were designated as being in no man’s land and a fence was constructed which separated the house from the tree and from the soldiers on the other side, who observed and aimed rifles.

Joy reverberated through Amos’ home upon the end of the war being declared, at the establishment of the new State, but sadness tinged Amos’ father as he was unable to nurture the tree which was now located over the border in no man’s land. Amos was saddened as was his father and soon the tree too became sad - its leaves withered and its trunk bent as if to say “help me, I need you, I am not big enough to make it on my own, on the other side of the border . . . ”

One day, when they sat at the window and looked at the tree, Amos asked: “Dad, what will become of my tree? Will it die?” His father thought for a moment and then said to Amos: “I will do everything so that it will not happen, my son”.

That night, Amos’ father remained dressed until the family has fallen asleep. He had prepared a spade and pick axe and waited, looking out the window and waiting for the changing of the guard at midnight. When he saw the Jordanian soldiers leaving their position, he went out, with his heart in his mouth, and crawled and dodged between the bushes. He ran, hunched over, up to Amos’ tree, and began digging a channel leading back to the house. He tried digging and climbing quietly, his heart pounding in his head while thinking - “Quickly, quickly, they can’t hear me or see me. The Jordanian soldiers could think I am trying to infiltrate through the border and shoot me without asking questions...”

Amos’ father dug under cover of the darkness, dug a narrow channel, concealed amongst the bushes, through the rocks until he reached the yard and crossed the fence, out of breath. He viewed his handiwork with an exhausted smile. “Now”, he thought to himself, “now we can nurture Amos’ tree from afar”.

The next morning, Amos’ father showed him the end of the channel that he had dug. “You see, my son, water will reach your tree though this channel. We can irrigate it and provide it with fertilizer and so it will grow and flourish as in the past. Remember, the tree is yours and it is your responsibility and if you nurture it properly, the land beneath the tree as well will one day be yours again.” Amos brought a bucket full of water to the channel every week and the tree once again gained strength, the trunk straightened up and flowers even bloomed on its branches in the spring. And Amos loved the tree from afar and every time he poured water into the channel that his father had dug, he thought: “It is a pity, it is a pity that I cannot sit under the shade of my tree and climb amongst its branches.”

A Tree in Jerusalem By Almog Tzachar

12

When Amos was four years old, the family gathered on the verandah to listen to the radio. David ben Gurion the Prime Minister of Israel, declared Jerusalem as the capital of Israel. Pride and happiness abounded. Jerusalem is ours, a true capital, with a Parliament and a university . . .

A year passed and another and yet another. One evening, Amos looked at his tree from the window. Suddenly he saw a blight of yellow leaves at the top of the tree. He called out: “Dad, come quickly and look, the tree is ill”.

The father looked and nodded in agreement with a grave countenance. “We will need to consult with an expert”, he said. He showed Amos a photograph in that week’s newspaper depicting a robust man, sporting a moustache, planting a tree. “That is the Chief Agronomist of the JNF”. An agronomist is an expert tree doctor. Every day, he takes care of all the saplings and the trees in the JNF forests all over the country. We will write him a letter, we will tell him about our tree and ask for his help.

That evening, Amos and his father sat down and wrote a letter to the agronomist, the tree doctor. The father wrote and Amos added at the bottom: “Sincerely, Father and Amos”. After all, he already knew how to write, being a first grade pupil. The father dispatched the letter the next morning and every day, when Amos returned from school, he waited for the postman to bring him an answer. He worried about the tree. The yellow blight spread and the top end of the trunk also appeared to be yellow . . . .

Then, a few days later, the letter Amos awaited from the agronomist arrived. Amos ran to his father calling out: “Dad, Dad, the letter from the agronomist has arrived. We will be able to save my tree. Quickly, quickly . . . ”

Father read the letter out load, but Amos did not understand much of it - the agronomist recommended a mixture of various substances to be added to the irrigation water. Amos and his father hurried to the hardware store to buy the recommended substances - a true medicine for trees. Father mixed it up according to the instructions and added it to the bucket of water and together, Amos and his father poured the water into the irrigation channel leading to the tree. The Jordanian soldiers looked and wondered: - What are this Jewish child and his father pouring on the ground so earnestly?

Every week, Amos and his father prepared the treatment and irrigated the tree and Amos thought while irrigating it: “If only I could caress the leaves of my tree and whisper words of encouragement to its trunk . . . ”

After three weeks of treatment, the yellow blight began to recede. “The tree is recuperating!” Amos shouted out joyfully. Together with his father, Amos wrote a letter thanking the JNF agronomist and relating the success of the treatment.

Amos grew up, became smart and matured, blossomed and flourished and become a young man and the tree grew too. Its branches became thick and branched out with thick green leaves covering the top of the tree. The tree stood across the border, beyond the city line, and appeared to be sending its branches towards the yard to thank Amos, to return his love.

1966 rolled around and Amos, aged 21, is an officer in the IDF. His father waits at home for a letter from Amos, who serves in the paratroopers, and reads about heroic campaigns and far away places in the north and the south. Amos is a talented commander: He controls his company with an iron fist and carries out campaign after campaign with his soldiers. They combat terrorists, protect the border settlements and, in 1967, when the Six Day War breaks out, Amos’ company is dispatched to his home, to Jerusalem.

“Finally our city will be reunited”, Amos tells his mother and father when he popped home for a few minutes, grimy and exhausted, to pick up a cake that his mother baked for his soldiers and to embrace his parents.

Night fell and under the cover of darkness, the soldiers fought and advanced, and reached the City Line, close to Amos’ house. But the Jordanian soldiers fired incessantly and a sniper, a particularly brutal one, waited for the Israeli soldiers to advance and fired again and again, accurately, fatally, towards Amos’ soldiers. The company’s advance was halted. Anyone who tried to take a quick look was met with a bullet whistling overhead.

Suddenly, Amos came up with an idea. He peeped out from behind the rock that concealed him, and sought out a high, thick green leaved tree, that concealed the night sky. “Follow me” he called out to his soldiers, who crawled behind him between the trenches and the rocks, amongst whistling shots and exploding mines, until they found themselves under cover: The broad trunk of a tree with a thick foliage that concealed them from the snipers - Amos’ tree!

That same night, Amos’ soldiers broke through the City Line and participated in the liberation of Jerusalem.

On June 7, 1967, at ten o’clock in the morning, the paratroopers reached the Wailing Wall, the remnant of the Temple. Jerusalem was reunited. The war was over.

But for Amos, the reunification had another significance: He was finally able to sit under his tree, which saved the lives of his soldiers and indeed his own life, to caress its leaves to hug its thick trunk and remember the words of his father: “If you nurture your tree properly - it will take root in the soil and never release its grip and will thus retain the ground under it which will remain yours forever.”

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A Tree in Jerusalem

Illustrated cards

How to make a bookmark >>

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Activity No. 3

The TimeTree

The Activity

Ask the children to split into pairs. Give each pair a sheet with the pieces of the Time Tree puzzle and ask the children to color in the parts, to cut them out and to put the tree trunk together, using the pieces of the puzzle and the dates written on them.

After completing the puzzle, ask the children to stick the assembled tree trunk on a sheet of paper and to draw the leafy top part of the tree themselves. Associations raised by the City of Jerusalem, hopes and wishes that they have with respect to the City in the future, are to be written in the leafy area of the tree. In conclusion, hang a “forest” of time trees from the ceiling in the classroom, walk around amongst the trees and dwell on associations that recur many times in the drawings. Thereafter, hold a discussion about the future of the City, as depicted in the drawings.

Possible answers:

• The beginning of Jerusalem as the Capital City of Israel in the days of King David, and it has grown and flourished, just like a tree, up to modern times. If we continue to nurture it and protect it, it will continue to flourish and prosper.

• The City is surrounded by nature, woodlands and forests, which have beautified the surroundings of the City throughout the historic periods and create a green lung environment, which is critical to quality of life in the City. The JNF strives to protect these forests, in order to ensure a clean, inviting and healthier future for the City.

The Objective of the Activity:Getting to know the history of Jerusalem through a game.

The Type of Activity: Doing a puzzle and creativity.

Age Group: 1st to 6th Grades.


Location: In the classroom.

Aids:A story to be read, 5 copies of the story cards, seedlings, a copy of the parts of a tree puzzle for each pair of children, scissors, crayons.

List of Linguistic Terms:The Time Line, history, the Capital City of Israel, the City of David, the Reunification of Jerusalem, the British Mandate, green lung.

