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Humans of Heller High: What nine teens learned on an immersive program in Israel
This article was produced as part of JTA’s Teen Journalism Fellowship, a program that works with teens across the world to report on issues that impact their lives.
(JTA) — After nearly two years of hybrid learning at school, some students couldn’t wait to get back in the classroom full-time. For some teens that meant flying thousands of miles to attend the immersive program at Heller High School in Israel in the Fall of 2022.
This fall, 18 students left home to experience life as students in Israel. Living together, taking classes as a group, and going on field trips with each other, students have to learn how to experience life on their own away from home in addition to a general studies class load that includes Jewish history and Hebrew.
Heller was created to give “Reform youth an opportunity to strengthen through learning and experience, their connection to Judaism, the Jewish people, and the Jewish state,” said David Solomon, associate principal. The curriculum focuses on field trips and immersion learning. Heller High takes place in Israel. The fall semester lasts from August through December and the spring semester lasts from January through May. Students that are Sophomores, Juniors, and Seniors can attend Heller and can stay from a semester up to a year.
In this photo gallery, students talk about their experiences and struggles with the program along with how they are coping with the changes around them.
Changing it up
Flora Pelton, left, 15, 10th grade, from Falls Church, Virginia. (Courtesy of Flora Pelton)
“Before this semester, everything in my life was very familiar; I had lived in the same house, gone to the same schools, and been a member of the same congregation my whole life. Israel was a way for me to get new experiences outside of a small-town American lifestyle. I have become friends with so many new people from different places around the world. I enjoy being able to go to school but still go on so many trips and adventures. I learned how to be independent, take care of myself, and get to know people I have never met before. We were all kind of thrown into this experience and so we had to learn how to do all of these things on our own. It has opened my mind to knowing that I will have to do things like this in the future. It has moved me because I know that I can do so much more than I thought I could. Being in Israel will change who I am now because I have learned to be more aware of others. We have to be with each other at all times and so respecting and learning others’ needs is super important. For example, if my roommate wants to go to bed, I have to be quiet or find somewhere else. I have enjoyed swimming in Sachne [a nature spot in the lower Galilee] the most. It was during a full day field trip and we got to swim as it is the last time we can swim until summer. We all jumped in and were terrified of the fish in the water. The experiences have brought me closer to everyone around me.” — Flora Pelton
Connected
Eitan Hefer, 15, 10th grade, in Hudsonville, Michigan. (Courtesy of Eitan Heffer)
“I love being able to have fun with Jews my age. I am able to surround myself with people that have similar interests and ideas as me. I feel more connected and comfortable with these people than with most of my friends at home because you are with the people here all day, everyday. I will be a lot more mature and be able to focus and do my homework without being asked [when I return home]. I will also be able to advocate for myself a lot more. I have a lot more fun here versus school at home because I can have more one-on-one with my roommates. Being in Heller High has taught me to manage my time and know when I need to focus on myself versus the people around me. This experience has changed my outlook on life because it has taught me to make the most of each moment. ” — Eitan Hefer
New View
Lena Schapiro, 16, 11th grade, from Rancho Cucamonga, California. (Zoe Klevens)
“I heard about Heller High from a friend. My parents thought it would be a great opportunity, and we didn’t know anyone that had studied abroad as a high school student. I decided to do it because, at home, I wasn’t feeling very Jewish. My school has no Jews. I was looking for a connection to other Jews and my Jewish identity in Israel. I expected to observe Judaism more often here and it is true compared to my life at home. An experience I’ll remember most was we went into the caves at Bar Kochva and sang the Shema and extended every word. It was so spiritual, and it felt so good at that moment. It felt like I was ascending with the echoing voices. We were all in harmony both out loud, but also in our souls. This experience has given me a whole new mindset about the world. I feel more responsibility through community service, engaging with Israelis that I have never met, and being away from home. Now that I have been able to surround myself with other Jews, I can feel confident in my Jewish identity when returning home. It opened my eyes, like when we learned to clean out plates with dirt. It opened my mind up to the fact that you can clean something dirty with something even dirtier. It was something I would never have believed worked, but although it seems absurd, it was so effective. It’s taking something you’d never believed and turned it into something so easy. I can apply this to my Jewish life at home by trying new things that might seem weird to others.” — Lena Schapiro
