jewish kids exploring the world TEACHERS’ GUIDE

Lesson Plans B ab agaNewz Highlights Nisan 5766/April 2006 Kid Power • Page 4 Recources on Israeli Elections Nick Moore: Journey of a Lifetime Visit www.babaganewz.com/teachers for Create a mural to pass on important aspects of material about ’s March 28, 2006, Jewish heritage. elections. The available resources will help you introduce your class to the personalities Torah Page • Page 5 and issues guiding Israel’s politics. Leaving Egypt Examine illustrated Haggadot to explore how to Web Conference: BABAGANEWZ’s cultivate the feeling of having been personally Resources for Teaching Israel freed from slavery. On Wednesday, March 29, 2006, from 2:00 to 3:00 p.m., you are invited to join S p o t l i g h t • P a g e s 6 – 7 BabagaNewz Senior Educator, Lisa Micley, Ari Pinchot: Paper Clips Producer to talk about the teaching of Israel using Design memorials for victims of the Shoah and the rich and varied materials published in plan to commemorate Yom Hashoah. BabagaNewz magazine over the past five years and on the BabagaNewz web site. Discuss Q u i z C e n t ral • Page 8 your approach to teaching Israel with other What Do You Take on a Stroll Down Jewish educators and learn how you can find Memory Lane? resources to help you meet your teaching needs. For more information or to register, Circulate through a station game to study text write to [email protected]. hr5yk1z4 and complete activities related to different approaches for preserving memories. BABAGANEWZ Memories R emembrance W . O . W . • P a g e 9 Remember a great lesson or activity using The Torah reminds us to impress upon our memories the most Eidetic Memory B ab agaNewz? We would love if you shared your memories with us. Visit the teachers’ pivotal and identity-shaping Play a memory game to compare the message board at www.babaganewz.com/ experiences of our burgeoning importance of eidetic memory with other teachers to post some of your experiences nation in the wilderness. methods of learning and absorbing information. using the magazine, teaching lesson plans, Receiving the Torah at Sinai, C h e ck i t o u t • P a g e 1 0 and incorporating the web site in your committing to sanctifying classrooms. Educators across the United Shabbat, questioning God with Using Your Digital Memory States can learn from the memories of the Golden Calf, and standing up Design mock web pages to record memories. successes that you post! to the nation of Amalek—these episodes are the foundation of holiday Fea t ure • Page 11 who we are as a people and Pathways to Freedom how we build our relationship Compile a scrapbook celebrating exoduses both with God and with the world in Jewish history and personal family history. around us. During the month Check out of Nisan, we relive the memory i S r a e l F e a t u r e • P a g e s 1 2 – 1 3 the teachers’ section of of the Exodus from Egypt, The Song That Moves a Nation www.babaganewz.com! fundamental to so many mitzvot. Password: eggplant Commemorate Yom Hazikaron, Israel’s By remembering how God Memorial Day, by analyzing a classic Israeli redeemed us from slavery and ballad about military heroism and sacrifice. brought us forth to freedom, we are inspired to worship God as N e w s ’ N ’ V i e w s • P a g e 1 4 a unified, compassionate, and The Cartoon Intifada moral nation. Evaluate opinions, based on Jewish values, about the publication of a political cartoon BabagaNewz is a project initiated and funded depicting Mohammad. by The AVI CHAI Foundation and published in partnership with Jewish Family & Life! H o t S t u f f UICK START l N I S A N 5 7 6 6

Zakhor: Q Remember! This Month’s Music The Jewish calendar is Shortcuts Track 13: “Part of a Chain” like a scrapbook of Jew- ­performed by Robbo N i ck M o o r e : J o u r n e y ish history—each festival a o f a L i f e t i m e l Why does the song use the reminder of the blessings Listen to “Part of a Chain,” track and miracles God bestows image of a chain? What charac- 13 on the Babapalooza! CD. What on us and each fast a com- teristics of a chain make a chain does the song mention? memoration of a national chain an appropriate meta- calamity. While most of the Study Pirkei Avot 1:1 and read phor for Jewish heritage? the Kid Power article on page 4 of commemorations that we l How do the voices singing BabagaNewz. How are the themes recognize throughout the the song contribute to its year were instituted in the from the song reinforced by the message? Torah and ancient times, mishnah and the article? What several upcoming dates can you do to make sure that the l What can you do to make sure mark more recent episodes chain continues? that the chain doesn’t break? in our national history. Track 14: “Generations” performed by Blue Fringe Yom Hashoah (Holocaust Remembrance Day, 27 l The chorus includes the Hebrew verse that means, “From Nisan) and Yom Hazikaron generation to generation, we will speak about Your great- (Israel’s Memorial Day, 4 ness.” How is this verse expressed in our generation of Jewish Iyar) provide us with the people? How was it expressed in previous generations? opportunity to reflect on l The first stanza includes the lines, “It’s a memory I don’t and remember some of our recall, but it keeps me wandering through desert sand.” What most harrowing and most heroic times. With these is odd about this line? What do you think this memory is? days comes the obligation Where is the narrator wandering? not only to remember the Track 15: “Children of Freedom” from the concert “350 Years in individuals who lost their Song: A Celebration of Jewish America” lives during the Holocaust l  or during Israel’s ongoing How is this song a commentary on the verse cited on the battle for existence, but also Torah Page? to remember the reason l How does freedom help us do the challenging work of for remembering. Juda- ­“repairing the world through freedom’s eyes”? ism trains us to remember for the sake of learning. By remembering our past, we been at the Exodus. What type learn how to treat others, of sight seen now could trigger Step Into how to serve God, and how the Value to strive to make the world “memories” of the Exodus from better. Memories must Egypt? The month of Nisan affords many must inspire our actions. opportunities for reinforcing the The Song That M ov e s a N at i o n value of zekhirah. Below are three H. ag Kasher V’Sameah.! To r a h Pag e Read the article on pages creative projects to extend your Have a happy Pesach, study of remembrance. Study the text from Midrash 17–19 of BabagaNewz. Arrange Tanh. uma Parashat Shelah . (see a dramatic reading of the song l Jewish Heritage and page 5). Ask students why they “Ballada Lah. ovesh.” Assign History Tours Tammie Rapps think sight triggers memory. some students to read the lyrics Together with your students, Teachers’ Guide Editor Study the text, cartoon, and while others pantomime the identify and research notable [email protected] commentaries on the Torah Page. actions. Incorporate the dramatic sites that help tell the Jewish Then ask students to sketch what presentation into a ceremony for story of your neighborhood or city.  they would have seen if they had Yom Hazikaron. Train students to be tour guides BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 Don’t forget to check out the Teachers’ Section of our website at www.babaganewz.com/teachers! Password: eggplant UICK START l N I S A N 5 7 6 6

