Jr. High School Curriculum. Rosh Hashanah. ToTally EDUCATION

Transcription

1 Jr. High School Curriculum ToTally EDUCATION is a series of Jewish educational programs steeped in the wisdom of the Torah and designed to provide cultural, historical and social enrichment to Jewish youngsters and their families. ToTal is a project of The AFIKIM FOUNDATION.

2 UNIT I : WHAT'S IN A NAME? Part I - Our Names Introduction: This Lesson will focus on Names as a means of students relating to themselves, their peers, and Hashem Goals: 1. Students become familiar with their given Hebrew names. (It is important to bear in mind that not all students will have been given Hebrew names. This situation should be handled with the utmost sensitivity. In discussions between teacher, parent, and student a child can choose a Hebrew name that either relates to their English name or is to their liking.) 2. Self Awareness - students become aware of the importance of their life - their name that they create for themselves 3. Awareness of Hashem - student should begin to realize the Hashem reveals himself in many different ways, in many different names ACTIVITY: Game: Name that Name 1. In preparation the teacher will learn each student's Hebrew name and become familiar with its basic meaning and etymology. 2. The students will be given the project of asking parents, grandparents, relatives, or teacher of their Hebrew name, its meaning and source. 3. In the following class the teacher will prepare cards or sheets with statements or "facts" relating to each students name. 4. As each fact is read aloud, students have the opportunity to name that name; to guess which name fits those facts. 5. [If the cards are prepared in a presentable manner, each student can take home a small fact sheet relating to their Jewish name.] Page 1

3 UNIT I : WHAT'S IN A NAME? What's really important about a name? Discuss: a. Names help us relate to someone or something b. A name describes the character of someone c. A name can help clarify a person's mission in life d. A name is something to live up to. It can be earned by what you do; a reputation that you earn Examples 1. Ask students to name characters in the Bible a. Adam and Eve b. The Avot c. The 12 Tribes God himself gives names: 2. Discuss the people in the Bible that had their name changed a. Avram vs Avraham i. Av Hamon Goyim - new name reflected mission in life b. Yaakov vs. Yisroel i. The name Yaakov means heal or trick - this was the name he was given which implies weakness, tricky, etc. ii. Name was changed to Yisroel - which means someone who fights angels - strength, perseverance, etc iii. Yisroel then became the name and title of the Jewish People and the land of Israel. Thus it is not surprising that perseverance became a trade mark of the Jewish people for generations. Exercise: Ask students to identify individuals who have a reputation (a name) for certain characteristics and evaluate their nicknames. (i.e.: professional athletes - Air Jordan, Roger the Rocket). 1. Are these nicknames appropriate? Would students' want to have any of those nicknames? Why? 2. Are those characteristics something which you emulate? 3. How does Judaism value the importance of the name or reputation that a person creates for himself or herself? Go around the room and decide what nickname you would choose for yourself if you could. Discuss characteristics that the nickname embodies and why those character traits are what student would want to represent themselves with. Page 2

4 UNIT I : WHAT'S IN A NAME? Part II - The Names of Hashem Introduction: This Part will introduce students to the idea of Hashem as he relates to the world and every individual Goals: 1. Student will become familiar with the names of Hashem (Important for Yom Kippur Unit) 2. Students will begin to "discover on their own" that what happens in the world is directed by Hashem 3. Student will understand that the names of Hashem are the characteristics we attribute to him to decipher his actions in the world 4. Begin to create a basic structure for prayer. Students can begin to understand that God's relationship to the world is constant and changing. Therefore, people have the opportunity to pray in an effort to affect God. (This will lead into unit.) If we use names to help us relate to one another, to get to know each other, we can also use names to get to know and relate to Hashem 1. What are some of the names for Hashem (there are many); what do they imply? a. YHWH Kindness b. ELOKIM Judgment c. KEL Strength d. RACHUM Mercy e. CHANUN Grace f. SHAKAY Restraint g. ADO-Y Rule 2. What do these names tell you about the character of Hashem? a. That we can relate to Hashem through different aspects of Him b. That at times, we feel Hashem's character, through one or another of these names from what happens in our lives c. Chazal d. Stories 3. ACTIVITY: Have students try to identify a name of Hashem that they would sense from the following events in History (More than 1 may apply) a. The Holocaust b. The Establishment of the State of Israel c. The Birth of a baby into your family d. Getting a good grade on your test It should be pointed out that these last 2 examples demonstrate that since Hashem controls these everyday events in life, we have the opportunity, through prayer, to ask Him for the outcomes we prefer - we can "talk to Hashem." Page 3

