Jewish Festivals

Transcription

Jewish Festivals

A Teacher Resource for Key Stage 1
KS1
Jewish Festivals
A Teacher Resource for Key Stage 1
Tzedek’s programmes are founded
on the principle that we have a
responsibility to support our fellows
to fulfil their lives, listening to their
needs and supporting them to help
themselves. Tzedek is driven by the
Jewish values of:
Tzedaka (justice, charity)
sharing our wealth to make a more
just world.
Illustration © Peter Williamson
For there will never cease to be
nee dy ones from the midst of the
land, which is why I com man d you
:
open your han d to your fellows,
your
poor and your nee dy in your land
.
(Deuterono my, 15:11)
Tikkun Olam (healing,
repairing the world) addressing
ourselves towards overcoming
injustices and inequalities in the world.
Betzelem Elokim (in
the image of G-d) recognising that
all human beings are created equal
and deserving of equal respect.
Shutafut (partnership)
recognising the expertise that those
in the majority world have and can
share with us.
Darchei Shalom (the
ways of peace) fostering peace and
pleasant relationships between
Jews and non-Jews.
Kiddush Hashem
(sanctification of G-d’s name)
acting in a way that brings credit
to G-d and the Jewish tradition.
5
Contents
Jewish Festivals
Contents
Background Information
page
Pesach
page
Getting Started – How to Use This Pack
03
25
Key to Information
04
National Curriculum Links
27
Lesson 1: Pesach and Children’s Rights
28
Lesson 2: Pesach and the Right to Educate
Resources
30
Sukkot
page
05
08
Lesson 1: Sukkot and the Home
09
Lesson 2: Sukkot and Hospitality Towards Guests
10
Chanukah
page
page
Sukkot: Our Home Pictures
33
Sukkot: Our Home Information Sheet
34
Sukkot: Good Home Worksheet
35
12
Sukkot: Invitation Template
36
14
Sukkot: Menu Template
37
Lesson 1: Chanukah and Energy Efficiency
15
Chanukah: Chanukiah Worksheet
38
Chanukah: Parent Letter
39
Tu Bishvat: The Giving Tree Cards
40
Purim: My Apple Worksheet Example
42
Purim: My Food Worksheet
43
Pesach: Children’s Rights Notepad
44
Pesach: My Four Questions
45
Tu Bishvat
page
16
18
The Environment and Our Relationship to the World
19
Purim
02
KS1
page
21
22
Lesson 1: Where in the World?
23
© Tzedek Jewish Global Citizenship Project
Jewish Festivals Key Stage 1
Jewish Festivals
Getting Started – How to Use This Pack
Thank you for choosing to use Tzedek’s Jewish
Global Citizenship Resource. This pack has been
developed so that it requires minimal preparation
on your part, but maximum participation from
your pupils.
How to use this pack
The aim of this pack is to:
2. W
hen exploring festivals with more than one lesson plan,
we recommend facilitating both lessons and teaching them
in order. If time is short, stand-alone lessons can be used.
Use the celebration of the Jewish festivals to explore the
wider world as we prepare to play an active role as global
citizens.
Global Community: A Jewish Perspective
The modern-day reality of living in a global community brings
Judaism’s exploration of its responsibility to others alive. That
the individual should consider his or her actions as impacting on
a delicate world system is expressed by the 12th-century scholar
Maimonides:
“
3. A
ctivities in this pack are cross-curricular and can be
facilitated through a number of different subjects. They
do, however, lend themselves to Jewish Studies (Limmudei
Kodesh) and PSHE & Citizenship.
4. F
ormative assessment activities appear throughout this
pack and will allow pupils to reflect, and teachers to assess,
what learning has taken place. Homework activities are
also included.
5. S uggested timings are given for each activity, however they
can be made longer or shorter if appropriate.
“
6. W
hilst this pack has been written with the aim of educating
around global issues as we celebrate the festivals, you may
wish to educate on the themes within this pack at any point
in the year.
Every person needs to see themselves the whole year as
if they are half meriting and half liable and the whole
world is half meriting and half liable… and any good
deed they do can tip the balance.
(Laws of Repentance, 3.4)
03
1.Teachers are encouraged to carefully read the Background
Information sections and, where possible, consult the
suggested websites. Further background information can be
found in the equivalent KS2 packs.
7. W
e have endeavoured to highlight differentiation where
appropriate – More Achievers (MA) Achievers (A) and Less
Achievers (LA)
8. F
ollow up packs for KS2,3 and 4 explore these themes in
more depth. We recommend a whole school approach to
these issues, so please talk with other teachers about the
work that you are doing.
KS1
Feedback
We would very much like to hear
your feedback following use of
this pack. Teacher and student
evaluation forms can be found at
the back of this Resource.
Please send completed forms to:
Education Director
Tzedek,
25-26 Enford Street
London W1H 1DW
Please get in touch with us with
your thoughts and ideas, and do
call if you have any questions.
Contact us by phone on:
0203 603 8120 or by email at:
education@tzedek.org.uk
KS1
Key to Information
The key below shows how each section of this education
resource is colour-coded for easier navigation.
Throughout this education resource you will find links to further
resources. The key to the information links is below.
Chanukah
Sukkot Resources
Resource
key to Information
Jewish Festivals
KS1
Our Home Pictures
© AP-PA Photos
Teacher Information Section
w
© AP-PA Photos
Useful Website Links
33
“
Sukkot Section
“
Quotation
?
Question
Chanukah Section
Tu Bishvat Section
Purim Section
Pesach Section
Resources Section
Resources are highlighted in this colour
throughout the information pack,
with thumbnails and page numbers linking
to the relevant resource pages
04
Jewish Festivals
Thumbnail example
Tzedek Jewish Global Citizenship Project
© AP-PA Photos
page 33
•Where resources are referred to
in the text, a thumbnail image of
the relevant page will be shown
in this area.
•Extra information and additional
activities can be found within
this tinted box throughout the
resource.
•Where there are no additional
activities, this area can be used
for notes.
Background Information for Sukkot
During the festival of Sukkot, many Jewish people live, or at
least have their meals, in a sukkah rather than inside their
homes. Tradition teaches that this is to relive the departure
from Egypt of the Israelite nation, and to highlight their
complete dependence on G-d and His protection of them
while they travelled in the desert.
Living in the discomfort of a sukkah, where you are vulnerable
to the elements, can be seen as a way to give an insight, albeit
very limited, into inadequate housing. Many sources (see below)
encourage Jewish people to be more aware of their duties to
the poor, particularly those who do not have adequate housing,
through giving tzedaka and providing meals and shelter.
“
“
The sukkah serves as a warning to people not to become
overconfident because of wealth. Like our ancestors in the
desert who lived in a sukkah, our survival depends on the grace
of the Almighty
Commentary of the Rashbam on, Leviticus, 23:43
“
“
Sukkot Teachings and Practices
KS1
“
Sukkot Background Information
Jewish Festivals
“
,‫ יֵשְׁבּו‬,‫ בְּיִשְָׂראֵל‬,‫ ָה ֶאז ְָרח‬-‫שבְעַת יָמִים; כ ָּל‬
ִׁ ,‫סכֹּת ֵּתשְׁבּו‬
ֻּ ַּ‫ב‬
,‫בְּנ ֵי יִשְָׂראֵל‬-‫שבְתִּי אֶת‬
ַׁ ‫ כ ִּי בַסֻּּכֹות הֹו‬,‫ יֵדְעּו דֹֹרתֵיכ ֶם‬,‫סכֹּתל ְ ַמעַן‬
ֻּ ַּ‫ב‬
...‫בְּהֹוצִיאִי אֹותָם ֵמאֶֶרץ ִמצְָרי ִם‬
05
While you are eating and drinking on the festival, you must
feed the stranger, orphan, and widow, along with the other
unfortunate poor… [if you do not] you are not enjoying a
mitzvah, you are only pleasing your stomach.
Rambam Laws of Festivals 6:18
You shall live in sukkot (booths) for seven days; all citizens in
Israel shall live in booths, in order that future generations may
know that I made the Israelite people live in booths when
I brought them out of the land of Egypt.
Leviticus, 23:42-42
“
The visit of the ushpizin (visitors), the seven holy shepherds of
Israel, prominently states this obligation. The Zohar1 states that
the meal that would have been given to the ushpizin should be
given to the poor if one truly wishes to share in the blessing
that the ushpizin bring.
Notes
The Ushpizin
Ushpiz means ‘guest’ in Aramaic.
During Sukkot, the souls of the seven shepherds of Israel
– Abraham, Isaac, Jacob, Moses, Aaron, Joseph, and King
David – leave Gan Eden (heaven) to partake in the divine
light of the earthly sukkot (Zohar - Emor, 103a).
[Avraham] went out into the world.
When he met people who needed a meal, he brought them to
his home. He gave wheat bread even to people who were not
used to eating wheat bread; and he gave meat to people who
could not normally afford to buy meat; and he gave wine to
those who could not buy themselves wine.
Not only that, but he got busy and built spacious houses along
the highways, and stocked them with food and drink, so that
whoever entered ate, drank, and blessed Heaven.
As a reward, G-d made sure that Avraham always had anything
people requested in his house.
Avot d’Rabbi Natan 7
Each day of Sukkot, all seven souls are present, but each
takes his turn to lead the other six. To welcome the
ushpizin, there is a custom to recite a lengthy mystical
invitation when entering the sukkah for the first time.