Q- T IP Pressed for Of Heroes, Hooks, and Time? isan ­Heirlooms by Faye Silton N Ask students to study the As part of her class’s Heri- cover of the magazine. How To Do List: tage Project, Mia is asked does it use visual humor q Cut out the Seder Lingo to bring in old family photos. to teach a point about the cards on pages 10 and She has only one photo, value of the month? 11 of BabagaNewz. Print which is shrouded in mystery. out additional cards at She is afraid to ask her www.babaganewz.com. parents about it because of Memory Mats—ideas for the pain her questions might personalizing the Seder table with q Plan a school-wide pro- cause. Perhaps the photo laminated collages celebrating gram to honor Israel’s itself contains clues that can family memories. fallen heroes on Yom reveal the answers to Mia’s Hazikaron. Pesach Welcome Kits— questions about her family’s instructions for preparing a q Prepare a bulletin history. Use the study guide welcome basket for when family board to track the available to print at www.babaganewz.com/teachers to pre- and friends visit for Pesach. counting of the omer. pare activities, discussions, and projects based on this novel. Pesach Mini-Lessons—a series of q Order copies of the To order Of Heroes, Hooks, and Heirlooms, visit short, creative ideas for teaching Book of the Month from www.bababookz.com or call 1-800-583-2476, option 4. elements of the Seder and www.bababookz.com. reviewing the themes of Pesach. q Print the worksheets and take parents, community l Vehigadeta L’vinkha Pesach Crafts—creative ways to and sources available members, or other classes on a Storytelling Café liven up the Seder with origami at www.babaganewz. tour exploring your area’s Jewish Plan an intergenerational evening jumping frogs and handmade com/teachers. heritage. As an alternative, create in which students assume the pillow covers. q Send your students a brochure that can facilitate a voice of a family member and tell Omer Counter Scroll Craft—steps to explore the Pesach self-guided tour and distribute it a significant family story. Be sure for creating a colorful omer counter Central section of in your school or synagogue. that students collect the stories to follow the counting of the omer. www.babaganewz.com. from family members, script l Mini-Memorial Gardens their retelling of the story, and q Clean your classroom If your ceremony for either Yom rehearse. After students perform, Coming Next for Pesach. Hashoah or Yom Hazikaron includes open the mike for any parents or lighting yahrzeit candles in memory Month q Print the lyrics for the grandparents who would like to of the dead, use the empty jars or Ah.dut, unity, is the theme for the zekhirah songs, tracks share a story. Remember to limit cans that remain after the candles Iyar issue of BabagaNewz. Look 13, 14, and 15, from speakers’ time in a friendly, but burn down to create an everlasting forward to an interview with Ricky the Babapalooza! CD. firm way. memorial. Collect seeds and soil Ullman of the Disney Channel’s q Collect yahrzeit can- to plant a mini-memorial garden in “Phil of the Future,” an original dles, seeds, and soil the jars. Discuss with your class why Celebrate play for Yom Ha’atzmaut, and the for a Yom Hashoah plants are an appropriate memorial announcement of the winners Enhance your teaching of Pesach commemoration and for the dead. How does a garden of the BabagaNewz and American with the following holiday memorial garden. ensure that we do not forget the Greetings Design a H.anukkah activities, available to print at individuals who perished? Why Card Contest. For a preview of the q Teach the Hebrew www.babaganewz.com/teachers: is planting in the empty yahrzeit complete contents of the issue, ­adaptation of the tins an appropriate use of these visit www.babaganewz.com/ ­Israel feature. vessels? teachers.

Don’t forget to check out the Teachers’ Section of our website at www.babaganewz.com/teachers! Password: eggplant k id p o w e r LESSON PLAN BY L eora S chaefer

“Nick Moore: Quotes & Questions 3. After reading the article, ask the class: Journey of a “Each synagogue’s story is like a page in the ever- Why was it important for Nick’s father to take unfolding history of the Jews. ‘Each has an inter- him on this journey before his bar mitzvah? Lifetime” esting story behind it,’ says Nick, ‘and those stories [Nick’s father wanted him to explore an important reflect the unique history of the neighborhood, the part of his Jewish heritage.] Magazine page 4 congregation, and the Jewish people.’ ” What does the word “heritage” mean? In this article, students meet Do you know the history of your family’s syna- How are the synagogues that Nick visited part of Nick Moore who published a gogue? his heritage? book about his travels with How is the history of your congregation a reflec- his father across the globe to tion of the larger Jewish community? What does it mean to pass on one’s heritage from one generation to the next? visit synagogues and Jewish “Although he’s visited synagogues around the communities. In this lesson, world, Nick most enjoys visiting Beth Israel in What are some aspects of Jewish heritage that students will learn about Scotch Plains, New Jersey, where his father grew your family has transmitted to you? how one father passed on up. ‘It might not be the most historic synagogue,’ What are some aspects of your Jewish heritage his Jewish heritage to his he explains, ‘but it’s the one I’m most connected to that you would want to pass on to the next gen- son. Students will then think through my family history. I am indebted to this eration? place because the love of Judaism that my father about aspects of their Jewish passed on to me was surely given to him in large How does heritage get passed from one genera- heritage that they want to part by the people, the friends, and the teachers at tion to the next? [language, ritual, song, food, sto- pass on to future genera- Beth Israel.’” ries, art, etc.] tions. Students will create a 4. Study the Jewish text cited below. Is there a synagogue that you feel very connected picture for a mural that they to? Why? 5. Divide the class into small groups. Each group would want in their syna- should pick one piece of Jewish heritage that the If not, how do you think that you can cultivate gogue or school to educate members think is very important to pass on to this type of connection? others about the importance the next generation. Instruct each group to create of Jewish heritage. “Nick discovered loads of historical tidbits through- either a painting or a drawing that it would like to out his travels, but the most important lesson he place in the synagogue or school to share that aspect Objectives learned is that, as Jews, we’re not just members of of Jewish heritage with students who will walk L Students will define the word our own synagogues. We are all members of the through the halls of the building in the future. greater Jewish community. ‘It’s not only about the heritage. Where in the synagogue or school would you synagogue where you belong,’ says Nick.… ‘Even in L Students will identify aspects want to display your work? Why? Rome, I felt a connection when they began singing of their Jewish heritage that the Amidah,’ he says with awe.” Jewish Texts they would want to transmit to future generations. Have you ever been to a synagogue other than Pirkei Avot 1:1 L Students will create paint- the one that you usually attend? What were the Moshe received the Torah from Sinai and handed it down ings and/or drawings that similarities and differences between the syna- to Joshua; and Joshua to the Elders; and the Elders to illustrate an aspect of their gogues? the Prophets; and the Prophets handed it down to the Jewish heritage that they feel Activity: Tradition Transmission members of the Great Assembly. is particularly important. 1. Ask the students to think about how many syna- What do you learn from this text about the Vocabulary gogues they have visited. Ask the class to share importance of transmitting important aspects ts33=n4 tyB2 synagogue where some of the synagogues were; to think about of Judaism from one generation to the next? what all the synagogues had in common; and to list hr5osm4 tradition any of the differences they can recall. Record these How could you write a continuation of this mishnah­ so the transmission reaches you? hv5r5om heritage responses on the board. 2. As a class, read the article “Nick Moore: Journey of a Lifetime” on page 4 of BabagaNewz. Use the Quotes & Questions above to guide discussion.