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The Time Tree 200740 year anniversaryof the Reunification

1967Reunification of Jerusalem

1948The State of Israel

1917The BritishMandate

1516The Ottoman

Regime

1250Mamluki Regime

1099Crusader Regime

638Muslim Regime

324Byzantine Regime

950 B.C.E. King Solomon Builds the

Holy Temple

1,000 B.C.E.King David conquers the City of Yabus

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Activity No. 4

The Jerusalem Forest

The Activity

Divide the class in teams of three children each and give each team a picture and a short text of information about an animal or plant found in the Jerusalem Forest. Ask the children to read the section of text and to come up with a riddle about their animal or plant.

After completing the assignment, the children read their riddle out loud and the members of the other teams try to solve them. Write the answers to the riddles on the board in order to make a list of fauna and flora inhabiting the forest.

Tell the pupils that all these plants and animals share a common home and ask them to guess where it is.

Draw a food pyramid on the board, (use the example in the booklet) and explain that in the forest there is a complex ecological system and that each animal requires foliage and other animals to exist. Stipulate that at the bottom of the food pyramid are the forest plants, above them grasses, above which are predators and super predators. Explain about the transition of energy in the pyramid.

Now, ask each team to position the animal it was given, at the appropriate level on the food pyramid in the Jerusalem Forest. Ask: What will happen if one of the types of animals disappears? What can the reason be for impacting one of the levels of the pyramid?

Stick a picture of a man on the board and ask: What is the position of man in the ecological food pyramid? Does man have a “side effect” that is liable to affect it.

The Objective of the Activity:Getting to know the fauna and flora of the Jerusalem Forest and an understanding of the threat hanging over the future existence of the forest as a result of the development of the City.

The Type of Activity: Combined activity.

Age Group: 3rd to 6th Grades.

Time: About three hours.


Aids:5 copies of the Jerusalem Forest domino cards, a picture of David ben Gurion planting a tree in the Jerusalem Forest, about 20 pages of the city, road and industrial area.

List of Linguistic Terms:Food pyramid, ecological system, Jerusalem Forest, the Safdie Plan, green lungs.


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Divide the class into 5 teams and give each team a set of domino cards.

Explain the game: Each card contains a riddle and a picture. The objective is to create a chain of cards and to join, to each riddle, its solution appearing in the picture. Each time a card is played and the suitable card must be detected in order to complete the chain: The first child plays a card, reads the riddle and the child holding the card on which the picture of the appropriate animal or tree appears plays his card and places it next to the first card, and so on.

Ask the pupils to play and to create a circle of plants and animals. The first team to complete the circle wins a point.

After checking the solutions, place a page of the city in the center of the circle made by each team. Tell the pupils that all the animals and plants in the domino grow and thrive in the Jerusalem Forrest, which was planted around the city in the 1950s. Show the photograph of Ben Gurion.

But, here there is a new participant in the game.

Place another page of the city in the middle of the circle and explain that the city grew and there is no other option but to add buildings. Place another page of the city and another one and so cover the entire circle and also some of the animals. Tell the children that there is no other choice except to give up tracts of the forest, because the city is growing. After all, this is the capital city of Israel. Carry on placing pages and cover all the animals and tress with sheets of roads and industrial areas.

Ask the pupils: How do you feel after the forest, the animals and the plants of the forest have disappeared? How, in your opinion, do the residents of Jerusalem feel?

Talk about the Safdie Plan which threatened to cover broad areas of the forest and the struggle against it (make use of the appendix to this booklet).

Tell them that Jerusalem is currently spread over no less than 40,000 acres, two and half times the area of Tel Aviv.

Ask: Must the capital city be a very large city?

Ask the pupils to think: How do they see the future of Jerusalem? Can they think of alternatives to plans, such as the Safdie Plan, that will affect the fragile nature system surrounding the city, and which constitutes part of its uniqueness, in a reduced manner?

Propose alternatives as an example: The use of construction reserves and the fortification of existing infrastructure, building to heights which does not take up a large footprint, bolstering public transport to and from and inside the city, centralizing industrial areas around existing city focal points, tight control over environmental quality, etc.

Read what the Jerusalem architect Ze’ev Sheinberg had to say: “The status of a city is not determined by the number of acres it covers and the number of residents which call it home. Washington, D. C. in the USA, is a seventh of the size of New York. Do the 60 million residents of Mexico City make it a more attractive capital city? Does the reduced expansion area of Manhattan or Venice impact upon quality? Jerusalem is akin to the diamond in the Jewish Crown. You need a big barn to store hay. A diamond is polished meticulously, ineffective layers are removed and it is packed in a small and elegant box. An advanced medical center, a well known university, a world renowned philharmonic orchestra and important museums will contribute to establishing the status of the Capital City more than an additional tens of thousands of residents and a few thousand additional acres and more slogans.”

Ben Gurion planting a tree in the Jerusalem Forest, in the 1950s

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Jerusalem PineAn evergreen tree with needle like leaves. Sprouts and flowers in the spring. Its fruit, pine cones, are full of light weight seeds attached to a wing which disperses them in the wind. A pine tree lives for about 80 years and does not renew itself after being burned in a fire. It aspires to light and grows well in rocky or in calcareous soil. The Jerusalem pine is the only pine in Israel that also grows wild. The Jewish National Fund planted the majority of pine forests in Israel. Pines are crucial forestation trees and also the trees most harvested for industry, including the furniture industry and the construction industry.

Cypress An evergreen tree with long thin needle like leaves. Flowers in the spring and its fruit are hard round cones, which house the seeds. Cypress trees can attain an age of hundreds of years. The tree regenerates after felling and grows a new trunk and branches. There are only very few wild cypress trees in Israel. The vast majority are planted. The cypress was one of the trees brought to Jerusalem in the days of King Solomon in order to build the temple. The cypress serves as a windbreak for agricultural fields, as a protective barrier and as a boundary marker. In industry, the wood is used to make packing cases, and to manufacture posts and supports in agriculture.

Olive TreeAn evergreen tree. With leaves colored silver on the underside. Its spread is wide and its trunk thick and twisted. The olive tree sprouts in the spring and is fertilized mainly by wind. Its fruit ripens by December and changes color from green to purple and to black. An olive tree can live for hundreds of years. Ancient olive trees can be seen at Gat Shmanim in Jerusalem. The olive is one of the first trees to be domesticated by man. The olive tree is one of the most important agricultural cultivations in the Land of Israel. Picking olives is called olive harvesting. Oil for human consumption, for medical purposes and for cosmetics and other uses is produced from olives.

Fig TreeThe Ficus fig tree is a deciduous winter tree with large, human hand shaped leaves. The fig fruit sprouts in a cluster called a syconium. The figs, which ripen in the summer months, are the development of the syconium which is fertilized by wasps. Fig trees grow wild next to wells, streams and in the vicinity of caves. They originate in the mountains of Iran, Iraq and Turkey,

but have been growing in Israel since biblical times. The fig is one of the most important fruit trees in Israel. Dried figs have a high nutritional value and can be stored for long periods of time.

Jerusalem SaffronThe saffron, a tuber of the rose genus, is one of the largest and most beautiful wild flowers in Israel. The huge Jerusalem Saffron flower is the largest flower in Israel. The saffron flower has a huge pink funnel and a very long stem that reaches into the soil. The only place in the world where the Jerusalem Saffron grows is in Israel. The Jerusalem Saffron flourishes in heavy terra rossa soil in mountain valleys and on mountain ridges. It blossoms in the autumn without leaves, its blossoms are located close to ground level and they bloom in pink against the dry soil. The name of the plant [in Hebrew] derives from the season it blossoms in - autumn [Stav in Hebrew and the plant is called Stavanit in Hebrew]. The plant originates from northern Turkey and the Black Sea escarpment. The tuber of the Saffron contains a substance used for making cancer fighting drugs.

DeerThe deer is one of the animals most identified with the Land of Israel. This is a beautiful and gracious animal, nimble and with keen senses and was once wide spread across Israel. The species was hunted to near extinction in the past but managed to partially rehabilitate due to restrictions placed on hunters. The deer is active in the day and during illuminated nights. The bucks inhabit territories marked by odor stations and are easily recognized by their horns. The does have much smaller horns and live in flocks and migrate with their kids from one buck’s territory to the next. The deer eat leaves of the various trees and bushes and even assist in dispersing the seeds.

FoxA small canine family mammal. It has long ears and a long tail and its vertical eye pupils constitute typical identification marks. The fox is common all over the country. It is a predator, subsisting on rodents, birds, bugs, fruit and vegetables and garbage scraps. The animal is active at night and lives in dens that it dug or takes up residence in dens dug out buy other animals, such as badgers or porcupines. The fox is territorial and lives in pairs or in family groups. The fox is considered a particularly smart animal in the folklore of many cultures. In reality, it benefits man by consuming rodents and various bugs.

