Torah Lesson 5 Eretz Yisrael—Session Bet: the Land for Our Souls

Torah Lesson 5 Eretz Yisrael—Session Bet: The Land for Our Souls

INTRODUCTION

This lesson, the second of two sessions on the topic of Eretz Yisrael/the Land of Israel, focuses on the ongoing love affair between Am Yisrael/the People of Israel and Eretz Yisrael/the Land of Israel. This love affair is, in part, based on the potential that Eretz Yisrael/the Land of Israel holds as the ideal place as depicted in the Torah. The spiritual ideal of Eretz Yisrael/the Land of Israel is that of a land flowing with milk and honey where God’s presence is felt in its every inch. The type of life that Am Yisrael/the People of Israel could experience in the ideal Eretz Yisrael/the Land of Israel has been a dream the Am (people) has held for thousands of years. This lesson focuses on the contours and content of that dream of the ideal world held by generations of Jews.

In this lesson, students will have the opportunity to consider why it is that the Jews, over thousands of years, have remained steadfastly connected to Eretz Yisrael/the Land of Israel. To accomplish this, students will encounter two historical characters known for their love and passion for Israel, the place, through their own writings. Building on these encounters, the students will then imagine that they are visiting a class of students 500 years into the future and are explaining their own connection to Israel to those students. They will be asked to depict, in writing or visually, their own personal connection to Eretz Yisrael/the Land of Israel or that of the Jewish people in the first decade of the twenty-first century.

As written, this lesson can be completed in one hour. It is also possible, however, to expand it to two sessions if you choose for the students to meet all four characters included in the lesson instead of just two of them. If you choose to expand it to two sessions, students can meet all four characters during the first class and spend the second class refreshing their memories and preparing and presenting their presentations for 500 years from now.

As a way to enhance the students’ experience it is suggested that pictures or posters of Israel be hung around the room and pointed out to the students as a way to further connect them to Eretz Yisrael.

ENDURING UNDERSTANDINGS • Torah is an ongoing dialogue between the text and its students. • Torah is real in our daily lives: it goes with us wherever we are. • Developing the skills to study Torah is essential to integrating Torah into our lives. • With the promise of a holy land (Eretz Yisrael), we as a holy people (Am Yisrael) have a responsibility to work toward becoming holy by observing the covenant (b’rit).

43 44 Torah Lesson 5 CHAI: Learning for Jewish Life

ESSENTIAL QUESTIONS 1. What does the Torah have to say to me and my world?

2. How can Torah study help me in my everyday life?

3. Why is the Torah different from other books?

4. What does it mean to be a member of Am Yisrael?

5. What does Eretz Yisrael mean to me?

6. As a member of Am Yisrael, what is my connection to Eretz Yisrael?

7. What is the b’rit between Am Yisrael and God?

8. Why should I keep the b’rit?

QUESTIONS TO BE ADDRESSED 1. What are the characteristics of Eretz Yisrael that have been so attractive to Am Yisrael over time?

2. Why might you, as a Jew today, be intrigued by or drawn to Eretz Yisrael?

EVIDENCE OF UNDERSTANDING • Students will compare and contrast ways in which Jews from two or more different time periods have expressed their love for Eretz Yisrael.

• Students will speculate on why the Jews have loved Eretz Yisrael for so long.

• Students will describe what it is about Eretz Yisrael that interests and intrigues them.

LESSON OVERVIEW • Set Induction (5–10 minutes)

• Lovers of Israel (30–35 minutes)

• Eretz Yisrael and Me (optional; 30–40 minutes)

• Conclusion (10 minutes)

MATERIALS NEEDED • Two adults in appropriate costumes to role play the characters from the two time periods. They should be prepared a week ahead of time with the background sheets and question sheets to be used by the students. For a two-session lesson, four volunteers and costumes will be needed.

• Glue sticks CHAI: Learning for Jewish Life Eretz Yisrael—Session Bet: The Land for Our Souls 45

• Old magazines

• Scissors

• Markers

• Construction paper

• Copies of “Hatikvah” in Hebrew and transliteration for Imber’s group (page 53)

• A recording of “Hatikvah” for Imber’s group.

