Teacher's Guide & Student Worksheets

Home , Bal tashchit, Orlah (tractate), Pesachim, Shmita, Zeraim

Teacher's Guide & Student Worksheets An interdisciplinary curriculum that weaves together Jewish tradition and contemporary food issues

www.hazon.org/jfen Hazon works to create healthy and sustainable communities in the Jewish world and beyond. Teachers Guide and Student Worksheets www.hazon.org/jfen

Authors: Judith Belasco, Lisa Sjostrom Contributing Author: Ronit Ziv-Zeiger, Jenna Levy Design Work: Avigail Hurvitz-Prinz, Lisa Kaplan, Rachel Chetrit Curriculum Advisors: Mick Fine, Rachel Jacoby Rosenfield, Elisheva Urbas, Molly Weingrod, David Franklin, Natasha Aronson Educational Partnerships & Outreach Advisor: Elena Sigman Min Ha’Aretz Advisory Board: Judith Belasco, Cheryl Cook, Rachel Rosenfield, Nigel Savage, Elena Sigman, Elisheva Urbas, Molly Weingrod

Special thanks to: Gayle Adler and educators at Beit Rabban, Mick Fine, Benjamin Mann, & Dr. Steven Lorch at Solomon Schechter School of Manhattan for their extensive work to develop the Min Ha’Aretz curriculum

Hazon Min Ha’Aretz Family Education Initiative Staff Judith Belasco, Director of Food Programs, [email protected] Daniel Infeld, Food Progams Fellow, [email protected]

Hazon | 125 Maiden Lane, New York, NY 10038 | 212 644 2332 | fax: 212 868 7933 www.hazon.org | www.jcarrot.org – “Best New Blog” in the 2007 Jewish & Israeli Blog Awards

Hazon works to create healthy and sustainable communities in the Jewish world and beyond.

“The Torah is a commentary on the world, and the world is a commentary on the Torah…”

Cover photos courtesy of Hannah Senesh Community Day School and Solomon Schechter School of Manhattan.

Table of Contents

Introduction (pages V to XII) Part 1: Teacher’s Guide

לְ גַדֵ ּל Unit 1: To Grow

1 זְרָ עִ ים Lesson 1: Seeds Student Pre-Curriculum Survey 6 8 אֲדָ מָ ה Lesson 2: Earth 15 סְבִ יבָ ת גִ ּידול Lesson 3: Growing Environment 24 יַחַ ס לְבַעַלֵ י חַ יִים Lesson 4: To Raise Animals צוֹרלִ קְ Unit 2: To Harvest

30 מִ נְהָ גֵי חַקְ לָ ּאות Lesson 5: Agricultural Practices 37 חַ גֵי הַקָצִ יר Lesson 6: Agricultural Holidays 44 מַ אֲכָלִ ים ּיְהודִ יִים בְּרָ חָבֵי הָ עוֹלָם Lesson 7: Jewish Foods Around the World לְ הָכִ ין Unit 3: To Prepare

53 ּכַשְׁ ּרות Lesson 8: Kashrut 60 מָלֵאאוֹכֶ ל Lesson 9: Whole Foods 66 מֶרְ חָ ק הַ אוֹכֶל Lesson 10: Food Miles לֶאֱ כוֹ ל Unit 4: To Eat

75 בְּרָ כָוֹ ת לִפְ נֵי ּאֲרוחָ ה Lesson 11: Blessing Before the Meal 86 מִ נְהָ גי לֶחֶ ם Lesson 12: Bread Rituals 90 לַחְ לוֹ ק אוֹכֶל Lesson 13: Sharing Food 98 בִּרְ ּכָ ת הַמָּ זוֹן Lesson 14: Blessings After the Meal לְקֵַ Unit 5: To Sustain

102 הפְחָתָ ה ימושׁ, שִׁ ּ מֵחָדָ שׁ זור, מִ יחְ ּ Lesson 15: Reduce, Reuse, Recycle 110 מְתִ ּינות Lesson 16: Moderation 116 שְׁמִ ירָ ת הָ ּגוף Lesson 17: Caring for Our Bodies 123 כיסִלְ ּ ּום Lesson 18: Bringing It Together Student Post-Curriculum Survey 126

Part 2: Family Curriculum Family Cooking and Learning Night 129 Farm Trip 143 Farmers’ Market Lesson 150 Farmers’ Market Trip 154

Part 3: Student Worksheets

לְ גַדֵ ּל Unit 1: To Grow - Worksheets

W - 1 זְרָ עִ ים Lesson 1: Seeds Student Pre-Curriculum Survey 7 - W W - 10 אֲדָ מָ ה Lesson 2: Earth W - 16 סְבִ יבָ ת גִ ּידול Lesson 3: Growing Environment W - 21 יַחַ ס לְבַעַלֵ י חַ יִים Lesson 4: Treatment of Animals לִקְ צוֹ ר Unit 2: To Harvest - Worksheets