Additionally, many invite the ushpizin each time they
have a meal in the sukkah. Some Sephardi2 Jews even
have the custom of setting aside an ornately decorated
chair covered with fine cloth and holy books.
Jews are instructed to make their sukkah homely by providing
‘fine dishes and serving platters’. If the sukkah, which stands
only for a week, must allow people to live with dignity, even
more so should a permanent home be a place where people can
live with dignity.
The sukkah is also a symbol of peace. In the maariv (evening)
service, Jews ask G-d to spread His “sukkah of peace” over us.
The sukkah is the only mitzvah (apart from living in Israel) that
is done with the entire body. It encloses and protects, which, in
turn, reminds a person of their duty to be like G-d and provide
this protection and peace for others.
06
KS1
“
Jewish Festivals
1
Jewish mystical commentary on the
Five Books of Moses published in the
13th century.
2
Jewish community originating from
Spain and North Africa.
Standard of Living
Housing and Human Rights
What is inadequate housing?
1. Universal Declaration of Human Rights, 1948, Article 25:
The United Nations Human Settlement Programme (UN-Habitat),
founded in 1978, agreed that a house requires:
“
• access to Water
• access to sanitation
• sufficient living space.
You have the right to have whatever you need so that
you and your family: do not fall ill; go hungry; have
clothes and a house; and are helped if you are out
of work, if you are ill, if you are old, if your wife or
husband is dead, or if you do not earn a living for any
other reason you cannot help.
2. Convention on the Rights of the Child, 1990, Article 27:
“
“
• a
ccess to secure tenure
(guarantee that one can stay for a fixed amount of time)
• durability of housing
You have the right to a standard of living which makes
possible your full physical, mental, spiritual, moral
and social development.
How many people live in inadequate housing?
According to UN-Habitat, there are currently 989 million
slum-dwellers worldwide (expected to increase to 1.4 billion by
2020). This is about a fifth of all the people in the world.
What problems come with inadequate housing?
Over 90% of deaths from disasters worldwide are in developing
countries, and these countries are less likely to have the
resources and ability to respond effectively.
w
www.practicalaction.org/?id=disaster_reduction
Shack/slum dwellers are also more vulnerable to crime and less
likely to have access to education and work.
07
KS1
“
Jewish Festivals
The Millennium Development Goals
The Millennium Development Goals are a set of targets agreed
by the UN in 2000 to combat poverty, hunger, disease, illiteracy,
environmental degradation and discrimination against women.
w
www.un.org/millenniumgoals
Notes
Sukkot National Curriculum Links
Jewish Festivals
National Curriculum Links: Lesson 1
Geography Knowledge and
Understanding of Places
Pupils should be taught to:
a. identify and describe what places are like
b. identify and describe where places are
c.recognise how places have become the way they are and
how they are changing
d. recognise how places compare with other places
e. recognise how places are linked to others in the world
ICT
1b. e
nter and store information in a variety of forms [e.g storing
information in a prepared database, saving work]
3. Pupils should be taught:
a.how to share their ideas by presenting information in a
variety of forms [for example, text, images, tables, sounds]
b.to present their completed work effectively [for example,
for public display]
PSHE
PSHE
2e.to realise that people and other living things have needs
Pupils should be taught:
2f.that they belong to various groups and communities
a.to take part in discussions with one other person and the
whole class
b. to take part in a simple debate about topical issues
c.to recognise choices they can make, and recognise the
difference between right and wrong
d.to agree to, and follow, rules for their group and classroom,
and understand how rules help them
e.to realise that people and other living things have needs,
and that they have responsibilities to meet them
f. that they belong to various groups and communities
g.what improves and harms their local, natural and built
environments and about some of the ways people look after them
08
KS1
Literacy
Y1 Drama
Act out their own and well-known stories, using voices for
characters
Y2 Drama
Present part of traditional stories, their own stories or work drawn
from different parts of the curriculum for members of their own class
English, Drama
4. T
o participate in a range of drama activities, pupils should be taught to:
a.use language and actions to explore and convey situations,
characters and emotions
b. create and sustain roles individually and when working with others
Notes
•identify the features of a ‘good home’
•understand how a sukkah (Jews’ temporary home) is
similar to many permanent homes around the world
•analyse the fact that people who live in poor housing are
often left homeless in times of natural disaster or conflict.
build their own houses – they will need to have a roof.
2.Once completed, the teacher should simulate a flood by
placing both houses into containers and pouring water over
them with a jug or watering can.
3.Discuss how this compares to the story of the Three Little
Pigs. List any other items that they feel make a strong,
secure house.
Introduction
15 minutes
Conclusion or Extension – This is Our Home
1.Ask pupils to think about their homes – number of
bedrooms/what they are made of/where they get water
from etc. Ask pupils in advance to bring in a photo of their
homes.
10 minutes
2.Read pupils the traditional story of the Three Little Pigs and
ask them the following questions:
2. Talk to pupils about what its like to live in such houses.
Information can be found on the Our Home Information Sheet, page
34. Discuss with pupils how these houses are permanent homes
for many people despite being similar to sukkot.
?
• Which house was the strongest?
Jewish Festivals
KS1
Our Home Pictures
© AP-PA Photos
© AP-PA Photos
33
Chanukah
Sukkot Resources
Resource
We are learning to:
Chanukah
Sukkot Resources
Resource
Lesson 1: Sukkot and the Home
KS1
Our Home Pictures
KS1
Our Home Information Sheet
OurÊHomeÊInformation
ÊSheetÊ
AÊChildÊlivingÊinÊaÊshack
,ÊorÊinÊotherÊtypesÊofÊt
emporaryÊ
housing,ÊsharesÊoneÊroo
mÊwithÊtheirÊentireÊfam
ily.
TheyÊmightÊhaveÊoneÊb
edÊwhereÊsomeÊofÊtheÊ
peopleÊsleepÊÐÊ
XLISXLIVWLEZIXSWPII
TSRXLIÀS SV
TheyÊdoÊnotÊhaveÊrunni
ngÊwaterÊÐÊtheyÊhaveÊt
oÊfetchÊwaterÊ
fromÊaÊcom munalÊtapÊo
rÊaÊwell.
1.Show pupils pictures of the houses from Our Home Pictures,
page 33.
TheyÊwouldÊprobablyÊn
everÊhaveÊfruitÊorÊvege
tablesÊorÊanyÊ
treats.ÊTheyÊwouldÊeatÊ
theÊcheapestÊfoodÊthe
irÊfamilyÊcanÊ
getÊholdÊofÊÐÊbreadÊorÊ
riceÊorÊsomethingÊsimil
ar,ÊdependingÊ
onÊwhereÊtheyÊlive.ÊThey
ÊprobablyÊonlyÊhaveÊon
eÊmealÊaÊdayÊ
orÊsometimesÊthereÊmig
htÊbeÊnothingÊtoÊeat.
TheyÊcouldÊhaveÊaÊlarg
eÊfamilyÊÐÊsomeÊpoorÊfa
miliesÊhaveÊ
manyÊchildrenÊsoÊthatÊt
heÊchildrenÊcanÊhelpÊan
dÊprovideÊforÊ
themÊwhenÊtheyÊareÊol
d.Ê
IfÊparentsÊcannotÊaffor
dÊschoolÊfees,ÊchildrenÊc
anÊnotÊgoÊtoÊ
school.ÊSomeÊchildrenÊh
elpÊtheirÊparentsÊtoÊear
nÊmoneyÊbyÊ
sellingÊitems,ÊorÊworkin
gÊonÊaÊfarm.
© AP-PA Photos
ThereÊwouldÊbeÊnotÊma
nyÊsafeÊplacesÊtoÊplayÊi
nÊaÊslumÊÐÊ
thereÊcouldÊbeÊopenÊse
wersÊifÊthereÊareÊnoÊp
roperÊtoiletsÊ
andÊcrimeÊcouldÊalsoÊbe
ÊaÊproblem.
ThereÊwouldÊbeÊnoÊrea
lÊplaceÊwhereÊyouÊcanÊ
haveÊsomeÊ
privacyÊandÊspaceÊandÊ
inÊtheÊwinterÊitÊwouldÊb
eÊveryÊcoldÊ
andÊinÊtheÊsummerÊver
yÊhot.
34
Our Home Info’ Sheet
?
KS1
Good Home Worksheet
UseÊthisÊspaceÊtoÊdraw/writeÊanythingÊ
elseÊyouÊthinkÊaÊgoodÊhomeÊneeds
EnoughÊspaceÊÊ
forÊeveryone
AÊplaceÊÊ
toÊsleep
Ê
Ê
Wardrobe
Toilet
• What do these houses look like?
• What are the walls/rooves made of?
Main Activity – The Last House Standing
1. Set up the following two activity stations (groups or pairs)
i.Making sukkot (teacher-led): using paper for the walls and
straw for the roof, pupils should make their own mini sukkot.
ii.Making houses: using building blocks or lego, pupils should
09
• How would the people living there feel when there is a
flood/very strong wind?
• What would they need to make their house secure?
3)Place the Good Home Worksheet, page 35 on a white board or
computer. If this technology is not available, pupils can use a
hard copy. Ask pupils to drag and place or tick the items that
Ê
Ê
Fridge
AccessÊtoÊ
water
Good Home Worksheet page 35
PlaceÊtoÊÊ
eatÊmeals
35
• What similar features do they have to a sukkah?
