Part I of this 2-part installment can be read here.
As outlined in Part One, a new curriculum for Hebrew schools in the United States is threatening to alienate young Jews further from Israel than they already are. Produced by Reconstructionist Rabbi Laurie Zimmerman for Kindergarten through 12th grade, the course is entitled "Reframing Israel."
Assuming that the default approach to Israel among Jews is still positive, the title does not bode well for supporters of Israel. And in fact, the stated goal of the new curriculum is “teaching Jewish kids to think critically about the Israeli-Palestinian conflict.”
In an article in Tower Magazine, StandWithUs researchers Max Samarov and Amanda Botfeld outline many blatant examples of inaccurate and one-sided presentations in the curriculum of the Israeli-Arab conflict in the Holy Land. These do not "encourage critical thinking about the conflict," the authors state.
For instance, they write, the curriculum does not explain the disadvantages of the 1947 Partition Plan for the Jews, yet does so regarding the Arab objections. It is thus implied that the entire creation of the State of Israel, born of the Partition Plan, is unjust. The curriculum also overlooks the many Jewish civilians killed in the war, yet covers the Deir Yassin battle uncritically. In addition, the violent racism of prominent Palestinian leaders and organizations is whitewashed or ignored.
Most of the authors of the new curriculum are part of the Boycott, Divestment, and Sanctions (BDS) movement – and the BDS creed appears to be its inspiration. For instance, BDS’s central demand - the "right of return for Palestinian refugees and their descendants" - is presented without criticism, even though it would lead to the self-destruction of the Jewish State. In addition, a major BDS claim against Israel - that it is an apartheid state - is introduced without any meaningful counterarguments.
Authors Samarov and Botfeld acknowledge that "there is a real need for this type of curriculum within Jewish educational institutions," because "many Jewish students get to college knowing little about the Israeli narrative and nothing about the Palestinian narrative, despite the fact that both are so relevant to the story of the Jewish people today."
However, "the evidence strongly suggests that Reframing Israel is an attempt to inculcate Jewish-American children with the BDS movement’s political agenda. If this is the case, it may be BDS’s most despicably manipulative tactic yet."
The curriculum "lacks academic integrity," the authors continue, "and fails to achieve its stated goal of promoting critical thinking. Instead, Israel is presented as … a nation more on the wrong than the right side of history. [It] largely teaches them to uncritically accept certain Palestinian narratives while constantly underplaying the valid concerns of Israelis."
"So what would a successful curriculum to foster critical thinking look like?" ask the authors. Their answer:
"It would employ some similar methods to Reframing Israel in terms of introducing students to different aspects of Jewish, Israeli, and Palestinian culture … The curriculum would still cover both Israeli and Palestinian narratives, and expose students to a variety of political viewpoints.
"However, the historical overview would make clear that Israel is the home of the Jewish people from a historical, archaeological, and anthropological perspective. It would be candid about the 1,900 years of dispossession and oppression Jews suffered across both Europe and the Middle East, up until Israel was established. And it would engage with Palestinian perspectives without shying away from a truly critical examination of the role influential Palestinian leaders and organizations have played in the conflict.
"Most importantly, critical thinking would occur within a basic framework that is sorely missing from Reframing Israel. Supporting Israel’s right to exist as a Jewish and democratic state would be presented as what it is: an ethical and moral imperative not just for young Jews but for all people of conscience… BDS would be clearly defined as a form of bigotry which makes it more difficult to achieve a just peace between Israelis and Palestinians."
Samarov and Botfeld strongly believe that young Jews should be encouraged "to think and engage critically with the conflict... But as we do so, we must make sure that we are not giving legitimacy to those who are trying to undermine our rights as a people."
The new curriculum is being widely promoted, and therefore, the authors write, "it is crucial for Jewish educators and parents to be fully informed about how problematic it truly is." Until the new curriculum is changed and its "facts" corrected, "Jewish parents and educators should look elsewhere to provide their children with a critical and well-rounded understanding of the Israeli-Palestinian conflict."