Send your students to babaganewz.com to meet Nick.

 BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 t o r A H P A G E LESSON PLAN BY M A R I L Y N Z . F I N E

Torah Page Activity: The Power of a Picture Jewish Texts 1. In preparation for this lesson, ask each student to Devarim 16:1–3 Magazine Page 5 bring to class two photographs of a family life-cycle Observe the month of Aviv, and keep the Pesach to God Verse: “In every generation, event or trip. your God, for in the month of Aviv, God your God took you you must see yourself as Begin the lesson by breaking the class into small out of Egypt at night. And you shall sacrifice the Pesach if you came out of Egypt.” groups and asking the members of each group to offering to God your God, of sheep and cattle, in the (Mishnah Pesah.im 10:5 and share their pictures with one another. They should place where God will choose to establish God’s name. the Pesach Haggadah) identify the people in the photographs and tell You shall not eat h.ametz with it. Seven days you shall where and when the pictures were taken. Then call eat matzah with it—the bread of affliction—because you In this lesson, students will the class together again. Ask the students: hastily left the land of Egypt; so that you remember the be invited to share family Why did you or your family members take those day you left the land of Egypt all the days of your life. photos and recall the events photographs in the first place? or circumstances around What does the text command the Jewish people Why did you choose these particular photo- which the pictures were to do in order to remember the Exodus? graphs to bring to class? taken. This will prompt a How might these actions lead to remembrance? Have you ever seen family pictures of people discussion of the importance Why should one remember such an event “all whom you, or perhaps even your parents, never of memory in shaping an the days of your life”? knew? Where did you see the picture? How did individual’s personality and you feel when you saw it? Why? How can we—now—remember the Exodus every world view. Students will then day? examine illustrated Haggadot How can a person “remember” a time, place, or person whom he or she has never seen? [by hear- Ecclesiastes 2:16 and consider how Pesach ing stories about it/ him/ her; by imagining what it That which is now, in the days to come, shall all be helps one feel the experience was like to have had that experience] forgotten. of leaving Egypt, and why that How does such a “memory” make one feel? feeling is important. Do you agree with this statement? Why or why [potentially, more attached to an otherwise not? Objectives unknown person or place] How can an individual or a group keep this state- L 2. Show pictures from illustrated Haggadot. Some Students will discover that ment from coming true? memory is about what we con- recommended choices include: The Passover Hag- sider important to pass on from gadah by Menachem Hacohen; The American Her- What is the role of tradition in preventing the one generation to the next. itage Haggadah by David Geffen; The Holocaust statement from coming true? Haggadah by Rabbi Gershon Weiss; and The Katz L Students will be able to Midrash Tanhuma, Parashat Shelah 15 Haggadah by Rabbi Baruch Chait. Ask the class . . express why remember- Sight makes you recollect. ing important events in our what they think prompted the illustrator who drew individual and collective lives the artwork or the editor who chose the photos and What is the relationship between sight and helps shape our identities. illustrations in the Haggadot to make the choices memory? that he or she made. L Students will delineate how What other senses are powerful triggers for remembering the Exodus is an What effect do the pictures have on someone memory? important model for remem- who looks at the Haggadah? bering other important events How is sight used in the Pesach Seder to inspire How do you think someone who uses one of in our family histories. us to feel as if we were taken out of Egypt? these Haggadot at the Seder would feel? Vocabulary How are our other senses incorporated into the Which Haggadah do you find the most appeal- Pesach Seder? Nor=5z1 memory ing or interesting? Why? Vayikra 19:34 positive 3. Study the text on the Torah Page, as well as the yb1WYj1 The stranger that dwells with you should be to you as other Jewish texts cited below. yl1yl1v4 negative one born among you, and you should love the stranger Think about what we discussed about family as yourself, because you were strangers in the land of photos. Why did the rabbis feel that it is essen- Students can post their Egypt.... tial for an individual to feel as if he or she had own comments about personally left Egypt? What role does memory play in this text? the Torah Page text on the message wall at How can these Haggadot help inspire or enhance How does Judaism turn the negative memory of babaganewz.com. that feeling? slavery into positive behavior? What other rituals or customs associated with  Pesach inspire the feeling of having been there BABAGANEWZ at the Exodus? TEACHERS’ GUIDE N I S A N 5 7 6 6 sp o t l igh t LESSON PLAN BY T ammie R apps

