Herzl and the Zionist Movement: From Basle to Uganda

Activity Suggestions

* The second activity below has been transformed from a discussion into creative assignments.

Activity 1: Uganda Proposal Simulation

Documents: Section 4, above, on the Uganda Proposal. Speeches by Herzl, Nordau, Chlenov on the issue [for the end of the simulation].

Procedure:

1. Set the room up as a conference hall with platform and hand out voting cards to all participants.
2. Explain to the group that they constitute the delegates to the Sixth Zionist Congress and that - after shuttling between the Great Powers - you [as Herzl] have come up with a British proposal to resolve the immediate distress of persecuted Jews in Russia.
3. Read extracts from Herzl's speech, ad-libbing as necessary.
4. Step out of role and divide the participants into two groups [or any equal number of groups]. Half the group[s] will represent those supporting the Uganda Proposal [Nordau speech], half will oppose it [the Chlenov speech]. Each group must list on paper its main arguments, chose a representative and prepare a speech.
5. Groups may then consult others with the same position informally.
6. Select a speaker [or first and second speaker] for each position and run a debate [as stormy as you like] with a vote on the proposal.
7. Step out of role and distribute the relevant documents to each group, allowing time for their perusal [including the vote]. Review together the issues which arose in the simulation and compare with the original situation and voting result. Examine whether there was a realistic perception of the distress expressed by the opponents of the proposal and whether this appreciation has changed. Discuss the pragmatism of each approach, the values basis - and come to your own conclusions!

Document Appendices
excerpts from speeches to the Congress:
#1 Herzl #2 Nordau #3 Chlenov

Activity 2: Herzl as a Unique Figure

Goal: Review materials in units 12-13; review any other materials on Herzl.

Below are five major groups of characteristics of Herzl as a leader.

1. They should be examined in the light of the events of this period - the educator may either list them and ask for details or may chart them with the group as a review activity [the latter requires more time!].
2. The participants may be split into working groups or teams around a particular group of characteristics or skills. See list of assignments directly after the groups of characteristics.
3. Presentations and review.
4. Conclusion: despite the fact the dream of a Jewish state remained distant in his lifetime, Herzl's vision and endeavors paved the way directly to the establishment of the modern State of Israel.

Major characteristics of Herzl:

1. Herzl possessed a charismatic personality, personal charm, an impressive presence and appearance. He was also noted for his organizational skills, his realistic approach and energetic activity on behalf of his beliefs and vision.
2. Herzl had a facility for direct contact with the Jewish masses, which also provided the opportunity to spread the Zionist idea to large grass-roots groups.
3. Herzl also had the facility to sketch his vision of Zionism in clear and simple terms which would convince European Jewry that, "it is no dream" [the motto of his second book, "Altneuland".
4. In establishing the Zionist Organization and its agencies, Herzl laid the ground for broader Zionist activity in years to come.
5. Herzl's major achievement was the breakthrough to international public opinion. He was the first to reach both the Jewish and international public on a large scale, and he did this without any of the time-honored pillars of support: financial resources, political support, traditional leadership or religious backing - in fact, these renounced him for the most. In general, Herzl not only was the first to make this breakthrough - but he did it alone and he stood alone.

List of Assignments:

1. Using A and D above, either - make a wall chart or a computer graphic chart of Herzl's progress, during and in between the Congresses or - design a board game [snakes and ladders / bonuses and penalty spots] to mark Herzl's progress and failures. or even - write a diary of a few major events, as Herzl.
2. Using A, B and C above, write a Herzl-type speech for the masses about the need for a dream and its reality...
3. Using A and E above, prepare any of the following:
   • - a short feature on Herzl
   • - a Herzl album [for younger students]
   • - a TV interview of Herzl
   • - a front-page with headlines about the uproar over the Uganda Proposal at the Congress..

The original unit was based on pp.135-150, ch.12-13, in "Reshit HaTzionut", for which the English-speaking educator will need to substitute sections on Herzl and on the Zionist Movement from the Encyclopaedia Judaica or other source books. Besides the speech by Herzl at the 1903 congress, there is a need for extracts from speeches by Max Nordau and M. Chlenov on the Uganda Proposal at the sessions.

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Unit for Jewish Education in the CIS

Editor: Yossi Pnini Internet Version:
Editor: Gila Ansell Brauner
Created: March 26 ,1997 by Esther Carcienté