An Israeli Arab’s Experience | Shadya Film Module
PBS Learning Media: Physical Education - Kids In Motion: An Israeli Arab’s Experience | Shadya Film Module
In this module, students meet 17-year-old Shadya Zoabi, an Israeli Arab karate champion who is fiercely independent despite growing up in a male-dominated, Muslim culture. At the same time, Shadya grapples with the challenges that Muslims face as citizens of Israel. Her internal conflicts intensify when she meets the Palestinian team at a karate competition.
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Teacher Lesson Plan and Video Discussion Guide
SHADYA
ACTIVITY 1 — The Israeli Arab Experience
(90-120 minutes + assignments)
Grade Level: 9–12
College
Subject Areas: Social Studies, Civics, Government, Geography, Global Studies, Sociology, Political Science,
Language Arts, Economics, World History
Standards: Recommended National Standards are on page 45
Purpose of the Lesson:
Palestinian-Arab citizens of Israel comprise 1.3 million people, or around 20 percent of the population. As a group,
they face a unique status and particular struggles. Students will investigate this group and how the film SHADYA
draws attention to a population rarely exposed in the media. Students will then use their research skills to take a
deeper look at a minority group in another country and present their findings and recommendations online.
Objectives:
Students will:
• Consider findings regarding discrimination faced by Arab citizens of Israel
• Examine the experiences of Israeli Arabs through a very personalized view of a young female athlete
• Prepare and present a research project on another minority group
Skills: Stating and supporting opinions in class discussions and in writing; analytical reading and viewing; note taking; interpreting information and drawing conclusions; critical thinking; identifying cause and effect; identifying relationships and patterns.
Materials:
• Computers with Internet access and/or with DVD capability
• LCD projector or DVD player
• Whiteboard/markers, or chalkboard/chalk
• SHADYA Discussion Guide
• SHADYA “An Israeli Arab’s Experience” Video Module
• Student Handout A: “An Israeli Arab’s Experience” Video Module Note Taking Guide
• Student Handout B: SHADYA Quotes
• Student Handout C: Research Project Rubric
Procedures:
Previewing Activity
Note to teacher: This lesson should be preceded by other lessons or embedded within a unit about the IsraeliPalestinian conflict; students should first have an understanding of the geography, history and context in which the
film takes place. This lesson and video module should be presented as another perspective on the conflict, and
Israeli Arabs should be identified as a group with a unique and seldom-documented position in the conflict.
1. Introduction to Israeli Arabs: Read this background information from page 2 of the SHADYA Discussion
Guide aloud with the class:
Israeli Arabs:
When the state of Israel was founded in 1948, some Palestinians were forced to leave, others fled, and still others
stayed. This latter group was granted citizenship, and they are now referred to as “Israeli Arabs.” They constitute
15 percent to 20 percent of Israel’s population. Of the 1.3 million Israeli Arabs, approximately 80 percent are
Muslim. Others are Christian or Druze. Many Israeli Arab families have Palestinian relatives living in the disputed
territories of the West Bank and Gaza.
Israeli Arabs have the right to vote and have elected representatives in Israel’s parliament. However, they also
experience significant discrimination. Some of the discrimination is institutional, a result of the fact that Israel
is legally defined as a Jewish state; some of it results from ethnic and religious tensions between Israel’s Arab
Muslims and Jewish citizens.
Have students write quick responses to these sentence stems:
• I did not know…
• I want to know more about…
• The situation of Israeli Arabs reminds me of…
2. The Struggles Israeli Arabs Face: Have students read “Advancing Coexistence and Equality Among Jews and Arabs In Israel: A Platform for Action” from The Abraham Fund website (http://www.abrahamfund.org/main/ siteNew/?page=97) and the main findings of the Mossawa Center’s Racism Report 2009 from their website (http://www. same as on PDF) which document social, economic and educational disparities and incidents of violence faced by Arab citizens in Israel. Discuss the following questions with the class:
• What data was provided documenting disparities faced by Israeli Arabs? What does it tell us about what life
is like for Israeli Arabs in terms of social, economic, legal and political status?