W - 26 מִ נְהָ גֵי חַקְ לָ ּאות Lesson 5: Agricultural Practices W - 34 חַ גֵי הַקָצִ יר Lesson 6: Harvest Holidays מַ אֲכָלִ ים ּיְהודִ יִים Lesson 7: Jewish foods Around the World 38 - W בְּרָ חָבֵ י הָ עוֹלָם לְ הָכִ ין Unit 3: To Prepare - Worksheets

W - 46 ּכַשְׁ ּרות Lesson 8: Kashrut W - 51 מָלֵאאוֹכֶ ל Lesson 9: Whole Foods W - 61 מֶרְ חָ ק הַ אוֹכֶ ל Lesson 10: Food Miles לֶאֱ כוֹ ל Unit 4: To Eat - Worksheets

בְּרָ כָוֹ ת לִפְ נֵי Lesson 11: Blessing Before the Meal 67 - W ּאֲרוחָ ה W - 73 מִ נְהָ גי לֶחֶ ם Lesson 12: Bread Rituals W – 77 לַחְ לוֹ ק אוֹכֶל Lesson 13: Sharing Food W – 80 בִּרְ ּכָ ת הַמָּ זוֹן Lesson 14: Blessing After the Meal לְקַ ּיֵם Unit 5: To Sustain - Worksheets

הפְחָתָ ה ימושׁ, שִׁ ּ Lesson 15: To Reduce, Reuse, Recycle 89 – W מֵחָדָ שׁ זור, מִ יחְ ּ W – 93 מְתִ ּינות Lesson 16: Moderation W – 96 שְׁמִ ירָ ת הָ ּגוף Lesson 17: Caring for Our Bodies W - 100 כיסִלְ ּ ּום Lesson 18: Bringing It Together Student Post-Curriculum Survey 102 - W

Part 4: JFEN Member Developed Resources Tour of the Seven Species MD-1

Part 5: Glossary

III

Overview Min Ha’Aretz: Hazon’s Family Education Initiative

Project Description This initiative uses food and Jewish tradition as focal points to create innovative programming for students (grades 5-9) and their families. Jewish tradition has a great deal to say about what is fit (i.e. kosher) for us to eat. Today, questions about food have become ever more complicated as we come up against changing nutritional news, the use of chemical pesticides, and industrial farming. Health issues such as obesity and environmental damage are intrinsically connected to our personal and national food choices. Min Ha’Aretz weaves together Jewish tradition and contemporary food issues in an 18-lesson curriculum for students and complementary family education curriculum.

Goals • Promote awareness of contemporary food issues that is infused with Jewish values and traditions, integrating both secular and Jewish curricula; • Increase the knowledge that students, families, and teachers have about healthy eating and create a Jewish framework for food choices; • Increase parents’ involvement in their children's education and promote joint parent- child and family educational opportunities. • Create opportunities for the entire community--students, parents, teachers, administrators, rabbis, program directors, and others--to manifest their own Jewish, health, and environmental values and priorities by taking action around the ideas they learn.

Benefits For students, Min Ha’Aretz demonstrates how vitally relevant Jewish tradition is today and builds understanding of where our food comes from. Min Ha’Aretz strengthens students’ Jewish identity by linking something they do every day—eating!—with Jewish tradition and values.

For families, this approach sparks conversations about food, Jewish tradition, and the world around us. Min Ha’Aretz strengthens Jewish life by bringing Jewish texts and values into the food choices families and students make everyday.

For schools, synagogues, and other Jewish organizations, Min Ha’Aretz offers an innovative way to engage students and families. Min Ha’Aretz taps into community interest in food and the environment and stimulates community “greening” efforts.

Student & Family Curriculum Summary

The Min Ha’Aretz student curriculum allows students to explore the question, What is the relationship between Jewish texts, traditions, and practices and the food we eat? More specifically, how does Judaism relate to all the processes and choices involved in how we grow, harvest, prepare, and eat our food, as well as manage our waste? How does Judaism relate to my and my family’s food choices? At the beginning of Min Ha’Aretz, students encounter the driving question of this curriculum: what is the relationship between Judaism and food? Over the course of eighteen lessons, which are divided into five units, the students explore this question and develop a deeper understanding of both the question and its myriad answers.

Unit 1: To Grow This initial unit, To Grow, provides the foundation of the curriculum. The first lesson allows students to reflect on where their food comes from and the Jewish obligation to take care of the land. I n the next lesson, students explore what makes “a good land” for growing food. Students then consider the environmental conditions necessary for plants to grow, using the “seven species” of Jewish tradition as a reference point. The final lesson allows students to consider the conditions in which animals are raised and reflect upon tza’ar ba’alei hayim, the prohibition against unnecessary cruelty to animals.