Reminded of home
Adina Golbus, 17, 11th grade, from San Rafael, California. (Zoe Klevens)
“Raticus is this toy rat; he’s not quite a stuffed animal, but he looks realistic and special to me. It was this joke between my friends and me back home, and I ended up bringing it with me. I created this Instagram account called raticus.inisrael. On my first day in the airport, I knew these kids in the airport were going to think I was the weirdest person in the world or have similar humor. It made my heart happy when everyone thought it was super funny. Now wherever we go, I try to bring Raticus to all the significant places we go. He has become a mascot for our group. He has become a special thing. I share them with my parents. Masada was a challenging mountain to climb, and having Raticus there made it easier, knowing I could take him to the top and get sunset pictures. He helped to change the mood.” — Adina Golbus
Together
Sylvia Kassoff, 16, 11th grade, from Jackson, Mississippi. (Zoe Klevens)
“After going to Israel with NFTY this summer, I knew I wanted to return. I was unhappy with my home school because I felt as though I wasn’t getting a very good education. My friend from home had told me that ‘being around other Jewish people was good for me.’ That really stuck with me and made me want to come to Israel again. The cultural shift from Jackson, Mississippi to Israel is definitely large. At home, there is a lot of Southern hospitality where everyone is kind to everyone. Here, people are kind, but it is definitely different because people display their kindness differently. A lot of the time people don’t really smile on the street that much, but many give to charity and in general people are a lot more willing to be socially active here versus at home.
“My happiest moment here was when we went to the Mediterranean sea and hung out on a rock. It was directly after we finished Yam le Yam (Sea to Sea) where we hiked from the Kinneret to the Mediterranean sea. Everyone was exhausted and we got to unwind and be together. I realized that these are the people I am going to be spending four months of my life with and I really appreciated that. While the school day is a lot longer, the breaks in between learning are helpful. The content is much more interesting and easier to follow. I have learned that I want to find a community and find people that make me feel comfortable. In Israel, I have made my own community of so many other Jewish teens. I am a little worried to go back to Jackson because I know it will be a huge adjustment. I have to go back to school less than a week after I get home from Israel. I think once I get back I will notice a big difference between my friends and me. I am excited to see what the world has to offer when I arrive back home.” — Sylvia Kassoff
Full of possibilities
Anna von Thomsen, bottom left, 16, 11th grade, from Schwerin, Germany. (Courtesy of Anna von Thomsen)
“The bus ride from the airport to Heller High felt like it was so full of possibilities. I didn’t know anyone and was like this is the start. The class sizes are either one-on-one or much smaller than my class sizes at home. It’s different from having a teacher that cares about what I learn. Since I am not American, I have had difficulty socially adapting, but I am working on that. The cultural difference between German and American teens makes it difficult. Trends and humor are both incredibly different. Sarcasm is more subtle in the United States and I have found that a lot of American trends reach Germany a lot later. Germans are generally a lot more blunt whereas Americans tend to dance around subjects. I have adapted by letting my peers shape me and teach me what they find funny. I haven’t stopped believing what I believed before I came here, but I have definitely catered to other people.” — Anna von Thomsen
Connected
Kami Rosenblatt, 16, 11th grade, from Danville, California. (Zoe Klevens)
