YEARS. The International School for Jewish Peoplehood Studies. Workshop: What Makes a Hero?

Transcription

1 YEARS The International School for Jewish Peoplehood Studies Workshop: What Makes a Hero? 1

2 What Makes a Hero? Rationale The workshop presents a mosaic of exemplary individuals from the Jewish world women and men, from the past and the present, and from a variety of fields. Through those figures, we can tell the unique, vivid and multifaceted story of the Jewish people. The idea behind this activity focuses on learning about exemplary people, identifying and defining the personality traits of different heroes, and pinpointing heroes in the participants own lives and immediate surroundings - as a catalyst for group discussion and personal empowerment. The activity relies on the gallery of heroes who are on display at Beit Hatfutsot. The gallery was designed as an open space where visitors can have fun and learn from games, original animated films and technological challenges, solve riddles, and use many of their creative skills. Using those tools, we will introduce a number of Jewish superheroes and superheroines throughout history in order to trigger renewed thinking about heroism, heroes, adoration and admiration. In this colorful and highly vibrant space, the children encounter the multiple faces of success men and women who dared to think outside the box, took extraordinary steps and spared no effort in trying to achieve their goals, even if the effort was often great, and succeeded. Why do heroes occupy such an important place in our culture? Perhaps because our need as a society to define who our heroes are meets our desire to define common standards for ourselves, a shared scale of values, moral norms, and role models. The variety of figures on display 147 in total from different historical periods, from many disciplines, and from across the globedefine the Jewish people as a group who foster diverse kinds of success, and not only success achieved by force or bravery on the battlefield. Consequently, special emphasis is placed on cultural heroes in this exhibition, we celebrate Jewish culture and present a pluralistic array of exemplary Jewish figures as well as the cultural wealth and human capital characterizing the Jewish people. 2

3 Objectives The aim of the workshop is to underscore the accomplishments and achievements of Jews and the contribution they have made to the world and, through them, tell the story of the Jewish people. The participants will become acquainted with a variety of exemplary individuals, examine the traits that typify different heroes, and discuss the definition of heroism according to various criteria. In the course of the workshop, the participants will be asked to identify heroism and heroes in their own surroundings and in themselves as a vehicle for personal empowerment and as way of connecting with the Jewish story. The kit includes: Information cards about 33 heroes and heroines, divided according to a number of categories based on the different fields in which they achieved their success. A flash drive containing 6 short animated films dealing with five figures (see Appendix 1). An A3 sheet with visual icons that depict traits and values (see Appendix 2). Thinkers Scientists & Economists Cultural Heroes Ada Yonath (b. 1939) A crystallographer and winner of the Nobel Prize. She was a member of the American and European Academies of Science and Arts and headed a Max-Planck Institute Research Unit in Hamburg. In 2009 Yonat won the Nobel Prize for Chemistry in recognition of her research on the ribosome, the particle responsible for creating protein in a cell. Maimonides (HaRambam) (c ) Rabbi Moses Ben Maimon was one of history s greatest Halachic interpreters and Jewish philosophers. He authored Mishneh Torah, which summarized Jewish Law, and The Guide for the Perplexed, which combined Greek and Jewish philosophies. He believed that philosophy was the route to faith. Steven Spielberg (b. 1946) One of the most successful directors in Hollywood history, Spielberg has produced a diverse body of work. He is behind such blockbusters as "Jurassic Park," E.T. and Jaws, and has repeatedly moved audiences with epics such as Saving Private Ryan and the Holocaust drama "Schindler's List." He is among the most influential persons in Hollywood. 3

