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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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Yiddish Modernism and the political tumult in the 1930s
אין די 1920ער און 1930ער יאָרן האָט דער זשורנאַל „אין זיך“ געדינט װי אַ טריבונע פֿאַר מאָדערניסטישע עקספּערימענטן אין דער אַמעריקאַנער ייִדיש־ליטעראַטור. צו די „אינזיכיסטן“ האָבן געהערט יעקבֿ גלאַטשטײן, אַהרן גלאַנץ־לעיעלעס, ה. לײװיק, שלמה שװאַרץ, יהודה לײב טעלער און אַנדערע.
װי מען קען טרעפֿן פֿונעם זשורנאַלס נאָמען, זײַנען די דאָזיקע ליטעראַטן געװען פֿאַרטאָן אין שעפֿערישע חקירות אַרום דעם אײגענעם „זיך“. און טאַקע, אין די 1920 יאָרן האָט „אין זיך“ ניט געהאַט קײן אינטערעס צו די פּאָליטישע דאגות־היום.
אָבער דאָס האָט זיך געביטן נאָך 1934, װען גלאַטשטײן איז געװאָרן דער רעדאַקטאָר פֿונעם זשורנאַל. דער דאָזיקער תּקופֿה איז געװידמעט דאָס נײַע בוך פֿון איתי זוטרא (אוניװערסיטעט פֿון מאַניטאָבאַ, קאַנאַדע) „אינזיכיזם: ייִדיש־דיכטונג און די ייִדישע אידענטיטעט אין אַמעריקע אין די 1930ער יאָרן“.
גלאַטשטײן האָט פֿאַרטײדיקט די שעפֿערישע אױטאָנאָמיע פֿונעם דיכטער קעגן די אַנגאַזשירטע קאָמוניסטישע קריטיקער װי אַלכּסנדר פּאָמעראַנץ, װאָס האָבן געפֿאָדערט, אַז ליטעראַטור זאָל דינען די אינטערעסן פֿון די פּראָלעטאַרישע מאַסן.
אַזױ איז גלאַטשטײנס אײגענע פּאָעטישע שאַפֿונג געװאָרן אַ מין פּאָליטישע פּאָזיציע. די דאָזיקע פּאָליטיק, האַלט זוטרא, האָט משפּיע געװען אויף זײַן ליטעראַרישן סטיל און דעם סטיל פֿון אַנדערע מחברים פֿון „אין זיך“.
גלאַטשטײן האָט געעפֿנט די זײַטן פֿון „אין זיך“ פֿאַר פּאָליטישע װיכּוחים. ער אַלײן איז אַרױס מיט אַ פֿאָרשלאָג צו שאַפֿן אַ פּאַרטײ, װאָס זאָל זײַן אי פּאָליטיש ראַדיקאַל אי ייִדישיסטיש, הגם קײן פּראַקטישע פּראָגראַם האָט ער ניט פֿאָרגעלײגט.
להיפּוך צו אַנדערע ראַדיקאַלע פּאַרטײען, קודם־כּל דער קאָמוניסטישער, איז דער הױפּטציל פֿון גלאַטשטײנס פּאַרטײ געװען צו פֿאַרטײדיקן ייִדישע נאַציאָנאַלע אינטערעסן. דאָס איז געװען ספּעציעל װיכטיק אין דער צײַט װען דער אַנטיסעמיטיזם האָט געהאַלטן אין אײן װאַקסן אין אײראָפּע.
גלאַטשטײן האָט פֿאַרבעטן ייִדישע ליטעראַטן אַרומצורעדן זײַן פּראָיעקט אױף די זײַטן פֿונעם זשורנאַל. לרובֿ זײַנען זײ ניט געװען אײַנשטימיק מיט גלאַטשטײן. דער עיקר זײַנען זײ געװען קעגן דער אידײ, אַז די אינטעלעקטואַלן דאַרפֿן װערן פּאָליטישע אָנפֿירער פֿון די מאַסן.