“The best advice I was given before coming here is that nothing is permanent. I’m trying to make the most of it and live in the moment. I was expecting to be homesick, [but] I was shocked at how comfortable I was by day two. I’ve never been happier. We never really know how our day is going to turn out. It can go from being an 11-hour school day to having some of my favorite memories during or right after school. I also love Israeli dancing. When I am dancing, I feel energized and a kind of kehila (community) that you can not feel anywhere else. During Simchat Torah, we unraveled the Torah and saw the whole thing. We celebrated and danced around it with people we never met before; that was a once-in-a-lifetime experience. At home, I only go to school from 8:30 a.m. until 1pm. Here, we go to school from 8 a.m. until 7 p.m. It’s draining and long. However, learning Hebrew and the Jewish history class about Israel, the land, the people, the culture, and then just Judaism – the classes are so important to be learning here. It’s immersing us into the culture even more, and it’s the kind of education I would never receive in my life again. My greatest challenge has been learning to adapt to not enough sleep and going all day long without any breaks or stops. I’ve learned not to care about the things I used to care about. I am a lot less uptight.” — Kami Rosenblatt
Tradition
Talia Rapaport, top, 17, 12th grade, from Raleigh, North Carolina. (Courtesy of Talia Rapaport)
“Last year, I attended Alexander Muss High School for a semester. My dad and all of his family had done it. I realized how much Israel means to me and knew I wanted to return to my senior year. I wanted to learn more about the history of Israel, so I could go back and share it with my community. My happiest moment at Heller High was when we made it to the top of Masada and hung an Israel flag together. It was blowing in the wind, and I felt like we had all made it. When we screamed into the mountains ‘Am Yisrael Chai,’ and it screamed back at us, it showed all of the generations and what we are continuing. This gave me a sense of Israeli pride and what we get to be a part of daily. Living on my own here has made me a lot more independent. It is great college prep. I’ve had to start making my own life decisions like choosing when to do my homework or when I want to eat out versus staying in. It is now up to me how I want to practice Shabbat. In Israel, I am trying to stay off my phone on shabbat. At home, I attend Orthodox school; I learn all the religious aspects of being Jewish, the Talmud and Chumash [the Hebrew Bible], and not the history. The hardest thing for me has been learning about reform Judaism; it’s been eye-opening. It has given me a new perspective on what the prayers mean to different people. I learned so many different tunes and melodies to songs along with saying things in English instead of Hebrew. It gives everyone the ability to learn what we are praying about.I never had any background in that. But, I’ve adapted to it and overtime I started doing the reform prayers, instead of how I learned. Everyone has done a good job of including me in services.” — Talia Rapaport
Learning balance
Noa Maccabee, left, 14, 10th grade, from Hood River, Oregon. (Courtesy of Noa Macabee)
“I grew up in a non-Jewish community and struggled with my Jewish identity. Growing up in a small community with no Jews, I didn’t really know how to be Jewish. Being Jewish to me before didn’t really mean anything, but now I know more about the world and the people around me. I have learned more about my religion and others. Now, being Jewish means being me and not having to hide it. I was looking to explore Israeli culture and thought Heller High would help me. I’ve learned to enjoy every moment and take school more seriously. Hiking Sea to Sea with some of my closest friends and being outdoors was amazing. It pushed us because we were tired and exhausted, but we kept going. We discovered a stream after hiking six miles. We were all super hot and sweaty and arrived in this secluded area for lunch. My friend Kami and I decided to go for a brief swim. At that moment, I realized how close I was to nature, and the deep connection I have made with friends is the strongest I have ever had. Being here has taken time to get used to. Balancing school, friends, and living with people all the time – the social aspect can be difficult because of lack of alone time. It was surprising how short of a time this place took to feel like home. This experience has made me a more open person. I have a much better understanding of how the world functions and lives because I have the ability to see how Jews live when they are surrounded by thousands of other Jews.” — Noa Maccabee
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The post Humans of Heller High: What nine teens learned on an immersive program in Israel appeared first on Jewish Telegraphic Agency.
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Brown University students light first Hanukkah candle in the shadow of mass shooting
(JTA) — PROVIDENCE, Rhode Island — Dozens of Brown University students shielded their candles at a menorah lighting that doubled as a vigil on Sunday night as the Hanukkah arrived under a sheet of snow and a thick blanket of trauma, following a mass shooting in an economics class.