Unit 2: To Harvest The second unit, To Harvest, builds upon the students’ knowledge of growing food and explores the relationship between harvesting food and Judaism. Students reinterpret the biblical agricultural practices of peah, shikcha, orlah, and tithing into practices that are applicable to contemporary life. Students then explore the connection between the agricultural cycle and Jewish holidays. Finally, students examine how regional food has influenced Jewish food around the world.

Unit 3: To Prepare Students begin the unit, To Prepare, by studying the laws of kashrut and considering the ways these laws influence Jewish life. Food preparation can also include food processing and students explore the differences between whole and processed foods and consider the representation of whole foods in Jewish text. Finally, students explore the miles that food travels before it reaches their plates and debate whether this is an example of the Jewish concept of bal tashchit, do not harm.

Unit 4: To Eat During this unit, To Eat, students start by exploring the blessings before eating a food and participate in a mindful eating exercise. Next, the students work together to prepare a dish and reflect upon the challenges and joys of cooking. Students then investigate Jewish texts to understand the responsibility of Jewish people to welcome guests and to feed the hungry. The students reflect upon the differences and similarities between these two acts. Finally students consider how Birkat Hamazon, the blessing after a meal, references both physical sustenance and spiritual nourishment.

Unit 5: To Sustain In the final unit, To Sustain, students deepen their understanding of the commandment of bal tashchit and learn ways to reduce, reuse, and recycle resources. Students discuss Jewish texts that highlight restraint and indulgence when it comes to food and explore the concept of moderation by investigating the sugar in soda and the fat in common snack foods. Students explore the concept of shmirat ha’guf, the obligation to care for our bodies, and connect the bracha for body parts and body functions with the foods that best support a healthy body. Students create personal commitments to care for their bodies. Finally, students return to the question, “What is the relationship between food and Judaism?”

Family Programs & Field Trips This section is a detailed guide on how to plan and run three family learning events: a family learning night and cook-in, a visit to a farm, and a visit to a farmer’s market. This section also provides guidance for educators on how to prepare students for family learning, with lessons to complete before the family events. Students learn to put their knowledge and skills from the Min Ha’Aretz curriculum into practice while learning with their families.

Min Ha’Aretz Curriculum Goals

By the end of this curriculum, students and parents will be more thoughtful in their food choices about what they eat, how they eat and when they eat. They will have greater understanding of the underlying Jewish values about food and more knowledge about contemporary food and agricultural issues. Specifically, students will develop:

• Awareness of the effects of our food choices on our bodies and the environment • Critical thinking skills that enable them to consider contemporary agricultural systems and food choices through the lens of Jewish text, traditions, and practices • Practical understanding of food processes—growing, harvesting, preparing, consuming and managing waste—and how Jewish traditions relate to these processes • Improved hands-on skills to grow, produce, and cook their own food and appreciation of the value of these skills • Capacity to work with and educate their families about connections between Jewish tradition and food

Assessment Strategies

At the end of this curriculum, students can be assessed on the following:

• Final written assignment: Written response to the question, “What are the connections you think about when you hear the words “food” and “Jews”? Compare student responses to this question at the beginning and end of the curriculum. Final responses should demonstrate knowledge acquisition and a deeper understanding of the ways Jewish tradition, text, and practices relate to food. In addition, the writing should demonstrate growth in students’ ability to write more comprehensive responses. • Student survey: The survey contains knowledge based questions, in addition to questions about students’ attitudes and behaviors. Students’ answers before and after the curriculum are evaluated for increased knowledge and understanding about key components of the curriculum.

Throughout the curriculum, students can be assessed on the following:

• Participation in class discussions that draw upon readings from historical and contemporary sources. The reading rubric that follows can be used to measure student learning; • Participation in hands-on activities including sprouting, growing seeds, and making a meal; • Ability to work in small groups to discuss materials and present to the class. The team work rubric that follows can be used to measure student performance in groups; • Written responses from homework demonstrate ability to express main concepts in their own words; • Engagement of their families — parent(s), siblings, grandparent(s), caregiver(s) — in exercises that require family participation. These exercises offer an opportunity for students to apply their classroom learning in a new context. Students can prepare written or oral summaries of their family discussions.