30 minutes
Telephone
Ask pupils:
Cooker
• What would it be like to live in a house made of
straw or sticks?
page 34
Jewish Festivals
Television
• Which house in the story is most similar to their house?
page 33
Jewish Festivals
Tenancy
• What made it the strongest?
© AP-PA Photos
8LI][SYPHLEZIXSQE
OIE¿VIXSGSSOXLIMV
QIEPWSYXWM HI
theÊshack.
Sukkot Resources
Sukkot Classroom Activities
Jewish Festivals
Furniture
Electricity
StrongÊ
building
Illustrations © Peter Williamson
Jewish Festivals
We are learning to:
Introduction – The Tiger Who Came to Tea
•examine the importance of offering hospitality to others
during Sukkot
10 minutes
•consider people who do not have the opportunity to enjoy
the festival of Sukkot
•create a Sukkot tea party for guests.
1.Read to pupils The Tiger who Came to Tea by Judith Kerr.
This is a story about a tiger who comes to tea at a little girl
called Sophie’s house. He eats all the tea and then consumes
everything in the cupboards, all the contents of the fridge,
and even the water in the tap.
When Sophie’s father comes home, they have to go and have
supper in a café. The following day, Sophie’s mother goes
shopping for food and they buy a tin of tiger food in case
he returns. (A copy of the story is available for loan from
Tzedek, please contact us if you would like to borrow it).
2.Ask pupils:
?
• What did Sophie offer the Tiger to eat?
• What did he end up eating?
The Tiger Who Came to Tea © Judith Kerr
• How do they think she felt when he arrived?
10
KS1
• How was Sophie hospitable to the tiger?
• Do you ever have guests at your house?
• What do you offer guests when they come over?
• What types of special treats do you have when
guests come over?
• Why is it important to invite guests over to
your sukkah?
Notes
Part 1 – Sukkah Party Preparation
30 minutes
1.Explain to pupils that they are going to prepare for a sukkah
party. It is a special mitzvah to have guests at your sukkah.
This practice follows the example of Avraham who showed
“Hachnasat Orchim” – hospitality to guests (see Background
Information, page 06) and the belief that during Sukkot, the
seven ushpizin come to the sukkah.
2.Ask the class:
?
• Who they should invite to their sukkah?
• Where could the party take place?
• Who could be their personal ushpizin?
• What special foods would it be nice to serve.
Organise stations in the class to complete the following
activities:
a. Invitations
Provide each pupil or group with an Invitation Template, page 36
to be sent to their guest/s.
Differentiation
LA can decorate a written template. A can write their own
invitation or fill in gaps. MA can write their own wording and
decorate their invitations independently.
b. Menus
In pairs or small groups, provide pupils with a Menu Template,
page 37 to be completed (see above for differentiation
suggestions). Ask pupils to decorate their menu and, in the
relevant sections, write the foods being served at the party.
11
c. Decorations
Provide pupils with paper chains. Ask them to write the names
of the ushpizin on each chain, thus creating a chain of special
guests. Pupils can also make a chain of their own ushpizin.
d. Drama
Create a simulation of the party in a corner so that pupils can
practise laying a table and serving guests.
Part 2 – The Party
Once preparation is complete, the party can begin. This can
take place in the school sukkah or in the pupil’s sukkah at
home. Access beforehand will be necessary so that pupils can
decorate and prepare the sukkah. In this way, the children are
considering the story of The Tiger who Came to Tea and the
lessons we learn from Tanach regarding Avraham’s hospitality
towards guests. The focus of the party should be on how to be
good hosts and ensure that guests are considered throughout
the experience.
Conclusion and Homework
Since learning about the plight of many who permanently
live in insufficient housing, pupils should be asked to collect
non-perishable food items to be donated to a local homeless
shelter. In this way they are continuing to consider others.
Sukkot Resources
KS1
Jewish Festivals
Invitation Template
KS1
Cut out the invitation, fold along the dotted line and glue together.
Dear
InvitationÊ
ÊÊ
ÊÊ
ÊÊ
ÊÊ
Ê
YouÊareÊinvitedÊtoÊmyÊparty!
date:
place:
time:
rsvp:
36
Sukkot Resources
Jewish Festivals
Invitation Template
Jewish Festivals
Menu Template
Ê
Ê
Ê
Ê
Starters
KS1
Cut out the menu, fold along the dotted line and glue together.
MyÊMenu
Ê
MainÊCourses
Ê
37
page 36
Desserts
Ê
Ê
HotÊDrinks
Ê
ColdÊDrinks
Menu Template
page 37
Background Information for Chanukah
The Gemara in Masechet Shabbat begins:
In the Talmud we find the following:
“
“
“
What is Chanukah? The Rabbis have expounded:
Beginning with the 25th of Kislev, eight days of
Chanukah are observed, during which no eulogies are
delivered, nor is fasting permitted. For when the
Greeks entered the Sanctuary, they defiled all the holy
oils used for the Menorah in the temple, and when
the Hasmonean house prevailed and vanquished them,
they searched and found only one remaining jar of oil
with the Kohen Gadol’s seal.
Although it contained only enough oil to burn for one
day, a miracle occurred, and the oil burned for eight
days. A year later they (the Rabbis) designated these
days as Yamim Tovim (holidays) on which praise and
thanksgiving were to be said.
(Tractate Shabbat, 21b)
This ‘conservation of oil’ is often thought of as a divine miracle
and, with this in mind, and because of its theme of light in the
middle of winter, Chanukah lends itself to education around
energy conservation.
12
KS1
‫ האי מאן דמיכסי שרגא דמשחא ומגלי‬:‫אמר רב זוטרא‬
.‫ קעבר משום בל תשחית‬- ‫נפטא‬
Rav Zutra says, “One who covers an oil lamp, or
uncovers a naphta lamp, has violated bal tashchit”.
(Talmud Bavli, Shabbat 67b)
“Bal tashcit” is a Biblical commandment against unnessecary
waste and destruction. Rashi explains that covering an oliveoil lamp or uncovering a lamp of ‘naphta’ oil causes the fuel
to burn faster and uses up more than is necessary – therefore
wasting energy.
As it is written in Sefer HaChinuch, a 13th-century compendium
and explanation of biblical law:
“
‫וזהו דרך החסידים ואנשי מעשה אוהבים שלום ושמחים‬
‫ ולא יאבדו אפילו גרגר‬,‫בטוב הבריות ומקרבים אותן לתורה‬
,‫ ויצר עליהם בכל אבדון והשחתה שיראו‬,‫של חרדל בעולם‬
‫ואם יוכלו להציל יצילו כל דבר מהשחית בכל כחם‬
Righteous people... do not waste in this world even
a mustard seed. They become sorrowful with every
wasteful and destructive act that they see, and if they
can, they use all their strength to save everything
possible from destruction. But the wicked… rejoice
in the destruction of the world, just as they destroy
themselves.
(Sefer HaChinuch 529)
‫ דלא‬,‫ בכ”ה בכסליו יומי דחנוכה תמניא אינון‬:‫מאי חנוכה? דתנו רבנן‬
‫ שכשנכנסו יוונים להיכל טמאו כל‬.‫למספד בהון ודלא להתענות בהון‬
‫ בדקו ולא‬,‫ וכשגברה מלכות בית חשמונאי ונצחום‬,‫השמנים שבהיכל‬
‫ ולא‬,‫מצאו אלא פך אחד של שמן שהיה מונח בחותמו של כהן גדול‬
.‫ נעשה בו נס והדליקו ממנו שמונה ימים‬,‫היה בו אלא להדליק יום אחד‬
.‫לשנה אחרת קבעום ועשאום ימים טובים בהלל והודאה‬
“
“
Chanukah Background Information
Jewish Festivals
“
‫[י”ג] בשעה שברא הקב”ה את אדם הראשון נטלו והחזירו על כל‬
‫אילני גן עדן ואמר לו ראה מעשי כמה נאים ומשובחין הן וכל מה‬
,‫ תן דעתך שלא תקלקל ותחריב את עולמי‬,‫שבראתי בשבילך בראתי‬
‫שאם קלקלת אין מי שיתקן אחריך‬
When God created the first human beings, God led
them around the Garden of Eden and said: “Look at
my works! See how beautiful they are—how excellent!
For your sake I created them all. See to it that you do
not spoil and destroy My world; for if you do, there
will be no one else to repair it.
(Kohelet Rabbah, 7:13)
In Deuteronomy, 30:19 we read:
“
:‫ּובָחְַר ָּת בַּ ַחי ִּים ל ְ ַמעַן ִּת ְחי ֶה ַאתָּה וְז ְַרעֶָך‬
“
Therefore choose life, that you and your descendants
may live.
(Deuteronomy, 30:19)
By being environmentally conscious and making sustainable
choices, we are not only choosing to preserve our own lives,
but the lives of future generations. Moreover, by pursuing
environmental sustainability, we promote justice, as those who
are already poor are most likely to suffer the consequences
of global climate change, pollution and environmental
degradation. For instance, subsistence farmers are most
vulnerable to changing rain patterns, which may make
their land infertile; slum-dwellers in coastal areas are most
vulnerable to chronic flooding. Because those of us in the
13
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“
Chanukah Background Information
Jewish Festivals
world’s wealthiest nations are most responsible for global
climate change, it is in our hands to act, to preserve life for all
the earth’s children.
w
www.rac.org
Wasted Energy
The Centre for Sustainable Energy states:
•In the UK, we use £800 million worth of electricity by using
washing machines, tumble dryers and dishwashers. This
produces 5 million tonnes of carbon dioxide each year.