• How are the struggles of Israeli Arabs similar and different to Palestinian Arabs in the West Bank, Gaza
Strip, Golan Heights and neighboring countries?
• How are Israeli Arabs and Jews impacted by violence or threats of violence in Israel? Examine similarities
and differences.
• What institutional barriers are there which prevent ‘peaceful coexistence’?
• The Abraham Fund website poses this question: “how can Israel best maintain its identity as a Jewish
nation-state, and simultaneously honor its commitment–enshrined in it’s Declaration of Independence–to
uphold the principle of equality for all its citizens, Jews and Arabs alike?
• The Abraham Fund and the Mossawa Center work to increase dialogue and create programs and strate-
gies to fight anti-Arab racism is Israel. What organizing strategies do they use? (Refer to Teacher Handout
A: Organizing Strategies).
3. Discussion on Advocacy for Israeli Arabs: The Mossawa Center is the Advocacy Center for Arab Citizens in Israel, a nonprofit, nongovernmental organization that works to promote equality for the Arab-Palestinian citizens of Israel. Post the Mossawa Center’s mission statement for the students to read:
The Mossawa Center seeks to improve the social, economic, legal and political status of the Palestinian Arab citizens in Israel. The Center believes in the recognition of the Arab community in Israel as a national minority without sacrificing cultural rights as Palestinians. The Mossawa Center works to build a democratic society lacking racism and fighting all kinds of discrimination based on national, religious, ethnic, status, gender, physical and mental disability. (http://www.mossawacenter.org/default.php?lng=3&pg=2&dp=1&fl=27)
Have students write quick responses to these questions:
• What does it mean to be a national minority?
• What groups in the U.S. might face similar struggles as a national minority?
• What are some organizations in the U.S. that advocate for Arab citizens or other minority groups using a
similar approach and philosophy as the Mossawa Center? (One example might be the NAACP.)
Call on students to share their views.
4. Provide Background Information on Israel and SHADYA: Briefly introduce the film SHADYA. Note how the video module will examine Arab Israelis as a national minority group, and look at the lives of Shadya, a young Israeli Arab world karate champion and her family. Have students read the SHADYA Discussion Guide page 1 regarding the filmmakers’ intent, especially their intent to capture the diverse population of Israel that includes Israeli Arabs, the fact that Arab Muslims are accepted by many Israelis and the difficult choices Shadya has to make as a young Arab woman representing and living in Israel. Also have students read SHADYA Discussion Guide page 2 for more background information on the film.
Viewing the Film
5. Viewing the Video Module: Instruct students to take notes on Student Handout A: “An Israeli Arab’s
Experience” Video Module Note Taking Guide as they view the “An Israeli Arab’s Experience” Video
Module. Students should look at the varying acceptance and discrimination Shadya and her family experience as
Palestinian-Arab citizens of Israel, vis-à-vis relationships with her Israeli teammates and coach, politicians, Jewish
citizens and other Palestinians.
Reflecting on the Film
6. Review and Discuss: Debrief the module and notes by discussing together as a class. Have students review
Student Handout B: SHADYA Quotes before the discussion. Use the following questions as a guide for class
discussion:
• Describe Shadya’s relationship with her teammates and coach. How and when does her Arab identity
become an issue?
• How does Shadya react when she encounters the Palestinian team? What is her dilemma?
• How does her sport both enter into and transcend politics?
7. Preparation for Research Project: Discuss possible differences between the treatment of Arabs in Israel and
the treatment of Arabs in the U.S. Divide students into several small groups and have each group read one titled
section of “100 Questions and Answers about Arab Americans: A Journalist’s Guide” from the Detroit Free Press
(http://www.freep.com/legacy/jobspage/arabs/index.htm). Have groups report back describing:
• What information is most crucial to understanding the group? What information is the most misunderstood?
Which answers are surprising or less publicized?
