KS1 A Teacher Resource for Key Stage 1 Jewish …tzedek.org.uk/public_resources/pdf/Jewish-Festivals...Jewish Festivals A Teacher Resource for Key Stage 1 A Teacher Resource for Key

Jewish FestivalsA Teacher Resource for Key Stage 1

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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.

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.

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For there will never cease to be needy ones from the midst of the land, which is why I command you:

open your hand to your fellows, your poor and your needy in your land.

(Deuteronomy, 15:11)

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Contents

Getting Started – How to Use This Pack 03

Key to Information 04

Background Information 05

National Curriculum Links 08

Lesson 1: Sukkot and the Home 09

Lesson 2: Sukkot and Hospitality Towards Guests 10



Lesson 1: Chanukah and Energy Efficiency 15



The Environment and Our Relationship to the World 19



Lesson 1: Where in the World? 23



Lesson 1: Pesach and Children’s Rights 28

Lesson 2: Pesach and the Right to Educate 30

Sukkot: Our Home Pictures 33

Sukkot: Our Home Information Sheet 34

Sukkot: Good Home Worksheet 35

Sukkot: Invitation Template 36

Sukkot: Menu Template 37

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

Sukkot page

Chanukah page

© Tzedek Jewish Global Citizenship Project

Tu Bishvat page

Jewish Festivals

Purim page

Background Information page

Resources page

Pesach page

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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.

The aim of this pack is to:

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:

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)

How to use this pack1. 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.

2. When 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.

3. Activities 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. Formative 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. Suggested timings are given for each activity, however they can be made longer or shorter if appropriate.

6. Whilst 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.

7. We have endeavoured to highlight differentiation where appropriate – More Achievers (MA) Achievers (A) and Less Achievers (LA)

8. Follow 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.

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: [email protected]

Feedback


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Key to InformationThe 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.

Teacher Information Section

Sukkot Section

Chanukah Section

Tu Bishvat Section

Purim Section

Pesach Section

Useful Website Linksw

Question?

Resources SectionResources are highlighted in this colour throughout the information pack, with thumbnails and page numbers linking to the relevant resource pages

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• 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.


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Background Information for Sukkot

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Sukkot Teachings and Practices

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.

בסכת תשבו, שבעת ימים; כל-האזרח, בישראל, ישבו, עו דרתיכם, כי בסכות הושבתי את-בני ישראל, בסכתלמען, יד

בהוציאי אותם מארץ מצרים...

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 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

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

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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.

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.

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).

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.

1 Jewish mystical commentary on the Five Books of Moses published in the 13th century.

2 Jewish community originating from Spain and North Africa.

[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


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Standard of Living

What is inadequate housing?

The United Nations Human Settlement Programme (UN-Habitat), founded in 1978, agreed that a house requires:

• access to Water

• access to sanitation

• access to secure tenure (guarantee that one can stay for a fixed amount of time)

• durability of housing

• sufficient living space.

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.

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.

Housing and Human Rights

1. Universal Declaration of Human Rights, 1948, Article 25:

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:

You have the right to a standard of living which makes possible your full physical, mental, spiritual, moral and social development.

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.

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NotesNational Curriculum Links: Lesson 1

Geography Knowledge and Understanding of PlacesPupils 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

PSHEPupils should be taught:

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

ICT 1b. enter 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]

National Curriculum Links: Lesson 2

PSHE2e. to realise that people and other living things have needs

2f. that they belong to various groups and communities

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, Drama4. To 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


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Lesson 1: Sukkot and the HomeWe are learning to:

• 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.

Introduction 15 minutes

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.

2. Read pupils the traditional story of the Three Little Pigs and ask them the following questions:

• Which house was the strongest?

• What made it the strongest?

• Which house in the story is most similar to their house?

• What would it be like to live in a house made of straw or sticks?

Main Activity – The Last House Standing 30 minutes

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

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.

Conclusion or Extension – This is Our Home 10 minutes

1. Show pupils pictures of the houses from Our Home Pictures, page 33.

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.