•Every year, VCRs in the UK use £113 million and TVs
£50 million worth of electricity just waiting to be switched
on. In fact, 85% of the electricity used by your VCR is
consumed while it is not actually on.
•More than 40% of all the heat lost in an average home is
through the loft space and walls.
•A fifth of all the heat lost from a home can be through poorly
insulated window frames and single glazing.
•Set-top boxes for the reception of digital TV are often
given away for free, but by 2010 they could be costing UK
households £357 million every year in electricity, or £14 per
household.
w
www.cse.org.uk
Notes
Chanukah National Curriculum Links
Jewish Festivals
National Curriculum Links:
PSHE
Pupils should be taught:
whole class
b. to take part in a simple debate about topical issues
c.to recognise choices they can make, and recognise the
difference between right and wrong
g.what improves and harms their local, natural and built
environments and about some of the ways people look after them
5d.make real choices
Maths
Year 1 Block C, Handling Data and Measures
14
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Notes
We are learning to:
Main Activity and Homework
•investigate how we use energy in the house
30 minutes
•describe the ways we can be more energy efficient in
our homes
1.Present the pupils with a variety of light bulbs, including low
energy ones, and ask:
•consider how we can be more energy efficient.
Introduction
1.Ask the pupils to list where they use electricity at home
and at school. Write the answers on the board. Examples
could include:
• using mains lights
• large household appliances, e.g fridges, washing machines
etc.
• small appliances, e.g kettles, toasters, computers
2.Retell the story of Chanukah, explaining to the pupils that
when Judah Ha Macabee found the oil for the menorah,
there was only enough for one day. Hashem made the oil last
eight days and so we celebrate this miracle by lighting our
chanukiot for eight days.
The oil of the menorah provided the symbol of Hashem’s
existence in the temple. We have a commitment to bring
Hashem into our lives every day by caring for the world that he
gave to us to look after. We can do this by conserving energy at
school and at home.
Pupils might sort them by appearance, but see if anyone can
sort them into low energy and regular ones.
?
5
2
6
3
7
4
8
38
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Chanukiah Worksheet
7KLQNRIZD\V\RXFDQFRQVHUYHHQHUJ\DWKRPH$WKRPHFRORXULQRQHVHFWLRQRIWKHFDQGOHHYHU\WLPH\RXIXOÀOWKDWFKRVHQWDVN
The goal is to complete the entire chart (except the shammash) during the 8 days of Chanukah.
Chanukiah Worksheet
page 38
• What are they used for?
• Can the light bulbs be grouped in any way?
10 minutes
15
?
• What are these items?
Jewish Festivals
1
2.Distribute the Chanukiah Worksheet, page 38 and explain
to pupils that their task is to fill in the chart to show ways
they can conserve energy at home. In the spaces numbered
1 to 8, ask pupils to write ways that they can save energy.
As they complete each task, pupils should colour in the
relevant section on the candle. The goal is for pupils to
make a conscious effort to conserve energy in eight different
ways (see Parent Letter, page 39).
Conclusion
Following a week of completing their charts, using either a
computer or on paper, organise the pupils into small groups
and ask them to create pictograms of the class’s energy
conservation. Each theme can have a different symbol – for
example, switching off lights can be shown using a darkened
light bulb. If using the computer, pupils can either draw their
symbol or use clip art. Chanukiot and pictograms can then be
put up on display. Pupils who complete their entire charts can
be given an “I’m a bright spark sticker”.
KS1
Parent Letter
DearÊParents,
AsÊweÊapproachÊtheÊfestivalÊofÊChanukah,ÊweÊlearnÊaboutÊhowÊJudahÊHaÊ
MacabeeÊfoundÊonlyÊenoughÊoilÊtoÊlightÊtheÊmenorahÊforÊoneÊday.ÊHashemÊ
madeÊtheÊoilÊlastÊ8ÊdaysÊandÊsoÊweÊcelebrateÊthisÊmiracleÊbyÊlightingÊourÊ
ChanukiotÊforÊ8Êdays.Ê
TheÊoilÊofÊtheÊmenorahÊprovidedÊtheÊsymbolÊofÊHashemÕsÊexistenceÊinÊtheÊ
temple.ÊWeÊhaveÊanÊobligationÊtoÊbringÊHashemÊinÊtoÊourÊeverydayÊlivesÊ
byÊcaringÊforÊtheÊworldÊthatÊheÊgaveÊtoÊus.ÊOneÊwayÊtoÊdoÊthisÊisÊbyÊ
conservingÊenergyÊatÊschoolÊandÊatÊhome.
YourÊchildÊhasÊcreatedÊaÊlistÊofÊ8ÊwaysÊtheyÊareÊgoingÊtoÊconserveÊ
energy.ÊEveryÊtimeÊtheyÊperformÊonÊofÊthem,ÊtheyÊshouldÊcolourÊinÊaÊ
sectionÊofÊthatÊcandle.ÊTheÊgoalÊisÊforÊeveryÊcandleÊtoÊbeÊcompletelyÊ
¿PPIH%XXLIIRHSJXLI[IIOXLIGLMPHVIR[MPPFIEFPIXSTPEGIEÀEQI
onÊtheirÊcandleÊandÊwillÊreceiveÊanÊÒÊIÕmÊaÊbrightÊsparkÓÊsticker.
What is the difference between regular light bulbs and
low energy light bulbs?
Why is it important to think about how much energy
we use and how we can use less every day?
Jewish Festivals
ManyÊthanksÊinÊadvanceÊforÊyourÊhelp
ClassÊTeacher
39
Parent Letter
page 39
Bright Sparks illustration © Michael Marks
•illustrate our energy efficiency over one week
on a pictogram
Chanukah Resources
Lesson 1: Chanukah and Energy Efficiency
KS1
Chanukah Resource
Chanukah Classroom Activities
Jewish Festivals
On Tu Bishvat we celebrate the new year for trees. Our sages,
felt that 15th of Shvat is the date on which the last year’s rains
stopped irrigating the trees and would start to benefit from the
new year’s rains.
This source comments on our commitment to nature:
“
The Holy One, blessed be He, occupied Himself with
planting immediately after Creation of the world. For
it is specifically written: “And the Lord G-d planted a
garden in Eden”. So shall you also, when you enter the
land of Israel, first of all occupy yourself in planting.
Vayikra Rabba, 25
Tu Bishvat is the festival that demonstrates our link to Eretz Israel
and expresses a love of the land and for the commandments that
relate to the land. It is the festival of agriculture and nature’s
renewal; the festival of love for trees which reaches back to
our distant roots as a people in the land of Israel.
“
“
For the Lord G-d will lead you into the good land, a
land flowing with waters... A land of wheat and barley
and vine, of fig and pomegranate, the land of the
olive and honey. (Megillat Esther, 9:22)
The first fruits of these species were once brought as an offering to the
priests in the Temple and we try to eat the fruits of these seven trees, as
well as other fruits associated with Eretz Israel and its produce –
particularly: almonds, citrus fruits, apples, whether fresh or dry.
The sources:
“
‫עֵץ ַמ ֲאכ ָל‬-‫ ּונ ְ ַט ְעתֶּם כ ָּל‬,‫ ָהאֶָרץ‬-‫ ָתבֹאּו אֶל‬-‫וְכ ִי‬
And when you enter this land, you shall plant
fruit-bearing trees… Vayikra, 19.23
“
This midrash recalls our duty to be committed to investing in
the future by planting and caring for the environment.
“
“
This festival was born in the country of Israel, where its main
customs and traditions developed. Traditionally, the festival is
commemorated by planting trees in Israel and eating the seven
biblical fruits, as in the verse:
‫מתחלת ברייתו של עולם לא נתעסק הקב”ה‬
‫אלא במטע תחלה הה”ד (בראשית ב) ויטע ה’ אלהים‬
‫ אף אתם כשנכנסין לארץ לא תתעסקו אלא‬,‫גן בעדן‬
.‫במטע תחלה הה”ד כי תבאו אל הארץ‬
‫ אעפ”י שתמצאו אותה‬,‫ח] אמר להם הקב”ה לישראל‬
‫ אלא הוו זהירין‬,‫ לא תאמרו נשב ולא נטע‬,‫מליאה כל טוב‬
‫ כשם שנכנסתם‬,‫ שנאמר ונטעתם כל עץ מאכל‬,‫בנטיעות‬
,‫ אף אתם נטעו לבניכם‬,‫ומצאתם נטיעות שנטעו אחרים‬
‫ ולמה אני יגע בשביל‬,‫שלא יאמר אדם אני זקן ולמחר אני מת‬
‫ אלא כשם‬,‫אחרים…לפיכך לא יבטל אדם מן הנטיעות‬
‫ אפילו זקן‬,‫שמצא עוד יוסיף ויטע‬
The Holy One, Blessed be He, said to the Jews: even
if you see that it is filled with every good thing, you
shall not say: I shall settle, but will not plant, – and you
shall not be negligent in planting... When you enter the
land, you will find trees planted by other people. So
shall you plant trees for your descendants. And let noone say: I am already old, how much longer shall I live?