• Posters or photography books of Israel such as Day in the Life of Israel, ed. Rick Smolan and Lee Lieberman (San Francisco: Harper San Francisco, 1994) or any coffee table books that can be found in the synagogue or public library

LESSON PLAN SET INDUCTION (5–10 MINUTES)

1. This activity will help students to focus on why they love the things they love as they begin to consider why Am Yisrael has loved Eretz Yisrael for such a long time.

2. Tell students about one thing that you, the teacher, really love. (Example: I have a snow shaker from New York City that my very best friend from high school gave me many, many years ago. All the water has evaporated so it doesn’t really shake snow any more, but I still really, really love it.)

3. Ask students to think of one thing (not person) or place that they really cherish or love. (They should not share it at this time.)

4. When they have thought of it, ask them to think about what it is about the thing or place that they love or cherish. (Example: I love my snow shaker because every time I look at it I think about my best friend and how much fun we had together so many years ago when we were in high school.)

5. Ask some of the students to share what they thought of and why they love it and note their reasons on the board in one- or two-word descriptions.

6. Summarize the activity by telling students: We can become very attached to things or places because of how they look, where we got them (things), or what they make us remember.

7. Ask the students these questions about Eretz Yisrael:

• What is Eretz Yisrael?

• What do you think is special or unusual about Eretz Yisrael?

Tell them: Today we are going to meet some very special people who absolutely love and adore Eretz Yisrael and have done so for a very, VERY long time. You’ll have a chance to ask them why they love and adore the Land and let them advise you about why YOU might feel attached to the Land! 46 Torah Lesson 5 CHAI: Learning for Jewish Life

LEARNING ACTIVITIES Lovers of Israel (30–35 minutes)

1. During this activity students will have the opportunity to meet and interact with two out of four characters who loved Eretz Yisrael. The four characters are:

• An Israelite from biblical times

• Rav Abba: A rabbi from the rabbinic period (early centuries of the Common Era)

• Y’hudah HaLevi: A medieval Jewish poet who lived most of his life in Spain

• Naftali Herz Imber: Author of “Hatikvah,” Israel’s national anthem, who lived in the nineteenth century

Prior to the lesson, choose which characters the students will meet, and recruit and prepare volunteers to play them.

2. Brainstorm with the students some questions they might want to ask the characters who loved Eretz Yisrael. If students have a hard time coming up with questions, give them an example, such as: What was it like there? Why did you think it was so special? What did you do there?

3. Divide the students into two groups to meet with and question each character for five to ten minutes, then meet with the other character.

4. The adults in character should share their reasons for loving Eretz Yisrael (based on the text and description on their respective background sheets, found on pages 49–54) and why they think the students might love Eretz Yisrael. They should encourage the students to ask questions such as: Did you ever see anything scary there? Is God there? and so on.

5. Once the students have met with both characters, the whole class should reconvene. If possible, the characters should revert back to the twenty-first century and lead the group discussion. A discussion/question guide with the following questions can be found on page 48:

• Which character did you like best? Why? (The answers to this question might be silly at first. That’s okay. Let the students get their “sillies” out of their systems and then focus them on more serious answers.)

• What did you learn about Eretz Yisrael (either during the last lesson or this lesson, so far) that was really interesting for you?

• Why do you think Jews (members of Am Yisrael) care about and love Eretz Yisrael so much?

Eretz Yisrael and Me (optional; 30–40 minutes) 1. Students can do this activity in one of two ways: they can do the activity from their own personal perspectives (this is preferable) or, for those students feeling a little less comfortable with the activity, they can do the activity from the perspective of one or two of the characters.

2. Explain to students their task: CHAI: Learning for Jewish Life Eretz Yisrael—Session Bet: The Land for Our Souls 47

You are a very important person (a writer, an artist, a musician) living 500 years from now. You are about to visit a class of fourth grade students to tell them about Eretz Yisrael and what makes it so special. They will break up into small groups and get to visit with you and ask you questions about Eretz Yisrael.