• How does dispelling stereotypes and providing accurate information help combat racism and discrimination
against minority groups?
• Who else can information like this benefit (besides journalists)?
Have students also review and compare the descriptions of Arabs (http://www.cidcm.umd.edu/mar/assessment.
asp?groupId=66601) and Palestinians (http://www.cidcm.umd.edu/mar/assessment.asp?groupId=66603) as
“minorities at risk” in Israel from the Minorities at Risk Project website and find out:
• What rights do Israeli Arabs enjoy as full citizens of Israel? What limitations do they face socially, culturally
and politically?
• What demands are Israeli Arabs fighting for from their government? Why is anti-Arab discrimination wors-
ening?
• What are the differences between Israeli Arabs and Palestinians in terms of their rights and the discrimina-
tion they face?
8. Assignment: Research Project: Using the “Hot Spots” page of the Minorities at Risk Project from the University of Maryland, (http://www.cidcm.umd.edu/mar/hotspots.asp) have students select a minority group in another country to research. They should compile a list of questions about this group (similar to the Detroit Free Press list; they can use the same topic headings), and then find the answers, narrowing the list to 20 pertinent questions and answers. Then they should compose a list of 5-10 recommendations or steps that should be taken to improve the conditions of the group politically, socially, culturally and/or economically. As a final step, they should post their report on a blog or other Web 2.0 tool. Students can also submit final creations to Youth Noise (http://youthnoise.com) or Youth Media Exchange (http://ymex.org) to engage with other students around the world and get feedback.
Assessment:
Have students visit the blog pages to assess their classmates using Student Handout C: Research Project
Rubric. You can also use the same rubric to do a teacher evaluation of the projects.
Extension Activities:
Students can:
1. Research peace organizations in Israel. Focus on organizations that offer an agenda that unites Arab and
Palestinian citizens with Israeli citizens in seeking a solution to the conflict in the country.
2. Research notable individuals, leaders, civic organizations and activist groups who are representing and advocating
for Arab citizens of Israel.
3. Examine the role of sports in the politics of the minority group. Students could look at the Olympics and/or other
international competitions for case studies describing the ways that sports can be used politically. They can also
investigate how sports can transcend minority group and national politics.
4. Explore the dual identity issue by conducting interviews with people from various immigrant groups of differing
generations about the extent to which they feel accepted in the U.S. and their home country. Students can also
interview people of mixed ethnic heritage about the extent to which they feel accepted by both ethnic groups of
which they are a part.
5. Investigate how Israeli Arabs view Palestinians, and vice versa.
Student Handout A: “An Israeli Arab’s Experience” Video Module Note Taking Guide
Student Note-taking Guide
Student Handout B: SHADYA Quotes
Student Handout B
Student Handout C: Research Project Rubric
Rubric
RECOMMENDED NATIONAL STANDARDS
Mid-continent Research for Education and Learning (McRel)
Behavioral Sciences
Standard 1. Understands that group and cultural influences contribute
to human development, identity, and behavior
Standard 2. Understands various meanings of social group, general
implications of group membership, and different ways that groups
function
Standard 4. Understands conflict, cooperation, and interdependence
among individuals, groups, and institutions
Agricultural Education
Standard 1. Understands the connections between agriculture and
society
Standard 2. Understands trends, issues, and events that have
influenced agricultural practices throughout history
Civics
Standard 1. Understands ideas about civic life, politics, and
government
Standard 3. Understands the sources, purposes, and functions of law,
and the importance of the rule of law for the protection of
individual rights and the common good
Standard 25. Understands issues regarding personal, political, and
economic rights
Standard 26. Understands issues regarding the proper scope and
limits of rights and the relationships among personal, political, and
economic rights
Standard 28. Understands how participation in civic and political life
can help citizens attain individual and public goals
Economics
Standard 5. Understands unemployment, income, and income
distribution in a market economy