4 The sequence of the activity for kindergarten- 4 th grade students Introduction (10 minutes): In this section, we will talk about who is a hero and who is a Jewish hero. What makes a person a hero? Ask the participants which heroes they know about and what their traits are. Why did they choose them as heroes? Ask them to share their answers with their classmates. Tell them that during the activity they will get to know Jewish heroes and heroines from different places, different periods, and different disciplines, and ask them to suggest names of Jewish heroes they are already familiar with. Ask them: Why, in your opinion, are they heroes? Why did you choose those people as Jewish heroes? Write the answers on the board. We began by seeing which heroes and heroines you know: reallife people, characters from stories, from the past and from the present. We suggested some heroes and heroines and the traits that characterize them. Let s examine those ideas by looking at some wellknown figures from the Jewish world who were trailblazers and had an impact on the Jewish people and the entire world. Film and discussion (30 minutes) see Appendix 1 Focus on a hero/heroine from one of the films. Ask them what makes the character a hero/heroine. Which traits are articulated in the film? Show them the sheet of icons and ask them to give each icon the name of a personality trait or value. Ask the participants to choose the icons (Appendix 2) that best suit the hero/heroine who appeared in the film. Have any new personality traits been added since we started and after watching the film? Did the icons sheet help them think about more traits and values that define heroes? 4

5 Activity wrap-up (5 minutes): Heroes in our Midst Following the discussion, ask the participants to think about heroes they have met and know from their own lives. Who are they? Do they have one or more of the traits we mentioned earlier? An arts & crafts workshop inspired by the activity (around 60 minutes) Tell the participants that they are going to create a hero and make him/her out of everyday objects. Each object symbolizes a different thing. For example: a stethoscope, which is a medical instrument, can symbolize the capacity to heal, and a computer mouse can symbolize something connected with technology. And what about uncooked pasta? Maybe someone who knows how to cook or feeds other people? Now, think about which hero or heroine you would like to create: Make up a story about the hero/heroine: What name did you give him/her? Where was he/she born, where did he/she grow up, and where does he/she live? What kind of family does the hero/heroine have? And what about friends? Hobbies? His/her profession? What are his/her strengths? What are his/her abilities? What traits does he/ she have? What was his/her mission? After answering the above questions, choose the objects out of which you want to create your hero/heroine. Using your imagination, make an image out of them and attach it to piece of construction paper. Share the story about your hero/heroine with the rest of the class and explain the meaning behind each object you used. Design an exhibition out of the different images and stories that will be displayed in the classroom or somewhere else in the school. 5

6 The sequence of the activity for 5 th -8 th grade students Introduction (5 minutes): The workshop will deal with the questions of who is a hero and who is a Jewish hero. What makes a person a hero? Present the workshop topic to the students. Ask them which heroes they are familiar with and which traits the heroes have (from literature, the media, computer games, films). Tell them that during the activity they will get to know Jewish heroes and heroines, from different places, different periods, and different disciplines. Ask them which Jewish heroes they are already familiar with. Write the answers on the board / ask them to share their answers with their classmates and explain them. We began by seeing which heroes and heroines you know: reallife people, characters from stories, from the past and from the present. We suggested some heroes and heroines and the traits that characterize them. Let s examine those ideas by looking at some wellknown figures from the Jewish world who were trailblazers and had an impact on the Jewish people and the entire world. Film and discussion (25 minutes) Appendix 1 Focus on a hero/heroine from one of the films. Ask the following questions: What makes the character a hero/heroine? Which traits do they represent and display in their life story? Do all heroes have the same personality traits, or do heroes from different fields need different traits (for example, athletes as opposed to scientists). In their opinion, do all heroes share at least some traits? Which traits are necessary and are they born with them or acquired? Can heroism be a one-time occurrence or is it indicative of a person s character? 6

7 Summarize the answers on the board. Work in groups a story using index cards (30 minutes): Hand out the kit of index cards to the participants. Ask them to choose three heroes through whom we can tell the Jewish story and then explain the reasons for their choices. Why did they choose those particular heroes and what story emerges from them? How do they personally relate to the story? Individual assignment Stories About the Heroes in My Life (20 minutes): Ask the students which traits they can identify in the people they know personally or are familiar with from their immediate surroundings. Have they ever met any heroes in their immediate surroundings? Ask them to think about three people whom they would define as heroes and explain why. How did those people impact / affect their lives? Do they consider them role models? Wrap-up following the activity (15 minutes): Which traits were seen repeatedly? In the students opinion, what makes a person a hero? Which personality traits do they themselves have and which ones would they like to develop? 7