5 At end of activity, children should begin to see that different events and life experiences are all impacted by the way Hashem reveals himself at those times. Use the 2 last examples to introduce the idea of a personal relationship with Hashem, and as an introduction to the idea of "talking" to Hashem. Introduction: This unit will introduce the Holiday of through the various Names to which it is referred Goals: 1. Students will learn the basics of the Jewish Calendar 2. Students will learn the various customs of the Holiday 3. Students will see how the customs and Mitzvot relate to the important themes of the day 4. Every person's role in creating a better world (Tikun Olam and Tikun Yachid) 5. Remembrance - Remembering Hashem and having Him remember us 6. Sounding the Shofar - waking us up, heard by us and by Hashem 7. Judgement - We elect Hashem as our king, and stand in judgement by Him Jewish Calendar 1. Discuss the Jewish Calendar a. Days, Weeks, Months b. Name the 12 Months, write on the Board c. Discuss the 4 Days that are the Heads of the Years for certain purposes i. 1st of Tishrei ii. 1st of Elul iii. 1st of Nissan iv. 1st of Shevat Better World - Tikun Olam 2. What is the name of this Holiday Answer: Page 4

6 3. Ask Students: What does this mean? The New Year would be called be Shana Chadasha. - The Beginning of the Year would be called Techilat Hashana So what is the Head of the Year? How is it different than the secular New Year? What does "Head" mean? 1. Most important 2. In charge 3. The "brains" a. On what day was the world created? b. If world was created on 25th of Elul, why do we say this is the "Head of the Year"? c. The answer is that Man was created on Rosh Hashana - therefore, it is as if the world was created for man. Why? 1. Because Man is at the Head of the World. Man has an important job that he was put in charge of - to help Hashem create a better world - that's why this day, when Man was created, is called the Head of the Year, not the new year. A Better Individual - Tikun Yachid "Creating a better world one person at a time" 1. Give some examples of ways in which a person can help create a better world: a. Give charity b. Visit elderly people c. Visit sick Page 5

7 Exercise: The Mitzvah Chain Have student use the classroom board to respond to the following questions as to how they would change certain of their behaviors and certain aspects of the world, in order to help create a better world: 1. What would you change about yourself? 2. What accomplishment are you most proud of? 3. What is your special gift to give to the world? 4. Name one thing you would like to change about your world? Each one of these responses is a link in The Mitzvah Chain. For Example: I want to be more respectful to may parents = my siblings will be more respectful to my parents = my parents will be happier and more relaxed = my friends will try this as well. That single action has created The Mitzvah Chain. The world is becoming a better place one link at a time. The student should be encouraged to fill in aspects of the chain on their own. This involves both their own ideas in addition to a visual aid for the other students. (The chain illustration should be used for each of the above questions.) Exercise: MIB - Mitzvah In Box (This should play on the Men In Black logo) Each student is encouraged to observe one mitzvah (anything they may perceive as a mitzvah) and write it down on a piece of paper and the student will place the paper in a box (decorated with the MIB logo). The teacher can periodically draw from the box to discuss each "real life" observation. Was this action a mitzvah? What mitzvah was it? What are other examples of such mitzvot? This exercise should help create an environment where the students have chosen which Mitzvot will be point of focus for the class Summary: From the Name of Rosh Hashana, we learn the importance of every individual working to create a better world 4. What are the other names of the Holiday (Remind students that Names are the ways we relate to certain characteristics of people, Hashem, and even Holidays) a. Yom Hazikaron - The Day of Remembrance i. Hashem rembers the Jews ii. The Jews remember Hashem b. Yom Teruah - The Day of Blowing i. Shofar is blown ii. Alarm Clock - wakes us up Page 6