Standard 10. Understands basic concepts about international
economics
Language Arts
Standard 4. Gathers and uses information for research purposes
Standard 9. Uses viewing skills and strategies to understand and
interpret visual media
Standard 10. Understands the characteristics and components of the
media
Geography
Standard 4. Understands the physical and human characteristics of
place
Standard 5. Understands the concept of regions
Standard 6. Understands that culture and experience influence
people’s perceptions of places and regions
Standard 11. Understands the patterns and networks of economic
interdependence on earth’s surface
Standard 12. Understands the patterns of human settlement and their
causes
Standard 14. Understands how human actions modify the physical
environment
Standard 15. Understands how physical systems affect human systems
Standard 16. Understands the changes that occur in the meaning, use,
distribution and importance of resources
Standard 17. Understands how geography is used to interpret the past
Standard 18. Understands global development and environmental
issues
Thinking and Reasoning
Standard 1. Understands and applies the basic principles of presenting an argument
Standard 2. Understands and applies basic principles of logic and
reasoning
Standard 6. Applies decision-making techniques
World History
Standard 36. Understands patterns of global change in the era of
Western military and economic dominance from 1800 to 1914
Standard 38. Understands reform, revolution, and social change in the
world economy of the early 20th century
Standard 40. Understands the search for peace and stability
throughout the world in the 1920s and 1930s
Standard 42. Understands major global trends from 1900 to the end
of World War II
Standard 43. Understands how post-World War II reconstruction
occurred, new international power relations took shape, and
colonial empires broke up
GUIDE CREDITS
CURRICULA WRITER
David Maduli
David Maduli is an independent educational consultant who has contributed many curriculum guides and conducted various workshops
for PBS programs. He has a master’s in teaching and curriculum from
Harvard Graduate School of Education and continues to work as a
veteran Bay Area public school language arts and social
studies teacher
ITVS STAFF
Duong-Chi Do
Associate Director of Communications
Susan Latton
Community Classroom Content Manager
Kirstin Henninger
International Outreach Coordinator
COMMUNITY CLASSROOM NATIONAL ADVISORS
Carole Lester: American Association of Community Colleges
Maxine Einhorn: KQED Education Network
Wendell Bourne & Michael Yell: National Council for the Social
Studies
Joseph Fatheree: National State Teachers of the Year
Donelle Blubaugh & Jenny Bradbury: PBS Teachers
Kelly Korenak: World Savvy
SPECIAL THANKS TO:
Michele Israel who provided the groundwork for the TAKING
ROOT activities, Celeste Royer, Director of the California Regional
Environmental Education Community (CREEC) who reviewed TAKING
ROOT activities and Lisa Whitmer for editorial review of the Women’s
Empowerment Educator Guide.
About ITVS International:
ITVS International is a division of the Independent Television Service
that promotes an international exchange of documentary films made
by independent producers, bringing international voices to U.S. audiences, and American stories to audiences abroad.
Through a unique public-private partnership called the Global
Perspectives Project, ITVS International administers the International
Media Development Fund (IMDF) and True Stories: Life in the USA.
The IMDF funds international producers and supports the American
broadcast of their programs. True Stories: Life in the USA promotes a
series of American independent films to audiences around the world.
About Independent Lens:
Independent Lens is an Emmy® Award-winning weekly series airing Tuesday nights at 10 PM on PBS. Hosted this season by Terrence Howard, the acclaimed anthology series features documentaries and a limited number of fiction films united by the creative freedom, artistic achievement and unflinching visions of their independent producers. Independent Lens features unforgettable stories about a unique individual, community or moment in history. Presented by ITVS, the series is supported by interactive companion websites, and national publicity and community engagement campaigns. Further information about the series is available at pbs.org/independentlens. Independent Lens is jointly curated by ITVS and PBS, and is funded by the Corporation for Public Broadcasting (CPB), a private corporation funded by the American people, with additional funding provided by PBS and the National Endowment for the Arts. The series producer is Lois Vossen.