8 Appendix 1: Highlights from the biographies of the heroes/heroines and questions for discussion: Dona Gracia Mendes Nasi was the wealthiest Jewish woman in Renaissance Europe and was a leading figure in the spice and gem trade. Gracia was also a philanthropist who helped many conversos (Jews who were forced to convert to Christianity) who had suffered the horrors of the Spanish Inquisition. She obtained a lease for the city of Tiberias from the Turkish Sultan, Suleiman the Magnificent, with the intention of turning it into a major center of Jewish settlement, trade, and learning. Questions for discussion after watching the film: What difficulties did Dona Gracia have to contend with? As a woman, as a Jew? How did she deal with them? Why is she a hero? Baruch Spinoza - was one of the most prominent philosophers in the last few centuries. Spinoza was born to a family of Jewish refugees who emigrated from Portugal to Amsterdam. His criticism of the Bible laid the foundations for secularism, and his writings on ethics, methodological philosophy and critical thinking greatly influenced the 18 th century Enlightenment and later schools of thought. Questions for discussion after watching the film: Why was Baruch Spinoza considered a trailblazer? What was new about his thinking? What personal price was he forced to pay for his views? Why is he a hero? Claude Cohen-Tannoudji - is a physicist and Nobel Prize laureate. His research focuses on electromagnetics and quantum optics. He developed a system for cooling and capturing non-charged atoms using lasers and also authored some textbooks on the subject. Questions for discussion after watching the film: 8

9 According to what we saw in the film, what kind of connection exists between Claude Cohen-Tannoudji s Jewish heritage and his scientific achievements? Baal Shem Tov was the founder of Chassidic Judaism who revitalized Jewish religious and spiritual life in Eastern Europe. His teachings transformed the relationship between the simple man and the work of the Creator, and he believed in the joy of doing good deeds. His disciples went on to become leaders of Chassidic communities. Questions for discussion after watching the film: Who is the hero in the film? Is there more than one hero? What did you like about the characters? Rosalind Franklin was a chemist and X-ray crystallographer. She studied the structures of DNA, RNA, viruses, coal, and graphite. Best known for her research that led to the discovery of the DNA double helix, Franklin was however excluded from the Nobel Prize that was awarded to her male colleagues. Her contributions to the discovery of DNA were for the most part recognized only after her death. Questions for discussion after watching the film: What challenges did Rosalind Franklin face? What difficulties did she have to deal with? Why is she a hero? Cultural Heroes Athletes Revolutionaries Betty Friedan ( ) One of the most prominent feminist activists of the 20th century. Her efforts contributed greatly to women s lives shifting away from the domestic sphere and into the global environment. She emphasized the importance of women seeking meaningful lives outside of the family unit. Moshe Safdie (b. 1938) An Israeli-Canadian architect, Safdie is one of the top ten architects in the world. His projects include the renovated Ben Gurion airport, the Yad Vashem museum in Jerusalem, the National Gallery in Canada, the Marina Bay Sands hotel in Singapore and many more. Sandy Koufax (b. 1935) A baseball pitcher who broke many records and was the youngest pitcher to be inaugurated into the Baseball Hall of Fame. He won four World Series championships and is on the Baseball Almanac s list of 100 greatest players of all time. He famously refused to pitch the first game of the 1965 World Series because it was played on Yom Kippur. 9

10 Attached is a sheet of icons that depict various traits and values. Each icon can be interpreted in many different ways and a number of options exist. In addition to the suggestions found in the kit, encourage the participants to provide their own interpretations of the icons. - Appendix 2: Icons That Depict Traits and Values Altruism Peace-loving lnnovation Curiosity Determination Decisiveness ngeniousו Originality Faith Tradition Visionary nnovationו Trailblazer Reliability Pioneer Visionary Communicative Leadership Courage Morality Collaboration Assertiveness Powerful Tolerance Teamwork Ambition Heroism Equality lntegrity Artistry Creativity lnnovation Curiosity Persistence Diligence Compassion Solidarity 10

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12 YEARS The International School for Jewish Peoplehood Studies Beit Hatfutsot, Tel Aviv University Campus Gate 2, Klausner Street 12