חוץ דעם, װי עס האָט באַמערקט חיים זשיטלאָװסקי, זײַנען שױן דאָ געװען גענוג פּאָליטישע פּאַרטײען אין װעלכע ייִדן האָבן זיך אַקטיװ באַטײליקט. צו שאַפֿן נאָך אַ פּאַרטײ װאָלט ניט געהאָלפֿן צו פֿאַרבעסערן דעם מצבֿ פֿון ייִדן.
דער אינזיכיזם, האַלט זוטרא, איז בטבֿע געװען עקלעקטיש סײַ פּאָעטיש און סײַ פּאָליטיש. מען האָט ניט געהאַלטן פֿון טראַדיציאָנעלע זשאַנערס און סטילן. אָפֿט מאָל האָט מען עקספּערימענטירט מיט מישן פּראָזע און פֿערזן.
אין די 1930ער יאָרן האָבן די ליטעראַרישע עקספּערימענטן באַקומען אַ פּאָליטישן אַקצענט. סײַ אין דער קונסט און סײַ אין דער פּאָליטיק האָבן די אינזיכיסטן געזוכט אַן ענטפֿער אױף דער עיקר־פֿראַגע: װאָס איז דער עצם פֿונעם ייִדישן „זיך“ אין אַמעריקע אין דער מאָדערנער תּקופֿה?
דער אינזיכיזם איז געװאָרן אַ נײַער מין ייִדישיזם: אַ קולטורעלע און פּאָליטישע אידעאָלאָגיע, װאָסער ציל איז געװען צו פֿאַראײניקן פֿאַרשײדענע פּאָליטישע שטרעמונגען אױפֿן סמך פֿון דער ייִדישער שפּראַך און דער מאָדערנער װעלטלעכער ייִדיש־קולטור.
גלאַטשטײן האָט געגלױבט, אַז װערטער דאַרפֿן טראָגן דעם װירקלעכן אמת, בפֿרט אין די צײַטן, װען כּלערלײ טאָטאַליטאַרישע רעזשימען האָבן פֿאַרשפּרײט ליגנס פֿאַר די צװעקן פֿון זײער מערדערישער פּראָפּאַגאַנדע.
אינעם בוך לידער „ייִדישטײַטשן“, װאָס איז אַרױס אין װאַרשע אין 1937, האָט גלאַטשטײן געפּרוּװט דערגרײכן די טיפֿסטע פֿאָנעטישע און לעקסישע װאָרצלען פֿון דער ייִדישער שפּראַך.
אין די שורות „אַלטער בױם, פֿעלדז און שטאַם / כ׳קום צו דיר מיט ברױט און גראַם“ דריקט גלאַטשטײן אױס זײַן פּאָזיציע לגבי דער ייִדישער קולטור־ירושה. ער קומט מיט זײַן אַמעריקאַנער „ברױט און גראַם“ צו דעם „אַלטן בױם“ פֿון ייִדיש כּדי צו שעפּן שפּראַכלעסע יניקה פֿאַר זײַן פּאָעזיע.
זוטרא אַנטפּלעקט אין „ייִדישטײַטשן“ סאַטירישע אונטערטענער, װאָס מאַכן חוזק סײַ פֿון די פֿאַשיסטן און קאָמוניסטן און סײַ פֿון די אַמעריקאַנער אַסימילאַטאָרן.
די צװײטע צענטראַלע פֿיגור אינעם אינזיכיזם איז געװען דער דיכטער, קריטיקער און זשורנאַליסט אַהרן גלאַנץ־לעיעלעס. אין 1937, אײנצײַטיק מיט גלאַטשײטנס „ייִדישטײַטשן“, איז אַרױס גלאַנץ־לעיעלעס בוך לידער „פֿאַביוס לינד“.