“Ari Pinchot: Quotes & Questions Do you think that empathy is important for Paper Clips “ ‘I think films take people on journeys. They have learning about the Holocaust? Why or why not? the ability to teach something in a firsthand way, Has the Shoah affected your family? How? Producer” to help you experience something as if you’re there. Movies can be an important tool in teaching his- If your family did not directly suffer during the Magazine pages 6–7 tory, because a child sitting in a dark theater watch- Shoah, how can you create a personal connec- The interview with Ari Pinchot, ing a film is able to personalize and absorb those tion to the victims? Why is that important? producer of the documentary messages.’ ” Activity: Remembering 6 Million Souls Paper Clips, highlights how a Have you ever seen a documentary film? Which 1. At the beginning of class, place a jar filled with film about students fromW hit- one? Did you enjoy it? Why or why not? paper clips in the front of the room. After students enter class, have each guess how many paper clips well, Tennessee, who created a Have you ever learned something new from a are in the jar. When all the students have guessed, memorial to educate themselves film? reveal the true number of clips in the jar and then and others about the Holocaust, How do movies have the power to make history ask: is a powerful reminder of the personal? terrible effects of intolerance How many of these jars full of clips would we “ ‘I think it was inspiring to see these individuals need to get one million paper clips? and bigotry. This lesson is going out of their way to collect so many paper How many would we need to get 6 million paper structured to be done either in clips in memory of the victims of the Holocaust; clips? parts or in its entirety. In the after all, the students had no real cultural connec- first section of the lesson, stu- tion to those who died. And yet, the kids launched Does that number surprise you? Why? the project because they overlooked their cultural dents discuss the importance We will now read an article about a film that differences with the victims to see their shared of remembering the Shoah and documents a school’s project to collect 6 million humanity.’ ” design their own conceptions paper clips. When you hear the number “6 mil- of a memorial for the victims of What might surprise people about the proj- lion,” what comes to mind? the Shoah. In the second part ect that the students in Tennessee undertook? 2. Read the article on pages 6–7 of BabagaNewz. of the lesson, students consider Why? Use the Quotes & Questions to help guide your the goals and content of their What does it mean to have a cultural connection class discussion of the article. proposed memorials to help to someone or something? What about the article did you find the most them plan an appropriate com- Do you feel a cultural connection to the victims interesting? memoration of Yom Hashoah. of the Holocaust? Why or why not? Do you feel What about the article did you find the most sur- another type of connection to them? If yes, what prising? Objectives is it? L Students will sketch ideas for a What about the article did you find the most “ ‘It’s a lesson about the effects of intolerance and Holocaust memorial. inspiring? bigotry. It teaches the importance of respecting L Students will express why remem- people and breaking down stereotypes. People 3. Study and discuss the Jewish text cited below. bering the Shoah is important. must understand that we share a common bond: How does the text help explain the reasons for L Students will develop an activity We’re all human beings.’ ” creating memorials for the Shoah? or program to help commemo- How does the film Paper Clips teach these rate Yom Hashoah. What, other than a physical structure or sculp- ­lessons? ture, can serve as a monument or memorial to Vocabulary Have you ever witnessed intolerance and/or big- the Shoah? memorial Nor=5z1 tb3[3m6 otry of any sort? Was it directed at you? If yes, 4. Ask students to imagine that they, like the mid- yt1d5WeT4 fr3s3 documentary how did you feel as the object of the intolerance? dle schoolers in Whitwell, Tennessee, are to create If not, how did it feel to see others being treated a memorial for the victims of the Shoah. ha5ov holocaust with prejudice? Why do you think it’s important to remember past rb5e5 How do you think that each of us can help remind the Shoah? ourselves and others about the common bond dyt1e5 future Divide the class into small groups to discuss the that Ari speaks about in this quotation? following questions and to draw a sketch of their “ ‘No, my family was not affected by the Holocaust proposed memorial. The teachers’ section of and without that personal connection, I’ve strug- www.babaganewz.com includes links to various gled to empathize with those who suffered.’ ” Holocaust memorials around the . What does the word “empathize” mean? You may want to distribute images of some of these  BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 memorials for students to reference while design- ing their own unique memorials. What would your memorial look like? How can the design of the memorial reflect the identity of its creators (i.e., how can the fact that you are Jewish students in grade x be reflected in the project)? What shapes or images would you include? Where would the memorial be situated? What materials would you use to create the memorial? How would it memorialize the individuals who perished during the Shoah? How can it also rec- ognize the vast number of Jewish people who were murdered? What would you name your memorial? Would you include any written text on the memorial? If yes, what would it be? If not, why not? Invite the groups to share their ideas with the rest of the class. 5. Now that your students have designed large- scale memorials, explain that they will incorpo- rate some of their ideas into creating a meaningful How can we incorporate one or some of the tra- program to help in the school’s commemoration ditional Jewish ways to remember the dead into of Yom Hashoah, Holocaust Remembrance Day. our commemoration of Yom Hashoah? Brainstorm your class’s involvement in a com- Jewish Texts memoration with the following questions. After Isaiah 56:5 you brainstorm, assign tasks to groups of students And to them will I give in My house and within My walls a to help implement their ideas. memorial and a name.... I will give them an everlasting What can we do to help the school and our class name that shall not be cut off. get a grasp on the number “6 million”? What are the Hebrew words for “memorial” and Why is it important to be able to get a sense of “name” in this verse? [yad vashem; This verse is that number, but also understand that it repre- the source for the name of the Holocaust memorial sents 6 million individual souls? and museum in .] How can we make sure that the number is not Why do you think that the word “yad” is used to just a number? mean memorial? What are traditional Jewish ways to memorial- What does it mean to give someone a name? ize the dead? [lighting a yahrzeit candle; learning Why does the verse emphasize that it will be “an Torah in someone’s memory; donating tzedakah everlasting name that shall not be cut off ”? in memory of the deceased; naming a baby after someone who has died, etc.] Why do you think that these have become ways to remember peo- ple who have died?

 q u i z c e n t r a l LESSON PLAN BY S arah M iller and S arah W eiss

“What Do You ACTIVITY: preserving the past What do you think is the difference between Take on a Stroll 1. Instruct students either to take the quiz on remembering and not forgetting? page 8 of BabagaNewz or complete it online at What are the ways that you preserve memories Down Memory www.babaganewz.com and print their scores. After in your heart? Lane?” they have scored themselves, divide the class into three groups based on the results of the quiz. How, in Judaism, do you think both aspects of the Ramban’s comment are reflected? Magazine page 8 2. Send each group to a different section of the room where you will have a specific task await- Think of an important family memory that you This month’s quiz about ing them. Instruction sheets for the tasks and any cherish. Record it on a piece of fabric or ribbon zekhirah invites students to supplementary materials are available to print at and tie it into a “forget-me-knot.” Affix the “for- determine the way in which www.babaganewz.com/teachers. Although stu- get-me-knot” to a place that reflects the signifi- they are most likely to relate dents will begin with the task that corresponds to cance you place on the memory. to their memories. In this les- their result from the quiz, they will also have an Station Three: Camera opportunity to rotate through the other stations son, students will visit three “Remember Shabbat to sanctify it” (Shemot 20:8). stations to study Jewish texts and complete the other tasks. Give groups six or about memory and complete seven minutes at a station before you announce the What does the word “sanctify” mean? time to rotate. three activities that reflect How does remembering Shabbat help make it different approaches to hold- Teaching Tip . holy? For this lesson you will need to prepare the stations in advance. The ing on to personal memories. What are ways that you “sanctify” the memories following materials are used in the activity: To conclude the lesson, that you hold dear? students will consider how l Ribbon or strips of fabric Help create a class memory book. On a sheet of Jewish tradition encourages l Markers that can be used on ribbon or fabric paper, write a positive memory that you have preservation of collective l Construction paper or scrapbook paper of this year. It may focus on other people in the Jewish memories. l Markers, crayons, pens, and pencils class or on an event or activity. Consider how l Stickers, glitter, and other embellishments (optional) you can design the page to make it special. How Objectives does designating a book for class memories help l Memory book folder L Students will discover their to sanctify them? How might the way you design own preference for how to the page sanctify the memories? Put your com- remember the past. At each station, students will study a text, do a brief pleted page into the class memory book folder L Students will complete three activity, and have a short discussion. at this station. activities related to remem- Station One: Cell Phone 3. To conclude the lesson, gather as a class to dis- bering the past. “And you shall tell your child on that day…” (Shemot 13:8). cuss the Jewish text cited below. Vocabulary We have talked about personal memories. We This text refers to the Exodus from Egypt. Why to tell will now study a text that reminds us of impor- Myr1W

