In addition to our facilitator guidebook, we have created many other downloadable resources for use in leading dialogue programs. You are welcome to use them as they are, modify them to suit your group’s particular needs, or just read them for inspiration. Most documents are available as Microsoft Word files so that you can edit them as needed. We plan to add more resources in the coming months.
These materials are designed to be used with Constructive Conversations about the Israeli-Palestinian Conflict, the guidebook for facilitators that we co-authored with the Public Conversations Project. Download the guidebook free of charge or purchase a printed copy.
Click on these links to view the sections below:
Agenda for Introductory Dialogue Sessions: We use this agenda for many of our one-time dialogue sessions. It includes several new questions and other features that we have developed since publishing our facilitator guidebook in 2006. The document includes a handout for participants as well as supplemental instructions for facilitators.
Hebrew Translation � Agenda for Introductory Dialogues: A Hebew translation of our standard agenda for one-time introductory dialogue sessions, together with the original English text.
New Questions for Dialogue Programs: We have created many new go-round questions for use in dialogue programs. This document lists three sets of questions, designed for: (1) conversations that bring parents together to discuss the challenges and dilemmas they face when engaging with their children about Israel; (2) dialogues that focus on current events; and (3) dialogues that serve as a starting point for multi-session programs in which participants explore articles, books, videos, or other materials together. (Many more go-round questions appear in our faciltator guidebook.)
Additional Communication Agreements: Created by the Public Conversations Project, this document includes several agreements that do not appear in our guidebook but that can be helpful in dialogue sessions about the Israeli-Palestinian conflict.
Dialogue on a College Campus: A sample announcement for a one-time dialogue session for Jewish students at a single college. It can easily be adapted to publicize synagogue dialogues or dialogues that take place within organizations.
Introductory Public Dialogue Session: A sample announcement for a one-time dialogue session that brings together Jews who do not share a common affiliation. These programs offer a good way to foster dialogue across wide political and religious differences and to bridge divides within a local Jewish community.
We have created instructions for several activities that we have used in dialogue programs but that are not described in our guidebook. They include short exercises for use at the beginning or end of a session plus longer activities that can serve as a main component of a session. These activities draw on techniques that are widely used by facilitators and teachers around the world.
Social Barometer: Participants respond to questions about their experiences, feelings, and views by choosing where to stand along an imaginary line that represents a spectrum of potential choices. The activity can be used for several purposes: to arrange participants into break-out groups that include diverse perspectives; to discover which questions are most controversial or interesting; to bring differences to the surface; and to illustrate the diversity of views within the room. (Opening activity, also useful at other times)
Step in/Step out: Participants stand in a circle and respond to series of yes/no questions about their identity and experience by stepping towards the center or remaining where they are. This activity helps participants to connect with each other and to learn about each others’ lives, anxieties, and hopes. (Opening activity)
Gesture Mirroring: Each participant performs two gestures that symbolize what they want to bring into the conversation and what they want to leave out. The other participants then mirror those gestures. The exercise can help participants to connect with one another, become more aware of their feelings, and prepare themselves to enter into the dialogue. It can also energize participants and reduce tension. (Opening activity)
Life Mapping: Participants create pictures that illustrate experiences, people, or places that have shaped their relationship to the issue and brought them to the dialogue. Then they describe what they have drawn to the group. This activity gives participants an opportunity to share stories about their backgrounds and experiences in a creative and engaging way. (Longer opening activity)
Gallery Walk: At the end of a dialogue, participants jot down feelings, insights, new questions, and possible next steps on color-coded notecards and post them on the walls of the room. They then walk around the room reading what everyone has written. This activity enables a large group of participants to share closing reflections in a short amount of time. (Closing activity)