VII

Min Ha’Aretz Jewish Text List

Lesson 1 Genesis 1:29 Lesson 9 Lesson 2 God in Search of Man, Abraham Joshua Deuteronomy 8:7-10 Heschel BT Masekhet Ta’anit 23a Lesson 10 Lesson 3 Avot de Rabbi Natan 31:1 Genesis 2:15 Psalm 126:5-6 Lesson 11 Tosefta Brachot 4:4-5 Lesson 4 BT Berachot 35b Deuteronomy 22:4 Tosefta Brachot 4:1 Rambam, Hilkhot S'khirut 13:3 BT Masekhet Brachot 35a Genesis 9:3-4 Deuteronomy 22:6-7 Lesson 12 BT Masekhet Brachot 37b Lesson 5 Leviticus 19:9-10 Lesson 13 Deuteronomy 24:19 Pirkei Avot 1:5 Leviticus 19:23-25 Deuteronomy 14:22-23 Lesson 14 Deuteronomy 8:10 Lesson 6 Pirke Avot 3:17 Lesson 15 Numbers 15:17-21 Ecclesiastes 1:7 Rambam, Hilkhot Melakhim 6:10 Lesson 7 Deuteronomy 20:19-20 BT Masekhet Pesachim 116a Lesson 16 Lesson 8 Isaiah 22:13 Deuteronomy 14:3-8 Deuteronomy 14:9-10 Lesson 17 Deuteronomy 14:11-18 Genesis 1:27 Deuteronomy 14:21 Genesis 2:15 BT Kodoshim, Chullin 105a Rambam, Hilchot Deot 4:1-2 Rambam, Hilchot Maachalot Asurot 9:28

VIII Teaching Text

The Torah is a Tree of Life- etz hayyim- to all who hold fast to it.

Throughout the Min Ha’Aretz curriculum, the students encounter texts in a variety of different ways. It is essential that students experience the text piece a vibrant, tangible part of learning. The Torah is a Tree of Life, students will understand the approach study of Torah as organic, growing and changing throughout their lives. This is the same spirit that should be brought to the study of text.

There are many different ways to teach Jewish text. Here are a few different strategies. You will see many of them used in the lessons that follow. Others are explained as points of inspiration for you to reference when you are planning for these lessons.

Chevruta Chevruta is the traditional method of Jewish study. Derived from the Hebrew word chaver, or friend, a chevruta partnership is a special relationship between study partners—it's the ultimate “study group.” Chevruta study begins with one person reading the text out loud. The partners then engage in a dialogue about the meaning of the text.

Creative Chevruta Pairing There are many fun ways to divide the students into pairs. One example is to reach matching cards. Each student can be provided with half a card (e.g. half of a fruit or vegetable; half of a word related to the text; etc). Ask each student to find their other half. This is their partner for the day, week, or month. Another technique is to ask questions with only 2 answer options. For example, which do you like more, spring or fall? Students who answer differently are then paired up for study. There are many other imaginative ways to create chevruta pairs that get the students out of their seats and moving around before they sit down to study.

Entrance & Exit cards Entrance Cards: The students need to complete questions to “enter” the classroom. Students' responses will give the teacher a beginning look into the kinds of experiences and familiarity students already have with the topic. Answers to these entrance cards allow the teacher to gather information about academic readiness. These responses can help a teacher determine where to begin the learning sequence and can inform initial groupings of students.

Exit Cards: Similar to entrance cards, the students need to complete questions to “exit” the classroom. The answers that students provide allows the teacher to quickly determine which students achieved the intended objective and which students may require some additional review on the essential concept.

IX KWL (What I Know; What I Want To Learn; What I Have Learned) KWL is a graphic organizer which guides students through a three-step process — a process they can add to their list of comprehension strategies. The first column, “What I Know”, activates background knowledge students already have about a topic. The second column, “What I Want to Learn” allows students to create questions about the topic, and develop a purpose for reading a text or participating in an activity. The third column, “What I Have Learned,” helps to solidify the students new knowledge.

Reporters & Recorders: Assigning Roles During a text study, specific roles should be assigned to students so that each person has the opportunity to take the lead on a task. During a chevruta, one student can be the reporter, writing down answers to the text study questions and the other student can be the reporter, sharing the ideas back with the class. This idea can be expanded as students can take turns as the class recorder, noting down all the ideas on a board or a piece of paper for future reference. Additional roles, such as Question Leaders, making sure that each question to asked during a text study time, can also be assigned.

Café Style Create a café atmosphere in the classroom, with text study on the menu. Take the text and place it on large cardboard menu cards. Set up the desks in clusters in order to create tables. Cover the tables with a tablecloth and provide healthy snacks. Ask the students to read the “menu” at a table, discuss the text, and try the healthy snack. Each menu should have a different text on it. The students rotate among the tables in order to study all the different texts and enjoy all the different snacks.

Text Gallery Another option for text study that takes the students out of their chairs and moving around the classroom is to create a Text Gallery. Just like a person would visit an art gallery, the students will walk around the room to see each text. Hang the texts around the room on large sheet paper. Ask the students to visit the Text Gallery. After they read the text, they can write a response at each station, write picture, or discuss their thoughts in a small group.