Bits of Information

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Partridge A common and widespread bird in Israel. The partridge prefers rocky slopes of maintains and hills which are covered with sparse vegetation. It prefers walking and running and flies only when facing immediate danger. Partridges eat mainly seeds tubers and bulbs, but consume bugs as well. It lives in flocks throughout most of the year and makes a croaking sound, mainly in the morning and evening hours. Its nest where it lays its eggs is a shallow pit, generally amongst bushes or beneath rocks, and is excavated and sparsely lined. The chicks follow their mother and hide when she warns them of approaching danger.

PorcupineThe porcupine is the largest rodent in Israel. The spines decorating its body are rolled up hair. The body of the porcupine is covered in fur, sprouting amongst the spines, which protects its delicate skin. The porcupine is common all over the country including densely populated areas. It feeds mainly on bulbs, tubers and roots of various plants and it digs then up out of the ground. In the spring it feeds on greenery and causes damage to agriculture by eating vegetables, watermelons and melons. Porcupines do not need water and get all their liquid nourishment from the plants they eat. It is a nocturnal animal and spends its days in burrows that it digs. Porcupines generally live in pairs or in family groups. When danger looms, a porcupine will run speedily while spreading out its spines and taking croaking breaths. If cornered, a porcupine will spread out its spines and leap backwards or sideways towards its attacker.

Falcon The falcon is a daylight raptor, a swift hunter that pursues its prey from the air and on open plains. The falcon’s beak is its main hunting tool, unlike other raptors. It feeds on a range of animals, from bugs up to large birds and small mammals. The falcon’s dive is the fastest on record amongst birds. This is the reason for keeping trained falcons for hunting purposes. Falcons do not build nests but take over abandoned nests of other birds or use hollow tree trunks, buildings or rock ledges without any nest lining at all.

A bird nests amongst my branches,

And you will not be able to sew with my needles,

My feet in the ground and my head in the heavens.

Who am I ?

Jerusalem Pine

I am straight and high, my fruit is round,

I look out over great distances and beyond mountains,

Almost no one can climb me to the top.

Who am I ?

Cypress

I am indigenous, my leaves are grey,

And birds chirp amongst my branches,

My oil features in every home.

Who am I ?

Olive Tree

Dashing swiftly, with thin horns,

Eating grass and I will bolt within minutes,

There is no other mischievous animal as I.

Who am I ?

Deer

I have a long, big and furry tail,

There is no more cunning animal than me in town,

I will elude at night, I will not ask questions.

Who am I ?

Fox

I have wings, a tail and a beak,

I don’t like to fly despite the fact that I am a bird,

I am plump and round.

Who am I ?

Partridge

I live in a burrow, walk amongst the trees,

I will get rid of my enemies with spines,

My forest is an excellent place!

Who am I ?

PorcupineEveryone is invited to sit under me and under the vine,

My leaves are like a hand, caressing and loving,

My fruit is the sweetest in the neighborhood.

Who am I ?

Fig Tree

My blossoms are pink, shaped like a tear,

Upon spring budding I will cover the hill,

I absorb and drink water through my bulbous root.

Who am I ?

Jerusalem Saffron

I am a small but lethal bird,

A lizard is a real meal for me,

I dive from the heavens at the speed of a rocket

Who am I ?

Falcon

Solutions to the Domino Riddle

20


The illustrations on the cards are to be matched to the descriptions.

Fig Tree

Cypress Tree

Partridge

Fox

I have wings, a tail and a beakI don’t like to fly despite the fact

that I am a birdI am plump and round

Who am I ?

I have a long, big and furry tailThere is more cunning animal

than me in townI will elude at night, I will not ask

questionsWho am I ?

I live in a burrow,walk amongst the trees

I will get rid of my enemies with spines My forest is an excellent place!

Who am I ?

Everyone is invited to sit under me and under the vine

My leaves are like a hand,caressing and loving.

My fruit is the sweetest in the neighborhood.

Who am I ?

21


Jerusalem Saffron

Porcupine

Jerusalem Pine

Olive Tree

A bird nests amongst my branches And you will not be able to sew

with my needlesMy feet in the ground and my head

in the heavensWho am I?

I am indigenous,my leaves are grey

And birds chirp amongstmy branches

My oil features in every homeWho am I ?

Dashing swiftly, with thin horns, Eating grass and I will bolt

within minutesThere is no other

mischievous animal as I.Who am I ?

My blossoms are pink,shaped like a tearUpon spring budsI will cover the hill

I absorb and drink water through my bulbous root

Who am I ?

22


Dear Falcon

I am a small but lethal birdA lizard is a real meal for meI dive from the heavens at the

speed of a rocketWho am I?

I am straight and high,my fruit is round,

I look out over great distancesand beyond mountains,

Almost no one can climb me to the topWho am I ?

The Food Pyramid

Super Predators

Predators

Vegetarians

Plants

23


Industrial Area | City | Road

24

Activity No. 5

Wailing WallTrivia Quiz

The Activity

Divide the class into four teams who will compete against each other. Give each team an information sheet placed face down, and 5 cards depicting the Wailing Wall stone blocks, of one color. Set the alarm clock for 15 minutes. Explain to the children that they must read and learn the facts in the sheet, in order to answer the riddle and win the quiz. After 15 minutes have passed, collect the information sheets and announce the commencement of the quiz. The team that answers correctly first, lays one of its “stone blocks” on the Wailing Wall chart. The first team to lay all its “stone blocks” is the winner. Thereafter, continue the game to determine second place, third place and fourth place.

In conclusion, hold a discussion in the classroom regarding the importance of the reunification of Jerusalem, and the ways of expressing such.

Devote the closing minutes of the lesson to writing notes to be placed in the Wailing Wall, and place them in an envelope to be dispatched to the Wailing Wall.

The Objective of the Activity:Getting to know the subject of the reunification of Jerusalem by means of a quiz game.

The Type of Activity: Quiz Game.

Age Group: 5th to 6th Grades.



Aids:A Wailing Wall chart, cards in the shape of stone blocks in four different colors (see preparation instructions below), four information sheets about the reunification of Jerusalem, an alarm clock, a sheet of questions for the teacher.

List of Linguistic Terms:The Wailing Wall, the Reunification of Jerusalem, the Six Day War,the War of Independence, the City Line.

25

Information Sheet About the Reunification of Jerusalem

During the War of Independence, the fighting in Jerusalem was long and hard. The Arab forces blocked the road to Jerusalem for Jewish travelers and even cut off the water supply to the city. Only armored convoys managed to break through the blockade and get to the city to deliver supplies, but at a high cost in life and limb. At the end of the war, East Jerusalem remained under the rule of Jordan and the Commander of the Etzioni Brigade, Moshe Dayan, and the Jordanian commander, Abdallah Tell, drew the City Line - the temporary cease fire line that divided the Jordanian and Israeli parts of Jerusalem. Mt. Scopus and the University remained as an enclave inside the Jordanian area. Every two weeks a supply convoy departed the Jewish side for the enclave. The City Line defined the border and the demilitarized no man’s land between the countries for 19 years. In December 1949, Ben Gurion declared Jerusalem as the capital of Israel.

In 1967, the unity government headed by Levy Eshkol, launched the Six Day War, after a long period of threats and sanctions on the part of Egypt, Jordan and Syria.

During Operation Focus, which commenced the combat, the Egyptian air force was destroyed on the ground, together with the majority of the fighter aircraft of the other enemy countries. The order “Red Sheet”, the code word for commencing the war, was given on June 5 and the IDF land forces commenced combat.

In Jerusalem, the Jordanian forces shelled the Jewish part of the city and conquered Armon Hanetziv. Very quickly, the IDF began repelling the Jordanians and advancing into enemy territory.

On June 7, 1967 at 10:00 in the morning, the paratroopers, lead by the Brigade Commander, Motta Gur, reached the heart of the Jewish People - the Temple Mount and the Wailing Wall - the remnant of the Holy Temple, which was, until that point in time, on the other side of the border.

Rabbi Shlomo Goren blew the shofar, the Chief of Staff, Yitzchak Rabin, and the Minister of Defense, Moshe Dayan visited the Wailing Wall. Behind them came the Jewish People. Jerusalem was reunited.

To prepare a Wailing Wall Chart and cards depicting the stone blocks (for handing out to the four teams):

• Photocopy the chart, increasing the size, 5 times.

• Photocopy it once on a white sheet of paper for the main chart and four more times on different colored paper.

• Cut out the stone blocks from the colored photocopies. (These can be glued on a Bristol cardboard sheets prior to cutting).