אין הסכּם מיט די עסטעטישע פּרינציפּן פֿונעם אינזיכיזם איז דאָס דאָזיקע בוך אַ מישמאַש פֿון סטילן, זשאַנערס און שטאַנדפּונקטן, װאָס זײַנען פֿאַרקניפּט דורך דער פֿיגור פֿונעם הױפּטהעלד. דאָס איז אַ פּאָעטישער סך־הכּל פֿונעם איניזכיסטישן פּעריאָד אין לעיעלעסעס שאַפֿונג, האַלט זוטרא.
„פֿאַביוס לינד“ האָט באַקומען התלהבֿותדיקע אָפּרופֿן מצד די קריטיקער. גלאַטשטײן האָט געהאַלטן דאָס בוך פֿאַר דער „ערשטער גרױסשװוּנגיקער און גרױסשטאָטישער פּאָעמע אין דער ייִדישער פּאָעזיע“, און ה. לײװיק האָט עס געלױבט פֿאַר זײַן „אָרגאַנישער גאַנצקײט“.
די פֿיגור פֿון פֿאַביוס לינד איז ניט קײן אױטאָביאָגראַפֿישע. זוטרא מאַכט אַ פּרוּװ צו אַנטפּלעקן די פֿאַרפּלאָנטערטע באַציִונגען צװישן דעם מחבר אַהרן גלאַנץ־לעיעלעס, זײַן פּאָעטישער פּערזאָן אַ. לעיעלעס, און זײַן אױסגעטראַכטן „אַלטער עגאָ“ — פֿאַביוס לינד.
לינד פֿיגורירט אינעם בוך װי אַ צעשפּאָלטענע פּערזענלעכקײט: „פֿאַביוס לינד פֿיל לעבנס פֿירט ער“. ער איז סײַ אַ פּראָדוקט און סײַ אַ קרבן פֿון זײַן תּקופֿה.
לינד האָט ספֿקות װעגן כּלערלײ פּראָיעקטן צו לײזן די „ייִדישע פֿראַגע“, אינעם סאָװעטישן ביראָבידזשאַן אָדער אינעם העברעיִש־רעדנדיקן ייִשובֿ אין ארץ־ישׂראל.
חוץ לידער האָט גלאַנץ געשריבן פּאָליטישע קאָמענטאַרן אין דער ליבעראַלער צײַטונג „דער טאָג“. להיפּוך צו גלאַטשטײן האָט ער ניט פֿאַרטראַכט קײן אײגענע פּאָליטישע פּראָיעקטן. זײַן פּאָליטישער שטאַנד איז געװען אין הסכּם מיטן פּראָגרעסיװן הױפּטשטראָם פֿון פֿראַנקלין רוזװעלטס „ניו דיל“.
דער לעצטער נומער פֿון „אין זיך“ איז אַרױס אין 1940, װען אײראָפּע איז שױן געשטאַנען אױפֿן שװעל פֿונעם חורבן. דער קאָנפֿליקט צװישן אַלװעלטלעכקײט און ייִדישקײט, װאָס איז געװען די צענטראַלע טעמע פֿון די אינזיכיסטישע חקירות, איז געלײזט געװאָרן לטובֿת ייִדישקײט.
גלאַטשטײן האָט פּראָקלאַמירט: „אַ גוטע נאַכט, ברײטע װעלט. […] אױף מײַן אײגענעם געבאָט גיי איך צוריק אין געטאָ“. דאָס איז געװען דער סוף פֿונעם ייִדישן מאָדערניזם, פֿאַרסך־הכּלט זוטרא.
די פּאָעטישע קולטור־ירושה פֿון די אינזיכיסטן איז פֿאָרגעשטעלט געװאָרן פֿאַרן ענגליש־שפּראַכיקן עולם אין דער פּרעכטיקער צװײ־שפּראַכיקער אַנטאָלאָגיע „אַמעריקאַנער ייִדישע פּאָעזיע“, װאָס איז אַרױס אין 1986 אונטער דער רעדאַקציע פֿון בנימין און באַרבאַראַ האַרשאַװ.