Stand up- Sit down The Stand up – Sit down structure is a great way to quickly engage every student in the classroom and allow a teacher to gain knowledge about the students’ thoughts or experiences. Based on a text, write 3-4 agree or disagree/ yes or no questions. Ask all the students that agree that stand up and then sit down. Then ask all the students that disagree or are neutral to stand up. Use a variety of different questions.

Jigsaw Strategy The strategy involves breaking the classroom into small groups of four to six students. Each group is responsible for a specific piece of knowledge that they will discuss with other classmates.

Divide students into four to six jigsaw groups, known as the home group. The difficulty of the material can be matched to the capabilities of each group. Each student reads the text assigned to their group. Students then discuss the text with the home group. This group also might also create a summary of key points, or highlighted notes which will be shared with other groups. A few members of the home group leave and meet with new, secondary groups. The new groups teach each other what the home group felt to be the most important and relevant information. This is where the jigsaw starts to come together. Students are encouraged to ask questions for further clarification. The final piece to the Jigsaw activity involves a return meeting of the original group. During this time, individual group members share in turn the pertinent information they learned from participating the second groups. All the information comes together.

Modified Jigsaw Instead of each student reading the material independently, the students can read in chevruta (pairs). Each pair can then report back to their home group in order to share their learning. Each home group then reports back to the classroom. As a class, students are encouraged to ask questions to each other.

Fish Bowl Set up a “fishbowl.” Half of the class will move their chairs into the center of the room with the chairs facing in towards each other and the other half of the class puts their chairs around them. The inner group will discuss a passage or text and the outer group will observe them. This structure allows for the students to look at both the text and the manner in which the conversation develops. Students both learn from participating and observing. After a full discussion, ask for the students on the outside of the fishbowl to comment on the conversation.

Variations on the Fish Bowl • Place an empty chair in the inner-circle. A person from the outer-circle may sit in it at any time and interject her or his viewpoint or comment for 1 minute (or a given time period.) • Every 3 or 5 minutes, a member of the outer-circle replaces someone in the inner-circle. This continues until everyone has had a chance to participate and observe. • Once the inner-circle has performed or at a set time or procedure, they turn around in their chairs and receive feedback from the outer circle on a one-on- one basis.

Teaching Text: The Questions to Ask

What if you like a text but the questions just aren’t quite right?

The Min Ha’Aretz curriculum contains a wide range of texts and many different questions. There are questions to ask before a text, questions to use during a text study, and questions following a text study. Questions ideally lead us to a deeper understanding of a text’s meaning and overall deeper learning experience. While the questions were designed and tested, they still might not be right for your students. Teachers are encouraged to write their own questions. Students can also read a text and write their own questions. These student questions can then be answered by other students.

The Farmers’ Market Preparation lesson focuses on creative questions. See this lesson for suggestions about good question writing.

XII

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Section 2 7. How often do you downsit and eat a meal (breakfast, lunch, dinner, snacks) together as a family (at least 1 parent and 1 child) at home? __ Less than once a week __ 1-2 times a week __ 3-4 times a week __ 5-6 times a week __ times 7 a week d) Yovel a) Caring for the land b) Caring for your body c) Caring for animals d) for Caring your family 5. What is the meaning of the phrase “ a) Caring for the land b) Caring for your body c) Caring for animals d) for Caring your family 6. Leaving the corners of your field for those in need is an example of which agricultural practice? a) Peah b) Orlah c) Shmita a) Composting food scraps b) Reusing plastic water bottles c) Bringing your lunch in a reusable bag d) All the above are examples of sustainability 4. What is the meaning of the phrase “ Date: Date: ______Grade Number: ______Please circle one: Female Section 1 1. Circle the whole foods. Male Popcorn Potato

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9 To Grow -=ksdk UNIT 1 – LESSON 2 Earth -=vnst =

ּ ּ ּ ְ כִ י לָ ך : : 'ה ובָהָ ר ּ : ח:זי דברים ח:זי תַ חְ נְחֹשֶׁ צֹב ת ּ : for granted: as this ּ ּ ָ ָ

בְמִסְ בָּ תֹאכַ כֵ לֶחֶ נֻת ל ה ם לֹ Eretz Israel ּ ּ

(10 minutes) (10 ,students will the explore elements a of ּ ּ ּ ּ ּ ּ

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ָ FRAMING THE TEXT (Workbookp.10-W 11-W)– (5 minutes) (5 ּ ּ = וְרִ ותְ אֶרֶ עֹרָ ודְ אֶרֶ ושְׂ חִטָ אֵ מוֹ בָשׁ שֶׁמֶ וְגֶפֶ ץ ה ה ן נָה ן ץ זֵית ן ודְ בָשׁ Travel through “A Good through Land” Travel : = = ּ

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אֶרֶ אֲשֶׁ ץ ר לֹא After defeating the various kings who were dwelling in the land of Israel, at the beginning of Deuteronomy Moses tells of how G-d sees that the wilderness Israelites for long have enough, and beenit is now wandering time for inthem to enter the Israel. It is at this point, in Deut. 8:7-10, that the especially Israelites as they are about are to enter a land commanded of plenty, their to time in the wilderness. they remember should And so, not the take G-d’s goodness power in this of “good land” of G-d and, verseends, thanks to…your“give G-d for the goodland….”

