Questions Being Asked: Immigration and Integration
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INTRODUCTION: WHY MIGRATE?
Note to educator: The first conversation is designed to help learners consider the reasons someone might migrate. The second conversation explores specific terminology used to describe immigration to Israel.
Begin by asking learners:
- Why do you think someone might choose to migrate to another place?
- What are some reasons that people immigrate to the United States?
- What are some challenges associated with immigration?
- Do you know anybody who has immigrated to Israel? Why do you think they immigrated?
Explain that immigration to Israel is often referred to as making aliyah (עליה) and that immigrants are referred to as olim (עולים). Note that these terms literally mean “to ascend” and “ascenders.”
Ask learners:
- Beyond their literal meaning, what do you think these terms convey?
- Do you think these are accurate or useful terms?
- Why do you think some people like these terms? Why do you think others might not?
Share with learners some or all of the FAQ: Immigration and Integration.
THE LAW OF RETURN
Note to educator: This activity examines the main legislation that facilitates Jewish immigration to Israel. Learners engage with the complexities of the law, including the challenge of defining “who is a Jew.”
SMALL GROUP DISCUSSION
Divide learners into small groups and present them with these excerpts from the Law of Return. (This video provides an in-depth discussion of the Law of Return. It is an optional supplement and not required for this activity.)
In small groups, ask learners to discuss the following questions:
- Who is permitted to immigrate to Israel according to this law?
Note to educator: At some point in the conversation, you might share with your learners that the rules concerning eligibility to immigrate originally were based on the Nazis’ Nuremberg Laws. Learners should consider: Why do you think Israel made this choice? (The logic was to ensure that any person defined as Jewish by the Nazis would be eligible for a safe haven in Israel thereafter.)
- What is the definition of a “Jew” in this law?
- Why do you think the law was named “The Law of Return”?
- What is the significance of “return”?
- What potential concerns do you think people in Israel (or outside) might have with this law?
Note to educator: Some concerns have included: the Law of Return defines “who is a Jew” according to Orthodox standards with which some communities disagree; the Law of Return exclusively helps to facilitate Jewish immigration and does not automatically allow non-Jewish immigration, something certain groups see as discriminatory; some people may feel that the notion of “return” does not apply to people who converted to Judaism or whose ancestors were not Jewish; and some Orthodox circles are concerned by the wide net that is cast by the law which allows some they consider not Jewish to immigrate.
Return to the larger group to discuss.
MEMORY, MEMORIALS, MA'ABOROT
Note to educator: This activity explores the official commemorations of Mizrahi immigration to Israel. Learners engage with questions concerning what is and what isn’t officially commemorated and why.
OPENING ACTIVITY
Show learners this video (until 4:50). While watching the video, ask learners to write answers to the following questions:
- Who are the Mizrahim?
- When did the majority of Mizrahim immigrate to Israel? Why?
- What are ma’abarot?
Note to educator: Emphasize the traumatic nature of the ma’abara (transit camp) experience for many first-generation Mizrahi immigrants. While some European immigrants were sent to ma’abarot, their numbers were smaller and the duration of their stays were typically shorter. Educators might show several images from the ma’abarot to supplement the video.
DISCUSSION
Show learners:
This video and image with its descriptions of the Babylonian Jewry Heritage Center.
Ask learners:
- What does the Babylonian Jewry Heritage Center commemorate? What doesn’t it commemorate?
Note to educator: Learners can also consider why the museum is named the Babylonian Jewry Heritage Center instead of the Iraqi Jewish Heritage Center.
- What do the memorial sculpture and memorial day commemorate? What don’t they commemorate?
Conclude by explaining to learners that over the years there have been calls to create a ma’abara museum that would explore the difficulties Mizrahim faced during their integration into Israeli society. While exhibits in museums like the Babylonian Jewry Heritage Center have been dedicated to educating about ma’abarot, no museum has yet focused exclusively on this chapter in Mizrahi history.
Ask learners:
- Why do you think this is?
- Do you think it is important to create such a museum? Why or why not?
POLITICAL PARTIES AND IMMIGRANTS
Note to educator: This activity explores the creation of two Israeli political parties inspired by the unique experiences of Sephardim/Mizrahim and Jews from the Former Soviet Union—Shas and Yisrael Beiteinu. Learners engage with the historical prominence of immigrant groups in Israeli politics as well as the specific interests of these two communities.
