Sunday, November 19, 2017

Hebrew High Lesson Plan:  10/29/2017

Continuing to focus on our individual efforts with the Jewish concepts of social justice, today we followed up on our discussion from last week in terms of how we might deal with people who hold different views, presumptions, and biases.  Rather than labeling each other as racists, or homophobes, or conservatives, or liberals, the students all feel it's important to talk with their fellow students, friends, or acquaintances.

We discussed the concept of being a stranger in a strange land, not only for the recent immigration issues, but for context on Jewish history in the Arabic and European countries, which persisted since the time of Joseph and Moses.  We also discussed the concept of L'dor v'dor and how each generation must reckon with its own understanding, responses, and responsibilities.

We discussed viewpoint, how essential it is to understand where someone is coming from, as best we can.  The issues, the background, the beliefs.  I introduced the great line by St. Francis of Assisi:  "Seek first to understand, then to be understood."

Dara brought up a memoir she just read about  the difficulty the author's parent's had in putting food on the table, and how she and her brother suffered through this, but as adults, learned that it was not difficult to do, overcoming their painful childhood experences.

Evie discussed the anti-chief protesters, the interaction, and the idea that they were near each other, and as long as they remained non-violent they shared the same space and at least engaged.

Ilana talked about how acknowledging viewpoints  are essential in our understanding of one another.

Daniel talked about the importance of allowing free speech, to be heard out, whether one protests, chants, or simply listens.

Helen made the point that at some points violence may become necessary as actions as against the institutionalized violence against the people.

We then watched a TED talk:  Can A Divided America Heal
How can the US recover after the negative, partisan presidential election of 2016? Social psychologist Jonathan Haidt studies the morals that form the basis of our political choices. In conversation with TED Curator Chris Anderson, he describes the patterns of thinking and historical causes that have led to such sharp divisions in America -- and provides a vision for how the country might move forward.

We watched the presentation and focused on the need to find other ways to speak to one another, specifically since many people choose to live and socialize with those whose views only mirror our own.  His point was that this leads to more extremes on all sides.

https://www.ted.com/talks/jonathan_haidt_can_a_divided_america_heal
https://www.ted.com/talks/jonathan_haidt_can_a_divided_america_heal/transcript

https://www.ted.com/talks/rabbi_lord_jonathan_sacks_how_we_can_face_the_future_without_fear_together/transcript

We then discussed the text from the transcript further below from the TED talk:  How We Can Face The Future Without Fear Together
It's a fateful moment in history. We've seen divisive elections, divided societies and the growth of extremism -- all fueled by anxiety and uncertainty. "Is there something we can do, each of us, to be able to face the future without fear?" asks Rabbi Lord Jonathan Sacks. In this electrifying talk, the spiritual leader gives us three specific ways we can move from the politics of "me" to the politics of "all of us, together."

We focused on the idea of the individual, the group, the way we identify with ethnic, religious, and political ideologies, and the concept of the larger sense of community, as in "We, the people".  We talked about ways to interact with others who have different views, while still finding connections, in the midst of our Jewish ethics and concepts of social justice and Tikkun Olam.

https://www.ted.com/talks/rabbi_lord_jonathan_sacks_how_we_can_face_the_future_without_fear_together
https://www.ted.com/talks/rabbi_lord_jonathan_sacks_how_we_can_face_the_future_without_fear_together/transcript

TRANSCRIPT PORTION for discussion:  

I tell you, Jews have been scattered and dispersed and exiled for 2,000 years. We never lost our identity. Why? Because at least once a year, on the festival of Passover, we told our story and we taught it to our children and we ate the unleavened bread of affliction and tasted the bitter herbs of slavery. So we never lost our identity. I think collectively we've got to get back to telling our story, who we are, where we came from, what ideals by which we live. And if that happens, we will become strong enough to welcome the stranger and say, "Come and share our lives, share our stories, share our aspirations and dreams." That is the us of identity.