Ask pupils:

• What do these houses look like?

• What are the walls/rooves made of?

• What similar features do they have to a sukkah?

• 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

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Television

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Electricity

Tenancy

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UseÊthisÊspaceÊtoÊdraw/writeÊanythingÊelseÊyouÊthinkÊaÊgoodÊhomeÊneeds

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EnoughÊspaceÊÊforÊeveryone

PlaceÊtoÊÊeatÊmeals

AÊplaceÊÊtoÊsleep

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OurÊHomeÊInformationÊSheetÊAÊChildÊlivingÊinÊaÊshack,ÊorÊinÊotherÊtypesÊofÊtemporaryÊhousing,ÊsharesÊoneÊroomÊwithÊtheirÊentireÊfamily.TheyÊmightÊhaveÊoneÊbedÊwhereÊsomeÊofÊtheÊpeopleÊsleepÊÐÊtheÊothersÊhaveÊtoÊsleepÊonÊtheÊßoor.TheyÊdoÊnotÊhaveÊrunningÊwaterÊÐÊtheyÊhaveÊtoÊfetchÊwaterÊfromÊaÊcommunalÊtapÊorÊaÊwell.TheyÊwouldÊhaveÊtoÊmakeÊaÊÞreÊtoÊcookÊtheirÊmealsÊoutsideÊtheÊshack.

TheyÊwouldÊprobablyÊneverÊhaveÊfruitÊorÊvegetablesÊorÊanyÊtreats.ÊTheyÊwouldÊeatÊtheÊcheapestÊfoodÊtheirÊfamilyÊcanÊgetÊholdÊofÊÐÊbreadÊorÊriceÊorÊsomethingÊsimilar,ÊdependingÊonÊwhereÊtheyÊlive.ÊTheyÊprobablyÊonlyÊhaveÊoneÊmealÊaÊdayÊorÊsometimesÊthereÊmightÊbeÊnothingÊtoÊeat.TheyÊcouldÊhaveÊaÊlargeÊfamilyÊÐÊsomeÊpoorÊfamiliesÊhaveÊmanyÊchildrenÊsoÊthatÊtheÊchildrenÊcanÊhelpÊandÊprovideÊforÊthemÊwhenÊtheyÊareÊold.ÊIfÊparentsÊcannotÊaffordÊschoolÊfees,ÊchildrenÊcanÊnotÊgoÊtoÊschool.ÊSomeÊchildrenÊhelpÊtheirÊparentsÊtoÊearnÊmoneyÊbyÊsellingÊitems,ÊorÊworkingÊonÊaÊfarm.ThereÊwouldÊbeÊnotÊmanyÊsafeÊplacesÊtoÊplayÊinÊaÊslumÊÐÊthereÊcouldÊbeÊopenÊsewersÊifÊthereÊareÊnoÊproperÊtoiletsÊandÊcrimeÊcouldÊalsoÊbeÊaÊproblem.ThereÊwouldÊbeÊnoÊrealÊplaceÊwhereÊyouÊcanÊhaveÊsomeÊprivacyÊandÊspaceÊandÊinÊtheÊwinterÊitÊwouldÊbeÊveryÊcoldÊandÊinÊtheÊsummerÊveryÊhot.

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Good Home Worksheet

Our Home Info’ Sheet


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Lesson 2: Sukkot and Hospitality Towards GuestsWe are learning to:

• examine the importance of offering hospitality to others during Sukkot

• consider people who do not have the opportunity to enjoy the festival of Sukkot

• create a Sukkot tea party for guests.

Introduction – The Tiger Who Came to Tea 10 minutes

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?

• How do they think she felt when he arrived?

• 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?

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Lesson 2: Sukkot and Hospitality Towards Guests

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.

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.

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Invitation Template Cut out the invitation, fold along the dotted line and glue together.

page 36Invitation Template

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MyÊMenuÊÊÊÊStarters

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Menu Template Cut out the menu, fold along the dotted line and glue together.