“Eidetic Quotes & Questions 3. Study and discuss Pirkei Avot 2:10–12. Memory” “Between 2 and 10 percent of preadolescents are 4. Tell students that you want to compare the learn- eidetikers, but eidetic memory fades with age… ing styles of Rabbi Eliezer ben Hyrkanos and Rabbi probably because the hippocampus, the part of magazine Page 9 Elazar ben Arakh. the brain that forms, sorts, and stores memories, Instruct students to take several minutes to draw This article explores the phe- learns to store information in different ways as we a picture of a waterfall—without referring to a grow older. Think about it: If we remembered every nomenon of eidetic memory picture of one—using as much creativity as they minor detail of every day, our brains would become and the relationship between can. Then instruct students to draw another pic- cluttered.” having an excellent memory ture of a waterfall. However, this time they will and the ability to organize Do any of you think you are eidetikers? look at a picture of a waterfall (available to print at information. In the lesson, What would it feel like to remember every minor www.babaganewz.com/teachers) and try to repli- students will play a game detail of every day? cate the picture. Give students 60 seconds to look at the picture and then several minutes to draw from to demonstrate how eidetic What percentage of the day/week/month/year memory. memory functions. They will do you think you remember and what percentage Invite students to share their drawings. then study a text from Pirkei do you think you forget? Which of the two pictures do you like better? Why? Avot and participate in a Many people believe that memories help to cre- drawing activity to evaluate ate your identity. How do the things you forget Which picture more closely resembles Rabbi the importance of eidetic also contribute to your identity? Eliezer ben Hyrkanos’ learning style? memory relative to other “Even though eidetic memory can’t be learned, peo- Which picture more closely resembles Rabbi styles of absorbing informa- ple can improve their memories using mental tricks. Elazar ben Arakh’s learning style? tion and learning. Before the volumes of Mishnah and Talmud were Rabbi Yohanan ben Zakkai had more praise for written down, they were ‘oral Torah’ and had to be . Rabbi Elazar ben Arakh. Based on the drawing Objectives memorized. They were taught from one person to activity you just did, do you agree with him? Why L Students will evaluate the role another, often using mnemonic devices (sentences, or why not? memory plays in our lives as words, or letters used to help remember).” both humans and Jews. Jewish Texts What are some examples of mnemonic devices? L Students will compare two [See www.babaganewz.com/teachers for a list of Pirkei Avot 2:10–12 different aspects of learning— some Jewish mnemonic devices.] Rabban Yoh.anan ben Zakkai had five students. They were memorization and personal Rabbi Eliezer ben Hyrkanos, Rabbi Yehoshua ben Hananiah, interpretation. Why do you think they help a person remember? . Rabbi Yose the Kohen, Rabbi Shimon ben Natanel, and Vocabulary What are other ways to help people remember? Rabbi Elazar ben Arakh. [Rabban Yoh.anan ben Zakkai] My1m6 l<6m6 waterfall What is more impressive to you: someone who used to praise them: Rabbi Eliezer ben Hyrkanos is like a can memorize a big piece of text or someone cemented cistern that loses not a drop.... Rabbi Elazar ben wordplay Myl1m1 qj6c4m1 who has interpretations and ideas on that text? Arakh is like a spring flowing stronger and stronger. h<3 le6B4 doml4l1 to Why? ­memorize He used to say: If all the sages of Israel were on one pan Activity: Cisterns and springs of a balance, and Eliezer ben Hyrkanos were on the other, 1. Distribute the first memory list for this game he would outweigh them all. Abba Shaul said in his name: to every student (available online to print from If all the sages of Israel, with even Rabbi Eliezer ben www.babaganewz.com/teachers). Give students 30 Hyrkanos among them, were on one pan of the balance, seconds to study the list. Allow them one minute to and Rabbi Elazar ben Arakh were on the other, he would write down all the names they remember. Distrib- outweigh them all. ute the second list (also available online). Give stu- dents 30 seconds to study the list. Allow them one How does a “cemented cistern that loses not a Send students to minute to write down all the names they remember. drop” describe Rabbi Eliezer ben Hyrkanos’ learn- babaganewz.com to Compare scores between trials one and two. ing style? Is this praiseworthy? Why or why not? test their memory Which list was easier to remember? Why? How does a “spring flowing stronger and stron- skills with an array of ger” describe Rabbi Elazar ben Arakh’s learning memory games. What does this tell us about how our mind and style? Is this praiseworthy? Why or why not? memory work? What do you think was special about Rabbi Eliezer If you looked at the list one more time, do you ben Hyrkanos that made him outweigh everyone? think you could remember all of the words? Why do you think Rabbi Elazar ben Arakh out- 2. Read the article and discuss the Quotes &  weighed even Rabbi Eliezer ben Hyrkanos? ­Questions above. BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 c H e c k i t o u t LESSON PLAN BY S arra A lpert

“Using Activity: Design Your Own “Web Pages” L Haggadah Highlights: Students can post their feelings about and interpretations of different sections of the Teaching Tip . Your Digital Haggadah. They can respond to each other’s thoughts Memory” Below you will find general instructions for the lesson along with or post questions for other students to respond to about ideas for possible content for the assignment. While the lesson has different parts of the Seder. students work on paper, it would be an exciting and appropriate cul- Magazine pages 12–13 L mination to this activity if your school or synagogue’s webmaster Tools of the Jewish Trade: Instruct students to choose a Pesach symbol or Jewish ritual item that is meaningful This article presents differ- could create dedicated space for your class to post online journal to them. They should then use that symbol or object to ent ways for students to use entries, class divrei Torah, or projects on the school’s web site. Remember to be vigilant about student safety if you do post online. trigger personal writing—describing the symbol or object technology to preserve family See www.babaganewz.com/teachers for a list of tips to ensure stu- and why it’s particularly meaningful to them. memories. In this lesson, dent safety on the Internet. 4. Invite students to share their work. If possible, students will design mock scan their pages and post them to the school’s site web pages that record either 1. Read the article on pages 12–13 of BabagaNewz. or display the original work on a bulletin board. collective Jewish memories or Ask students if anyone preserves memories in a way Jewish Texts personal Jewish memories. listed in the article. Encourage students to describe how they use the techniques and who benefits from Devarim 31:19 Objectives them. Ask them to list techniques not mentioned in Now write for yourselves this song and teach it to B’nai L Students will learn about the article as well. Yisrael—put it into their very mouths! different ways to use writing 2. Study the Jewish texts below. This verse is considered to be the source for the to express feelings and record mitzvah for every person to write a sefer Torah memories. How does recording something help you your- (or to have one written). Why do you think it is a L self remember it? Students will identify ways mitzvah for everyone to write a sefer Torah? to use the Internet to record How does it help others? stories and thoughts, and to What do you think this verse means by man- 3. Distribute paper and markers. Explain that each engage in ongoing class proj- dating that the “song” should be put in B’nai student will design a mock web page. Students ects and conversations. Yisrael’s mouth? must consider the look of the page, the content, the navigation bar, and any other elements that they Sefer HaH. inukh, Mitzvah 613 think are important to include. The reason for writing [the sefer Torah] is to learn the Assign one of the following for the content: ­mitzvot of the Torah…. L Bible Blog: Have students create a blog for a personal- According to the Sefer HaH. inukh, the mitzvah ity from the Torah, following the personality through of writing a sefer Torah is the 613th mitzvah—or important events. the final mitzvah—in the Torah. What can we Instruct students to customize the “web page” to reflect learn from this? what they think the tastes of the characters would be. What reason does this text give for the mitzvah For example: What color would Rivkah choose as her of writing a sefer Torah? background? What pictures would Esau post on his site? What tagline would Yaakov use for his heading (e.g., Does writing things down help you remember “One man, two names, a whole lot of kids”)? What would them better? Why or why not? they list as their favorite places to visit on the ’net? Shemot 13:8 Students can write about the character’s perspective on And you shall tell your child on that day… different stages of an event. For example: one entry from Yaakov after Rivkah suggests getting Yitzchak to give Yaa- Read the source in Hebrew. What word is used kov the birthright; an entry from Rivkah as she prepares for “tell”? What other word do you know that the scheme; an entry from Yaakov while he’s still on the uses the same root? [Haggadah] lam; an entry from Esau about how he feels; etc. Why do you think that it is a commandment to Have your students visit L A Trip Down Memory Lane: Students can tell a story using tell future generations about the Exodus from babaganewz.com for photographs. Students should consider the following: Egypt? tips on how to do an i what story they want to tell (examples: preparing for oral history and make a their b’nai mitzvah; how their family came to be—how What form has this “telling” taken within family documentary. ancestors came to America or how parents met; family Judaism? customs related to Jewish holidays; or a story from ­Jewish history), i what photos they want to use to tell the story, i what order the photos should be in, and 10 i what captions should accompany the photos. BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 H o l I D A Y f e A t u r e LESSON PLAN BY A bigail U hrman