You can express your thoughts about Eretz Yisrael in a story, a poem, a song, a drawing, a collage, or any way that you think will grab the students’ attention. Think back to what you learned in the last lesson about Eretz Yisrael and in this lesson.

You have 15–20 minutes to think about what makes Eretz Yisrael so special and to design some cool way of telling kids 500 years from now about it. It’s okay to work with another student and to ask an adult for help. You may also want to look at some pictures of Israel that your teacher has brought to class that will give you a sense of what Israel looks like.

Any books you may have or posters with photographs of Israel will be a wonderful resource for the students at this point. In addition, the website mentioned in the materials list of this lesson includes a virtual tour of Israel, which, if you have the technological capability in class, you might want to make available to the students. All of these things may help them in their descriptions of what is special about Eretz Yisrael.

CONCLUSION (10 MINUTES)

1. If the Eretz Yisrael and Me activity was completed, ask students to volunteer to share their work. They should be in character and dramatic, if appropriate. Artwork and other written work can be mount- ed or laminated and hung on the wall under a sign reading: 500 Years From Now: We Love Eretz Yisrael.

2. Note that the students have just joined the chain of Jews, thousands of years old, who have thought about why it is they love or think about Eretz Yisrael. The students’ relationship with Eretz Yisrael will probably change over time, but our hope is that Eretz Yisrael will always be part of their lives both through visits and by taking an active interest in what happens there.

3. Tell students: Based on the past two lessons on Eretz Yisrael, look back on the definition of Eretz Yisrael that you wrote in your Guidebook as part of Torah Lesson 1 and rewrite the definition on page 14, thinking about the new things you have learned about Eretz Yisrael during the past two lessons. CHAI: Learning for Jewish Life 48

Questions for Discussion Following Character Visits

1. Which character did you like best? Why? 2. What did you learn about Eretz Yisrael (either during the last lesson or this lesson, so far) that you think was really interesting for you? 3. Why do you think Jews (members of Am Yisrael ) care about and love Eretz Yisrael so much?

Background Sheet #1: Israelite

TIME PERIOD: BIBLICAL PLACE: IN THE DESERT, ON THE WAY TO ERETZ YISRAEL TEXT D’varim/Deuteronomy 8:7–10

Adonai, your God, is bringing you to a good land—a land with flowing streams, and underground springs gushing out in valleys and mountains. It is a land of wheat, barley, grapes, figs, and pomegran- ates—a land of oil-olives and honey [dates]. It is a land where you will not eat rationed bread [you can eat as much as you want] and you will not lack anything—a land whose stones are iron and from whose mountains you will quarry copper. When you eat and are satisfied, you must therefore bless Adonai your God for the good land God has given you.

D’varim/Deuteronomy 11:11–12

But the land which you are crossing to occupy is a land of mountains and valleys, which can be watered only by the rain. It is therefore a land constantly under Adonai your God’s scrutiny; the eyes of Adonai your God are on it at all times, from the beginning of the year until the end of the year.

YOUR ROLE

Using the characteristics in the text (and even quoting it), you can wax eloquent about your imaginings of Eretz Yisrael (please use the term). You love Eretz Yisrael because:

• It has lots and lots of food and water so you’ll never be hungry again.

• It has lots of interesting kinds of food so you’ll never be bored (you won’t have to say, “Mom, there’s nothing to eat in here!”).

• God is watching over it, so you’ll always feel safe.

• There are enough raw materials and natural resources so you can build as many houses and buildings as you need.

Feel free to add your own images of the perfect land.

As is apparent from this description, the Israelites, as they wander in the desert, are very concerned with basic survival and safety needs. As you speak of your love for Eretz Yisrael, please emphasize these.