About PBS:
PBS is a media enterprise that serves 354 public noncommercial
television stations and reaches almost 90 million people each week
through on-air and online content. Bringing diverse viewpoints to television and the Internet, PBS provides high-quality documentary and
dramatic entertainment, and consistently dominates the most prestigious award competitions. PBS is a leading provider of educational
materials for K-12 teachers, and offers a broad array of other educational services. PBS' premier kids' TV programming and Web site, PBS
KIDS Online (pbskids.org), continue to be parents' and teachers' most
trusted learning environments for children. More information about
PBS is available at pbs.org, one of the leading dot-org Web sites on
the Internet.
DISCUSSION GUIDE
Shayda Image
Shadya Zoabi, a charismatic 17-year-old karate world champion, strives to succeed on her own
terms within her traditional Muslim village in northern Israel. Despite her father’s support, she
faces the challenge of balancing her dreams with her religious commitments and other’s expectations. SHADYA takes an intimate look at the evolution of a young Israeli-Arab woman with feminist ideas in a male-dominated culture.
THE FILM
SHADYA is the coming-of-age story of a spirited17-year-old girl, with
more than its share of twists and turns. As she strives to establish an
independent identity, Shadya Zouabi must balance the demands of her
heritage as a Muslim female with her success as a world karate champion and she must reconcile her identity as a Palestinian who, as an Israeli
citizen, represents Israel in international competitions.
Shadya's unconventional pursuit of karate is made possible by
strong support from her father, but is opposed by her more conservative
brothers and also, eventually, her husband. As she tries to balance her
commitment to community and family with her desire to win, we see an
unpredictable teenager, alternately defiant and acquiescent. Like many
teenagers, Shadya wants to belong but also wants to be different. She
is at once detached and emotional. So viewers are not completely surprised when at the peak of her karate career Shadya marries her fiancé
and takes on the traditional duties of a wife-duties that don't include
training or competition.
This hour-long documentary, which follows Shadya for more than
two years, provides a portrait of a strong young woman struggling to
come to terms with life in a male-dominated culture. It also provides
viewers with a rare glimpse into the complex life of an Israeli Arab family.
BACKGROUND INFORMATION
Israeli Arabs
When the state of Israel was founded in 1948, some Palestinians
were forced to leave, others fled, and still others stayed. This latter
group was granted citizenship, and they are now referred to as
“Israeli Arabs.” They constitute 15 percent to 20 percent of Israel's
population. Of the 1.3 million Israeli Arabs, approximately 80 percent
are Muslim. Others are Christian or Druze. Many Israeli Arab families
have Palestinian relatives living in the disputed territories of the West
Bank and Gaza.
Israeli Arabs have the right to vote and have elected representatives
in Israel's parliament. However, they also experience significant discrimination. Some of the discrimination is institutional, a result of the
fact that Israel is legally defined as a Jewish state; some of it results
from ethnic and religious tensions between Israel's Arab Muslims
and Jewish citizens.
Women in Islam
Like all religious peoples, Muslims are not monolithic in their beliefs
or practices. There are widely varying interpretations of Islam's
teachings about women's responsibilities. For detailed information,
see the Resource Section on the last page of this guide.
Selected People Featured in SHADYA
Shadya Zouabi - karate champion from Tamra, Galilee; an -Israeli
Arab citizen competing for the Israeli team
Waeb Zouabi - Shadya's sister
Mazen Zouabi - Shadya's father
Shadi Zouabi - Shadya's eldest brother
Morad - Shadya's fiancé (and eventual husband)
Danny Hakim - coach of the Israeli National Shotokan Karate Team
THINKING MORE DEEPLY
General
• If you could ask Shadya a question, what would you ask and why?
What might you ask her father, mother, coach, husband, siblings
and teammates?
• Compare the way you felt watching the beginning of the film,
when Shadya was training on the beach and asserting her independence, with the way you felt watching the final scene of the
film, seeing Shadya married and pregnant.
Nationalism and Identity
• Shadya asks one of her teammates for a response to wrapping
herself in a Palestinian flag at an international competition. If you
were one of Shadya's teammates, what might you have said
to her?