8 iii. What does it sound like? Crying iv. In History, trumpets were blown to crown a king - additional reason for the sound of the Shofar c. Yom HaDin - The Day of Judgement a. G-d judges all people of the world - Jews and Non-Jews alike b. What should you do before a trial - Prepare i. Teshuva, Tefillah, Tzedakah 5. Exercise - In reviewing the Mitzvot and customs, try to identify ideas or symbolism for a theme of the holiday Shofar: (It is best if this can be done with an actual Shofar blowing presentation) 1. The Shofar is blown 100 times on Rosh Hashana - 2. The Shofar is made from the horn of a Ram - 3. There are 3 sounds of Shofar a. Tekiah - Long straight Blast b. Shevarim - Three shorter Blasts c. Teruah - Nine very short Bursts Tefilah: Divided into 3 parts (Only on Rosh Hashana) 1. Malchiyot - Kingship a. Do we elect Hashem or does he choose us? 2. Zichronot - Remembrance a. Hashem remembers us b. Story of Akeidah - We want to remind Hashem of the sacrifices people made for him: i. People gave up lives for Hashem - Kiddush Hashem ii. Discuss Tefilah and background of Unesaneh tokef 3. Shofrot - Why do we blow Shofar a. To make Hashem King b. To wake us up c. To confuse satan Page 7

9 6. Other Customs of Discuss and review Machzor, New fruit, Apples in Honey, Head of Fish and other Yehi Ratzons and Tashlich. Rosh HaShana: Yehi Ratzon - Text and Instructions There are various "Yehi Ratzon"s to be said upon eating the various foods. All of the Yehi Ratzons start out the same way: "Yehi Ratzon Mil'fa'necha " "May it be your will, Hashem our G-d and the G-d of our forefathers..." Listed below are the the various foods and the endings which are appropriate to them: For fenugreek (or carrots - as the Yiddish word for carrots - Mehren - can also mean "to increase," this Yehi Ratzon is appropriate as well): "...She'yir'bu ze'chuyo'sainu." "...that our merits increase." For leek or cabbage: "...She'yikar'su son'ainu." "...that our enemies be decimated." For beets: "...She'yistalku oy'vainu." "...that our adversaries be removed." Page 8

10 For dates: "...She'yitamu son'ainu." "...that our enemies be consumed." For gourd: "...She'yikora g'zar de'nainu v'yikaru l'fanecha zechu'yosainu." "...that the decree of our sentance be torn up and may our merits be proclaimed before you." For the apple in the honey: "...she'tichadesh aleinu shana tova u'm'tuka." "...that you renew us for a good and sweet year." Besides these Yehi Ratzons, here are three others. The connection between the Yehi Ratzon and the food is rather self-evident. For pomegranate: "...she'nirbeh ze'chu'yos k'rimon" "...that our merits increase like (the seeds of) a pomegranate." For fish: "...She'nif'reh v'nir'beh ki'dagim." "...that we be fruitful and multiply like fish." For the head of a fish or sheep: "...She'ni'hiyeh l'rosh v'lo l'zanav." "...that we be as the head and not as the tail." Page 9

11 PROJECT: Annual Mitzvah Project Goals: 1. Students will learn how to organize and arrange projects 2. Students will appreciate the feeling of performing mitzvot and helping others 3. Students will understand that the more effort that goes into a project, the more significant the result 4. Each student will have the opportunity to lead a "team" in developing a Mitzva project. (This can be a direct outgrowth of the MIB exercise. For example each team can chose from any of the Mitzvot discussed.) The Projects will focus on one Mitzvah, and apply it in a creative way in reaching out to the community The goal should be to create an ongoing meaningful contribution to the community, which project should continue going in to the Bar/Bat Mitzvah Examples: i. Giving Charity - Arrange toy drive for chai lifeline or for child victims of terror in Israel ii. Visiting the Elderly - A Mitzvah team can develop innovative ways of making the elderly happy when visiting. (i.e. - create a musical band to perform at Nursing Homes, host trivia games or chess tournaments for seniors, carnivals, etc. iii. Visiting the Sick - Mitzvah team can develop programs for visiting sick kids in the hospital Page 10

12 ToTally is a series of Jewish educational programs steeped in the wisdom of the Torah and designed to provide cultural, historical and social enrichment to Jewish youngsters and their families. EDUCATION 111 John Street, New York, NY, Phone: total@afikimfoundation.org Website: ToTal is a project of The AFIKIM FOUNDATION.