26

1. The Chief of Staff during the Six Day War was

a. Motta Gur

b. Moshe Dayan

c. Yitzchak Rabin

2. The Brigade that liberated the Wailing Wall was called . . .

a. The Armored Brigade

b. The Paratroop Brigade

c. The Golani Brigade

3. The City Line was:

a. The border line that separated the Jordanian and Israeli sides of the city of Jerusalem

b. The line that links the major cities in Israel

c. The border line between the City of Jerusalem and the surrounding villages.

4. In which year was Jerusalem liberated?

a. 1967

b. 1956

c. 1948

d. 1973

5. In what war was Jerusalem Reunited?

a. The War of Independence

b. The Yom Kippur War

c. The War of Attrition

d. The Six Day War

6. The Prime Minister during the Six Day War was:

a. Yitzchak Rabin

b. Moshe Dayan

c. Levy Eshkol

Trivia Quiz7. Until the conclusion of the Six Day War, the

Hebrew University on Mount Scopus was:

a. Jordanian Territory

b. Territory controlled by the United Nations

c. An Israeli enclave inside the Jordanian territory

8. The Operation that kicked off the Six Day War was called:

a. Operation Nachshon

b. Operation Focus

c. Operation Reunification

d. Operation Tigris

9. The course of the City Line was decided by:

a. David ben Gurion and King Abdullah

b. Golda Meir and President Carter

c. Moshe Dayan and Abdullah Tell

10. The Rabbi who blew the Shofar after the liberation of the Wailing Wall was:

a. Rabbi Lau

b. Rabbi Ovadia

c. Rabbi Goren

Correct or Incorrect Questions

11. Correct or Incorrect

Jerusalem was declared the Capital City of Israel already prior to 1967?


David ben Gurion declared Jerusalem as the Capital City of Israel


There is almost no consular representation of foreign countries in Jerusalem, because the world refuses to recognize the city as the Reunited Capital City of Israel.


The Prime Minister at the time of the Reunification was David ben Gurion


The Golan Heights was conquered during the course of the Six Day War


The Six Day War broke out unexpectedly, when the Egyptian army attacked the IDF soldiers at the Suez Canal.


The code words “Red Sheet” was the radio communications order to the IDF land forces to commence the war.


Until the Six Day war, Jews were permitted to visit the Wailing Wall.


After the liberation of Jerusalem and the reunification of the city, Israeli Arabs were prohibited from visiting the Temple Mount.


Before the Six Day War, convoys to Mount Scopus departed every three days.

27

Wailing W

all Trivia Quiz

28

Activity No. 6

Capital CityCalling Card

The Objective of the Activity:Getting to know capital cities around the world with emphasis on the uniqueness and importance of Jerusalem as the Capital City of Israel.

The Type of Activity: Combined activities.




Aids:Four capital city cards for each pupil, a large card of Jerusalem to be put up on the board, the Jerusalem city crest to be put up on the board, pages crayons and creative materials.

List of Linguistic Terms:Capital City, Jerusalem symbols, the History of Jerusalem.

The Activity

Give each pupil four cards of capital cities and ask the pupils to complete the missing details on the cards. After a few minutes, present the correct answers to the class. Ask: Who has visited the capital cities depicted on the cards? What experiences do you remember from the trip? Did you feel like you were visiting a capital city? What gave you this feeling?

Put up a large chart of Jerusalem on the board and, together with the pupils, fill out the missing details, just like on the small cards.

Display the Crest of the City of Jerusalem and tell its story.

The crest of the city of Jerusalem tells the story of the first days of the State of Israel.

Immediately upon the establishment of the State of Israel, a resolution was taken that crest of the city of Jerusalem, as the capital city of the State of Israel, must express the special significance of the city for the Jewish People.

At the beginning of the Hebrew month of Adar, in the year 5710 (February, 1950) the official crest of the Capital City Jerusalem was chosen and printed.

The crest that was chosen alludes to the glorious past of the Jewish People - the stone wall contrasted with the olive branches which represent hope and times of peace of the capital city in the rejuvenated State. The symbol of the lion protecting the wall, symbolizes the affinity of the capital city to the section of the land allocated to the tribe of Judah and which constitutes one of the most common Jewish symbols that decorated religious artefacts and the frames and doors of the Holy Ark in the synagogue.

(from the Jerusalem Municipality website).

Capital City Calling Card

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Question: When was Jerusalem declared as the capital city of Israel?

Read the verses from the Book of Chronicles which relate about the wresting of Jerusalem from the Jebusites, out loud:

“And David and all Israel went to Jerusalem, which is Jebus; where the Jebusites were, the inhabitants of the land. And the inhabitants of Jebus said to David, Thou shalt not come hither. Nevertheless David took the castle of Zion, which is the city of David. . . . and David dwelt in the castle; therefore they called it the city of David: And he built the city round about, even from Millo round about and Yoav repaired the rest of the city so David became greater and greater for the Lord of hosts was with him.”

(Chronicles I, Ch. 11 / Vs. 4 - 9)

Tell a little about the history of Jerusalem since King David conquered it and up to the declaration of Jerusalem as the Capital City of the State of Israel by Prime Minister David ben Gurion.

Read what ben Gurion said about Jerusalem on various occasions, (these could also be divided into four sections for reading and let the pupils read them):

“The value of Jerusalem cannot measured and considered and counted: Because if a country has a soul - then Jerusalem is the soul of the Land of Israel. The quest for Jerusalem is decisive and not only from the military aspect, that oath taken ‘on the Rivers of Babylon’ is as obligating now as it was then, otherwise we will not be worthy of being called the People of Israel . . . ”

“Since the temporary Government was instated, we put ensuring the well being, security and economic bolstering of Jerusalem at the top of our list of priorities. During the throes of war, when Jerusalem was under siege, we had to set the seat of Government temporarily in Tel Aviv, but the State of Israel had, has and will always have only one capital city - Eternal Jerusalem. This was the case three thousand years ago and thus will it be the case, as we do believe - to the end of time.”

“Twice during the annals of our people were we uprooted from Jerusalem - but only after we were vanquished in brutal and bloody wars fought against forces more powerful and greater in numbers than ours - the might of Rome and Babylon. Our ties to Jerusalem at this point in time are no less profound that they were in the times of Nebuchadnezzar and Titus Flavius; and when Jerusalem was attacked after May 14, 1948, our fighting youth put their lives at risk to protect our holy capital city, no less than our forefathers did during the times of the First and Second Temples.”

“ . . . we view it as being our obligation to declare, that Jewish Jerusalem is an organic and integral part of the State of Israel - as it is an integral part of Jewish history, the Jewish faith and the soul of our nation. Jerusalem is the very heart of the State of Israel. We are proud of the fact that Jerusalem was sanctified also in the eyes of other religions, and willingly and eagerly we will ensure all the arrangements and alleviations required so that the religious needs of all the other religions will be satisfied in Jerusalem . . . ”

Now ask: What is the uniqueness of Jerusalem as a capital city compared to other capital cities that we dealt with? What special difficulties are there in the city and which were raised by Ben Gurion’s words? How does the State of Israel contend with this matter?

In conclusion, hand out sheets, crayons and creative materials and ask the pupils to draw pictures of “My Jerusalem” and to write their aspirations and good wishes for the city, on their pictures.

Set up an exhibition of “My Jerusalem” drawings in the classroom.

30

Capital City Cards

Name of the Capital

Country

Language

What appears in the Drawing?

Name of the Capital

Country

Language


Name of the Capital

Country

Language


Name of the Capital

Country

Language


Name of the Capital

Country

Language


31

Activity No. 7

A Jerusalem Collage

The Objective of the Activity:Exposure to the topic of Jerusalem from various angles, while integrating communication skills. This activity is suitable as an opener or closer of the subject of Jerusalem

The Type of Activity: Research and creative activity.




Aids:Bristol cardboard sheets, scissors, paints, magic markers, glue, various creative materials.

List of Linguistic Terms:Capital City, Jerusalem symbols, the History of Jerusalem.

The members of the team will use the materials they gathered from the Internet and from other sources (old newspapers and magazines, etc.), as materials for the collage.

They must gather pieces of information and pictures related to Jerusalem. It is obligatory to notate under each picture what the content of the picture is. At the beginning of the search, direct the pupils to search by the URLs of the websites appearing below, but emphasize the importance of creativity when searching for additional pictures and incorporating them in the collage.

On the day of the activity, hand out Bristol cardboard sheets and creative materials to both teams and set a time to process the materials and to prepare the collage. At the end, hang the two collages in the classroom, discuss the results and refer to the better and to the not so good selections. Finally, invite the neighboring classmates to choose the winning team.