Why should I strive on behalf of others, if tomorrow I
may die? Therefore a person may not evade this duty,
even if he plants trees in old age, to add to what has
already been planted. Midrash Tanchuma, Kedoshim
continues on page 17
:‫אֶֶרץ טֹובָה‬-‫ ְמבִיאֲָך אֶל‬,‫כ ִּי י ְהוָה אֱֹלהֶיָך‬
.‫ יֹ ְצאִים בַּבִּ ְקעָה ּובָהָר‬,‫ ֲעיָנֹת ּו ְתהֹמֹת‬--‫ נ ַ ֲחל ֵי ָמי ִם‬,‫אֶֶרץ‬
.‫ ּו ְדבָׁש‬,‫שמֶן‬
ֶׁ ‫ז ֵית‬-‫ וְגֶפ ֶן ּו ְת ֵאנ ָה וְִרּמֹון; אֶֶרץ‬,‫שעָֹרה‬
ְׂ ‫ח אֶֶרץ ִחטָּה ּו‬
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KS1
Background Information for Tu Bishvat
“
Tu Bishvat Background Information
Jewish Festivals
It is possible to use trees as a model for human behaviour. A
tree grows simultaneously in two directions: it pushes its roots
further into the ground, while producing fruit above.
A tree receives light from above and it seeks water from below.
A tree that can perform these two actions simultaneously is
a tree of life and its life will be blessed. If man is as the tree
of the field, in the Kabbalah he is referred to as an “inverted
tree”, since he has roots and branches, but the roots are above
and the branches below – and if his roots and branches are
strong, then he will live eternal life.
“
“
‫ לאדם שהיה הולך‬- ‫ למה הדבר דומה‬,‫ אמשול לך משל‬:‫אמר ליה‬
,‫ ומצא אילן שפירותיו מתוקין וצלו נאה‬,‫במדבר והיה רעב ועיף וצמא‬
‫ וישב‬,‫ ושתה ממימיו‬,‫ אכל מפירותיו‬.‫ואמת המים עוברת תחתיו‬
‫ במה אברכך? אם אומר לך‬,‫ אילן אילן‬:‫ אמר‬,‫ וכשביקש לילך‬.‫בצילו‬
‫ הרי‬- ‫ שיהא צילך נאה‬,‫ הרי פירותיך מתוקין‬- ‫שיהו פירותיך מתוקין‬
‫ הרי אמת המים‬- ‫ שתהא אמת המים עוברת תחתיך‬,‫צילך נאה‬
‫ יהי רצון שכל נטיעות שנוטעין ממך‬:‫ אלא‬.‫עוברת תחתיך‬
I shall bring you an example of what this resembles.
It is like a man, who wanders in the desert, weak
with hunger, exhaustion and thirst, and finds a tree
with sweet fruits and shady leaves, beneath which is
a source of water. He eats the fruit, drinks the water
and rests in the shade. When it comes time to leave,
he thinks: “O, tree, how shall I thank you? If I say,
‘May your fruit be sweet’ - they are already sweet;
shall I say, ‘May your shade be beautiful?’ - it is so; or,
‘May your roots find moisture?’ - they already have it.
So I shall say, ‘May everything which comes from you
resemble you.’”
Babylonian Talmud, Tractate Ta’anit, p.5
17
KS1
“
“
Tu Bishvat Background Information
Jewish Festivals
‫הוא היה אומר כל שחכמתו מרובה ממעשיו למה הוא דומה‬
‫לאילן שענפיו מרובין ושרשיו מועטין והרוח באה ועוקרתו‬
‫והופכתו על פניו שנאמר (ירמיה י”ז) והיה כערער בערבה‬
‫ולא יראה כי יבא טוב ושכן חררים במדבר ארץ מלחה ולא‬
‫תשב אבל כל שמעשיו מרובין מחכמתו למה הוא דומה‬
‫לאילן שענפיו מועטין ושרשיו מרובין שאפילו כל הרוחות‬
‫שבעולם באות ונושבות בו אין מזיזין אותו ממקומו שנאמר‬
‫(ירמיה י”ז) והיה כעץ שתול על מים ועל יובל ישלח שרשיו‬
‫ולא יראה כי יבא חום והיה עלהו רענן ובשנת בצורת לא‬
‫ידאג ולא ימיש מעשות פרי‬
Whoever has more wisdom than deeds is like a tree
with many branches but few roots, and the wind
shall tear him from the ground... Whoever has more
deeds than wisdom is like a tree with more roots
than branches, and no hurricane will uproot him
from the spot.
Mishnah, Tractate Avot, Ch.3, Mishnah 17
Notes
Tu Bishvat National Curriculum Links
Jewish Festivals
Geography
Literacy
Knowledge and understanding of environmental change and
sustainable development
Year 1: A
ttempt writing for various purposes, using features of
different forms such as lists, stories and instructions
5. Pupils should be taught to:
Year 2: Use planning to establish clear sections for writing
a.recognise changes in the environment [e.g traffic pollution in
a street]
b.recognise how the environment may be improved and
sustained [e.g by restricting the number of cars]
Science Sc2
Life processes
c.relate life processes to animals and plants found in the local
environment.
Living things in their environment
a.find out about the different kinds of plants and animals in
the local environment
b.identify similarities and differences between local
environments and ways in which these affect animals and
plants that are found there
c.care for the environment
18
KS1
10. Text structure and organisation
Notes
KS1
Lesson 1: The The Environment
and Our Relationship to the World
We are learning:
• to sequence a story
• to understand how much we need trees and what they
can provide us with
• to appreciate and consider our relationships as carers
of the world
• that Hashem gave us the world to look after and therefore
we have a duty to protect nature today and for the future.
Introduction
Read pupils The Giving Tree by Shel Silverstein. The story
is about a relationship between a young boy and a tree in a
forest. The tree and the boy become best friends. The tree
always provides the boy with what he wants – branches to
swing from, shade to sit under, apples to snack on, branches
to build a house with. As the boy grows older and older he
requires more and more of the tree. The tree loves the boy
very much and gives him anything he asks for. In the ultimate
act of self-sacrifice, the tree lets the boy cut her down so the
boy can build a boat in which he can sail. The boy leaves the
tree, now a stump. Many years later, the boy, now an old man,
returns and the tree says, “I have nothing left to give you”.
The boy replies that all he needs is a quiet place to sit and
rest. The tree happily obliges.
Tu Bishvat Resource
Tu Bishvat Classroom Activities
Jewish Festivals
KS1
The Giving Tree Cards 1
Ask pupils:
?
OnceÊthereÊwasÊaÊtreeÊandÊsheÊlovedÊtheÊlittleÊboy
AndÊeveryÊdayÊtheÊboyÊwouldÊcomeÊÊ
andÊheÊwouldÊgatherÊherÊleaves
MakeÊthemÊintoÊcrownsÊandÊplayÊkingÊofÊtheÊforest
• What did the tree give to the boy?
• What did the boy give to the tree?
The Giving Tree Cards
AndÊtheyÊwouldÊplayÊhideÊandÊseek
40
• What do trees give us?
• Why are they important? Who else benefits from trees?
• Why should we look after nature and the
environment?
The Giving Tree
25 minutes
1.Organise pupils into pairs and distribute The Giving Tree
Cards, pages 40 and 41.
2.Ask pupils to order the cards.
3.Stick the ordered cards on to paper or card.
Ask pupils how the boy could have given something back to the
environment. Examples can be broad and do not have to relate
to the tree.
4.Identify one thing for each stage and either write or draw
under each stage what the boy could have done for the
environment.
19
Jewish Festivals
AndÊtheÊboyÊlovedÊtheÊtreeÊveryÊmuch
page 40
TimeÊwentÊbyÊandÊtheÊboyÊgrewÊolder
Text and images from THE GIVING TREE by Shel Silverstein. Copyright 1964, renewed 1992, Evil Eye LLC.
Published by HarperCollins Children’s Books. ALL RIGHTS RESERVED. Used by permission.
Tu Bishvat Classroom Activities
Jewish Festivals
Lesson 1: The The Environment
and Our Relationship to the World
Differentiation
LA can draw their ideas. A can write or draw their ideas.
MA can write the ideas.
5. Explain to the pupils that since G-d gave us the world to
care for and look after, it is our duty to involve ourselves
in projects to protect and improve the environment.
6. A
sk the pupils to select one of the ideas from the
sequence cards that they would like to do as a way of
celebrating Tu Bishvat as a class. Some of the examples
might include planting seeds in the school garden,
removing weeds, collecting litter etc.
OR
Take a short walk around the school’s environment
and/or visit your local park or green space and find out
which species of plants and trees you have in your local
environment.
20
Conclusion
25 minutes
As a class, discuss what it feels like to care for the
environment. Create a class pledge tree that states your
commitment to caring for the environment and being
a responsible world citizen. Pupils can write their own
individual pledges on the leaves, these can then be placed
on the class tree.
Ask your class to decorate the pledge and display it in
your classroom. If possible, revisit your pledge to assess
how everyone is being environmentally conscious.
KS1
Notes
Purim Classroom Activities
Jewish Festivals
KS1
Background Information for Purim
The story of Purim, the Megillah, explores the situation of a
Jewish community living in the Persian diaspora. Throughout
the story, we see the potential for abuses of power against ‘the
other’ in a global community, and we are shown how vulnerable
less powerful communities are in a global framework. The king
Ahasuerus is able to decide the fate of groups (such as the Jews)
and individuals (such as his wife Vashti) according to his own
self-interest, simply because he holds the most power.