הָאָרֶ נָתַ עַ לֹהֶ טֹבָ אֲשֶׁ הַ אֱ יך ל ץ ה ר ן

Lesson

Askstudents toturn inthe Parent-Student survey or completeonline. it Framethe lesson students referencingby for the that while seeds can sproutwithout soil, as demonstratedbysprouting seeds inLesson for1, most seeds togrow into plants, needsthere tobesoil, sun, nutrients,andwater. This aboutlessonthe characteristics is theof land that is togrowneeded healthy food. goodland” refers “A theto land Israel.of In goodland byidentifying each component goodland a of that foundisin the passage of Deuteronomy8:7-10.

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? or that make good “a Deuteronomy 8:7-10 mitzvot qualities

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A:In this list there arephysical barley,vines, trees, fig pomegranates, oliveoil, honey. There are also land”such as no scarcity,enough food,no toolshunger, holiness,touse,andblessings. 2. 3. characteristics What make goodthis a land? 4. 1. of list theall akea Forthe LORD bringingis your G-d goodland,youinto a land a with streams springsand and fountainsissuing fromplain andhill; landbarley,and a wheat of vines,of figs, andpomegranates, land a olivetreesof and honey;land eata where withoutyoumay food limitation, where youwill lacknothing; land a whose rocks whoseare iron andfrom hills youcan copper.mine When you haveeaten your fill, give thanks tothe LORDG-d foryour the goodland which has He given you.

likeland, water, andfood,along with abstract such ideas as abundance, G-d,andgratitude, promisefor the future. Provide few a minutes for the students toshare thoughts their fromthe chevruta Q: Afterreading the verse about makes “a good makes“a land.” Q: text?

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1 1 To Grow -=ksdk UNIT 1 – LESSON 2 Earth -=vnst =

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inthe land”passage“good tobeable togrow the wefood eat. Belowseriesare a agriculturalof practices, students divide into groups approximatelyof fourstudents. or five Assign each group one theof farmingchoices seeds,– crops, or irrigation.engaging By in aboutthe debate different agricultural practices, students will indirectlybegin tothink abouthow goodland a mustbesustained over time as they all, foreach theof farming choices, answer the questions:following 1. 2.

2 1 To Grow -=ksdk UNIT 1 – LESSON 2 Earth -=vnst =

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שָׁתְ לִבְרַ נָמִ לִ יי אי

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ּ ֹתָ אֲלֻמּ יו : : אֲלֻמּ ֹתָ יו ּ

הו פסוק תהלים פרקקכו פסוק הו ּ בְּרִ זֹרְ בְּדִ עִ יִקְ מְעָ הַ צֹרונָההים יִקְ צֹרו : gh heghgoes along weeping, assage below comes from Psalms (10 minutes) (10

ְ ְ ּ

,guardians theof Earth. (Workbookp.19-W) ְ FRAMING THE TEXT ובָ נֹשֵׂ לוֹ מֶשֶׁ יֵלֵ הָ הַ זָךאך ך כֹה נֹשֵׂ א מֶשֶׁ ך הַ זָ ּ shomrei adamahshomrei = Psalm 126:5-6 = = ּ =P

Text Study: Sow in Tears and Reap in Joy in TearsReap and in Study: Sow Text SowinTears and inJoy Reap

בְרִ רַ בּ נֹשֵׂ יָבוֹ נָהאא ֹאע יָבוֹ א בְרִ נָה נֹשֵׂ א

iÉëëçå What tasks What involve human intervention when caring for theseeds thatgrow classroom a in could What happenif wedon’t for care theseeds? Howabout do youfeel to having “guard” or“keep” seeds? the itdoes What meankeep to something someone,for in contrast “owning”it?with itdoes What mean to work theland,in withon contrast “serving” it?

