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Volume 1, Issue 5 (June 2011) - The Heschel School

Volume 1, Issue 5 (June 2011) - The Heschel School

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Masada<br />

By Coby Goldberg<br />

On the recent eighth grade class trip<br />

to Israel, one of the many places visited<br />

was Masada. Masada is a mountain overlooking<br />

the Dead Sea which King Herod<br />

built into a fortress as a place of refuge<br />

for himself in case of a revolt. During<br />

the First Roman-Jewish War, a group<br />

of Jews led by Eliezer Ben-Yair used the<br />

mountain fortress as a base for harassing<br />

Romans. <strong>The</strong> Romans then laid siege<br />

to Masada and after three months were<br />

finally prepared to breach the fortress<br />

and take the mountain. However, upon<br />

reaching the top of the mountain the<br />

Romans found that all of the inhabitants<br />

had committed mass suicide.<br />

After waking up at four in the morning<br />

and hiking to the top of the mountain<br />

in time to watch the sunrise, the<br />

eighth grade went to an overlook. At the<br />

overlook, when you shouted, there was a<br />

loud echo a few seconds later that sounded<br />

like many voices. At this point our<br />

tour guide had us shout the phrase that<br />

graduates of basic training in the army<br />

say as a sort of allegiance while atop Masada,<br />

“Masada lo tipol shenit”, “Masada<br />

will not fall again.”<br />

At this point I realized what Masada<br />

represented and why it is such an<br />

important place. Masada represents the<br />

beginning of the two thousand years of<br />

exile. It was the last place of Jewish resistance<br />

for two thousand years. <strong>The</strong> falling<br />

of Masada would represent the downfall<br />

of the Jewish state of Israel, a second<br />

exile, which is why Masada cannot fall<br />

again. ◆<br />

Eighth Grade in Israel<br />

An Israeli Energy Dilemma<br />

By Ben Sternklar-Davis<br />

Israel’s lack of domestic natural<br />

resources such as oil and gas has been<br />

acknowledged for many years. David<br />

Ben Gurion foresaw the future when he<br />

set a personal example by choosing to<br />

settle in Kibbutz Sde Boker at the centre<br />

of the Negev, and established the National<br />

Water Carrier to bring water to<br />

the area. He saw the struggle to make the<br />

desert bloom as an area where the Jewish<br />

people could make a major contribution<br />

to humanity as a whole. From Israel’s beginning,<br />

the need for energy resources<br />

has meant that Israel has had to invest in<br />

greener, more efficient energy technology<br />

such as solar power and wind farms.<br />

Yet the recent discovery of huge reserves<br />

of natural gas off the country’s northern<br />

coast threatens the country’s adoption of<br />

greener energy.<br />

Israel uses its energy very resourcefully.<br />

It has almost constant sunlight<br />

and therefore it is capable of generating<br />

a great amount of electricity due to the<br />

hundreds of solar fields. Additionally,<br />

Israel has many hilltop wind turbines,<br />

Politics and the Israel Trip<br />

By Ronen Schatsky<br />

During a two-week-long experience<br />

in Israel, eighth graders had numerous<br />

opportunities to develop their opinions<br />

and feelings about Israeli politics. To<br />

determine whether this happened, this<br />

reporter briefly asked a representative<br />

sample of eighth graders whether the<br />

trip affected their views about Israeli<br />

politics; approximately one quarter of<br />

this sample answered in the affirmative.<br />

One of them, Sarah Joyce, states<br />

that she “used to think of Israel as just<br />

another country,” but now she feels it is<br />

“her home.” This has caused her to, “take<br />

a stronger stand in its politics.” It is clear<br />

that Sarah’s intimate experiences, with<br />

the land and its people, impacted her political<br />

interests. Apparently, the trip was<br />

somewhat successful in connecting students’<br />

interest in Israeli politics. <strong>The</strong> assertions<br />

of other eighth graders, support<br />

which generate much wind electricity. It<br />

also has many water turbines.<br />

In 2009, about 120 trillion cubic<br />

feet of gas reserves were discovered in<br />

the Mediterranean, much of it within<br />

Israeli territory. Some months later, another<br />

field, sized at 8.7 trillion cubic feet,<br />

was found, and then a second, twice the<br />

size. <strong>The</strong>se gas fields are so big that Israel<br />

could easily become an exporter of nonrenewable<br />

energy.<br />

Now some Israelis are concerned<br />

that the use of nonrenewable energy will<br />

force the renewable energy plants to shut<br />

down. On the other hand, if Israel can<br />

replace its coal-based electricity with gas,<br />

this might mean that the air will become<br />

cleaner and new technology such as gaspowered<br />

public transport and electric<br />

cars will develop.<br />

<strong>The</strong> discovery of such huge gas reserves<br />

could make a big difference to<br />

Israel’s economy. Many hold the hope<br />

that it will not affect the development of<br />

renewable energy, and will not mean a<br />

complete return to a wasteful and environmentally<br />

destructive time, especially<br />

since Israel currently has the greenest<br />

energy policies in the region. ◆<br />

this. Lena Diamond, for example, describes<br />

greater awareness of the goingson<br />

of the State after the trip. Moreover,<br />

Dassi Kalmanofsky says that her preexisting<br />

opinions about Israel “became<br />

stronger,” mainly because of “the argument<br />

on the bus.”<br />

Dassi’s remarks highlight another<br />

aspect of the trip: the conversations<br />

among students, who seemed to become<br />

closer as the trip wore on. <strong>The</strong> said “argument,”<br />

really more a shouting match<br />

of opposing views than a disciplined<br />

expression of opinions, exemplifies a<br />

social situation that further developed<br />

students’ opinions about Israel. As often<br />

happens when students have strong<br />

feelings, few opinions could be fully<br />

expressed without interruptions from<br />

those with opposing viewpoints. So, it<br />

was not clear how much was learned<br />

from the perspectives of others, but, at<br />

Continued on page 10<br />

<strong>The</strong> Joseph Slifka Middle <strong>School</strong> <strong>June</strong> <strong>2011</strong> ◆ 5

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