On Saturday, a gunman opened fire on a room where students had gathered to review for their final exam in Principles of Economics, Brown’s most popular class that is dominated by freshmen. He killed two students and injured nine others at the Barus and Holley engineering and physics building in Providence, Rhode Island.
The school went into lockdown for 12 hours and subsequently canceled all academic exercises for the rest of the semester. On Sunday night, Providence Mayor Brett Smiley said a police investigation was ongoing and a person of interest detained earlier in the day was being released.
Yael Ranel Filus, a sophomore engineering student from Israel, goes daily to Barus and Holley and was at a nearby building when shots rang out. She said she had been in touch with fellow Israeli students, who like her were in disbelief.
“We were talking in the group channel, like, ‘Oh, we thought we left that at home. We thought we left those tragedies at home,’” Filus said. “I don’t think any of us thought we would encounter something like this here.”
Another tragedy loomed over the menorah lighting led by two rabbis, Josh Bolton and Mendel Laufer, the respective heads of Brown’s Hillel and Chabad, located on adjacent blocks at the heart of the school’s urban campus. Across the world on Sunday, at least 15 people were killed and dozens injured in a shooting attack on Jews who gathered to celebrate Hanukkah in Sydney.
Bolton said both shootings were on his mind during a speech to the crowd of students, professors and Hillel staff.
“The message of Hanukkah here is that we should increase the light,” he said. “Even in the midst of this very dark and difficult moment, together as a community, we come together and we give each other a little bit of light.”
Brown recently struck a $50 million settlement with the Trump administration over allegations of antisemitism tied to pro-Palestinian protests during the war in Gaza. It drew particular criticism for allowing students to present a proposal to divest from Israel to the school’s board of overseers, who rejected it.
The school has a Jewish president, Christina Paxson, and the highest proportion of Jewish students in the Ivy League, with particular growth in recent years among its Orthodox student population. It recently hosted a major gathering to celebrate 130 years of Jewish life that attracted alumni from around the world as well as prominent figures including Robert Kraft, founder of the Foundation to Combat Antisemitism.
The economics class that was attacked is taught by Rachel Friedberg, a Jewish faculty member who researches the intersection of economics and Jewish studies and who has worked extensively in Israel, though she was not in the classroom at the time. Police have not indicated any antisemitic motive behind the shooting. But they also have not identified the shooter, igniting unease on campus and speculation online, particularly in the wake of the Sydney attack.
Bolton said regardless of the motive, Brown was being forced to contend with a nationwide plague.
“Whether or not the shooter was antisemitic or anti-Muslim or anti-LGBTQ or whatever, the burden of our culture is lonely, disturbed, usually young men with guns, and you can add whatever other layers of ideological hatred to it,” he said.
The Brown community was ravaged by gun violence only two years ago, when a Brown student, Hisham Awartani, was among three Palestinian students were shot over Thanksgiving break in Burlington, Vermont. Awartani was hit in the spine and paralyzed from the waist down.
The shock that ripped through Brown this weekend was familiar to Zoe Weissman, a sophomore who has lived through two school shootings in her 20 years. As a 12 year-old in Parkland, Florida, she was outside her middle school when she heard gunshots and screams from the adjacent Marjory Stoneman Douglas High School, where 17 people were killed in 2018. She said the shooting left her with post-traumatic stress disorder.
“I’m an example of how prevalent gun violence is becoming,” said Weissman. “If you look at the statistics of mass shootings, it should be physically impossible for this to have happened to me twice. And that’s a fact I used to use to comfort myself.”
Another Brown student, junior Mia Tretta, was shot in the abdomen during a 2019 attack on Saugus High School in California.
Weissman left Brown before the communal Hanukkah lighting, but she lit the first candle with a few friends at a house off-campus.