And finally, the us of responsibility. Do you know something? My favorite phrase in all of politics, very American phrase, is: "We the people." Why "we the people?" Because it says that we all share collective responsibility for our collective future. And that's how things really are and should be.

Have you noticed how magical thinking has taken over our politics? So we say, all you've got to do is elect this strong leader and he or she will solve all our problems for us. Believe me, that is magical thinking. And then we get the extremes: the far right, the far left, the extreme religious and the extreme anti-religious, the far right dreaming of a golden age that never was, the far left dreaming of a utopia that never will be and the religious and anti-religious equally convinced that all it takes is God or the absence of God to save us from ourselves. That, too, is magical thinking, because the only people who will save us from ourselves is we the people, all of us together. And when we do that, and when we move from the politics of me to the politics of all of us together, we rediscover those beautiful, counterintuitive truths: that a nation is strong when it cares for the weak, that it becomes rich when it cares for the poor, it becomes invulnerable when it cares about the vulnerable. That is what makes great nations.

So here is my simple suggestion. It might just change your life, and it might just help to begin to change the world. Do a search and replace operation on the text of your mind, and wherever you encounter the word "self," substitute the word "other." So instead of self-help, other-help; instead of self-esteem, other-esteem.
And if you do that, you will begin to feel the power of what for me is one of the most moving sentences in all of religious literature. "Though I walk through the valley of the shadow of death, I will fear no evil, for you are with me." We can face any future without fear so long as we know we will not face it alone.
So for the sake of the future "you," together let us strengthen the future "us."
Our 10/22/2017 lesson centered around a recent article and book review referencing the events of the 1930s in LA.   Leon Lewis, a Jewish lawyer and co-founder of the ADL, spearheaded efforts to address the Nazi and White Supremacist activities in the LA area, including plots to kill Jews, take over armaments in armed insurrection on the West Coast, as well as the threats to America's democracy through the national White Nationalist networks.  He took these actions to infiltrate these organizations after encountering Nazi-sympathizers within law enforcement and government officials, and a lack of will with some of the more elite Jewish communities and organizations.

We discussed the history and mission of the ADL:

ADL:  Anti-Defamation League
https://www.adl.org/what-we-do

We reviewed the actual article below and read a few points from the book review:

How a network of citizen-spies foiled Nazi plots
to exterminate Jews in 1930s L.A.
http://www.latimes.com/opinion/op-ed/la-oe-ross-nazis-of-los-angeles-hitler-in-la-20171008-story.html
Jewish Review of Books:  Hollywood’s Anti-Nazi Spies
https://jewishreviewofbooks.com/articles/582/hollywoods-anti-nazi-spies/?print

We discussed parallels with current events, the climate and rise of White Nationalism, the Neo-Nazis marching in Charlottesville, chanting "The Jews Will Not Replace Us!"  We talked about organizations keeping their focus and mission as well as the obligation we have to stand up for ourselves and others according to Judaism as well as a universal personal decision to do so.  We also discussed the reality whereby we cannot address every comment, every instance, every situation, for right every wrong, for a variety of reasons.  But we can do what we can.

We discussed examples that each of the students have encountered within their own lives with friends and classmates, from comments about Jews, to Jewish jokes, to comments about big noses, to "looking Jewish", to "obviously" being Israeli, Zionist, and Jewish, and not liking Palestinians, to the religious aspects of truly not being familiar with Jewish holidays, rituals, customs, and Judaism in general such as questions about how do you pray to a God, which one, do you believe in Jesus, what do you do for Christmas, etc.

We discussed the balance between taking a personal approach to discussing these issues and comments with friends and classmates, as we know them personally, rather than reacting by stating that "YOU are a racist"  or "YOU are homophobic", etc., in that once you label someone, that we are not necessarily communicating with them anymore.  They become the labels, much in the way that their comments have labeled others, making in effect, "mythological beasts" of someone who is different.