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Background Information for ChanukahThe Gemara in Masechet Shabbat begins:

מאי חנוכה? דתנו רבנן: בכ”ה בכסליו יומי דחנוכה תמניא אינון, דלא למספד בהון ודלא להתענות בהון. שכשנכנסו יוונים להיכל טמאו כל השמנים שבהיכל, וכשגברה מלכות בית חשמונאי ונצחום, בדקו ולא מצאו אלא פך אחד של שמן שהיה מונח בחותמו של כהן גדול, ולא

היה בו אלא להדליק יום אחד, נעשה בו נס והדליקו ממנו שמונה ימים. לשנה אחרת קבעום ועשאום ימים טובים בהלל והודאה.

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.

In the Talmud we find the following:

אמר רב זוטרא: האי מאן דמיכסי שרגא דמשחא ומגלי נפטא - קעבר משום בל תשחית.

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 olive- oil 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 בטוב הבריות ומקרבים אותן לתורה, ולא יאבדו אפילו גרגר של חרדל בעולם, ויצר עליהם בכל אבדון והשחתה שיראו,

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)

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Background Information for Chanukah

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]י”ג[ בשעה שברא הקב”ה את אדם הראשון נטלו והחזירו על כלאילני גן עדן ואמר לו ראה מעשי כמה נאים ומשובחין הן וכל מה

שבראתי בשבילך בראתי, תן דעתך שלא תקלקל ותחריב את עולמי, 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:

יה אתה וזרעך: ובחרת בחיים למען תח

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

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.

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.

www.cse.org.uk

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Background Information for Chanukah

National Curriculum Links:

PSHE

Pupils should be taught:


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

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Lesson 1: Chanukah and Energy Efficiency

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DearÊParents,

AsÊweÊapproachÊtheÊfestivalÊofÊChanukah,ÊweÊlearnÊaboutÊhowÊJudahÊHaÊMacabeeÊfoundÊonlyÊenoughÊoilÊtoÊlightÊtheÊmenorahÊforÊoneÊday.ÊHashemÊmadeÊtheÊoilÊlastÊ8ÊdaysÊandÊsoÊweÊcelebrateÊthisÊmiracleÊbyÊlightingÊourÊChanukiotÊforÊ8Êdays.Ê

TheÊoilÊofÊtheÊmenorahÊprovidedÊtheÊsymbolÊofÊHashemÕsÊexistenceÊinÊtheÊtemple.ÊWeÊhaveÊanÊobligationÊtoÊbringÊHashemÊinÊtoÊourÊeverydayÊlivesÊbyÊcaringÊforÊtheÊworldÊthatÊheÊgaveÊtoÊus.ÊOneÊwayÊtoÊdoÊthisÊisÊbyÊconservingÊenergyÊatÊschoolÊandÊatÊhome.

YourÊchildÊhasÊcreatedÊaÊlistÊofÊ8ÊwaysÊtheyÊareÊgoingÊtoÊconserveÊenergy.ÊEveryÊtimeÊtheyÊperformÊonÊofÊthem,ÊtheyÊshouldÊcolourÊinÊaÊsectionÊofÊthatÊcandle.ÊTheÊgoalÊisÊforÊeveryÊcandleÊtoÊbeÊcompletelyÊÞlled.ÊAtÊtheÊendÊofÊtheÊweek,ÊtheÊchildrenÊwillÊbeÊableÊtoÊplaceÊaÊßameÊonÊtheirÊcandleÊandÊwillÊreceiveÊanÊÒÊIÕmÊaÊbrightÊsparkÓÊsticker.

ManyÊthanksÊinÊadvanceÊforÊyourÊhelp

ClassÊTeacher

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Chanukiah Worksheet

The goal is to complete the entire chart (except the shammash) during the 8 days of Chanukah.

page 38Chanukiah Worksheet

We are learning to:

• investigate how we use energy in the house

• describe the ways we can be more energy efficient in our homes

• illustrate our energy efficiency over one week on a pictogram

• consider how we can be more energy efficient.

