Today, our final class before Pesach break, we will discuss acts of kindness and how we can make this Pesach meaningful. Additionally, we will create a day to day calendar for family activities during Pesach.
We will also create a new song using the verses from Echad Mi Yodeah. Either a song about kindness or OJCS. Lyrics click here
As we approach Pesach, we will spend the week in Jewish Studies focusing on the modern meaning of the Haggadah. Students have been put into groups and asked to create new lyrics to three classic Passover songs. You will have the opportunity to work on this assignment Dr. Marcovitz and Mr. Washerstein’s Jewish Studies classes.
I hope you all having a meaning full day. As you see in the headline above, the Chief Rabbi of Israel is requesting everyone to fast for a half a day today in Israel and the world. He said if you can not fast:
“For those who can’t fast, Lau asked that they take on a “ta’anit dibur,” a practice in which one abstains from all speech that does not concern Torah or prayer.”
Today in class, I want to also have all of us participate with our homeland Israel. This is also one of our North Stars, “Being responsible for one another”. I think it is important we focus on the value of Gemilut Chasadim – Being Kind to one another. Please watch the following 3 short videos. They all focus on kindness. After watching each video please answer the following questions: (you can send me an audio file or a google doc with your responses). This assignment is due by the end of class on Friday, March 27, 2020. If you need more time, please be in touch with me.
After video 1: What visually impacted you and why?
After video 2: Orly shares a story about a student who was a bully? What did Orly do? Please share an example in your life of someone showing you a similar type of kindness.
After video 3: What realistic idea can you come up with, to make the world a better place – Tikun Olam?
The first video was produced by Life Vest Inside. Life Vest Inside is a non-profit organization dedicated to inspiring, empowering and educating people of all backgrounds to lead a life of kindness.
The second video is by the founder of Life Vest Inside Orly Wahba
Today we will read a few articles about Corona Virus and how it affects Jewish Ritual. When finished, please comment on 3 of the articles. Do you agree or disagree with the Rabbinical Decisions and Why.
ANSWER THE FOLLOWING QUESTIONS USING YOUR LAPTOP OR PAPER. Number your page 1-15, if you do not know an answer, skip it and go to the next question. – DO NOT ASK FOR HELP FROM YOUR NEIGHBOR. IF YOU GET HELP FROM A NEIGHBOR YOU WILL GET AN AUTOMATIC 0
Send to email@example.com
1.What is the special Shabbat Parsha Name during Rosh Chodesh Adar?
2. What is the special Parsha Name the week before Purim?
3. Why and what is the name of the enemy of Israel after they left Egypt?
4. What is the fast day called?
6. What is the Hebrew Date of the fast day?
7. What is the Hebrew Date of Purim?
8. What is Shushan Purim?
9. What is the Hebrew date of Shushan Purim?
10. Who celebrates Shushan Purim today?
11. How many times do we listen to the Megilah?
12. Who is obligated to hear the Megilah?
13. Name the 4 Mitzvot of Megilah, explain what they are and where can these Mitzvot be found – what Jewish text (multiple answers accepted)?
14. Name the King, the first queen he was married to , the second queen he was married to, the villain and the name of the second queen’s cousin?
15. The end of the Megilah we recite ליהודים היתה אורה שמחה ששון ויקר, when else do we say this line?
16. What is the name of the extra Tefilah we add on Purim and during which Tefilot; do we read anything else on Purim besides the Megilah and if yes, what is the subject about?
17. Is God’s name mentioned in the Megilah, and based on your answer, what lesson can we learn?
18. What was Esther’s original name?
19. Which came first,Chanukah or Purim?
20. During the month of Adar, how should we feel?
21. What do you think the connection is between Purim and Yom Kippur?
IN GROUPS READ THE EMAIL AND THE LINKS:
GROUP 1: SUMMARIZE IN YOUR OWN WORDS THE JEWISH LAW -HEARING THE MEGILAH AND HOW IT RELATES TO THE CORONA VIRUS- YOU MUST INCLUDE THE JEWISH SOURCES
GROUP 2: SUMMARIZE IN YOUR OWN WORDS THE JEWISH LAW -MEZUZA AND HAND SHAKING AND HOW IT RELATES TO THE CORONA VIRUS- YOU MUST INCLUDE THE JEWISH SOURCES
GROUP 3: SUMMARIZE IN YOUR OWN WORDS THE JEWISH LAW -GOING TO SHUL AND KADDISH AND HOW IT RELATES TO THE CORONA VIRUS- YOU MUST INCLUDE THE JEWISH SOURCES
WHEN YOU FINISH REVIEW THE “PAY IT FORWARD BLOG” AND ANSWER WHAT YOU CAN BASED ON WHAT YOU HAVE ALREADY SEEN.