Websites on the subject of Jerusalem:

Jerusalem municipality: www.jerusalem.muni.il/jer_main/f1_main.html

Jerusalem Photos: www.jerusalemshots.com/he

The Knesset Website: www.knesset.gov.il

The Jerusalem Birds Research Center: www.jbo.org.il

Sustainable Jerusalem: www.sustainable-jerusalem.org

JNF Photograph Archives: www.kkl.org.il/exibition/exibition_heb.asp

National Photograph Collection: www.gpo.gov.il

The Activity

Jerusalem is a complex and mixed city, that incorporates various worldly perceptions, religions and cultures and creates a particularly unique collage. The following activities enable the pupils to prepare their own collage of Jerusalem, and through it to learn a little about the city as it is presented currently through the most available and accessible medium for gathering information - the Internet.

On the day before the activities are to be held, divide the class into two competing teams. Explain the assignment: Each of the teams is to prepare a collage on the topic of Jerusalem.

The pupils of the neighboring class will select, by means of a vote, the winning collage.

The criteria for winning: • The measure of the variation of the information and the pictures. • The originality of the topics and the pictures presented in the collage. • The measure of effort exerted in gathering the material. • The measure of effort expended in making the collage.

32

Activity No. 8

JerusalemRap

The Objective of the Activity:Getting to know the history of Jerusalem and the importance thereof to the Jewish People by creative means and experiencing the topic.

The Type of Activity: Musical performance.



Location: In the classroom or outside.

Aids:A copy of Jerusalem Rap for each child, musical instruments (not obligatory) baseball caps and rap clothing for the singers.

List of Linguistic Terms:The History of Jerusalem, hip hop rap, associations, poetry.

The Activity

Write the word “Jerusalem” on the board, and ask the pupils to come up with associations they have about the name. Tell them that many poets and writers have written about Jerusalem throughout the history of the Jewish people. Explain that today we will attempt to tell about Jerusalem through a contemporary song medium - hip hop rap. Expound a bit on the style. This is a contemporary music style which developed in the Afro American communities in the USA. This style enables everyone to take part in the show, as it is recited poetry.

Divide the class into groups:

• The singers (as per the stanzas of the song). Each singer is given one stanza to learn off by heart and to recite to a rap tempo.

• The choir group - carries out the duties of the choir by singing between the stanzas.

• The tempo group - sets the hip hop rap tempo throughout the song by clapping hands and patting legs: Two quick pats and one slow clap, repeated over and over. (If there are musical instruments or other accessories, this is the group that will play them).

Encourage the singers to incorporate hand and body movements in the performance.

Devote time to rehearsing each group separately, and then hold a dress rehearsal for the three groups together.

In conclusion, arrange a performance before the whole school.

Note: It would be prudent to organize a competition between two classes to perform the song.

33

It began a long time ago when King David decided - I need a capital city to unite the nation around it. He found a cool place with a view and a well and Said - Jerusalem - our capital city here.

After him came Solomon, who put a plan into actionHe took it upon himself to build the Temple. He built a huge structure on Mount Moriah Which from that time has not been duplicated.

Choir - “The Temple will be built, will be built, will be built . . . ”

On the 9th day of the month of Av the Babylonians destroyed the Templeand sent all Jewish people off to exile But then came Koresh and we came back and rebuilt the Temple.


But that Temple the Romans destroyed in a warAnd we remained without a Temple, Jerusalem was horrorstruck. Bar Kochba tried to revolt, to reinstate out honor, But at the end we remained with pain and tears.


The Romans were ousted by the Byzantines, who surrendered to the Muslims,who built a stone crown to last for many yearsThe Crusaders took control during the crusades but the Muslims were back after a short period of time.

Then came the Mamelukes and ousted the Muslims.After them came the Ottomans who allowed the Jews to return, This is the city of Jerusalem which never rests even for a daySeeking peace from one regime to another.

An the Jewish quarter filled up quickly They had no choice but to cross over the fenceThey left the walls - men, women and old timers.Montefiore put up Mishkanot Sha’ananim for them.


Then came the British, they put the Mandate in placeAnd told the Jews to immigrate slowly, slowlyIt was hard, but the Jews set up an underground Which fought against the British and gave them a headache.

Then the U. N. voted “Yes” Israel for the Jews, And the people danced and sang in the streets.But we had no other choice to show that We are here forever and will stay here for generations to come.


Then the war of independence broke out here in IsraelWe need to come home after two thousand years of exile.Jerusalem is under siege, shelling, bombs, mines, It is not easy to win here, life in the city is arduous.

Eventually, the city was divided by means of the City LineThe Jordanians on one side and us on the other. The whole of East Jerusalem, including the Temple Mount, is theirsWe will yet return Jerusalem and we will fight for you.


Ben Gurion declared Jerusalem as the Capital City of Israel, While the City Line still winds alongIn ’67 all the Arab nations rose up against usAnd wanted to throw the Jews into the sea.

Then during the Six Days we had no choice, And we showed them all how it is doneWe captured the Wailing Wall, the Jordanians retreatedJerusalem is once again ours after the long exile.


We returned to the wells, that is the truthWe returned to Jerusalem - we will stay here forever. We hold the Temple Mount also the Wailing Wall we will hold foreverand the large capital city will forever unite us all.


Jerusalem Rap Written by: Almog Tzachar

34

Activity No. 9

The City that Reunited

The Objective of the Activity:Getting to know the contrasts and the special connections of the City of Jerusalem through various points of view

The Type of Activity: Research activities.



Location: In the classroom or outside.

Aids:Sections of text for reading

List of Linguistic Terms:The unification and connection between contrasts, population groups and religions, preservation of sites, material and spiritual.

The Activity

Relate beforehand: Since the establishment of the State, after the War of Independence in 1948, Jerusalem was divided between Jordan and Israel. On the 28th day of the Hebrew month of Iyar in the year 5727 - June 7, 1967 - which was the third day of the Six Day War, IDF soldiers conquered East Jerusalem, and thus brought about the reunification of the City.

And indeed, the expression “Jerusalem built as a city united” appears in the Old Testament (Psalms, 122 | 2).

What is the significance of the term unification and merging throughout the various periods in the history of Jerusalem? What joins and seams are prominent in the fabric of the City, from Bible times and up to modern times?

Divide the class into 6 teams. Hand out, to each team, texts to read, dealing with a specific aspect of unification and merging expressed in Jerusalem. Explain the assignment: Each team is to define for itself what type of unification relates to the section of text that team was given.

At the second stage, the team is to illustrate the topic for the rest of the teams, without words, using movement and drawings on the board (for example, an illustration of the unification of the various religions in Jerusalem can be effected by drawing a Star of David, a crucifix and a crescent on the board). The members of the other teams must decipher the drawing. After detecting the type of unification, the members of the team read the section of text to the other pupils.

Summarize the activity by means of a discussion: What are the advantages and disadvantages of a city so joined and contrasting? Who recently visited Jerusalem? Are the various connections in the city palpable to visitors to the city? How would they recommend to the mayor to contend with the various problems arising from the uniqueness of the city? What positive aspects are there to Jerusalem being “A city that united”?

Emphasize the importance of maintaining the delicate seams from which Jerusalem is composed.

The City that Reunited

35

1. The Solution: Connecting Vistas and Geographical Sectors

A Mediterranean climate prevails in the Judean Mountains with an average rainfall of about 450 mm. per annum. The Beit El Mountains and the Hebron Mountains have suffered from human activity - deforestation, grazing and burning and therefore no well developed woodlands remain. Woodlands exist in the Jerusalem Mountains, certain sections of which were declared as nature reserves. In the northern Judean plains there remain some sections containing well developed woodlands of indigenous oak. Open woodlands of indigenous carob and mastic [Pistacia lentiscus] exist in the lower parts of the plain. As we proceed south and east, so does the woodland, pursuant to the amount of rainfall, become more sparse and plants become desert flora. The Judean and Jerusalem mountains create the last mountain ledge before the Judean Desert and the low lying Dead Sea area. The Judean Desert which lies to the east side of the Judean Mountains, is a rain shadow desert. In the coastal plain area, humid air comes in from the Mediterranean Sea, form clouds which precipitate small amounts of rain on their way to the interior plains area. The largest amount of rain falls on the Judean Mountains. The fusion of multiple drops of water inside the clouds in the wake of the drastic descent from the high Judean Mountains to the low lying Judean Desert, leaves very little precipitation in the clouds reaching the Judean Desert, which creates the dry desert climate.