Introduction 10 minutes 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.

Main Activity and Homework 30 minutes

1. Present the pupils with a variety of light bulbs, including low energy ones, and ask:

• What are these items?

• What are they used for?

• Can the light bulbs be grouped in any way?

Pupils might sort them by appearance, but see if anyone can sort them into low energy and regular ones.

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?

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).

ConclusionFollowing 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”.

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Background Information for Tu Bishvat

Background Information

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.

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.

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:

כי יהוה אלהיך, מביאך אל-ארץ טובה:עה ובהר. המת, יצאים בבק ארץ, נחלי מים--עינת ות

בש. אנה ורמון; ארץ-זית שמן, וד ח ארץ חטה ושערה, וגפן ות

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:

טעתם כל-עץ מאכל וכי-תבאו אל-הארץ, ונ

And when you enter this land, you shall plant fruit-bearing trees… Vayikra, 19.23

This source comments on our commitment to nature:

מתחלת ברייתו של עולם לא נתעסק הקב”ה אלא במטע תחלה הה”ד )בראשית ב( ויטע ה’ אלהים גן בעדן, אף אתם כשנכנסין לארץ לא תתעסקו אלא

במטע תחלה הה”ד כי תבאו אל הארץ.

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

This midrash recalls our duty to be committed to investing in the future by planting and caring for the environment.

ח[ אמר להם הקב”ה לישראל, אעפ”י שתמצאו אותה מליאה כל טוב, לא תאמרו נשב ולא נטע, אלא הוו זהירין בנטיעות, שנאמר ונטעתם כל עץ מאכל, כשם שנכנסתם ומצאתם נטיעות שנטעו אחרים, אף אתם נטעו לבניכם,

שלא יאמר אדם אני זקן ולמחר אני מת, ולמה אני יגע בשביל אחרים…לפיכך לא יבטל אדם מן הנטיעות, אלא כשם

שמצא עוד יוסיף ויטע, אפילו זקן

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 no-one 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

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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.

אמר ליה: אמשול לך משל, למה הדבר דומה - לאדם שהיה הולך במדבר והיה רעב ועיף וצמא, ומצא אילן שפירותיו מתוקין וצלו נאה,

ואמת המים עוברת תחתיו. אכל מפירותיו, ושתה ממימיו, וישבבצילו. וכשביקש לילך, אמר: אילן אילן, במה אברכך? אם אומר לך

שיהו פירותיך מתוקין - הרי פירותיך מתוקין, שיהא צילך נאה - הרי צילך נאה, שתהא אמת המים עוברת תחתיך - הרי אמת המים

עוברת תחתיך. אלא: יהי רצון שכל נטיעות שנוטעין ממך

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

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

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National Curriculum LinksGeographyKnowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:

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 Sc2Life processes1. Pupils should be taught to:

c. relate life processes to animals and plants found in the local environment.

Living things in their environment

5. Pupils should be taught to:

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

Literacy 10. Text structure and organisation

Year 1: Attempt writing for various purposes, using features of different forms such as lists, stories and instructions

Year 2: Use planning to establish clear sections for writing

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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.

Ask pupils:

• What did the tree give to the boy?

• What did the boy give to the tree?

• 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.


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Tzedek Jewish Global Citizenship Project 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.

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The Giving Tree Cards 1

OnceÊthereÊwasÊaÊtreeÊandÊsheÊlovedÊtheÊlittleÊboy

AndÊtheyÊwouldÊplayÊhideÊandÊseek

AndÊeveryÊdayÊtheÊboyÊwouldÊcomeÊÊandÊheÊwouldÊgatherÊherÊleaves

AndÊtheÊboyÊlovedÊtheÊtreeÊveryÊmuch

MakeÊthemÊintoÊcrownsÊandÊplayÊkingÊofÊtheÊforest

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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. Ask 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.

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.

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Purim: Teachings and Practices

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:

ומשלוח מנות איש לרעהו ומתנות לאבינים:

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:

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)

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Living in a Global Community

Our lives are now more connected to lives across the world than ever before.