“It’s a tradition I’ve grown up with, so it’s something that makes me feel really comfortable,” she said. “It wasn’t something that I wanted to skip for the first time ever because of this.”
The shooting began in the last hour of Shabbat, when over 30 students were gathered at Hillel, many without their phones. They were ordered to shelter on the third floor with the lights off.
Bolton arrived about an hour later with water and food for the night. He wanted the group to mark havdalah, the ritual to note the end of Shabbat traditionally performed once three stars can be spotted in the sky. Bolton and the students did havdalah in a windowless room, whispering over candles in the dark.
Aaron Perrotta, a junior who was there, said that some jokes mixed in with the panic. “It was nice to have a little sense of normalcy and be able to close out Shabbat like that,” he said.
“I think a lot of us bonded and got closer together, just being in such a tight space upstairs,” said Max Zimmer, a sophomore.
Filus was blocks away from Barus and Holley at the Nelson Center for Entrepreneurship on Saturday night. She and nine other students rotated sleeping shifts, as Brown’s Department of Public Safety advised having one person alert until the lockdown ended.
Filus went to the candle lighting on Olive Street after sitting with friends at the neighboring Hillel building.
“It’s a safe space,” she said. “I don’t really want to be alone right now. I don’t want to be in my room.”
The post Brown University students light first Hanukkah candle in the shadow of mass shooting appeared first on The Forward.
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At Chabad Hanukkah party in California, hours after Bondi Beach massacre, joy defied grief’s shadow
PACIFIC PALISADES, CALIFORNIA – A familiar sight at public gatherings, especially Jewish ones — young men in Hasidic garb wrapping black leather tefillin straps around the arms of strangers — felt different here Sunday evening as Rabbi Shimon Goldberg helped Rick Entin fulfill the commandment at a Hanukkah block party in the Palisades. The mitzvahs of tefillin and lighting candles had become acts of defiance and joy as the gathering grieved the 15 people killed at a Chabad Hanukkah event in Sydney.
The attack cut deeply in the close-knit Chabad community, whose brand — and vulnerability — lies in the proud public practicing of Jewish rituals. Some of them were personally connected to Rabbi Eli Schlanger, the Chabad emissary who had organized the Sydney event, and died in the attack.
Yet they were celebrating Hanukkah on Sunday with a group that knew something about resilience: 11 months earlier, the Palisades fire tore through this area, destroying thousands of homes, including Entin’s just up the street. For many, the Hanukkah event was the first time they had been in Jewish community in the Palisades since the inferno. This was the occasion the Palisades Chabad — whose campus was damaged in the fire — had planned to commemorate, and from which its leaders would not be deterred.
“Whoever was strategizing this terrorist attack, they want the Jews not just in Sydney, but even in Los Angeles to fear showing up for a Hanukkah event,” said Goldberg, head of a local Chabad-affiliated nonprofit, as he placed a tefillin box atop Entin’s forehead. “This we won’t allow them to do.”
The 38th annual Palisades candlelighting was always going to be bittersweet; many there remained displaced by the fire, and some remain unsure whether they will rebuild. Jewish leaders who planned the event said they did not need to change the program due to the terrorist attack — it was already about celebration in the face of loss.
So, too, is Hanukkah, a holiday that tells of a miraculous jug of oil found amid great ruin. And both Chabad and Kehillat Israel, a Reconstructionist synagogue in the Pacific Palisades that co-sponsored the event, had, miraculously, found the spark on an otherwise gloomy day.
Overlooking the street that had been blocked off for the event were vacant lots where homes had stood a year earlier. But melancholy was hard to come by as one walked through the teeming masses at the event. Kids sat for glitter tattoos and balloon animals; lines snaked for latkes and jelly donuts and hot chocolate, all free. Old friends exchanging long-overdue hugs could be heard saying I’m so sorry about your house. On stage before the candlelighting, a gaggle of youngsters delivered a spirited rendition of “I’m a little latke.”
