Curriculum

Transforming Conflict, p. 33

Lesson Name

Tanenbaum Peacemakers in Action: Osnat Aram-Daphna and Najeeba Sirhan

Grade Band

Middle School (6-8)

High School (9-12)

Required Material/s

• Internet access

Spotlight

The Galilee, a region in northern Israel, is home to people of many faith traditions. In 2002, tensions between the Jewish town of Karmiel and the neighboring Arab town of Majd al-Krum deepened. In response, Osnat Aram-Daphna, principal of the Kalanit school in Karmiel, and Najeeba Sirhan, principal of Al Salaam school in Majd al-Krum, decided to use their leadership positions to reach out to each other. They participated in a regional program that focused on creating partnerships between Arab and Jewish educators.

Osnat and Najeeba approached many educators, trying to persuade them to get involved. Eventually, they each identified 10 teachers willing to begin a process of reconciliation between these two small towns. The group of 20 educators met regularly and, after a year of meetings, had established a network of mutual understanding and trust.

Osnat and Najeeba considered how to expand the reconciliation and collaboration process beyond these educators to transform patterns of prejudice and intolerance on a larger scale in their two communities. When parents resisted recruitment efforts, Osnat and Najeeba shifted their strategy and attempted to organize a day trip for students of the two schools to meet each other. However, many parents refused to allow their children to travel to the other town. Osnat and Najeeba adjusted their approach again, this time organizing a day of joint activities at a “neutral” location,

an educational farm that both schools had previously visited.

The activities were successful, and students from the two schools began communicating as

email pen pals. Osnat and Najeeba then organized a marketplace event at Al Salaam school

where different market stands sold traditional food and crafts made by students. About 1,200 parents attended to support the students, thereby establishing contact between parents of

both communities.

The partnership between the two schools and their surrounding communities blossomed. Students, teachers, and parents from both schools studied Judaism as well as Islam; encounters such as religious holiday celebrations and visits to places of worship became integrated into the curricula

of both schools. To this day, students can participate in Arabic and Hebrew language exchanges, and the two schools have a joint choir and soccer team. Inspired by

Osnat and Najeeba’s example, many parents have developed their own initiatives as well.

Because of the transformative power of education and intentional partnership, residents of Karmiel and Majd al-Krum can interact as neighbors. Though Osnat passed away from cancer in August 2008, Najeeba continues the work that they started together.

Discussion and Reflection

Share this map of Israel with students.

1. In what ways did Osnat and Najeeba build community between the two schools?
2. Explore Shared Visions across religious traditions on interacting with respect. How might similarities in Jewish and Muslim traditions be unifying for the students at the Kalanit and

Al Salaam schools?

1. How could skills like empathy, community building, and valuing diverse identities be used

to help continue Osnat and Najeeba’s work at the Kalanit and Al Salaam schools?

1. Using examples from local, national, or global current events, how do you think the community building activities Osnat and Najeeba initiated could be applied to other

diverse communities in conflict?

1. What could you learn about yourself, or new friends, if your school joined a different school for extracurricular activities like soccer or choir?

Taking Informed Action

1. Learn more about Osnat and Najeeba:

• Read Osnat’s memorial page on the Tanenbaum website.
• Watch a video exploring Osnat and Najeeba’s work.
• Listen to a song of peace performed by English, Hebrew, and Arabic speakers

in Israel.

• Explore the website of the Interfaith Encounter Association, the organization through which Osnat and Najeeba began their partnership.

1. One way that Osnat and Najeeba transformed their communities was through cultural sharing – for example by bringing families together for a marketplace which sold traditional food and crafts made by students. Ask students to attend a cultural fair or event in the local community and share their thoughts in a short presentation.
2. Students at Kalanit school and Al Salaam school became pen pals. Initiate a pen pal project between students in your class and students in a school with a different student population.