2. The Solution: Connecting Communities

1. “ . . . on Thursday morning our ancestors stood in the doorway to the kitchen or sat in the dining room and received from our foremothers the list of groceries to be purchased in the markets of the Old City. This vocation was called “Ismiraser”. They took with them white cloth bags or large baskets made of reeds and set off for the large vegetable market, the bazaar that in the past served as a shelter or church for the Crusaders. There they strolled about amongst the peasants who came from the surrounding villages and who sold their fruits and vegetables out of large round wicker baskets.

2. “ . . . there were matchmakers whose vocation was plied for business purposes and there were upstanding matchmakers of the type in the stories of Mr. Haim Hamburger: “There was a matchmaker in Jerusalem, a competent authority who did not cheat nor lie, named Mr. Menasheh Roth. He was the matchmaker of the Rabbis and rich people and knew all the Ashkenazi residents of the Old City. He asked a fair price for his matchmaker fees. He would always tell the truth and when asked to voice an opinion as to a particular match, which, in his opinion was not honest, he would respond: ‘Walk away from it, it is not for you’.”

3. The Solution: Connecting Religious and Secular People

Uri Lopoliansky is the current mayor [sic] of Jerusalem and it was he who set up Yad Sarah [the organization providing medical accessories to patients for temporary use, at little or no cost]. Lopoliansky was born in 1951 in Haifa to Ya’acov, an immigrant from Poland. He attended the “Pirchei Aharon” Bnei Akiva high school religious seminary in Kiryat Shmuel and thereafter attended the “Tora Or” Lithuanian religious seminary in Kiryat Mattersdorf in Jerusalem. He is married and has 12 children and lives in the Sanhedria neighborhood of Jerusalem. His tenure raised a great deal of criticism, regarding religious coercion and impacting freedom of speech, when he tried to prevent an LGBT march in Jerusalem in 2005. The dispute ended in a precedential verdict handed down by the District Court, which obligated the municipality and Lopoliansky personally (due to actions carried out in contradiction to the instructions of the Municipality’s legal counsel), to financially support the holding of the march.

Sections of Text of Reading

36

4. The Solution: Connecting the Past to the Present - Preservation of Sites

Many buildings which were declared as sites worthy of preservation are in any case in danger of demolition. The Director General of the Site Preservation Council: “If we do not do something right now, we will only be able to see the historical sites in photographs”.In civilized countries, they make sure to commemorate and preserve historical sites, and honor such sites properly. In Israel, such sites are demolished, in order to build real estate projects. - So what if it is an historic site saturated with nostalgia? The Israeli reality proves, again and again, that real estate forces still win over emotional and value based considerations or preserving properties that are part of our history and heritage.

The backwards Mamilla neighborhood was designated, during the 1970s as a top priority restoration area. The buildings on the eastern side of the site were designated for preservation and the entire neighborhood was designated as an area within the overseeing domain of the Old City, with respect to which the heights of building are controlled, in order to maintain an unrestricted view of the Old City.

5. The Solution: Connecting Religions - Jews and Arabs in Jerusalem

1. Immediately after the reunification of the city, the Jewish population was 74% of the population in Jerusalem while the Arab population was 26%. Over the years, the Jewish population declined and currently stands at 66% of the population of the city.

2. “The Old City of Jerusalem - A Wonder of the World”

Another title can be added to that of a world heritage site designated for preservation, awarded to the city by the United Nations: The Old City of Jerusalem was declared as one of the wonders of the world. This recognition came from the USA and was awarded by two revered media conduits, the USA Today newspaper and the ABC television network.

The selection was made by a team of six experts including professors, writers and scientists, who were tasked with locating seven new wonders of the world.

The team determined that the Old City of Jerusalem is the spiritual capital of the three religions and is unique in its aspirations to generate co-existence amongst religions. The team stipulated the Wailing Wall, the Church of Holy Sepulcher and the Al Aksa Mosque as part of their considerations for selection.

6. The Solution: Connecting the Spiritual Jerusalem and the Material Jerusalem

Question: I have a question for which I have always sought an answer. According to tradition, at the end of the Passover Seder, we are supposed to state: “To Next Year in Jerusalem!” So what happens if I live in Jerusalem? Do I say: “To This Year in Jerusalem!” or simply skip saying it?

Answer: You can be miles away from Jerusalem, even if you live in the city. In contrast, you can be on the other side of the world but feel very close to Jerusalem, because Jerusalem is much more than a geographical location. Jerusalem is an ideal the achievement of which we are fighting for. Therefore, the answer to the question is that the statement: “To Next Year in Jerusalem!” must be voiced even if you live in the city.

The Jewish story can be summated as a long journey from Egypt to Jerusalem. Besides the geographical challenges, Egypt and Jerusalem symbolize two converse spiritual situations. This journey is a journey of multiple hardships. Both as a nation as well as individuals, we always lived the slavery in Egypt and marched towards freedom in the promised land. If we analyze our psychological Egypt and our internalized Jerusalem, it appears that we are still pacing between these two points.

Jerusalem means “City of Peace” - a place of peace between body and soul, between heaven and earth, between ideals and reality. When our body no longer imprisons our soul but rather constitutes a channel for the expression of the soul; when we live our lives based upon our ideals and not based on our outlines; when the world appreciates goodness and generosity and not egotistic profit, then it is a sign that we are in Jerusalem that we are at peace with ourselves and with the world.

(from: To Next Year in Jerusalem. The answer to a Jerusalemite’s question, by Aharon Moss).

37

Activity No. 10

BeautifulView

The Activity

Take the pupils out of the classroom to a quiet spot in the school yard surrounded by foliage and trees.

Ask: Where would you prefer to hold the lesson, in the classroom or outside. Why is it more pleasant to study outside and what feeling does an unrestricted view leave compared to a built up view? Present the topic of the activity: The unrestricted view surrounding Jerusalem.

Read the poem “Beautiful View”, written by Rabbi Yehuda Halevy, to the pupils. Talk about the yearning for Jerusalem, which lead the author to write the poem. Ask the pupils to find expressions in the poem that refer to nature and vistas that surround it and to mark them (use the attached lexicon). Ask: What is the situation in Jerusalem, as described in the poem? Is it inhabited or deserted? Flourishing or ruined? Did Rabbi Yehuda Halevy speak as if the aspiration to reach Jerusalem is special for him alone or is it the aspiration of many? Why? (Emphasize again the attraction generated by a flourishing and vibrant place as opposed to an abandoned and deserted place).

The Objective of the Activity:Getting to know issues of urbanization and construction vs. maintaining nature and the green lung surrounding Jerusalem

The Type of Activity: Discussion by means of a trial.



Location: Outside of the classroom.

Aids:The poem “Beautiful View” by Rabbi Yehuda Halevy, handed out to each pupil.

List of Linguistic Terms:Reviving the wilderness, environmental quality, ecological Zionism, green lungs, Safdie Plan.

Beautiful View

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Explain:

The poet wants to get to Jerusalem on eagle’s wings, to saturate its ashes with his tears, to make the wilderness bloom with his tears, because he knows that it is abandoned and deserted, and place of “poisonous snakes and scorpions”. An image taken from the Book of Deuteronomy 8 | 15: “ . . . who led you through the great and terrible wilderness, an arid waste land with poisonous snakes and scorpions, and thirst with no water . . . ”. The speaker did not mean only to highlight the situation in Jerusalem and in the Land of Israel, but rather to emphasize that even if The Land is abandoned and deserted, and even if it is “a great desert, without water” and even if it lacks a Jewish regime, the state of the situation must be inquired of, interest must be shown and care taken of it. Furthermore, it must be visited, in order for the visitor to snuggle up on its stones, and to grace them, because they are the remnants of the magnificent past of Jerusalem and of the nation. A vague snuggle is insufficient, the stones are to be touched and used to rebuild the deserted land anew - in examining the mingling of the past with the present and the future.

Talk about the term “Making the wilderness bloom”: Talk about “making it bloom” in the style of “we will clothe you in a dress of concrete and cement” - the construction and settlement of areas, paving roads and laying infrastructure, as opposed to “making it bloom” in the style of the JNF - planting and preserving nature sites, green lungs, and ancients vistas. Explain about the problem of equilibrium between the needs of the growing population of the city and the need for green nature and health.

Ask the pupils:

How do you see the future of Jerusalem? Is there a special value is preserving the scenery of the city and of the Jerusalem corridor and in nurturing the green lungs in it.?

Split the class into two teams and appoint a panel of three judges.

Give each team information cards of the Safdie Plan and ask each team to present to the panel the position stipulated on the cards in the most convincing manner. (Encourage the use of unique trains of thought, such as a song / a performance / a declaration). Likewise, ask each team to formulate a catchy slogan and to think about what public actions (such as demonstrations, rallies, etc.) could you initiate in order to bring your position to the attention of the public at large and to convince them.