“It’s almost like the Maccabees,” said Chayim Frenkel, Kehillat Israel’s longtime cantor. “They went into the Temple, cleaned it up, found the menorah, found the oil. And surrounded by the rubble of what the Greeks did, we brought light and hope.”
The Palisades Chabad members in attendance were putting on a doubly brave face: The fire had damaged part of the school on the campus of Chabad of Pacific Palisades, according to Rabbi Zushe Cunin, its director. Classes have still not returned to the building.
“It’s been hard,” Cunin said. “So much trauma, a lot of people have not resolved things, their house, their insurance, their struggles. But Hanukkah is a time to rise above that. Tonight is about strengthening our resolve.”
Cunin’s son, Mordechai, was among the group channeling that resolve through tefillin. The mitzvah — which is required only of Jewish men — was one the late Rabbi Menachem Mendel Schneerson, the last Lubavitcher Rebbe, had implored his followers to promote in order to hasten the arrival of the Messiah. Mordechai and his yeshiva buddies reported having wrapped at least 10 men that day, including three first-time wearers.
It was not lost on the tefillin crew that Schlanger — whose nephew is Mordechai’s classmate — died doing what they were doing now — helping Jewish people from all walks of life connect to Judaism. But to Goldberg, that was only reason to lean in.
“When someone leaves this physical world, their soul is still there, but they can’t do mitzvos,” Goldberg said. “When we think of Rabbi Eli, we are his hands and feet. He can’t put on tefillin today — but we can put on tefillin for him.”
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In the fight against K-12 antisemitism, we are grateful for allies – but are not afraid to call out antisemitism when we see it
Recent articles in the Forward spotlighted important conversations around combating K-12 antisemitism that took place at the Jewish Federations of North America’s General Assembly, but missed critical distinctions about our commitment to working with partners throughout the K-12 space and our stance on teachers’ unions. In particular, they ignored the distinction between the two largest teachers’ unions in the US – the National Education Association (NEA) and the American Federation of Teachers (AFT).
Federations throughout North America work closely with educators and educational leadership. We are grateful to the many educators committed to doing right by their students and by the Jewish community, and to our many allies in the education space – including the AFT, led by Randi Weingarten, and its New York affiliate, the UFT, which recently partnered with the Jewish Community Relations Council of New York on a curriculum and training about Jewish Americans.
We are committed to ensuring teachers have access to the content and knowledge they need to accurately educate about Jewish communities, Israel and antisemitism and to provide safe learning environments for Jewish students. Increasingly, however, we also see instances of organizations and individuals encouraging teachers to use materials and trainings that seek to disconnect educators from those positive resources, or worse, to provide resources that harm Jewish students and foster classroom antisemitism.
Some union spaces have become toxic even for Jewish teachers. The recent debate at the NEA’s Representative Assembly about boycotting the ADL, as well as a union resource guide linking to a third-party source erasing Israel off the map and sympathizing with the Holocaust, were shocking. We are grateful that NEA leadership vetoed the boycott resolution and apologized for the link, but we are reminded of the need for vigilance and organizing so that this type of resource is not recommended – even inadvertently – to educators. We stand ready to work with the NEA to help ensure that biased and ultimately harmful teaching materials are legitimized.
Both nationally and at the local level, Federations are proud of the educational partnerships that make our schools better and stronger. We are grateful every day to the educators who teach our children and seek out accurate information and ways to teach critical thinking that enable the foundation of our future democracy – and our safety within it. We are eager for additional partners and partnerships. But at the same time, we will not stand by when antisemitism is enabled in the classroom.
Our commitment is to promote policies and actions that enable Jewish children and teachers to be safe in school and take pride in their identity, and to ensure that Jewish identity, culture and resilience are celebrated and accurately taught.
The post In the fight against K-12 antisemitism, we are grateful for allies – but are not afraid to call out antisemitism when we see it appeared first on The Forward.