Esther and Mordechai diplomatically stand up for the rights and
safety of their people, and, in the end, the day that was going
to bring the deaths of the Jewish people becomes a day for
feasting and celebration. Jewish people are instructed to keep
this day as a festive day and to:
“
“
Purim: Teachings and Practices
:‫ּו ִמשְׁלֹו ַח מָנֹות אִיׁש ל ְֵרעֵהּו ּו ַמתָּנֹות ֽל ָ ֶאבְיֹנִֽים‬
send choice portions to one another and gifts to the poor…
)(Megillat Esther, 9:22
Other mitzvot of the day include having a celebratory feast and listening
to (and learning from) the Purim story. Commenting on the four mitzvot
of the day, the Jewish sage Maimonides (1135 – 1204) states:
“
“
21
It is better for a person to increase gifts to the poor than
to increase his feast or the Mishloach Manot (gifts of
food) to his neighbours. There is no joy greater or more
rewarding than to gladden the heart of the poor, orphans,
widows and strangers. For by gladdening the hearts of the
downtrodden, we are following the example of the Divine.
(Maimonides, Mishneh Torah, Hilchot Megillah, 2:17)
Notes
Living in a Global Community
The basic reasons for international trade are:
Our lives are now more connected to lives across the world
than ever before.
1.Different countries/areas have different abilities to produce
different goods. Africa, for example, is well suited to
producing tea and coffee.
As Anthony Giddens explains in his definition of globalisation,
there has been,
2.Different countries have different consumption needs.
International trade spreads money and goods around the globe,
though, in its current form, very unevenly.
“
The intensification of worldwide social relations
which link distant localities in such a way that local
happenings are shaped by events occurring many miles
away and vice versa.
This definition, along with several other definitions and
discussions of globalisation can be found at:
w
www.infed.org/biblio/defining_globalization.htm
Introduction to Global Trade
International trade materially links the lives of individuals
across the world.
The volume of world trade has increased by twenty times since
1950, from $320 billion to $6.8 trillion.
w
www.globalization101.org/issue/trade
22
KS1
Background Information for Purim
“
Purim Background Information
Jewish Festivals
Every day we see the scale of international trade by looking
at who makes, for example, our alarm clock, or the shirt we
put on in the morning, or the fruit or hot drink we have for
breakfast. Our everyday lives are inseparable from the lives
of others.
On the other hand, the livelihoods of others may be affected
by the way these goods are produced and paid for.
National Curriculum Links:
QCA Citizenship
5g)
Unit 5: Where in the world is Barnaby Bear?
Section 3: What will it be like when Barnaby is there?
Section 4: : How did Barnaby travel to these places?
Notes
Jewish Festivals
KS1
Lesson 1: Where in The World?
We are learning to:
•explore where in the world our food comes from and how
it got to us
•locate different countries on a map of the world
•consider the different people involved in bringing us
our food.
Introduction – Handa’s Surprise
10 minutes
Read to pupils the story of Handa’s Surprise. Based in Kenya,
this story is about a girl who takes different fruit to her friend,
but on the way there animals come and steal the fruit. (A copy
of the story is available on loan from Tzedek.
Ask the pupils:
Lesson Preparation
At Purim, it is customary to give food gifts (Mishloach Manot)
containing at least two different foods to at least two friends
or family members. Children can either bring in two items for
their own personal Mishloach Manot, or the class could produce
a collective one to be given to another class.
Ask the pupils to bring two different food items – examples
could include a piece of fruit and a packet of biscuits – and
explain that they are going to perform the mitzvah of giving
Mishloach Manot. Explain to pupils that they are looking at
where food comes from so it would be helpful if they could
see this information on the food.
?
• What was Handa taking to Akeyo?
• Why was Handa taking fruits to Akeyo?
• How did Handa take the fruits to Akeyo?
• What does it feel like to get a gift? What kind of
gifts have you received before? What was special
about getting them?
• What does it feel like to give a gift? How does it
make you feel?
• Why do we give food gifts to people on Purim?
23
Notes
Where in The World?
30 minutes
1. A
sk pupils to lay out their Mishloach Manot items on the
desk and show where the country of origin can be found.
Some items may be produced in the same country, or pupils
might have the same type of food that has come from lots
of different countries, e.g apples.
3. Using a world map (either on an interactive whiteboard or
poster), locate some of the different countries.
4. Organise pupils into small groups and provide each group
with a world map. You could either use a photocopied
one with the countries labelled, or pupils could work on
a computer version.
5. A
sk pupils to draw their food on the corresponding country
on their maps. Alternatively, ask pupils to draw their food on
white stickers and place these on the appropriate countries
on the classroom map.
6. A
sk the pupils if they have ever visited any of the countries
they have listed.
?
• What was the country like?
• What was the weather like? (You can mention to
the pupils that different food grows in different
temperatures.)
Purim Resource
Lesson 1: Where in The World?
2. Make a list on the board of all the food and the countries
of origin.
24
KS1
Jewish Festivals
KS1
My Food Worksheet
Differentiation
LA pupils may need an additional adult to help them locate
the countries. MA pupils can be given a blank map
6. Once the pupils have completed this task, ask them:
?
a. Which items came from the UK?
b. Which item came from far away?
c. How do they think it came to us?
43
Purim Resource
Jewish Festivals
Conclusion
10 minutes
1. Compare the journey of Handa’s fruit to the pupils’ food
items. She collected her fruit and walked to Akeyo’s house.
Her fruit was all grown near her house. The pupils’ food
items have come from all over the world and have involved
lots of people in getting them here.
2. A
s a concluding activity, create a food flow chart of the
journey of the food using the My Food Worksheet, page 43.
See My Apple Worksheet Example, page 42 to help.
Pupils can then present their Mishloach Manot to their chosen
friend. They can include a small card telling the recipient
where in the world their items have come from, or even
include a copy of their world map.
42
My Food Worksheet
Jewish Festivals
page 43
KS1
My Apple Worksheet Example
SupermarketÊpaysÊ
feeÊtoÊfarmer
AppleÊTreeÊisÊplantedÊinÊ
anÊorchardÊinÊFranceÊ
RipeÊappleÊisÊpickedÊbyÊ
seasonalÊfarmÊworker
ConsumersÊpurchaseÊ
applesÊfromÊ
supermarket
BoxesÊareÊtransportedÊ
toÊsupermarketsÊbyÊ
shipÊandÊair
ApplesÊareÊpackedÊandÊ
boxedÊbyÊpackers
My Apple Worksheet
page 42
Background Information for Pesach
At Pesach we remember our oppression in Egypt and our
liberation from slavery. However, Pesach is not intended to be
:an historical commemoration. In the Haggadah we read that
“
‫בְּכ ָל ּדֹור וָדֹור ַחי ָּב ָאדָם ל ְִראֹות אֶת ַעצְמֹו כְּאִּלּו הּוא יָצָא מִמִּצְַרי ִם‬
In every generation we are commanded to view ourselves as
if each one of us was personally brought forth out of Egypt.
(Mishna Pesachim, 10:5 and the Pesach Haggadah)
The seder1 service and rituals aim to remind us of the feeling
of being a slave. We eat the bitterness of the maror (bitter
herbs) and eat matza, which is called the “bread of poverty and
liberation”, in order to have a small taste of the experience of
suffering and liberation.
“
‫שבְעַת יָמִים תֹּֽאכ ַל־ ָעל ָיו מַּצֹות לֶחֶם עֹנ ִי כ ִּי בְ ִחפ ָּזֹון‬
ִׁ ...
‫יָצָא ָת ֵמאֶֶרץ ִמצְַרי ִם ל ְ ַמעַן ִּתזְכֹּר אֶת־יֹום ֵצֽאתְָך ֵמאֶֶרץ‬
:‫ִמצְַרי ִם כֹּל יְמֵי ַחיֶּֽיָך‬
“
Seven days you shall eat matzah with it—the bread of
affliction—because you hastily left the land of Egypt;
so that you remember the day you left the land of
Egypt all the days of your life.
(Devarim, 16:1–3)
In addition, we are repeatedly told in the Torah:
“
“
25
Pesach is therefore an appropriate time to address the issue
of exploitation, where both adults and children experience
conditions that are very similar to slavery. In fact, according to:
w
Notes
www.stopthetraffik.org
there are more ‘slaves’ now than there were during the transAtlantic slave trade and, according to the texts above, we are
not allowed to ignore their plight.
Children at the Seder Meal
“
“
Pesach
“
Pesach Background Information
Jewish Festivals
.‫ ַחז ָא דְקַ א ְמ ַדל ֵי ַתכ ָא מִקָ מֵיה‬,‫ַאבָּי ֵי ַהוָה יָתִיב קַ מֵיה דְַרבָּה‬
?‫ אַתּו קַ א ְמ ַע ְקִרי ַתכ ָא מִיקַ מָן‬,‫ ַע ָדי ִין ֹלא קַ א ַאכְל ִינ ָן‬:‫ַאמָר לְהּו‬
‫ש ַתנ ָה‬
ְׁ ִ ‫ פְּטְַרתַן מִלֹומַר מַה נ‬:‫ַאמָר ל ֵיה ַרבָּה‬
Once the young pupil, Abaye, was invited to the seder
of his teacher, Rabbah. While still at the beginning of
the seder, Rabbah ordered the servants to clear the
dishes from the table. Amazed, Abaye asked, “Why are
you removing the seder plate before we have eaten?”