אין דער הקדמה האָט בנימין האַרשאַװ פּרטימדיק אַנאַליזירט די פֿאָרמעלע און סטיליסטישע חידושים, װאָס די אינזיכיסטן האָבן אַרײַנגעבראַכט אין דער ייִדישער פּאָעזיע אין די 1920ער יאָרן, אָבער ער האָט קױם באַרירט זײער פּאָליטיק.
זוטראס בוך באַטראַכט די אינזיכיסטישע שעפֿערישקײט אונטער אַן אַנדערן קוקװינקל. אין די 1930ער יאָרן זײַנען פּאָליטיק און פּאָעזיע געװאָרן נאָענט צונויפֿגעפֿלאָכטן אין די װערק פֿונעם לעצטן דור אַמעריקאַנער ייִדישעמאָדערניסטן.
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I never saw myself in Barbie. Would ‘Hanukkah Barbie’ have changed that?
I wasn’t really a Barbie kid. While I occasionally played with my sister’s hand-me-down Barbies, I preferred American Girl dolls. They were Barbie’s chunkier, cherubic counterparts, each representing a girl from a different period in history and accompanied by a series of historical-fiction books about her life. I devoured those books, including the story of Rebecca Rubin, a 9-year-old Russian-Jewish immigrant living on the Lower East Side in the early 1900s.
So when Mattel released its first Hanukkah Barbie last week — officially marketed as the “Barbie Holiday Sweater Doll” — I wondered whether she would have appealed to me when I was growing up. Would her Jewishness have made her feel more relatable than that blonde-haired, blue-eyed, impossibly proportioned bombshell?
As it turns out, I wasn’t the only one thinking about what it means for Barbie to look Jewish. Shortly after her release, Hanukkah Barbie set off a spirited debate over her appearance. Her nose seemed slightly more prominent than the default Barbie button nose, raising questions about whether Hanukkah Barbie’s face reinforced Jewish stereotypes, or if her distinctive nose reflected a good-faith effort to give the doll recognizably Jewish features.
It was at least clear that Mattel did its homework about the Festival of Lights. The hanukkiah on Barbie’s sweater has the correct number of candleholders, and the dreidels bear accurate Hebrew lettering — which is more than can be said about a lot of Hanukkah merchandise. If sales are any indication, Hanukkah Barbie is resonating. The doll, which originally retailed for about $30, is sold out, with third-party sellers now asking for as much as $345.
There have previously been Barbies modeled after Jewish celebrities, including Olympic gymnast Aly Raisman, Israeli Olympic surfer Anat Lelior and fashion designer Diane von Furstenberg. But Hanukkah Barbie is the first Barbie whose identity is simply Jewish — which means she will have the impossible task of representing Jews of all kinds. Sephardic and Ashkenazi Jews, religious and secular Jews all have to somehow find themselves in the same doll.
Complicating matters, the original blonde Barbie has arguably been Jewish all along. Ruth Handler, the daughter of Polish-Jewish immigrants, invented Barbie in 1959, naming “Barbie” after her daughter, Barbara, and “Ken” after her son, Kenneth. “Barbie is a matrilineal Jew? Love it!” one Reddit user joked last month.
But Barbie was always a little too Aryan-coded to feel Jewish to me. Her origins go back to the postwar German ideal of blonde, white femininity. Handler drew inspiration for Barbie’s look from a German toy named Bild Lilli, marketed toward men as a gag gift and sold in bars and tobacco shops. That doll, in turn, was based on the comic-strip character Lilli, characterized by Barbie’s unofficial biographer M.G. Lord as “a golddigger, exhibitionist, and floozy” who worked as a secretary while looking for a wealthy husband. Bild Lilli was manufactured by O.M. Hausser, a toy company that had produced Adolf Hitler figurines during the 1930s.