DISCUSSION
Begin by sharing the following information about Shas:
“In 1984, under the leadership of Rabbi Ovadia Yosef, the Sephardic Haredi Jews who were also frustrated from being under-represented by the Ashkenazi dominated [parties] founded the Shas party. The party’s main ideology is to protect the religious and cultural heritage of the Sephardic community. Shas aims to end what it sees as continued economic and social discrimination against the Sephardic population, as well as to bring the traditional Mizrahi Jews closer to Judaism and thus “restore its former glory.” For these reasons not all Shas voters are ultra-Orthodox; many are traditional Mizrahi and Sephardi Jews who feel that other parties don’t represent their “Middle Eastern culture” or neglect their economic discrimination.” 1
Note to educator: If learners are confused about the differences between Sephardim and Mizrahim, show them this video. If time is limited, you can also share the following brief explanation: Sephardi refers to a religious community and worldview which Jews from Spain and the Middle East have followed for centuries, while Mizrahi refers to a geographic and cultural identity based on Jewish experiences in the Middle East and North Africa.
Ask learners:
- What is Shas’ platform?
- Considering what we learned in the previous activity about the ma’abarot, why do you think Shas appeals to Mizrahi Jews who are not ultra-Orthodox?
Next, share the following information about Yisrael Beiteinu:
“The Yisrael Beiteinu (“Israel is our Home”) party was established by Avigdor Liberman [an immigrant from the Former Soviet Union] in 1999… At the time of its foundation, the party appealed primarily to immigrants from the Former Soviet Union… [and] to right-wing secular voters…
“Yisrael Beiteinu offers an unusual combination of hawkish, right-wing positions on matters of foreign policy and security [including the Israeli-Palestinian conflict and Iran nuclear threat], and secular positions on the religious-secular divide [namely demanding that ultra-Orthodox Jews be drafted into the IDF and that halakha—Jewish religious law—have less influence over daily life].” 2
Ask learners:
- What is Yisrael Beiteinu’s platform?
- Why do you think Yisrael Beiteinu appeals to Israelis from the Former Soviet Union?
- Why do you think Yisrael Beiteinu appeals to right-wing secular Israelis?
Note to educator: If learners struggle with any of these questions, you might share that part of Yisrael Beiteinu’s platform is derived from an antagonism to the Soviet system of government they left behind. While the party remains steadfast in its secular identity, Lieberman has championed right-wing politics (as opposed to radical left-wing, communist politics).
WAVES OF IMMIGRATION
Note to educator: This project gives learners the opportunity to explore in-depth one of the waves of immigration to Israel.
RESEARCH ACTIVITY
Begin by splitting learners into groups of 3–4. Allow each group to select (or assign each group) one of the following waves of immigration to Israel.
- Second Aliyah
- Immigration from Yemen
- Immigration from Egypt
- Immigration from Morocco
- Immigration from North America
- Immigration from the Former Soviet Union
- Immigration from Ethiopia
- Immigration from India
- Or any other group that you think is relevant
Each group should report the following:
- Provide a short history of the Jewish community in this country. Some questions to consider include:
- When was it founded?
- What are some unique traditions the community had?
- Who are some major figures from the community?
- Did the community face difficulties before the 20th century?
- When did they come to Israel?
- Why did they come?
- How did they come?
- What kind of challenges did the community face after its arrival in Israel? What distinct cultural expressions (culinary, musical, and otherwise) did the group bring that still can be seen in Israel?
- Provide a short history of the Jewish community in this country. Some questions to consider include:
After researching (something that can be done at home or during class time), each group should present their findings.
SIGD AND MIMOUNA
Note to educator: This activity introduces learners to the Ethiopian Jewish holiday of Sigd and the Moroccan Jewish tradition of Mimouna. Both celebrations have seen resurgences in Israel among multiple generations of Ethiopian-Israelis and Moroccan-Israelis as well as interest from the wider Israeli public.
DISCUSSION
Begin by sharing this video and/or this description of Sigd.
Ask learners:
- What did you learn about Sigd?
- Why do you think Ethiopian-Israelis want to continue celebrating Sigd in Israel?
- Why do you think the Israeli government made Sigd a national holiday?
Share this video about Mimouna.
Ask learners:
- What did you learn about Mimouna?
- Why do you think Moroccan-Israelis want to continue celebrating Mimouna in Israel?
- Why do you think many non-Moroccan Israelis celebrate Mimouna?
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