Studies in the History of Zionism

The Yishuv and the British War Effort 1939-45: Activity Ideas

by Nili Kadary

Notes:

The Hebrew foundation course for the CIS includes background materials [Ch.11, pp.146-151 and Ch.12, pp.155-160], not available in English.

Therefore, in addition to the background chapter, we recommend using equivalent English sources on the White Papers and the Yishuv during the war and the Shoah, such as:

Enclyclopedia Judaica; Keter Pocket Library / History from 1880; together with any of the major works by figures of the times or historians [Ben Gurion, Abba Eban and many more].

Issues

The focus of the activity ideas below is the Yishuv's cooperation with the British during the Second World War.

1. Debate on the "Dual Struggle"

A. Synopsis

An opening debate on the paradox using key questions and one background document.

B. Aims

Explore the meaning and implications of Ben Gurion's paradox.

C. Materials

Background document #1 to this unit [see Appendix]

D. Procedure

• 1. Present the statement by David Ben Gurion in the context of developments [see background].
• 2. Give everyone a copy of the statement and divide participants into groups of 5.
3. Ask each group to work out what they understand by:
• a. White Paper - what was it and what did it say?
• b. Ben Gurion's use of the term "as if" - what did this mean?
• 4. To assist participants, hand out Appendix 1, with similar questions. Allow 5 minutes and regroup.
• 5. Review responses to 3a. rapidly. Ensure that everyone agrees that this refers to the last of this series of White Papers in 1939*, issued by Ramsay MacDonald, which imposed severe restrictions on Jewish immigration rights and Jewish land purchases in Eretz Yisrael.
• 6. Review responses to 3b.
  "As if" refers to the Yishuv's moral dilemma involved in - on the one hand - helping the British war effort, while the latter turned their back on the imminent threat to European Jewry and their commitment to "foster a Jewish homeland" by lowering Jewish immigration quotas to Eretz Yisrael. All the while - on the other hand - the battle for Jewish immigration rights would continue, regardless of the Yishuv's commitment to Britain in the war.
• 7. Review: the inherent contradiction in moral and policy terms. Was this a feasible policy or was this just a publicity move? What in fact happened - where was the focus of the Yishuv's efforts?
  What other realistic options were there at the time in terms of policy and activism?

2. Volunteering for the British Army - Publicity Workshop

A. Synopsis

Participants prepare various forms of publicity - spots, handbills - to publicize the Yishuv leadership's call to volunteer [see Appendix 2].

B. Aims

Explore the issues and dilemmas of serving in the British Army. Define the implications of a separate Jewish force - the "Brigade".

C. Materials

Arts & Crafts supplies or dtp [1-2 sessions];
Survey sheets [dtp] in photocopy; [1 session]
Camcorder with editing facility [2-3 sessions];
Appendix: #2;
Chart / catalogue cards.

D. Procedure

1. Review the history of the Yishuv's participation in the Second World War. This can be done by creating a chart or card index of dates and events.
2. In groups of 4 or 5 have participants draw up a list of publicity angles for a campaign to promote volunteering. Take into account the sort of people, of what age group, who would be open to volunteering - and for what reasons.
3. Review: this is also an opportunity for clarification of any unclear points about the actual events.
4. Divide into groups of 4 or 5 again. One group will be preparing a public survey and handbills; one or more groups will be working on handbills or posters; one group will be preparing a publicity spot for cinema [b&w] advertisements [if you have time for more sessions, this could be a "newsreel" report]. It is recommended that participants be allowed to choose their own workshop or be allocated to their second choice...
5. The moderators explain the technical process required for each workshop and provide ongoing educational and technical support to each group.

   Each group's first task is to define which issues and which angles are most suited to their medium - and most important to them.

   • Posters or handbills may be produced by individuals or in pairs.
   • Those producing a survey should come up with no more than 12 questions based on age, origin, gender, place of residence and attitude. When this is completed, the second session may be spent on producing a PR or information leaflet for serving soldiers.
   • The video spot [or newsreel] group should aim to produce no more than a 2 minute clip, and to convey the atmosphere they imagine existed at the time.
6. 6. Presentations and review.

3. The Jewish Brigade: An Exhibition

A. Synopsis

Creating a 10 panel exhibition about the Brigade [with or without a film exhibit], based on a clarification process [double session].

B. Aims

Generate a sense of identification with those eligible to serve.
Review and conclude the issues of the period.
Examine the implications of the period for the state-in-the-making.

C. Materials

An enlarged photocopied series of photographs from the era, based on encyclopediae and other records [see Appendix #4 for recommendations];
Jewish Brigade logo [enlarged, several copies];
Photocopier with enlarger & dtp set-up;
Panels or Bristol sheets;
Video and audio set-ups;
Documentary films and audio;
Stationery, brown paper etc;
Lamination [if possible].

D. Procedure.

1. Set all the pictures on a long table in the center of the room and have the group walk around. Each participant can choose one picture which they find most interesting or most appealing to them.
2. In a circle, each person presents their choice of picture and their reason[s] for this choice. This is also an opportunity to clarify information about the pictures themselves.
3. Which were the most common reasons for choosing a picture? Which pictures appealed most?
4. Pass around the Jewish Brigade emblem. What are people's first impressions? What did it signify to young people at that time?

   [Hint: Notice the yellow Star of David, designed as a shoulder emblem, although the same color as the humiliating badge of differentiation which the Nazis forced Jews to wear in occupied Europe and in the camps. Note that here it appears on the background of the flag and with the Hebrew name for the unit, where it was worn with pride.]

5. What issues would the group like to present in the exhibition? [Do as brainstorm, writing ideas on a wallchart.]
6. Build a process of exhibition - from a starting to a finishing point. Choose the pictures which bring out the issues and provide the desired emphases. Discuss the textual aspects which will need to be added.
7. Divide into working groups around one or two panels per group. Each group should provide a rough plan of their set up before the work is finalized.

   Two or three participants may work on selecting a documentary video clip for one of the panels; another pair may work on background music for the exhibition [important song refrains may also be prepared for exhibit].

8. Review:
   • * Was this just a "routine" army service or not?
   • * How do participants [or visitors] feel about the Jewish Brigade?

Editor: Yossi Pnini; Gila Ansell Brauner: Internet Editor
Internet Version: The Pedagogic Center

[Next] [Activities] [Zionist Century] [Homepage]