Background Sheet #2: Rav Abba

TIME PERIOD: THE FIRST SEVERAL CENTURIES OF THE COMMON ERA PLACE: BABYLONIA TEXTS: FROM THE TALMUD AND MIDRASH FROM THE EARLY CEN- TURIES OF THE COMMON ERA 1. . . . Anyone who walks even as little as four cubits in the Land of Israel is assured that he is destined for the world to come. Babylonian Talmud, K’tubot 111a

2. Rav Abba used to kiss the cliffs of Akko. Rabbi Chanina used to repair broken sections of the roads in the land. Rabbi Chiya ben Gamda used to roll himself in its dust in keeping with [the verse]: “Your servants take pleasure in her stones and love her dust” (Psalm 102:15). Babylonian Talmud, K’tubot 112a

3. Beginning his discussion with the verse, “He stood and measured the earth” (Habakuk 3:6), Rabbi Shimon ben Yochai said: The Holy One took the measure of all lands and found no land but the Land of Israel worthy of being given to [the people] Israel. Vayikra Rabbah 13:2

4. “I made me gardens and parks, and I planted trees in them of all kinds of fruit” (Ecclesiastes 2:5). Even as the navel [belly button] is in a man’s middle, so the Land of Israel, it is said, “dwells in the middle of the earth” (Ezekiel 38:12). It is situated in the world’s middle, and from there the foundation of the world extends. Now, Jerusalem is in the middle of the Land of Israel, and the Temple area in the middle of Jerusalem, the Holy of Holies, and the foundation stone out of which the world was founded in the front of the Ark. Midrash Tanchuma, K’doshim 10

YOUR ROLE Using the characteristics in the text (and even quoting it), you can wax eloquent about the holiness of Eretz Yisrael (please use the Hebrew term): • It has every kind of fruit, vegetable, plant, and flower possible. It’s such a small piece of land, yet almost every kind of plant can be found there. God helps them to grow. • Every inch of the Land, even its dirt and stones, is filled with God’s holiness. • Even really famous people are honored to do lowly jobs like fixing a wheel or weeding the fields. The great Rabbis love to roll in the dirt. It’s a mitzvah to work the land in Eretz Yisrael. • Remember the map from the previous lesson that shows Jerusalem as the center of the world? It’s really true. Not only is Jerusalem the center of the world, there is a big rock in the center of Jerusalem called the “Foundation Stone.” That was the first rock in the world, and the rest of the world was cre- ated from that one rock.

Background Sheet #3: Y’hudah HaLevi

TIME PERIOD: TWELFTH CENTURY PLACE: SPAIN TEXT: MY HEART IS IN THE EAST (A POEM) Y’hudah HaLevi

HaLevi, from an educated and wealthy family, was a Hebrew poet and Jewish philosopher who lived in Spain in the eleventh and twelfth centuries. In addition to being a philosopher and poet, HaLevi was a medical doc- tor. Probably his most famous work was “The Kuzari,” a dialogue with the fictional king of the Khazars in which HaLevi expounded upon his theology and vision of Judaism. HaLevi died in 1140 C.E., apparently in Egypt while on his journey of immigration to Eretz Yisrael.

Below is the original poem and a rendition that is more appropriate for this age level. You might want to read a line from the original and then translate it (in character) for the kids.

Original

My heart is in the East and I am at the edge of the West. Then how can I taste what I eat, how can I enjoy it? How can I fulfill my vows and pledges when Zion is in the domain of Edom and I am in the bonds of Arabia? It would be easy for me to leave behind all the good things of Spain; It would be glorious to see the dust of the ruined shrine.

Kidspeak Translation

My heart is in Eretz Yisrael and here am I on the western coast of Europe, in Spain. I’m so far away from Israel, I can’t even appreciate the taste of all the yummy food here or enjoy it. How can I live up to my obligations here in Spain when I am always worrying about the fact that Israel is controlled by foreign powers, not by the Jews? It would be so easy for me to give up my wonderful life here in Spain. It would be the most amazing thing to be able to see the dust of the ancient ruins in Israel.

YOUR ROLE Be sure to wax eloquent about your passion for Eretz Yisrael (please be sure to use the Hebrew term as much as possible).