126, 126, which falls under the section of referred Psalms to 120–134. as Songs of ThisSteps or grouping Songs of of Ascents, Psalms because been are they used are by thought pilgrims to as have hymns when they “ascended” the Jerusalem “steps” during of the the three Temple pilgrimage in festivals in ancient Jewish tradition Shavuot, (Passover, and Sukkot). Psalm 126 is about rejoicing after returning from exile whointears sowed exile) (in shall reap with (upon joy – returning). those

The Book of Psalms consists of 150 psalms, and the p

incethe Jewish areappointedpeople byG-d to tillandtendthe garden, the following

carryingthe seed-bag, shall he comeback with songs joy,carryingof sheaves.his

1. or garden? orgarden? 2. 3. 4. 5. Afterstudents have had adequatetime to discussthe asktext, fewfor students a toshare theirthoughts aboutbeing passageexplores deeplythe emotions more connected with planting, whether youplant togrow orfood plant skills,new orideas, understandings. S They whosow intears shall reap withThou songs joy. of

To Grow -=ksdk UNIT 1 – LESSON 3 Growing Environment -=kushd ,chcx 0 = 2

Extra CreditExtra

Whattheis largest agricultural export theof region where arecities the located?Howthe do environmental conditionstheof areaaffect what is exported?

Teacher’s Notes Teacher’s

(5 minutes) (5

= = = =P Homework

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most peopleince are farmers not whattoday, do “sowwe else in tears” and“reap with does hat thepassage about thesay process of planting seeds? are theyhat doing when sad?theyare What are whenthey doing they happy?are . songs of songs in joy” ourlives today? 3 2. 1.

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Lesson3- Extension

= he Lorax he T = = =P Greengrass,clean wet ponds, clouds, Swomee-Swans, Humming-Fish, Bar-ba-loots, TruffulaTrees TuffulaTrees hadsoft tufts andsweet smell that were perfect for knitting Thneed a Tospeak for theask treeswhy and the Once-ler usingis his Truffula tuft Therenotis enoughFruit togoTruffula round andthe Bar-ba-loots arehungry. Smouloussmoke made theSwomee-Swans flyaway. Machines Gluppity-Glupp make andSchloppity-Schlopp which forcinggoes pond intothe the Humming-Fish to swimaway. Thebusiness choppingis down trees canas fastas he andnot thinking aboutthe on impact the present or the needs theof future. The animals arebeing drivenoutof theirhomes. The andlandair,water, aredestroyed with smog, waste,the and removaltrees.of TheOnce-ler new could treesplant for the onesthat were cutdown. grow Not the businesssoFind waysor big quickly. tore-use waste the created or cutdown on wastecreated. Etc. TheLorax aloudor havethe students copy a onread their guidingown. Provide iÉëëçå What is theworld is What like thattheOnce-ler describes long ago? Why didWhy Once-ler the start his smallshop? Why does thedoesLorax Why appear? What happens What to the environmentas thebusiness grows? Is theOnce-ler’s businessIs sustainable? Why orwhy not? What could What theOnce-ler donehave differently so histhat wasbusiness more sustainable? ais The Lorax children's book,written Dr.Seuss.by chroniclesIt thethe of plight environment"mossy,andthe Lorax(a bossy" man-like creature), whospeaks for the trees againstthe greedyOnce-ler. theWhile book for appropriate youngis school children, middle studentsenjoy the opportunitythis torevisit favorite andunderstand the story on a significantlydeeperlevel. Read questionsthat allow students the toapply the concept sustainabilityof tothe story theof Lorax. 1. 2. Activity#1: Read 3. 4. 5.

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= Plant a Class a Plant ready-made a Herb Buy Garden. at kit local a nursery, or = = =P Markers Soil Soil Wateringcan Seeds Maskingtape Planter½gallon a of(bottom cardboard carton, such iÉëëçå

• • • • • • emind students emind tofollow the instructions onseedpacket. the oreach student: F R sure Be tohave each student write his or onher planter. a name variety a If seedsof are planted,label witheach the planter seed.typeof This informationwritten can onbe maskingandstucktape onthetheof planter.side Place all the windowsunny ina boxes placeinthe classroom. Determinecare a plan for the plants. Either one canperson day water a andturn the plants orgroup a studentsof can each beassigned dayweek a a tocare for the plants together. AlternativeOption: purchaseyour ownseeds, growingdirt, containers, etc. Activity#3 Web Investigation Wherecommon plant did foods originate? Research sweet basilPersia), Vanilla (India, (Mexico),peppermint (Asia), Adzuki beans (coldfoggy mountains Chineseof andJapan), Tomato(Mexico & South America) Activity#4 Seven Tasting Species Afterintroducing the seven species, bring seven inthe species for the studentstotaste. Introduceeach andexplorefood the whole before fruit givingeach student topiece a try. time forMake the students toexplore the feel, smell, andappearance eachof before fruit tastingthe fruit.Encourage the students tryto each one. Studentsplant their ownseeds andappreciate the valueplantingof their own food.When possible,herb,planting anof suchaswould parsley, beconsumedthat duringPassover a sederrecommended.is Materials Forthe class:

Activity#2 Plant OwnYour (15 minutes)

To Grow -=ksdk UNIT 1 – LESSON 3 Growing Environment -=kushd ,chcx 3 = 2 .