So, how to do this? Ideas ranged from having a discussion with their friends or classmates, or by addressing their comments, by perhaps stating, "Hey,  I am Jewish", or "Hey, I don't appreciate that comment because such and such " by educating them and using this as a "teachable moment" , explaining why something is or is not ok. 

I gave an example where my father who was stationed in Biloxi, MS. in the Army Air Corps in 1944, was approached by a fellow recruit from the South, who inquired as to where my Dad's horns were.  My father had no idea what he was talking about at first, and said, "My horns?"  The man replied, "Well, you are a Jew, where are your horns?"  He'd never met someone who was Jewish.  My father knew the man was not peaking maliciously but out of ignorance, truly not knowing, so my Dad let him look closely and feel his head.  The man was amazed and stated, "You don't have any!"  This was a moment to attempt to educate.

Another area we discussed was how the students viewed individual Jewish people making discriminatory or hurtful comments, vs. a spokesperson for the larger Jewish community.  Most felt that they could live and let live with the first, but were not very comfortable with the second.  At the same time, most didn't fully, or perhaps only a couple partially felt a connected enough to the whole of the Jewish community if comments were made one way or the other.  Mainly, however, the point was well made to approach the individual as an individual, and not feel as if one had to defend the entire Jewish people throughout all the ages, and for what the Jewish people have been through, nor to take on the mantle of having to stand up to ALL racism and discrimination.  They all agreed that they felt most comfortable and and that it was most constructive to more or less respond to the situation and the person before them.
Hebrew High Lesson Plan:  10/15/17

Today we will discuss two current event topics:  the White Supremacists marching through Charlottesville chanting "Jews Will Not Replace Us", free speech, hate speech, protests, and violence.  We will also discuss the Senate and House Bills making it a felony to participate in the BDS Movement through any type of commerce, based upon a Banking and Commerce Act of 1945, to nations that are friendly to the US.  We will discuss the ACLUs and First Amendement concerns, as well as the Jewish Democratic Senators and House Reps, and majority of Republicans supporting this.

We will discuss the use of the term Tikkun Olam from 3 viewpoints:  Orthodox, Conservative, and Reform:


We will talk briefly about some possible class and individual projects. 

We will briefly continue with The Middot and briefly review The Eilu Devarim and Mitzvot:


1.  honoring one’s father and mother,
2.  engaging in deeds of compassion
3.  arriving early for study, morning and evening,
4.  dealing graciously with guests,
5.  visiting the sick
6.  providing for the wedding couple
7.  accompanying the dead for burial
8.  being devoted to prayer
9.  making peace among people
10.  study of Torah

A New Eilu Devarim

These are the obligations that enhance our world,
Honoring compassionate friendship,
performing acts of compassion and justice,
recognizing the need for education during any point in life,
welcoming the stranger,
showing equality to all people no matter where they are on the journey called life,
mourning and celebrating a life passed on,
turning life into a prayer,
creating peace out of moments of chaos,
Rejoicing in Torah because it encompasses them all !!!
Hebrew High Lesson Plan:  10/8/17

We had a fantastic discussion based upon the student's conceptions of "God".  Concepts ranged from a knowing, an openness, a feeling, to a belief in something greater, even if we don't know what it is, to the spark of The Big Bang perhaps starting all life, to just basically being there with us, observing, and eventually, perhaps through the darkest of times, drawing us back on track, and finally, to not knowing and not caring, but no outright atheistic, perhaps more agnostic, but simply not interested per se.

We discussed the ideas of B'tzelem, what the ideas of acting in the "image of God" might mean to each one, and effectively, it was the idea of doing the right thing, being helpful, and contributing to a better world.

We also touched on The Middot, and will continue on 10/15.

Hebrew High Lesson Plan:  9/24/17

We discussed concepts of being of service, what is worth it, how to improve the world.  We used Mordechai Kaplan's quote, "...to improve one's self, or to improve the world, we end up doing neither.  Actually, the only way to improve the world is by improving one's self, and the only way to improve one's self is by improving the world." 