• Even though you live in an extraordinarily beautiful county with lush vegetation, delicious food, and, for the most part, peace for the Jews, you would much prefer to live in Eretz Yisrael. Your love for Eretz Yisrael is so great that the wonders of Spain seem pale in comparison to the dust of Eretz Yisrael.

• The prophets lived in Israel and cannot prophesy God’s word anywhere outside of Israel. As a result, you decide that in order to truly find God’s word, you must be in Israel.

• You don’t want the students to be fooled by the outer beauty of Spain or wherever they live. True beauty is under the surface and can only be found in a place chosen for us by God—that would be Eretz Yisrael.

Background Sheet #4: Naftali Herz Imber

TIME PERIOD: MODERN TIMES—NINETEENTH CENTURY PLACE: GALICIA (RUSSIA) TEXT: “HATIKVAH”—ISRAEL’S NATIONAL ANTHEM

The Hope Hatikvah v²u§e¦T©v In the Jewish heart Kol od balevav p’nimah v¨nh°bP cckC s«ug kF A Jewish spirit still sings, Nefesh Y’hudi homiyah, 'v²²H¦n«uv h¦sUv±h Jp®b

And the eyes look east Ul’faatei mizrach kadimah v¨nh¦s¨e j¨r±z¦n h¥,£tpkU Toward Zion. Ayin l’Tziyon tzofiyah. /v²²Hp«um i«uHmk i°hg

Our hope is not lost, Od lo avdah tikvateinu 'Ub¥,²u§e¦, v¨sc¨t tO s«ug Our hope of two Hatikvah bat sh’not alpayim, ,«ub§J ,C v²u§e¦T©v thousand years, 'o°hPK©t To be a free nation in our Lihyot am chofshi b’artzeinu, Ubm§r©tC h¦Jp¨j og ,«uh§vk land, In the land of Zion Eretz Tziyon v’irushalayim. /o°hk¨JUrh°u i«uHm .¤r¤t and Jerusalem.

The title of the Israeli national anthem is “Hatikvah,” which means “The Hope.” It was written by Naftali Herz Imber, a Galician Jew, and set to music in Palestine in the early 1880s. “Hatikvah” is about hope, the undying hope of the Jewish people, through the long years of exile, that they would someday return to independence in their homeland.

In 70 C.E., Titus led his Roman soldiers in the destruction of Jerusalem. Most of the Jews were carried away as captives and scattered across the lands of the world.

During the 2,000 years of exile, the Jewish people always kept a prayer in their hearts for return to Israel. We say special daily prayers for return, and celebrate the holidays according to the seasons and calendar of Israel. This is the message of the first stanza. Zion is another name for Israel and Jerusalem. When the Jewish people pray, our eyes, hearts, and prayers are directed toward Israel and Jerusalem. For many long painful years, the Land of Israel was in the hands of foreigners. The Jews who lived in Palestine were not free. Yet their hope for freedom and independence never died. The second stanza of “Hatikvah” recalls the undying hope of Jews throughout the generations, Jews who lived in other countries and Jews who had remained in Palestine.

When we sing “Hatikvah” together, we are doing much more than just singing a nice melody. We are making a promise that we will never forget the undying Jewish hope for independence and that we will do all within our power to help the State of Israel prosper.

YOUR ROLE

Your job is to wax eloquent about your passion for Eretz Yisrael and your longing to be there. Be sure to use the Hebrew term Eretz Yisrael as much as possible.

• Feel free to sing the song if you know it. You might also want to give the students copies of the song and have them learn it.

• You can talk about hope and Eretz Yisrael and relate it, in particular, to the interest in the founding of a Jewish state that is evident in both Russia and Western Europe. There is talk of a big conference in Switzerland that will focus on the creation of a Jewish state, which would be incredible!

• The Jews haven’t felt comfortable in Russia and parts of Europe for quite some time now, and it would be very helpful for them to have a place they can call home, a homeland where they can live proudly and without fear as Jews.