10a+-Scott+Gellman

media type="youtube" key="Omt29oQe5RI" height="390" width="480" (Above: HaDag Nahash: The Sticker Song - (Video different from Media Midrash version. Above with subtitles) Media Midrash: The Sticker Song lesson

The sticker song is one of the most telling and controversial songs to hit Israeli pop-culture. The song has a simple premise to it: The artists simply list off a number of bumper stickers that could be seen around Israel. Just as the political beliefs of Israelis vary wildly, so do their bumper stickers. This song attempts to describe the political culture of Israel through one-bumper stickers. While a very interesting way to decribe the political atmosphere, this song does only show the extremes, for it is those with firm and strong ideas with these bumper stickers. It is not the moderate centered Israelis who have powerful bumper stickers.

The lesson plans that accompanies this video is extremely extensive. The accompanying PDF provides 5 different ways to use the video, each having some impressive attributes. Most of these lessons deal primarily in discussions, but considering that this is targeted at 12th graders, a discussion may be the best route. Some of the ideas to go along with the discussions are interesting. Having the students make their own bumper stickers for themselves would be a very interesting activity to find what each child feels passionate about. The idea in the 5th lesson regarding the stereotypes found in Israel and discussing how those stereotypes are represented would be an interesting discussion. I believe the best lessons are those that deal with the individual bumper stickers that are found in the 2nd half of this lesson. Each on has the sticker, the translation and the explanation. Each one separately is an incredible learning tool.To use these individual stickers for their many uses would bring up a great deal of emotional and invigorating discussions. I especially like the idea of the second lesson plan where the literal meanings of the stickers and some extras are distributed, but the meanings are not. The students, in groups, discuss what they believe the meanings to be.

An additional aspect of these programs could be used to better explain that these stickers are from the more extreme sides of the political spectrum and does not represent the moderates well. To do this the teacher would distribute a bunch (not all for time's sake) of the stickers to a couple groups. They would then have large drawings of the backs of car (poster board size) and they would group the stickers by ideology on the back of whose car might have each sticker. This would show that many of these stickers are similar ideologies and relate to similar issues. I believe that showing that all Israelis are not as far right or left is very important in this lesson. By giving a broader demonstration of who these stickers might be,eong to would better show the ends of the spectrum and that there is a middle-ground which is missing.