Rabbah exclaimed, “Your question has served the same
function as the usual four questions of Mah Nishtanah2.
Let’s dispense with those set questions and proceed
directly to the telling of the story.”
(Talmud Pesahim, 115b)
‫וְג ֵר ֹלא ִתלְחָץ וְ ַאתֶּם י ְ ַד ְעתֶּם אֶת־נֶפ ֶׁש ַהג ֵּר‬
:‫כִּֽי־ג ִֵרים ֱהי ִיתֶם בְּאֶֶרץ ִמ ְצָרֽי ִם‬
Literally ‘order’. Name given to the
ceremony conducted on Pesach, which
includes the telling of the story of
liberation from slavery, as well as
various rituals designed to create
empathy for the process of liberation.
1
Literally ‘What distinguishes’. The first
line in Hebrew of the four questions
that are traditionally asked by children
at the Pesach seder.
2
You shall not oppress the stranger, for you know the
feelings of a stranger, having yourself been strangers
in the land of Egypt.
(Exodus, 23:9)
KS1
We are reminded of the importance of children, their learning
and development, through the efforts that are made to arouse
their interest and curiosity at the seder table. In fact, the
entire Haggadah3 can be viewed as a response to the four
questions that are traditionally asked by children:
“
As for the one who does not know how to ask, you must
begin the conversation for that one, as it is said, You
shall tell your child on that day, “It is because of this
that God did for me when I left Egypt”.
(Exodus, 13:8 and the Pesach Haggadah)
Why is this night different from all other nights? On
all other nights during the year we eat either bread or
matzah, but on this night we eat only matzah? On all
other nights we eat all kinds of herbs, but on this night
we eat only bitter herbs? On all other nights we do
not dip our herbs even once, but on this night we dip
them twice? On all other nights we eat either sitting or
reclining, but on this night we eat in a reclining position?
(Mah Nishtana, from the Pesach Haggadah)
Apart from the right to learn and participate, Pesach is also a
time when everyone at the seder table reclines in the manner
of royalty: as free individuals we show that we are in charge of
our own time and therefore have the right to rest and leisure.
“
The Haggadah includes a section about the importance of
explaining the meaning of liberation to children in a way that
they can understand and relate to. Referring to four character
types of children (one wise, one wicked/rebellious, one simple
and one unable to ask) the Haggadah contains a question and
appropriate answer for each. Whether the four types are to be
taken literally, or whether they are a metaphor for the diversity
in each individual, the principle of teaching a child according to
their own way is again alluded to.
“
.‫ש ֶּת ְחשְַׁך‬
ֶׁ ‫ ֹלא יֹאכ ַל ָאדָם עַד‬,‫עְַרבֵי פְ ָסחִים סָמּוְך לַמִּנְחָה‬
‫ וְֹלא יִפְחֲתּו לֹו‬.‫שיָּסֵב‬
ֶׁ ‫שבְּיִשְָׂראֵל ֹלא יֹאכ ַל עַד‬
ֶׁ ‫וַ ֲאפ ִּלּו ָענ ִי‬
‫ וַ ֲאפ ִּלּו מִן ַה ַּתמְחּוי‬,‫ֵמאְַרבָּעָה כֹוסֹות שֶׁל יַי ִן‬
When the eve of Pesach comes close to the afternoon
(mincha) service, one may not eat until it is dark.
Even a poor person in Israel may not eat until he or she
reclines and is given no less than four cups of wine,
even though he or she is fed through tzedakah.
(Mishna Pesachim, 10:1)
26
Notes
‫ בַּּיֹום‬,‫ וְ ִהג ַּ ְד ָּת לְבִנ ְָך‬:‫שנ ֶּ ֱאמַר‬
ֶׁ .‫ ַא ְּת פְּתַח לֹו‬,‫שאֵינֹו יֹו ֵ ֽד ַע לִשְׁאֹול‬
ֶׁ ְ‫ו‬
:‫ בְּצֵאתִי מִמִּ ְצָרֽי ִם‬,‫ בַּעֲבּור ז ֶה ָעשָׂה ה’ ל ִי‬:‫הַהּוא ל ֵאמֹר‬
?‫ש ַּתנ ָּה ַה ֽלַּיְל ָה ַהז ֶּה ִמכ ָּל הַלֵּילֹות‬
ְׁ ִּ ‫מַה נ‬
:‫ ַה ֽלַּיְל ָה ַהז ֶּה כ ֻּּלֹו מַצָּה‬.‫שבְּכ ָל הַלֵּילֹות ָאֽנּו אֹוכְל ִין ָחמֵץ ּומַצָּה‬
ֶׁ
:‫שאָר י ְָרקֹות ַה ֽלַּיְל ָה ַהז ֶּה מָרֹור‬
ְׁ ‫שבְּכ ָל הַלֵּילֹות ָאֽנּו אֹוכְל ִין‬
ֶׁ
.‫שבְּכ ָל הַלֵּילֹות אֵין ָאֽנּו ַמ ְטבִּיל ִין ֲאפ ִילּו פַּֽעַם ֶאחָת‬
ֶׁ
:‫שתֵּי פְ ָעמִים‬
ְׁ ‫ַה ֽלַּיְל ָה ַהז ֶּה‬
.‫סבִּין‬
ֻ ‫שבִין ּובֵין ְמ‬
ְׁ ‫שבְּכ ָל הַלֵּילֹות ָאֽנּו אֹוכְל ִין בֵּין יֹו‬
ֶׁ
:‫סבִּין‬
ֻ ‫ַה ֽלַּיְל ָה ַהז ֶּה כֻּלָּֽנּו ְמ‬
“
“
There is no doubt that children take centre stage at the
seder. Even the quiet ones need to be encouraged to actively
participate:
“
Jewish Festivals
3
Literally ‘the telling’. Name given
to the book used as a guide for the
Pesach seder.
Jewish Festivals
KS1
Why Are Children’s Rights Needed?
• that rights come with responsibilities
Children are entitled to all human rights, but being in a
vulnerable position because of their age (under 18), they have a
specific set of rights developed for them. These are detailed in
the UN Convention on the Rights of the Child (UNCRC), 19894.
• that their actions affect themselves and others
Ensuring that children’s rights are enforced should offer them:
•why we should care about other people’s feelings and to try
to see things from their point of view
•to qualify or justify what they think after listening to the
views of others
• p
rotection from discrimination, abuse, neglect and
exploitation
• provision of a decent standard of living
Citizenship:
• participation in community activities and programmes.
Pupils should be taught to:
The UNCRC was informed by Janus Korczak (1879-1942), a
Polish-Jewish children’s author, paediatrician and pedagogue.
As an advocate of children’s rights, he believed that the role
of a parent or teacher was not to impose their goals on a child,
but to help children achieve their own goals
1a)to think about themselves, learn from their experiences and
recognize what they are good at
Like human rights, children’s rights are interrelated and
indivisible. Preventing one right could preclude fulfilling another
one. For example, all children having the right to an education
(UNCRC Article 28) could not be realised if governments did not,
for instance, protect them from work which would interfere
with their schooling (UNCRC Article 32).
Citizenship at Key Stages 1 and 2
Notes
2. Pupils should be taught:
whole class
4c. to identify and respect the differences and similarities
between people
5c. to take part in discussions [e.g talking about topics of
school, local, national, European, Commonwealth and
global concern, such as where our food and raw materials
for industry come from]
Unit 07: Children’s rights – human rights
QCA Schemes of Work for Citizenship
at key stages 1 and 2
Children should learn:
Unit 07: Children’s rights - human rights
•to understand the difference between wants, needs
and rights
Section 3: Taking responsibility
www.unicef.org/crc/index_using.html.
4
• about basic human rights
027
27
KS1
We are learning to:
Introduction – Cinderella and Rights
•identify and define what a child needs to have a dignified
and secure life
Read pupils a version of the story of Cinderella. You can access
a version on the CBeebies website:
•connect the needs of a child with the United Nations
Convention of the Rights of the Child
•define how Cinderella lost all her rights and became
a slave to her family
•identify that slaves do not have basic human rights and
that during Pesach we celebrate our freedom from slavery.
w
www.bbc.co.uk/cbeebies/stories/cinderella.shtml
44
Ask pupils:
?
• What was Cinderella’s life like at the beginning
of the story?
• How did her life change when her father remarried?
• Where did she sleep? How do you think this made
her feel?
• What did she eat/wear?
• Do you think that she was happy with her life?
Explain that, in this lesson, we are learning about the things
we need to have a happy and safe life.
Main Activity – Our Rights
10 minutes
28
1. Explain to pupils that the United Nations (UN) is an
organisation that ensures people, especially children, have
the right to certain things so their lives are safe and happy.
Ask pupils what things they think children should have to be
safe and happy. We call these things rights.
1. Hand out Children’s Rights Notepad, page 44 to pupils.
Jewish Festivals
Pesach Resource
KS1
Children’s Rights Notepad
WhatÊchildrenÊneed
Pesach Classroom Activities
Jewish Festivals
WhatÊchildrenÊwouldÊlike
page 44
Jewish Festivals
2. Encourage pupils, in pairs, to come up with as many items as
they can think of that could go on the two different notepads.