As Anthony Giddens explains in his definition of globalisation, there has been,

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:

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.

www.globalization101.org/issue/trade

The basic reasons for international trade are:

1. Different countries/areas have different abilities to produce different goods. Africa, for example, is well suited to producing tea and coffee.

2. Different countries have different consumption needs.

International trade spreads money and goods around the globe, though, in its current form, very unevenly.

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?

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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.

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.

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:

• 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?


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Lesson 1: Where in The World?

Where in The World? 30 minutes

1. Ask 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.

2. Make a list on the board of all the food and the countries of origin.

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. Ask 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. Ask 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.)

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?


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. As 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.

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SupermarketÊpaysÊfeeÊtoÊfarmer

ConsumersÊpurchaseÊapplesÊfromÊsupermarket

RipeÊappleÊisÊpickedÊbyÊseasonalÊfarmÊworker

ApplesÊareÊpackedÊandÊboxedÊbyÊpackers

AppleÊTreeÊisÊplantedÊinÊanÊorchardÊinÊFranceÊ

BoxesÊareÊtransportedÊtoÊsupermarketsÊbyÊ

shipÊandÊair

My Apple Worksheet Example

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Background Information for Pesach

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

בכל דור ודור חיב אדם לראות את עצמו כאלו הוא יצא ממצרים

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.

...שבעת ימים תאכל־עליו מצות לחם עני כי בחפזוןך מארץ יצאת מארץ מצרים למען תזכר את־יום צאת

מצרים כל ימי חייך:

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:

וגר לא תלחץ ואתם ידעתם את־נפש הגרכי־גרים הייתם בארץ מצרים:

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)

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:

www.stopthetraffik.org

there are more ‘slaves’ now than there were during the trans-Atlantic slave trade and, according to the texts above, we are not allowed to ignore their plight.

Children at the Seder Meal

קא מדלי תכא מקמיה. רבה, חזא ד אביי הוה יתיב קמיה ד אמר להו: עדיין לא קא אכלינן, אתו קא מעקרי תכא מיקמן?

אמר ליה רבה: פטרתן מלומר מה נשתנה

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)


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1 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.

2 Literally ‘What distinguishes’. The first line in Hebrew of the four questions that are traditionally asked by children at the Pesach seder.


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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:

מה נשתנה הלילה הזה מכל הלילות? שבכל הלילות אנו אוכלין חמץ ומצה. הלילה הזה כלו מצה:

שבכל הלילות אנו אוכלין שאר ירקות הלילה הזה מרור: שבכל הלילות אין אנו מטבילין אפילו פעם אחת.

הלילה הזה שתי פעמים: שבכל הלילות אנו אוכלין בין יושבין ובין מסבין.

הלילה הזה כלנו מסבין:

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)

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.

There is no doubt that children take centre stage at the seder. Even the quiet ones need to be encouraged to actively participate:

ך, ביום ת לבנ ושאינו יודע לשאול, את פתח לו. שנאמר: והגד ההוא לאמר: בעבור זה עשה ה’ לי, בצאתי ממצרים:

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)

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.

שך. חה, לא יאכל אדם עד שתח ערבי פסחים סמוך למנ ואפלו עני שבישראל לא יאכל עד שיסב. ולא יפחתו לו

מארבעה כוסות של יין, ואפלו מן התמחוי

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)



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3 Literally ‘the telling’. Name given to the book used as a guide for the Pesach seder.

Notes

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Why Are Children’s Rights Needed? 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.

Ensuring that children’s rights are enforced should offer them:

• protection from discrimination, abuse, neglect and exploitation

• provision of a decent standard of living

• participation in community activities and programmes.

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

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 Unit 07: Children’s rights – human rights

Children should learn:

• to understand the difference between wants, needs and rights

• about basic human rights

• that rights come with responsibilities

• that their actions affect themselves and others

• 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


Citizenship:

Pupils should be taught to:

1a) to think about themselves, learn from their experiences and recognize what they are good at

2. Pupils should be taught:


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]

QCA Schemes of Work for Citizenship at key stages 1 and 2 Unit 07: Children’s rights - human rights

Section 3: Taking responsibility


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Lesson 1: Pesach and Children’s Rights We are learning to:

• identify and define what a child needs to have a dignified and secure life

• 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.