After carrying out the preparations, each team presents its position and the judges decide whether to approve the plan or to suspend it.

In conclusion, tell about the struggle to halt the Safdie Plan, the means of struggling and the results thereof and try to find, together with the pupils, alternate solutions to the future of the city: The use of reserve residential accommodation and existing space in the city, ecological construction, concentrating industrial areas and overseeing of environmental quality, reinforcing public transport in the city and top and from the city, and so on.

Beautiful View - Rabbi Yehuda Halevy

(Spain, 11th - 12th Century)

Beautiful view, city of a great King,

From the western coast my desire burns towards thee.

Pity and tenderness burst in me, remembering

Thy former glories, thy temple now broken stones.

I wish I could fly to thee on the wings of an eagle

And mingle my tears with thy dust.

I have sought thee, love, though the King is not there

And resin of the trees of Gilead - poisonous snakes and scorpions too.

Let me fall on thy broken stones and tenderly kiss them -

The taste of thy dust will be sweeter than honey to me.

39

Safdie Plan - the Contractors Perspective

We are calling for the execution of a building plan and rezoning of land for building all along the Jerusalem Corridor. The National Outline Plan 2, which was approved by the Government, supports our position: Its permits laying infrastructure, (roads, electrical wiring, sewage, fuel pipes), without restriction and construction on 50% of the area which falls within the boundaries of the Local Authority. The paving of Road No. 16, which will ease the traffic entering Jerusalem through the traffic jammed entrance each morning, and will save millions of Shekels and also reduce air pollution from the exhausts of vehicles stuck in the traffic jam, is infrastructure work pursuant to NOP 22. The transition of the Pi Glilot [fuel and LPG storage] site to an underground site in the Jerusalem Forest is obligated to the fact that the Har Nof suburb has drawn too close to it which endangers the lives of the residents. The growth of the suburb cannot be halted! If Jerusalem does not expand to the west, as proposed by the Safdie Plan, the city will wither. Over 9,000 residents leave Jerusalem each year - only a fundamental change of the structure of the city by creating a ring of suburbs around the city, can save Jerusalem and prevent it converting from a Capital City to a “Corner City”.

Safdie Plan - the Green Perspective

The open areas surrounding Jerusalem constitute a sort of necessary background for the largest city in the country. The forest belt planted by the JNF surrounding the city, constitutes not only green lungs and infrastructure for parking areas and recreation sites in the bosom of nature. This is also a natural border, that delimits the city and maintains its uniqueness. In the 1950s, the Jerusalem Forest was planted to the west of the city and later on, forests were planted in the Ramot neighborhood, the Shalom Forrest was planted next to the Old City and the Gilo Park was planted to the south. These forests protect the identity and image of Jerusalem as a city attracting visitors from all over the world. The tourists and visitors expect to see the city revealed to their eyes from the green areas of Sha’ar Hagai and the Jerusalem Corridor and not as a continuation of an industrial area, vehicle workshops and residential neighborhoods. In the NOP 22 for Forests and Forestation, which was approved by the Government, the Jerusalem Forests are perceived as the most important ecological reserve in the center of the country. The forests that were planted and the natural woodlands that were nurtured have a great deal of importance in improving the status of the rocky areas and halting unwanted urban sprawl.

Ways to Wage the Struggle

The residents of Jerusalem, who are battling for the future of the city, highlighted the ecological disaster threating from the west. “The Guardians of the Forest” began gearing up for the struggle for the forest in 1997. Initially in conjunction with the Jerusalem Branch of the Nature Protection Company and later on they joined the JNF struggle HQ and the Har Nof Quality of Life Association. “The Guardians of the Forest” are involved in public and educational efforts together under the slogan of “Do Not Touch the Forests”: Celebrations, tours, clean up days, objections in the District Council, demonstrations, a planting march (“A Tree for Every Person”), a 15th of Shvat [Arbor Day] seder under the banner of “the Jerusalem Forest”, a “Treespaper” etc. These activities lead to the majority of the Jerusalem public becoming currently aware of the threat against the Jerusalem Forest. The high point of the activities was a Hug for the Jerusalem Forest on the 15th of Shvat in 2004: A multi participant event in which about 4,000 forest lovers stood in a circle and physically literally hugged the forest. A record number of objections was submitted by organizations and citizens to the Planning and Construction Committee.

40

Appendixes

41

Appendix No. 1

JNFStamps

Since the resolution taken by the Fifth Zionist Congress, which convened in Basle in the month of Tevet in the year 5662 (December 26 - 29, 1901), regarding the establishment of the Jewish National Fund, the JNF stamps have been used, in addition to their being a way to redeem tracts of land in the Land of Israel, and a partner in the fate of the Jewish presence in the Land of Israel and in the Diaspora, also as symbol of national rejuvenation and a means of public relations and education.

The first JNF stamp was published in 1902. The artist Ephraim Lilian designed the Zion Stamp - a blue Star of David on a white background, containing the heading “Zion”.

The stamp was distributed in 17 countries and the value was that of the smallest coin denomination in each country, with the objective of illustrating the principle of the popularity of the Fund (“a penny and another penny accumulates to a large account”). Many Jews, from all over the world, would affix the JNF stamps alongside official stamps of the countries in which they resided.

The JNF stamps were a means of public relations regarding the objectives of the JNF and to collect monies to redeem tracts of land. Over the years, some 500 different stamps have been issued. Some were printed in various series at various dates and in various countries, so that, in total, about 5,000 stamps were issued.

The portraits of the leaders of the Zionist Movement were imprinted on the stamps, as were Jewish commentators, intellectuals, rabbis, authors and anti-Nazi fighters. By means of the JNF stamps, the children in the Land of Israel and in the Diaspora learned of towns and villages in the Land of Israel, on the scenery in various sections of the Land of Israel, about historic sites and important enterprises of the JNF, including the Wall and Watchtower operations, drying the Hula Valley swamp, planting trees, recreational camping grounds, etc.

The most prominent elements of the JNF stamps are the Star of David, a tree, a rural homestead, mountains and fields. The most commemorated city on JNF stamps is Tel Aviv, the first Jewish City. The JNF stamps, including the Zion Stamp and the Herzl Stamp which was issued in 1909, were used to dispatch postal items amongst the first settlements. The Austrian post which operated in the Land of Israel agreed to dispatch letters stamped with the Zion Stamp, after having been cancelled by the official postal imprint, but this arrangement was suspended when a Jew from Petach Tikva snitched to the Ottoman Regime.

For a number of years, Jews in Czarist Russia and in the Ottoman ruled Land of Israel, risked imprisonment by affixing these stamps to their letters. Prior to the first Hebrew Post stamp being printed, the first official stamp of the State of Israel, the state stamp of the JNF, which displayed the map of the State of Israel as determined in the UN General Assembly Resolution, was used in besieged Jerusalem, in Tel Aviv and in the rest of the areas of the State. The word “Post”, together with the denomination value of the stamp, were printed on this stamp, which was printed after the 29th of November, 1947, as well on other JNF stamps. For three weeks, these stamps were legal tender in the State of Israel. For dozens of years, the JNF stamps have been affixed to school reports.

Jerusalem - the eternal capital of the Jewish People and of the State of Israel, has appeared proudly on many dozens of JNF stamps since 1902 and up to the present time. Inter alia, the stamps depict the building and development of the city over the course of the various periods, the historical structures in the city, the holy places, special events and celebrations held in the city.

The album to which this booklet is attached compiles only part of the stamps, which are related to Jerusalem, which the JNF issued over the years. A historical picture, related to the topic of the stamp is appended to the each of the JNF stamps as well as an explanation of the event or of the site in honor of which the stamp was issued.

42

Appendix No. 2

SafdiePlan

Jerusalem is an example of a large city surrounded by a broad expanse of natural areas. The city is surrounded by mountains spurs and streams which have remained whole to a large extent, with a mosaic of natural woodlands, woods and man made forests.

The Jerusalem forest was planted to the west of the city in the 1950s and later on, forests were planted in the Ramot neighborhood, as was the Shalom Forest next to the Old City and the Gilo Forest to the south. These forests protect the identity and image of Jerusalem as a city attracting visitors from all over the world.The tourists and visitors expect to see the city revealed to their eyes from the green areas of Sha’ar Hagai and the Jerusalem Corridor and not as a continuation of an industrial area, vehicle workshops and residential neighborhoods. In the National Outline Plan 22 for Forests and Forestation, which was approved by the Government, the Jerusalem Forests are perceived as the most important ecological reserve in the center of the country. The forests that were planted and the natural woodlands that were nurtured have a great deal of importance in improving the status of the rocky areas and halting unwanted urban sprawl

The most vulnerable parts of the Jerusalem Forest are those same “Green Fingers” which penetrate the areas of the city and provide grace and oxygen to those lucky neighborhoods bordering them.