“Pathways to QUOTES & QUESTIONS 3. To build on and broaden their understanding of “ ‘You must understand that miracles continuously personal exoduses, explain to your students that they Freedom” happen,’ Kholmiansky says confidently. ‘They’re not will be creating a class scrapbook of other yetziat restricted to ancient times. This is the miracle of my Mitzrayim stories. They can be historical examples or Magazine pages 14–16 generation.’” personal examples. (You may want to encourage your students to ask their parents about family stories prior This article highlights the How is “miracle” defined in this quotation? How to the lesson.) To help them begin to think of ideas, stories of three individuals do you define “miracle”? brainstorm some possibilities as a class. Some exam- who pursued freedom and What are recent examples of miracles? What do you ples might include: Operation Solomon, Operation experienced their own free- consider to be the miracles of your generation? Exodus, family immigration stories, etc. Information dom from oppression, similar What are examples of miracles from your own life? about other major exoduses of groups of Jews can be to B’nai Yisrael’s exodus found at www.babaganewz.com/teachers. from Egypt. In this lesson, “ ‘I remembered the Exodus from Egypt, and slavery before that,’ Sternberger notes. ‘It was very clear in Decide as a class how the scrapbook will look and students will design and my mind what I had to do.’” what will be included in it. compile a class scrapbook Why did Sternberger connect the experience of What text should be written on each page? commemorating exoduses in slavery and the Exodus to the civil rights move- What illustrations or pictures should be included? national and personal history. ment? What is the relationship between the two? What other elements should each page contain? How does the experience of Mitzrayim impact OBJECTIVES Each student should be responsible for (at least) our consciousness as a Jewish people? How does L Students will review the story one page. of the Exodus and identify the that experience as slaves inform how we act and ways in which it has surfaced relate to the world even today? 4. Once the pages are complete, compile them into one book and make copies for each student. in recent history. “ ‘Our prophets preached social justice,’ he explains, Encourage them to share their scrapbook of yetziat L Students will reflect on how ‘but reading about it is not enough. We must add Mitzrayim stories during the maggid part of their the Exodus story has resur- our voices at times like this.’” Pesach Seders. faced in thier own lives and What does it mean to “add our voices”? What are in their families’ stories and JEWISH TEXTS the implications of this statement? experiences. What are examples of times when people have I Kings 8:51 VOCABULARY done this? For they are Your very own people that You freed from jail Egypt, from the midst of the iron furnace. rh6-s tyB2 What are situations in which you feel we should “add hr5ys1a5/rys1a5 prisoner our voices”? What form could this activism take? What is an “iron furnace”? sn2 miracle ACTIVITY: Memory Makers What does the “iron furnace” symbolize in this text? 1. Read the article on pages 14–16 of BabagaNewz Why is Mitzrayim compared to an iron furnace? with your students. Discuss the ways in which each What do you think this metaphor means? of these stories is a story of yetziat Mitzrayim, or Do you agree with this image? Why or why not? a replication of the Exodus from Egypt. Focus the conversation on the following questions: As a commentary on this verse, the Radak (Rabbi David Kimh. i—1160-1235) explains that In what ways are these experiences similar to just as gold and silver are purified in a furnace, yetziat­ Mitzrayim? so too was B’nai Yisrael purified in Egypt. How In what ways are they different? does the Radak understand the experience of How can these examples be understood as mod- Mitzrayim? How does the experience of slavery ern Exodus stories? change B’nai Yisrael? Why is it important to learn about modern Do you agree with this explanation? Babaganewz.com ­stories of freedom? How else could you understand the experience offers students back- Why is it important to learn about personal sto- of Mitzrayim? How did or does it impact the ground information on ries of freedom? Jewish people? Jews from Iraq. 2. To explore the concept of yetziat Mitzrayim further, study the Jewish texts below. Encourage students to consider the role of the Exodus within Judaism and the experience and consciousness of the Jewish people. 11 BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 is r a e l f e a t u r e LESSON PLAN BY Y ehuda Y ork and T ammie R apps