We also talked about the student's B'nai Mitzvah Projects, asking in what ways was it important to you to incorporate certain aspects of the Middot, Mitzvot, rituals, ethics, into your life.  How will you do this?  In what areas of your lives, or areas of the community?

We then watched the following TED talk, by a younger cousin of mine from Santa Rosa, CA from Jun 21, 2012:

GABE FERRICK is 17 years old and attends Montgomery High School in Santa Rosa, CA. Gabe's passion for aiding victims of genocide and human rights abuses began when he learned about the crisis in Darfur in 5th grade during a humanity class at Sonoma Country Day School. He was inspired to take action and organize projects and walks to raise awareness and funds for refugees in Darfur, Congo, Rwanda and other places where genocide has ravaged the population.


We talked about doing what we can from the small things to the larger projects.


Sunday, February 1, 2015

Sinai 7th Grade: 2/1/2015

In our 2/1/15 class, we began reviewing The Enlightenment and Jewish Emancipation in Europe from sections of the textbooks Journey Through Jewish History, The History of the Jewish People and The Atlas of Great Jewish Communities.   This will be a first lesson to be continued next week.  We are focusing on the conditions, events, impact, and timeline.

We talked a little bit about identity, racism, and ways people describe people of different races and cultures.  We also discussed the concepts of ghettos, shtetls, and many more of the actual events. 

Due to the recent events in France, we discussed aspects of this article,  The History of Jews in France in 6 Key Moments:

http://time.com/3669544/history-jews-in-france/

1. The French Revolution
2. Napoleon and the Great Sanhedrin
3. The Dreyfus Affair
4. The Holocaust
5. Jewish Migration from North Africa
6. Jewish-Muslim Tensions

We discussed the fact that Jews have been leaving France the last few years,  due to a rise in European and Muslim anti-semitisim from the 3rd most populous Jewish country in the world, after the US and Israel.

11:30AM - 12PM:  Art

Leah continued the project with the students working on getting their designs on to their tallits.

12-12:30PM:  Music

Mark played a number of examples of Israeli popular and rock music for the students today.  They discussed the meaning of the songs, the music, and styles.  Older and contemporary, with different influences.   He told them that the music was easy to relate to, referencing what they've heard in American music.  Next week he will bring in Israeli music of African, Greek and Arab influences.

Sinai 7th Grade: 1/25/2015

Thanks to Loren Israel (Kayla's Dad), who taught the 7th grade class,  last week, as I was out of town for my Father's 89th birthday.

Here was the itinerary for that session on 1/25/15:
10-11AM:  Torah Aura with Loren!

Loren presented situations where the students engaged in discussions about context, principles, ethics, and best choices based upon the You Be The Judge materials.

You Be the Judge books pose real-life situations and their Jewish answers. These legal cases are perfect as part of family or Shabbat programs, as the trigger to fun class discussions, equally usable at the dinner table and in the classroom. Here are three chances to share values, discuss ethics, and take a first look into the Talmud, the codes, and the wisdom of the Jewish legal process.

Each of these cases is drawn from the headlines. Here are real or realistic ethical problems that are submitted to the test of Jewish law in order to find “the right solution.” This book contains more than fifty cases and the Jewish responses to each case.

http://www.torahaura.com/item_You_Be_the_Judge_Book_One.aspx

11-11:30AM:  Facts About Israel

    ▪    Reviewed the lists of facts with the students. 
    ▪    Asked them to comment on them. 
    ▪    Did they know about these facts?
    ▪    What did they think of them?
    ▪    Did it change their viewpoints or perceptions on Israel one way or another?

11:30AM - 12PM:  Timeline of Historical Events in Israel

    ▪    Reviewed highlights on the timeline with the students.
    ▪    Shared historical context.
    ▪    Asked for comments, questions, and information about these events.

12 - 12:30PM:  Music With Mark