Introduction – Cinderella and Rights

Read pupils a version of the story of Cinderella. You can access a version on the CBeebies website:

www.bbc.co.uk/cbeebies/stories/cinderella.shtml

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

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.


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Lesson 1: Pesach and Children’s Rights 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. Allow 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:

www.sendmyfriend.org/teaching-resources/case-studies

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.


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.Pe

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Lesson 2: Pesach and the Right to Educate 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: Every 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?

• What question words do we use?

2. Sing Ma Nishtana with the class and think about what questions they are asking.

3. Ask pupils about their experiences of saying Mah Nishtanah at the seder table.

• 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?

• 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.


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Lesson 2: Pesach and the Right to Educate

Main Activity – My Ma Nishtanah 20 minutes

1. Ask 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.


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.

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For there will never cease to be needy ones from the midst of the land, which is why I command you:

open your hand to your fellows, your poor and your needy in your land.

(Deuteronomy, 15:11)

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KS1Our Home Information Sheet

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Our Home Information Sheet A Child living in a shack, or in other types of temporary housing, shares one room with their entire family.They might have one bed where some of the people sleep – the others have to sleep on the floor.They do not have running water – they have to fetch water from a communal tap or a well.They have to make a fire to cook their meals outside the shack.

They probably never have fruit or vegetables or any treats. They eat the cheapest food their family can get hold of – bread or rice or something similar, depending on where they live. They probably only have one meal a day, or sometimes there might be nothing to eat.They could have a large family – some poor parents have many children so that they can help and provide for them when they are old. If parents can’t afford school fees, children can’t go to school. Some children help their parents to earn money by selling items or working on a farm.There aren’t many safe places to play in a slum – there may be open sewers if there are no proper toilets and crime may also be a problem.There may be no place where people can have privacy and space, and in the winter it is very cold and in the summer, very hot.

© AP-PA Photos

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Good Home Worksheet

Television

Toilet

Cooker

Telephone

Wardrobe

Electricity

Tenancy

Fridge

Furniture

Use this space to draw/write anything else you think a good home needs.

Enough space for everyone

Place to eat meals

A place to sleep

Strong building

Access to water Illustrations © Peter Williamson

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Invitation

Dear

You are invited to my party!

Date:

Place:

Time:

Rsvp:

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Invitation Template Cut out the invitation, fold along the dotted line and glue together.

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My Menu Starters

Main Courses

Desserts

Hot Drinks

Cold Drinks

Menu Template Cut out the menu, fold along the dotted line and glue together.

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Chanukiah WorksheetThink 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.

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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

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© Tzedek Jewish Global Citizenship Project 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.

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Once there was a tree and she loved the little boy

And they would play hide and seek

And every day the boy would come and he would gather her leaves

And the boy loved the tree very much

Make them into crowns and play king of the forest

Time went by and the boy grew older

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One day the boy came to the tree and the tree said, “come boy climb up my trunk”

The boy stayed away for a long time

The boy gathered up her apples and carried them away to sell for money

The boy cut down her trunk and made a boat and sailed away

The boy cut off her branches and carried them away to build a house

After a long time the boy came back again and the tree said, “come boy, come sit down and rest,“ and the boy did

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.

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Supermarket pays fee to farmer

Consumers purchase apples from supermarket

Ripe apple is picked by seasonal farm worker

Apples are packed and boxed by packers

Apple tree is planted in an orchard in France

Boxes are transported to supermarkets by

ship and air

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Documents

KS1 A Teacher Resource for Key Stage 1 Jewish …tzedek.org.uk/public_resources/pdf/Jewish-Festivals...Jewish Festivals A Teacher Resource for Key Stage 1 A Teacher Resource for Key