• Members of the Palestinian team chide Shadya for competing for Israel. What do you think of their reaction toward Shadya? Was her decision to compete for Israel a betrayal of her people? Why or why not?
• The Israeli coach proposes that his athletes and the Palestinian team train together. The Palestinian coach refuses, saying that to do so would give the false impression “that we're living together and everything is good in Palestine.” Do you find his argument convincing? Why or why not?
• Shadya says, “I think I'm in the middle: Palestinian, Israeli-who am I? Israel is my country. Palestinians are Arabs. I'm also an Arab, so where does that put me?” How would you answer her? Do you have conflicting identities? What role do your ethnic, religious and national identities play in who you are and how you lead your life?
• We see Israeli shopkeepers refusing to serve Mazen. What do you
think they see and feel when they look at Mazen? If you had been
a customer in the shop and witnessed this exchange, what would
you have done?
Islam and Traditional Family Values
• Mazen believes that his support of his daughters' participation in
karate will “bring them success in life, not bad things.” His sons
believe that their father is doing their sisters a disservice. What
do you think are the strengths and weaknesses of each of their
positions?
• Shadi, Shadya's older brother, says, “In our customs, the man doesn't permit the woman to work.” In your view, what roles do women play in society? In the family? What has influenced your views? If others in your community held views similar to yours, how might it affect girls like Shadya? What might a community lose when it rigidly enforces traditional gender roles? What might it gain?
• Shadya's father, Mazen, says, “People have reached the moon.
You think there's a difference between Muslims, Christians and
Jews? We're all the same.” His sons disagree. If you were part of
the conversation, what would you have said to Mazen?
SUGGESTIONS FOR ACTION
Together with other audience members, brainstorm actions for individuals and for groups. If you need help getting started, you might
begin your list with these suggestions:
• Look for ways to support mentoring programs, empowerment
programs and athletic opportunities for girls and young women in
your community.
• Start a study group to examine the teachings of Islam and other
religions regarding women, nationalism and/or family.
• Host a panel discussion examining the conflict between the Israeli
and Palestinian governments. Feature the perspective of an Arab
who is an Israeli citizen.
• Use a screening of SHADYA to encourage conversation between
parents and teens about issues raised in the film.
For additional outreach ideas, visit itvs.org, the website of Independent Television Service (ITVS). For local information, check the website of your PBS station.
Before you leave this event, commit yourself to pursuing one action
item from your discussion group's brainstorm list.
RESOURCES FOR FURTHER STUDY
AND ACTION
To Start
www.budoforpeace.org - Budo for Peace (BFP) brings together
young people from conflict areas to learn and practice traditional
Japanese budo (martial arts) in order to learn its values and apply
them toward breaking down fear and building trust between peoples.
Israeli Arabs
http://www.caabu.org/pdf/Israeli-Arabs-final.pdf This is a good
two-page fact sheet on Israeli Arabs from the Council for ArabBritish Understanding.
http://www.globalpolicy.org/nations/citizen/2003/0108israeliar ab.htm This brief essay on Israeli Arab life and identity is by Asmi Bishara, who is an Israeli Arab and a member of Israel's parliament.
Women in Islam
http://www.uga.edu/islam/Islamwomen.html Dr. Alan Godlas,
University of Georgia, has created an excellent website on Islam.
This link is to the section of the website that focuses on women
and feminism.
http://www.womenssportsfoundation.org/cgibin/iowa/issues/part/article.html?record=863 The Women's Sports Foundation offers this perspective on Muslim women's participation in athletic competition.
Additional Resources
http://www.adl.org The Anti-Defamation League fights antiSemitism and all forms of bigotry in the United States and abroad
and serves as a public resource for government, media, law enforcement and the public. All if its activities are aimed at countering and
reducing hatred.
http://www.adc.org Since 1980, the American-Arab AntiDiscrimination Committee has been the leading Arab American voice
on foreign policy issues, especially by defending the rights of the
Palestinian people and opposing the sanctions against Iraqi civilians.