“The Song Quotes & Questions “ ‘This ultimate act of friendship between two young That Moves soldiers speaks to everyone.’ ” a Nation” Why do stories of friendship have the ability to Magazine pages 17–19 “speak to everyone”? “ ‘In fact,’ he continues, ‘many families in Israel are This article introduces convinced that this song was written about their readers to an Israeli song, own sons.’ ” ­“Ballada Lahovesh,” that . Why do so many families believe that the song powerfully stirs the nation’s was written about their own sons? emotions every year on Yom Hazikaron (Israel’s Memorial In the War of Independence in 1948, a medic who ran back and forth across the Jordan River Day, celebrated on 4 Iyar). to save wounded soldiers was killed during one The song recounts the heroic of his missions. In the Six Day War in 1967, a story of a medic who sacri- medic threw his body as a shield over a wounded fices his own life for the life soldier. When the wounded soldier awoke, he GPO l of a wounded soldier. In this learned that the medic who had saved his life e sra lesson, students will explore had been killed. Upon the birth of his first son I the unique power of songs after the war, the soldier named the child after the medic. How are both of these stories related “As the sun sets, Yom Hazikaron ends and Yom to evoke memories and rouse to the song? How could either of these stories Ha’atzmaut (Israel Independence Day) begins…. emotions by analyzing the have been the inspiration for the song? Israelis recall the fruits of their sacrifices—the vic- ­lyrics to “Ballada Lah.ovesh” tories that have ensured that the events of May 14, “ ‘The blow of losing someone who served in the and planning for ways to 1948, will endure.” army is universal in Israel. We knew these people. memorialize Israel’s fallen Their loss is very direct and very painful. It affects How does this quotation help explain why Yom soldiers within their own every moshav, every kibbutz, and every neighbor- Hazikaron is celebrated the day immediately class or school. hood.’ ” before Yom Ha’atzmaut? Do you think it is difficult for Israelis to “switch Objectives What does the word “universal” mean? [wide- spread, collective] How can a death feel universal? gears” from mourning their lost soldiers to cel- L Students will express their [It touches everyone.] ebrating independence? Why or why not? individual thoughts on how music moves peoples’ emo- Can you think of any other losses that could be How can the commemoration of Yom Hazikaron tions and evokes memories. labeled “universal”? [Possible answers include: influence the way a family, school, community, or even country celebrates Yom Ha’atzmaut? L Students will compare Yom the astronauts on the Space Shuttle Columbia, vic- Hazikaron to Memorial Day. tims of 9/11, deaths of political leaders such as John Activity: Mournful Melodies F. Kennedy and Yitzchak Rabin, etc.] L Students will analyze the lyr- and Fallen Heroes ics to “Ballada Lah. ovesh.” Do the deaths of American soldiers in 1. At the beginning of class, post the following jour- nal prompt on the board and instruct students to L Students will plan ways to Afghanistan or Iraq feel universal to us in the spend a few minutes writing silently in response: commemorate Yom Hazikaron United States? Why or why not? in their school. Do the deaths of Israeli soldiers or civilians in Is there a song that reminds you of someone important to you? What is the song? Why does it Vocabulary terrorist attacks in Israel feel universal to you? Why or why not? Should they? remind you of the person? How do you feel when lY5j6 soldier you hear it, even if the person is not around? What do you think Almagor means when he medic vb2oj says, “We knew these people”? Invite students to share their responses with the siren class. Ask: rp5ox How do the deaths of soldiers in Israel affect hq5yt1v4 silence every community? Why do you think songs remind us of others? “At precisely 11:00 a.m., civil defense sirens through- Why do songs have the ability to trigger memo- out the country wail for two, seemingly unending, ries for us? minutes. All activity stops—no one works, no one How can a song help express emotion better plays, and no one drives a car. Wherever they are, than simply speaking? people stand in silent respect for the fallen.” Which do you think evokes more memories: lyr- 12 Why do you think that Israel commemorates its ics or melodies? Why? fallen soldiers with a period of silence? BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 This article is available in

2. Explain that you will now read about a song that Hebrew at www.babaganewz.com evokes memories for an entire nation. Begin by and in your teacher’s pack! reading the translation of “Ballada Lah. ovesh” in the sidebar on page 18 of BabagaNewz. Divide the class into three groups. One group will, in unison, read the lines of the medic. The second will read the lines of the wounded soldier. The third will Jewish Texts read the narrative portions of the song. Discuss: Chaim Weizmann, First President What is your reaction to the story told in the of the State of Israel song? Why do you feel that way? No state is given to a people on a silver platter. What line in the song do you find the most inter- What does it mean to be given something on a esting or effective? silver platter? Why do you think that the song opens with the What do you think compelled Weizmann to image of rustling papyrus and repeats the image make this statement? in the middle and end? How does this line relate to the song “Ballada Why does the song end with the chorus, “My Lah.ovesh”? brother! My brother! My brother!”? Who is the This line is the inspiration for a classic Israeli poem speaker of these lines? by Natan Alterman. See www.babaganewz.com/ What values do you think motivated the med- teachers for a link to the poem, which would serve ic’s actions? Why? [Encourage students to think as an appropriate reading for Yom Hazikaron. broadly about this question. Possible answers Yizkor service for Martyrs include: courage—ometz lev, heroism—gevurah, of the Israel Defense Forces mutual responsibility—arevut, friendship—re’ut, May God remember the souls of the fighters of the Israel love of Zion—h. ibat Tziyon, etc.] Defense Forces who gave their lives for the sanctifica- Continue reading the article. Ask: tion of God’s name, the people, and the Land, who died What is Yom Hazikaron? How do we celebrate a heroic death in missions of liberation, defense, and Memorial Day in the United States? Why do you security. They were quicker than eagles and stronger think that our Memorial Day is so different from than lions as they volunteered to assist the people and, Israel’s Yom Hazikaron? with their pure blood, soaked the clods of our holy earth. The memory of their self-sacrifice and heroic deeds What impact does the fact that the song is only will never perish from us. May their souls be bound in played once a year have on listeners? the Bond of Life together with the souls of Avraham, Why do you think the song focuses on only one Yitzchak, and Yaakov, and with the souls of the other pair of soldiers rather than a whole battalion? Jewish heroes and martyrs who are in the Garden of How does this song represent other Israeli sol- Eden. Amen. diers who have been killed? Be sure that your students are familiar with the par- 3. Study the Jewish texts below. ticulars of when the Yizkor service is recited. See 4. As a class, brainstorm ways that you in your www.babaganewz.com/teachers for information. school can commemorate the losses memorialized Why do you think that communities through- on Yom Hazikaron. out the world recite this prayer as part of their How can we remember those who fought and Yizkor service? sacrificed their lives for the sake of the State of How do Israeli soldiers who have died sanctify Israel? God’s name? What do you think that means? How can we convey the importance of remem- How can we ensure that “the memory of their bering these individuals for Jews living outside self-sacrifice and heroic deeds will never perish of Israel? from us”?