Ideas could include: a safe place to play, fashionable clothes,
holiday trips, a say in what happens to you, your own
bedroom, education, mobile phone, a doctor and medicine, a
safe place to live, clothes, healthy food, electronic toys etc.
3. A
llow pupils to feed back and discuss their two lists, then compile
a list of rights on the board that most of the class agree on.
Differentiation
AA: pupils can add three of their own. MA: complete activity as
stated. LA pupils can be supported by a teacher or additional
adult where necessary.
Using either an interactive white board or hard copy, show
pupils the pictures of Pedro, Jyoti and Mahder available at:
w
www.sendmyfriend.org/teaching-resources/casestudies
and read one or more of the case studies.
Encourage pupils to empathise with Pedro, Jyoti and Mahder.
Think about what rights were taken away from the young
people in these stories and how that might feel.
29
KS1
Conclusion
10 minutes
Re-read the start of the Cinderella story and think about which
rights she is lacking based on the pupils’ charts. How could
Cinderella be helped so that she has a better life? As a class,
rewrite the story so that Cinderella’s life is safe and happy.
Remind the pupils that Pesach is a celebration of freedom.
Freedom can only truly occur when people have all their basic
human rights.
Notes
Jewish Festivals
KS1
We are learning to:
•understand how asking questions enables us to learn
•create our own four questions about Pesach or the seder.
These learning objectives are based on Articles 14 and 28
of the UNCRC:
Article 14: E
very child has the right to think what they want and
to practise their religion with their parent’s guidance.
Article 28: Every child has the right to learn.
Introduction: Questions, Questions, Questions
15 minutes
1. As a whole class, answer these questions:
?
• Why do we ask questions?
• What types of questions really get us thinking?
• Who do you ask questions to?
• How do they help you?
• How does it feel to ask questions in front of your
entire family?
• Why do they think children get to ask the four
questions?
An essential part of Pesach is teaching children the story
of the exodus from Egypt and encouraging them to actively
participate – the seder is in fact an answer to the four
questions. Why are children so central to the seder?
4. Explain to pupils that the seder is all about asking questions
and that although traditionally young children ask “Ma
Nishtanah”, the entire seder is about learning and asking
questions. We are really fortunate because we are able to
ask questions, learn and ponder things that we do not totally
understand. We have teachers and parents to guide us.
Many children are not fortunate enough to receive a formal
education, and many children’s parents cannot help them to
learn because they have not had any schooling either.
One of the UNCRC articles states that every child has the
right to an education, and in 2000 world leaders made a pledge
to ensure that every child would be able to attend school by
2015. Unfortunately, 75 million children are still missing out on
an education.
• What question words do we use?
2. S ing Ma Nishtana with the class and think about what
questions they are asking.
3. A
sk pupils about their experiences of saying Mah Nishtanah
at the seder table.
?
30
• Who has had the opportunity to say Mah Nishtanah?
Compare family customs – do you say it in English/
Hebrew? Is it sung? Who says it?
Notes
Main Activity – My Ma Nishtanah
Jewish Festivals
KS1
My Four Questions
1.
2.
3.
4.
20 minutes
1. A
sk pupils (in groups or pairs) to think of things that puzzle
them about Pesach. On the My Four Questions worksheet,
page 45, ask pupils to write/draw their own four questions.
These will become their own personal set of four questions
for the pupils’ sederim. When completed, enable pupils to
illustrate and decorate their questions. These can then be
laminated and made into a placemat to be used at their
family sederim.
Differentiation
AA pupils can write a conversation to show their ideas as well
as asking the four questions. LA pupils can draw their questions
and an additional adult or teacher can scribe the questions
for them.
Conclusion
10 minutes
Share pupils’ four questions.
Remind pupils of the case studies that you read in lesson one.
Ask:
?
What might it be like if you didn’t have anyone to ask
questions to or anyone to teach you?
Encourage pupils to think about their feelings so that they can
empathise with the concept of not receiving an education.
Display the pupils’ placemats and enable them to take them
home for their own sederim.
31
KS1
Pesach Resource
Jewish Festivals
45
My Four Questions
page 45
Resources
Resources
KS3
Jewish Festivals
Jewish Festivals Resources
For there will never cease to be
nee dy ones from the midst of the
land, which is why I com man d you
:
open your han d to your fellows,
your
poor and your nee dy in your land
.
(Deuterono my, 15:11)
5
32
KS1
Sukkot
Resources
Resources
KS3
Jewish Festivals
KS1
Our Home Pictures
© AP-PA Photos
© AP-PA Photos
33
© AP-PA Photos
Sukkot
Resources
Resources
KS3
Jewish Festivals
KS1
Our Home Information Sheet
Our Ho me Infor matio
n Sheet
A Child living in a shac
k, or in other types of
temporar y
ho using, shares one roo
m with their entire fam
ily.
They might have one
be d where some of th
e people sleep –
the others have to sle
ep on the flo or.
They do not have runn
ing water – they have
to fetch water
fro m a co mmunal tap
or a well.
They have to make a
fire to co ok their meals
outsi de the
shack.
They probably never
have fruit or vegetab
les or any treats.
They eat the cheapest
foo d their family can
get hold of
– brea d or rice or som
ething similar, depend
ing on where
they live. They probably
only have one meal a
day, or
sometimes there migh
t be nothing to eat.
They co uld have a lar
ge family – some po or
parents have
many children so that
they can help an d pro
vide for them
when they are old.
© AP-PA Photos
If parents can’t afford
school fees, children
can’t go to
school. So me children
help their parents to
earn money by
selling items or working
on a far m.
There aren’t many saf
e places to play in a
slu m – there may
be open sewers if ther
e are no pro per toilet
s an d crime may
also be a problem.
There may be no place
where people can have
privacy an d
space, an d in the winte
r it is very cold an d in
th
e su mmer,
very hot.
34
Sukkot
Resources
Resources
KS3
Jewish Festivals
KS1
Good Home Worksheet
Use this space to draw/write anything
else you think a good home needs.
Television
Enough space
for everyone
Tenancy
A place
to sleep
Wardrobe
Toilet
Fridge
Cooker
35
Telephone
Place to
eat meals
Furniture
Electricity
Strong
building
Access to
water
Illustrations © Peter Williamson
Sukkot
Resources
Resources
KS3
Jewish Festivals
Invitation Template
KS1
Cut out the invitation, fold along the dotted line and glue together.
Dear
Invitation
You are invited to my party!
Date:
Place:
Time:
Rsvp:
36
Sukkot
Resources
Resources
KS3
Jewish Festivals
Menu Template
KS1
Cut out the menu, fold along the dotted line and glue together.
My Menu
Desserts
Starters
Hot Drinks
Main Courses
37
Cold Drinks
Chanukah Resources
Jewish Festivals
KS1
Chanukiah Worksheet
Think of eight ways you can conserve energy at home. Colour in one section of the candle every time you fulfil a task.
The goal is to complete the entire chart (except the shammash) during the eight days of Chanukah.
1
5
3
7
2
6
4
8
1
38
2
3
4
5
6
7
8
Resources KS3
Jewish Festivals
KS1
Parent Letter
Dear Parents,
As we approach the festival of Chanukah, we learn about how Judah Ha
Macabee found only enough oil to light the menorah for one day. Hashem
made the oil last eight days and so we celebrate this miracle by lighting
our chanukiot for eight days.
The oil of the menorah provided the symbol of Hashem’s existence in the
temple. We have an obligation to bring Hashem into our everyday lives
by caring for the world that he gave to us. One way to do this is by
conserving energy at school and at home.
Your child has created a list of eight ways they are going to conserve
energy. Every time they perform one of them, they should colour in
a section of the corresponding candle. The goal is for every candle to
be completely filled. At the end of the week, the children will be able
to place a flame on their candle and will receive an “I’m a bright
spark” sticker.
Many thanks in advance for your help.
Class Teacher
39
Tu Bishvat Resource
40
Jewish Festivals
KS1
Once there was a tree and she loved the little boy
And every day the boy would come
and he would gather her leaves
Make them into crowns and play king of the forest
And they would play hide and seek
And the boy loved the tree very much
Time went by and the boy grew older
Tu Bishvat Resource
41
Jewish Festivals
KS1
One day the boy came to the tree and
the tree said, “come boy climb up my trunk”
The boy gathered up her apples and
carried them away to sell for money
The boy cut off her branches and carried
them away to build a house
The boy stayed away for a long time
The boy cut down her trunk and made
a boat and sailed away
After a long time the boy came back again and the tree
said, “come boy, come sit down and rest,“ and the boy did
Purim
Resources
Resource
KS3
42
Jewish Festivals
KS1
My Apple Worksheet Example
Supermarket pays
fee to farmer
Apple tree is planted in
an orchard in France
Ripe apple is picked by
seasonal farm worker
Consumers purchase
apples from
supermarket
Boxes are transported
to supermarkets by
ship and air
Apples are packed and
boxed by packers
Purim Resource
43
Jewish Festivals
My Food Worksheet
KS1
Pesach
Resources
Resource
KS3
Jewish Festivals
What children need
44
KS1
What children would like
Pesach
Resources
Resource
KS3
45
Jewish Festivals
KS1
My Four Questions
1.
2.
3.
4.

Jewish Festivals

Transcription

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