As we continue delving into the movie, we started highlighting, what pay it forward means and how it connects to Gemilut Chasadim. The students should be taking notes during the film which will help write their personal paper about Paying it Forward and how it relates to their own lives.
This lesson has two service components. Students identify an issue they care about and design and implement a campaign to take action as advocates for change. They also design and create a Pledge Banner that raises awareness of the issue. They choose an appropriate place in which to display the Pledge Banner.
Paying It Forward.Paying it forward, also known as serial reciprocity, refers to when people repay the service they receive bypassing it on to someone else. It is repaying good deeds done to us by doing good deeds for others–paying it forward rather than paying it back.
The student will:
define serial reciprocity (paying it forward).
view a movie or movie clips and discuss characters and concepts related to the impact of paying it forward.
brainstorm and investigate social issues that they can address in their communities and world.
take action through service and social activism.
design and implement a campaign to raise awareness of a chosen issue of importance.
how this relates to the concept of גמילות חסדים
service: to provide a community or organization with something that it needs
donate: to give or present something, especially to a charitable organization or other good cause
paying it forward: the concept of asking that a good turn be repaid by having it done to others
social activism: an intentional action to bring about social, political, economic, or environmental change. It can take a wide range of forms from writing letters to newspapers or politicians, political campaigning, economic activism such as boycotts or preferentially patronizing businesses, rallies, street marches, strikes, sit-ins and hunger strikes.
What are some of the examples “importance of helping others and the effects of encouraging others to serve.”
Are there any examples that can be found in the Torah?
Who are the main characters in the movie? Discuss their traits.
Conduct a character analysis of Trevor McKinney, discussing the external influences that motivate his decision-making.
Sequence the events of Pay it Forward.
What was the assignment Mr. Simonet gave to the class? Discuss his main purpose for giving it.
What was Trevor’s project idea? How did he expect it to work on a grand scale? What was his expected impact?
Can one person make a difference in the world? How was Trevor trying to prove that concept?
How are “pay it forward” and a character from the Torah alike, (Holocaust rescuer) and how do they encourage others to serve?
What message do you think Jewish Ancestor would convey to youth today to encourage them to practice service and social activism?
What will you do to continue his message of service and social activism?
You will decide together on an issue to address in the community and then promote action on this issue for positive change in the community. To begin the project, have students identify a list of social issues that they feel passionate about and wish to address in their community. Such examples may include smoking, drinking, drugs, violence, bullying, racism, discrimination, injustice, dropouts, global issues, illiteracy, and animal extinction.
Once the list has been generated, please brainstorm various actions or projects that could be conducted to address these issues. Such examples may include the following:
Smoking — Write a letter to policy makers, requesting a ban on smoking in various venues.
Violence— Generate a survey to students about violence awareness or hold an anti-violence rally.
Racism — Design a forum for the student body that addresses issues of racism.
Please use team problem-solving to select one issue and project that they would like to address together. Once the issue has been selected, invite students to investigate the issue further to learn more about its origins, causes, and impact on the community. Students may be able to research these topics through the following sites:
Please think of a slogan or motto that they can give their campaign that will engage interests and deliver the message that they are trying to convey to their peers and the community. Once the slogan is chosen, please write a simple individual pledge of service related to the chosen issue/slogan.
Please describe your canvas “banner.”Please write the chosen slogan in large letters in the center of the banner, and then transfer your individual pledge statement to an online banner.u
After you have completed their pledge banner, decide as a group on an appropriate place in which to display it. Be sure to take pictures (if appropriate) for lasting memories.
Reflection is a key component of service-learning that adds meaning to the experience. Ask students how they felt about their advocacy campaign and promoting the messages of their campaign. How do you hink others will feel about their act of service. Why doing this project was important.
Please s complete the following statement. I expected community members to be______.