Recently, a coalition of environmental organizations has lead a stubborn struggle which succeeded in thwarting a massive building plan to the west of the city - the Safdie Plan - names for the renowned architect Moshe Safdie, who headed the plan.

The Safdie Plan is a massive urban construction plan covering the majority of the areas to the west of Jerusalem annexed to the city in 1992. The total area of the plan is some 6,650 acres, for which some 20,000 residential units are planned. The plan was designated to connect the west Jerusalem villages into a single entity, to obliterate the exposed hills and to create a territorial continuum which will “swallow up”, along the way, some of the villages surrounding Jerusalem.

The initiators of the plan and their supporters presented the plan as a necessary solution to problems from which Jerusalem, in its present boundaries, suffers. According to them, the new construction will reinforce Jerusalem, mainly due to the fact that the land reserves for building residential areas within the city have run out.

The City Architects claimed that, without expanding to the west, the city will fall into a process of atrophy and they insisted that only the creation of a ring of suburbs surrounding Jerusalem can halt the 9,000 people each year who abandon the city each year, and undercut the status of the city as the capital city in light of the secular Jewish population which is dwindling.

The residents of Jerusalem, who are fighting for the future of the city, stipulated the severity of the ecological disaster threating to the west.

“The Guardians of the Forest” began staging a struggle for the forest as of 1997. At the head of the struggle were the JNF, the Nature Protection Company and the Quality of Life Association in Har Nof.

“The Guardians of the Forest” are involved in public and educational efforts together under the slogan of “Do Not Touch the Forests”: Celebrations, tours, clean up days, objections in the District Council, demonstrations, a planting march (“A Tree for Every Person”), a 15th of Shvat [Arbor Day] seder under the banner of “the Jerusalem Forest”, a “Treespaper” etc. These activities lead to the majority of the Jerusalem public becoming currently aware of the threat against the Jerusalem Forest. The high point of the activities was a “Hug for the Jerusalem Forest” on the 15th of Shvat in 2004: A multi participant event in which about 4,000 forest lovers stood in a circle and physically literally hugged the forest.

In response to the Safdie plan, more than 16,000 objections were submitted by 14 Knesset Members, professors and academics, environmental and social organizations as well as thousands of citizens, to the Planning and Construction Committee.

Safdie Plan

43

48 Knesset Members tabled the “Preservation of the Jerusalem Hills” bill. The bill intended to protect the Jerusalem hills against damage and development and to preserve them, being an open area with particularly high value, in order to ensure the welfare and quality of life all the residents of the country in the present and in the future.

Retired Judge Shlomo Shoham, the Next Generations Commissioner in the Knesset, dispatched a letter to the Director General of the Ministry of the Interior and to the Chairman of the National Planning and Construction Council, in which he wrote that from the analysis of the conclusions of the report by an investigator, who was appointed to put forward the objections, it transpires that the program does not provide any solution for the estimated expansion of Jerusalem for the target date of 2020.

The struggle against the Safdie Plan ended in success, when the National Planning and Construction Council decided to not approve the plan.

The JNF took an active part in creating an atmosphere that lead to objections on the part of the public to the plan and to convincing the institutions of the importance of preserving natural expanses that the plan was like to impact. According to Chanoch Tzoref, the JNF Mountain Region Manager, who coordinated the JNF activities in the matter, the JNF public activities and that of the coalition for the preservation of the Jerusalem Hills, which included, inter alia, events and field trips to the area of the plan, contributed a great deal to the rejection of the plan.

For further information, access the JNF website: www.kkl.org.il

(or click on the “Environmental Quality” tab)

44

Appendix No. 3

Photographsof Jerusalem from the

JNF archives

46

Appendix No. 4

List of Sources,Thanks and Assistance

Websites on the Subject of Jerusalem

• Jerusalem municipality - www.jerusalem.muni.il/jer_main/f1_main.html

• Jerusalem Photos - www.jerusalemshots.com/he

• The Knesset Website - www.knesset.gov.il

• The Jerusalem Birds Research Center - www.jbo.org.il

• Sustainable Jerusalem - www.sustainable-jerusalem.org

• JNF Photograph Archives - www.kkl.org.il/exibition/exibition_heb.asp

• National Photograph Collection - www.gpo.gov.il

• Galim Website on the subject of Jerusalem - galim.org.il/holidays/Jerusalem

• The Wailing Wall Heritage Fund - www.thekotel.org

• The City of David Website - www.cityofdavid.org.il

Written by, researched and aids: Almog Tzacar

Editing and Management: Yechezkiel Heis

Booklet Design: Guy Tamir, www.2plustudio.com

Thanks to and assistance by: Dr. Ben Zion Bar Lavi

Dr. Aryeh Ben

Avi Mussan

Aharon Bar

Pnina Livni

Itay Tzachar

Books on the Subject of Jerusalem

• Jerusalem, A City and a Nation - From King David to the Present, published by the Yitzchak Ben Tzvi Foundation

• Karta Atlas of the History of Jerusalem, published by Karta

• The Temple Mount is in our Hands, by Motta Gur, published by the Ministry of Defense

• Jerusalem - A Journey Through Time and Place, published by Hed Artzi

• Jerusalem, the Old City, by Ze’ev Vilnai, published by Achi’ever

• The Generations of Jerusalem, by Betzalel Amikam, published by the Ministry of Education

• Stamps Telling the Story of Jerusalem, by Mordechai Na’or and Eliezer Weishof.

• The Vilnai Encyclopedia of Jerusalem, by Ze’ev Vilnai, published by Zamura Bitan.

• This is Jerusalem, by Menashe Harel, published by Am Oved.

• Jerusalem and all its Paths - Touring with the Ben Tzvi Foundation, edited by Eyal Miron, published by the Ben Tzvi Foundation.

• And the Surface of the Earth be Renewed, by Izzi Man, published by the Jewish National Fund.

Photographs:

The photographs in the booklet are courtesy of the JNF Photographic Archives

Lex Buzik Pnina Livni Michael Khouri

Avraham Malavski Photo Eden Pirushka

Edgar Hirschbein Yossef Schweig Herbert Meirowitz

Fred Chesnik Werner Braun Moshe Albert

David Halperin Tzvi Yochtman Joe Malcolm

Flash 90 Avi Hirschfield Itay Tzachar

All right reserved to the Jewish National Fund.

Didyou know...

Did you know thatthe Jewish National Fund• Has planted more than 230 million trees on more than 250,000 acres and continues to plant over

5,000 acres of forests each year.

• Has fenced off and prepared more than 100,000 acres of grazing land

• Has set up more than 800 camp sites all over the country, including active recreational camp sites and regional parks, which serve thousands of visitors.

• Has literally done the ground work for more than 1,000 towns and villages all over the country

• Has prepared about 250,000 acres of land for agricultural purposes.

• Has purchased about 650,000 acres of land for residential purposes

• Has laid about 7,000 kilometers of roads and forest roads.

• Nurtures and manages about 100,000 acres of natural woodland.

• Expands the national water operation by constructing 192 reservoirs and dams all over the country to pool excess run off and flood waters and to recycle purified effluent, of a scope of more than 160 million cu. m. of water.

• Rehabilitates contaminated Israeli streams and rivers and reinstates life in them

• Brings the public closer to the forests by means of a range of tours and recreational and cultural activities in the bosom of nature for the general public and for the Friends of the JNF Group - “For and On the Green Path”, of which thousands of families are members.

• Contributes to the quality of the environment all over the country, fights back the encroaching desert and creates green shade corners in IDF bases and in the southern towns and villages.

• Reinforces the connection of Jewish youth in Israel and in the Diaspora to the soil of the homeland by means of a wide range of educational activities, activities and public relations, and assists social absorption of immigrant children.

Offices of the Youth and Education Division

North:

Tel: (04) 847-0237

Fax: (04) 847-0238

[email protected]

Jerusalem:

Tel: (02) 658-3507

Fax: (02) 658-3509

[email protected]

Center:

Tel: (03) 526-1153

Fax: (03) 526-1183

[email protected]

South:

Tel: (08) 998-6188

Fax: (08) 998-6131

[email protected]

Published by the Jewish National Fund

The Youth and Education Division Jerusalem

All rights reserved to the Jewish National Fund

The Jewish National Fund on the Internet:

www.kkl.org.il

www.greenwin.kkl.org.il

Forest Hotline:

1-800-350-550

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