13 n e w s ’ N ’ V i e w s LESSON PLAN BY mark h . le v ine and tammie rapps

“The Cartoon Activity: press for a purpose Continue reading the article. Intifada” 1. In advance of the lesson, print out the four quota- Were you surprised by the Jewish values men- tions from the press about the cartoon controversy— tioned? Why or why not? available at www.babaganewz.com/teachers—and Magazine page 3 4. Introduce the term “l’toelet,” for a productive post them, face down, in four areas of the room. purpose. Study and discuss the Talmudic text cited In this article, students read Before having students read the article, ask them below. about the publication in if they have heard about the controversy surround- Denmark’s leading newspa- ing the political cartoon that was published in Den- Do you think that the publication of the cartoon per of a political cartoon mark. If you are comfortable, you may want to dis- has a productive purpose? If yes, what is it? If not, why not? depicting Islam’s prophet, play the cartoon in your class. (A link to the cartoon Mohammad, with a bomb in is available on www.babaganewz.com/teachers.) If Does your understanding of the Jewish concept you prefer not to display the cartoon, describe it to his turban, and about the of l’toelet change your opinion about the cartoon your students. Ask students: that you expressed earlier? Why or why not? uproar and violent protests in the Islamic world respond- What values do you think are at odds in the Which of the quotations around the room best ing to the cartoon. In this decision to publish this cartoon? [some possible expresses the concept of l’toelet? How? answers include: freedom of the press or freedom lesson, students will identify If you think that the cartoon does serve a pro- of expression, lashon hara, k’vod habriyot, shalom, ductive purpose, can you think of other effective the values that are at odds in etc.] this current events story and ways to convey the same message? Would a dif- Study the Pirkei Avot text cited below. then evaluate their own feel- ferent method of sending the same message have been more effective? Why or why not? ings about the publication How does this text relate to the publication of of the cartoon using Jewish the cartoon? Jewish Texts concepts to support their Do you think that the cartoon should have been Pirkei Avot 4:1 opinions. published? Why or why not? Ben Zoma said: ...Who is honored? One that honors 2. Turn the quotation sheets over and direct stu- others, as it is written, “For those who honor Me I will Objectives dents’ attention to them. Instruct students to read honor, and those who despise Me shall be treated with L Students will identify the the quotations and find the one that best describes contempt” (I Samuel 2:30). conflicting values in a current their thoughts on the subject. Students should then events story. stand or sit next to the quotation they choose. Do you agree with this definition of one who is L honored? Students will study Jewish Quotations texts to help them formulate How does the text from I Samuel support Ben “Freedom of expression without limitations is like a car their opinions about the publi- Zoma’s definition? without brakes.” cation of the political cartoon. “Freedom of expression is not a license to attack a culture Who is the “Me” in the I Samuel text? L Students will articulate their or religion.” own opinions about the issue. How does God’s comment in the text serve as an “No matter the price, the principle of freedom must be example for human behavior? Vocabulary defended.” newspaper Niddah 61a NoTe1 “Without broad freedom…carried out by courageous writers, Lashon hara: Although one should not accept it as truth, td5 religion editors, political cartoonists and publishers, our democracy one should be mindful of it. would be weaker, if not nonexistent. There should be no prophet ayb1n5 group or mob veto of a story that is in the public interest.” What is lashon hara? freedom of tWnoTe1h5 vp3-j The students sitting under each quotation should How might the cartoon be considered lashon the press discuss why they made the choice they did and how hara? the quotation reflects their thoughts. What does being mindful of lashon hara mean 3. Read the first column of the article on page 3 of in this text? BabagaNewz. Ask students: How can one be mindful of lashon hara while What do you think the rest of the article will say not necessarily accepting it as true? about the Jewish values related to this story? Why?

14 BABAGANEWZ TEACHERS’ GUIDE N I S A N 5 7 6 6 sources to study

“Nick Moore: Journey of a Lifetime” Pirkei Avot 1:1 Moshe received the Torah from Sinai and handed it down to Joshua; and Joshua to the Elders; and the Elders to the Prophets; and the Prophets handed it down to the members of the Great Assembly.

Torah Page

Mishnah Pesah. im 10:5 and the Pesach Haggadah In every generation, you must see yourself as if you came out of Egypt.

Devarim 16:1–3 Observe the month of Aviv, and keep the Pesach to God your God, for in the month of Aviv, God your God took you out of Egypt at night. And you shall ­sacrifice the Pesach offering to God your God, of sheep and cattle, in the place where God will choose to establish God’s name. You shall not eat h.ametz with it. Seven days you shall eat matzah with it—the bread of afflic- tion—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.

Ecclesiastes 2:16 That which is now, in the days to come, shall all be forgotten.

Midrash Tanh. uma, Parashat Shelah. 15 Sight makes you recollect.

Vayikra 19:34 The stranger that dwells with you should be to you as one born among you, and you should love the stranger as yourself, because you were strangers in the land of Egypt….

“Ari Pinchot: Paper Clips Producer” Isaiah 56:5 And to them will I give in My house and within My walls a memorial and a name.... I will give them an everlasting name that shall not be cut off.

Quiz Central: “What Do You Take on a Stroll Down Memory Lane?” Shemot 13:8 And you shall tell your child on that day…

Ramban (Nah. manides) on Devarim 25:17 Remembering…: in the mouth; Not forgetting: in the heart.

Shemot 20:8 Remember Shabbat to sanctify it.

Kiddush for Shabbat Eve Blessed are You…[Who gave us] God’s holy Shabbat with love as a remem- brance of creation. For that day is the prologue to the holy days, a commemo- ration of the Exodus from Egypt.

This page contains sacred texts; please treat it respectfully. 15 sources to study

“Eidetic Memory” Pirkei Avot 2:10–12 Rabban Yoh.anan ben Zakkai had five students. They were Rabbi Eliezer ben Hyrkanos, Rabbi Yehoshua ben H.ananiah, Rabbi Yose the Kohen, Rabbi Shimon ben Natanel, and Rabbi Elazar ben Arakh. [Rabban Yoh.anan ben Zakkai] used to praise them: Rabbi Eliezer ben Hyrkanos is like a cemented cistern that loses not a drop.... Rabbi Elazar ben Arakh is like a spring flowing stronger and stronger. He used to say: If all the sages of Israel were on one pan of a balance, and Eliezer ben Hyrkanos were on the other, he would outweigh them all. Abba Shaul said in his name: If all the sages of Israel, with even Rabbi Eliezer ben Hyrkanos among them, were on one pan of the balance, and Rabbi Elazar ben Arakh were on the other, he would outweigh them all.

“Using Your Digital Memory” Devarim 31:19 Now write for yourselves this song and teach it to B’nai Yisrael—put it into their very mouths!

Sefer Hah. inukh, Mitzvah 613 The reason for writing [the sefer Torah] is to learn the mitzvot of the Torah.…

Shemot 13:8 And you shall tell your child on that day…

“Pathways to Freedom” I Kings 8:51 For they are Your very own people that You freed from Egypt, from the midst of the iron furnace.

“The Song that Moves a Nation” Chaim Weizmann, First President of the State of Israel No state is given to a people on a silver platter.

Yizkor service for Martyrs of the Israel Defense Forces May God remember the souls of the fighters of the Israel Defense Forces who gave their lives for the sanctification of God’s name, the people, and the Land; who died a heroic death in missions of liberation, defense, and security. They were quicker than eagles and stronger than lions as they volunteered to assist the people and, with their pure blood, soaked the clods of our holy earth. The memory of their self- sacrifice and heroic deeds will never perish from us. May their souls be bound in the Bond of Life together with the souls of Avraham, Yitzchak, and Yaakov, and with the souls of the other Jewish heroes and martyrs who are in the Garden of Eden. Amen.

“The Cartoon Intifada” Pirkei Avot 4:1 Ben Zoma said: …Who is honored? One that honors others as it is written, “For those who honor Me I will honor, and those who despise Me shall be treated with contempt” (I Samuel 2:30).

Niddah 61a Lashon hara: although one should not accept it as truth, one should be mindful of it.

16 This page contains sacred texts; please treat it respectfully.