No wonder stereotypically Ashkenazi-looking Jews like me, not to mention everyone else who also didn’t fit the Barbie mold, felt left out of Barbie-land. (Which is literally everyone, given that scaled up to human size, a traditional Barbie doll’s proportions would make her unable to survive; there’d be no room for her organs in her tiny waist, and she’d have no choice other than to walk on all fours.)
Over the years, Barbie has become far more inclusive. After the debut of the “Colored Francie” doll in 1967, Barbie expanded to include dolls of different races, body types and abilities, including dolls with prosthetic limbs and wheelchairs and, in 2016, the long-awaited introduction of “curvy,” “petite” and “tall” Barbies. Mattel introduced career-themed dolls in the 1960s, evolving from fashion designer, nurse, and flight attendant to a presidential candidate Barbie in 1992.
The American Girl doll, which Mattel acquired in 1998, was part of a similar response to the limitations of the traditional fashion doll. Created by teacher Pleasant Rowland in 1986, American Girl was designed to help girls see themselves in their dolls while making history feel personal and engaging.
Of course, little kids aren’t thinking so much about the sociological implications of their toy choices. For my part, my mom bought me an American Girl look-alike doll with my brunette hair and choppy bangs, hoping that seeing myself reflected in a doll would help build my self-esteem. But I also gravitated toward a blonde-haired, blue-eyed American Girl doll that looked more Barbie-esque, which I begged my mom to buy.
Looking back, I wonder how much of the Barbie beauty standard I had subconsciously absorbed, even with an array of representative dolls at my disposal. Hanukkah Barbie may more closely resemble women like me. But changing the default cultural image of Barbie will take more than a doll with a light-up Hanukkah sweater.
The post I never saw myself in Barbie. Would ‘Hanukkah Barbie’ have changed that? appeared first on The Forward.
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Minnesota man charged with ISIS-inspired plot on Jewish-owned Mall of America
(JTA) — The FBI accused an 18-year-old man of buying an AK-47 assault rifle with plans to commit a mass shooting in support of ISIS at the Mall of America in Bloomington, Minnesota, the largest indoor shopping mall in North America.
Sheikhdoon Abdullahi Mohamud, of Richfield, Minnesota, was charged on Wednesday with one count of knowingly receiving a firearm and ammunition in order to commit a federal crime of terrorism, according to a federal complaint filed on Wednesday.
Mohamud’s attorney did not respond to JTA’s request for comment.
Mohamud wanted to attack the Mall of America because he believed its owners to be Jewish, the FBI said in a statement. He planned to kill between 30 and 60 people, according to messages he exchanged with a confidential source, according to the complaint.
Mall of America is owned and operated by Triple Five Group, controlled by the Ghermezian family, a Canadian family of Iranian Jewish origin.
Messages sent in September 2026 included a video in which Mohamud pledged allegiance to ISIS, the complaint said. He planned his attack for Oct. 24 because he expected a crowd at the Hmong Arts Celebration scheduled for that day.
The complaint said an undercover FBI agent sold an AK-47 rendered inoperable, four 30-round magazines and 200 rounds of ammunition to Mohamud for $600 on Oct. 6. During the sale, Mohamud confirmed his plans to commit a mass shooting. Mohamud was arrested shortly after the sale.
The complaint said Mohamud wanted to commit an attack similar to the 2016 Pulse nightclub shooting in which 49 victims were killed; the Bondi Beach mass-shooting in Sydney last December, during which 15 victims were killed during a Hanukkah celebration; and a New Orleans truck-ramming attack that killed 14 victims in New Orleans on Jan. 1, 2025.
The investigation into Mohamud began around December 2024, when he messaged the confidential source on multiple social media platforms, according to the complaint, detailing his desire to travel to Somalia to join a group that the U.S. has designated a foreign terrorist organization. If travel was not possible due to financial constraints, he said would move forward with an attack in Minnesota.
This article originally appeared on JTA.org.
The post Minnesota man charged with ISIS-inspired plot on Jewish-owned Mall of America appeared first on The Forward.