= = = =P www.kidsgardening.com,awebsite of the National Gardening Association iÉëëçå Foradditional classroomactivity ideas related to growing andgardening, visit Forexample,studyplant encyclopedias andhave students choose “signature” a plant, create collage, a poemwithwritedialogue a their chosen plant, etc. Activity#6 aLocalVisit Garden Students a take fewminutes observe toquietly onething that capturestheir attention -- a puddle,for instance. them recordHave what they sense (e.g., aboutit wet, shiny, shallow, chilly)inan “Observations” column, andtheir feelings andreactions (my would dog toit drinkthat; fun for splashing)inthe “Feelings andReactions” column. Afterwards, write poemscollaborativeor a make painting basedon observations reactions.and Activity#5 Explore Wonderful onBooks Gardens

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(p.25-W)

4 LESSON 4 LESSON TextStudy: TreatmentofAnimals Tza’arba’alei hayim& Animal Farm Conditions TextStudy: Animals Work at Homework Box of “regular”of Box eggs Chicken’sExamine a aFarm on Work Consideredways that the Jewish valuepreventingof unnecessary towardcruelty animalscan relate guidetoand the human use animalsof forlaborand food Gainedknowledge aboutcontemporary practicesfarm for producing eggs and contemporarysystems raising animalsfor for food Box of eggsof Box labeled “Cage-free” Understoodthe concept of crueltytoanimals Lesson

• • • • • • • • • • Foreach student: Foreach group students:of Materials Forthe class optional– crueltytoanimals, incontext considered is of agriculturalwork that requires animallabor, aswell as current practices farm around raising chickens the on farm. the At endthisof lesson, students will have: Objectives Objectives Humansareomnivores andhistorically have bothconsumed plants animals meet to and requirements. dietary Students explore the relationship betweenanimals humansand by Deuteronomyexamining nuanced A 22:4. relationship betweenhumans andanimals is expressedas students consider what means it tocare for animals that are forraised consumptionorwork. farm lessonThis will thisexplore relationship theand responsibility humansof tocare for animals. Overview UNIT - 1

To Grow -=ksdk UNIT 1 – LESSON 4 To Raise Animals -=ohhj hkgck ojh 5 2 =

. chevruta

ד פסוק כבפרקדברים פרק כב פסוק ד ָ

ּ (Workbookp.21-W)

FRAMING THE TEXT (10 minutes) (10

ּ ּ ּ (3 minutes) (3

4 תִרְ וְהִתְ בַּדֶרֶ עַלַמְתָ עִמּ תָקִ נֹפְלִ אָחִ הָקֵ וֹ אֶ אֶ שׁוֹ רוֹ חֲמוֹ אוֹ מֵהֶ םים ך םים יךת ר ה לֹא תִרְ אֶ ה אֶ ת חֲמוֹ ר אָחִ יך אוֹ שׁוֹ רוֹ נֹפְלִ ים בַּדֶרֶ ך וְהִתְ עַלַמְתָ מֵהֶ ם הָקֵ ם תָקִ ים עִמּ וֹ : : TreatmentofAnimals Homework

TextStudy: Treatment ofAnimals

Lesson

Chapter 22 in Deuteronomy consists of a variety of rules that G-d commands humans obey to honor their relationships with other people, such plants, as, in verse 4, not ignoring stray animals,animals that you know to belong to and your fellow. Aside G-d, by doing things from commandments regarding constructing houses includes a series of other commandments concerning and animals throughout this chapter, such fashioning garments, the text as not plowing “an ox and an ass together” (Deut. 22:10) and, nest, when not coming taking upon a mother a and bird’s her eggs/young at once – one should butnot the mother (Deut. 22:6). take the eggs/young,

Checkthat homework completed was fromlast class. studentsAsk what things they found thatwould theaffect growing seasons inthe thatcities they chose. the homework Collect worksheetfor correction andcommenting.

Lesson

Thestudents text a read that aboutareisgoing to the treatment animalsof andwhat the Torahrecommends as prescribedbehavior. Toprepare students tothink differently aboutrelationships betweenhumans andanimals, ask themthe question: ofCanyou think a youtime connected felt an animalto thatwas pet?not a Askfew studentsa tosharetheir answers. Thenanduse thethetext read followingguiding questions for discussion in

If youseeIf your fellow's or fallennotass ox do theignore on road, you it; musthelp raise him it.

To Grow -=ksdk UNIT 1 – LESSON 4 To Raise Animals -=ohhj hkgck ojh 6 2

= tza’ar .

animal? animal? -

(15 minutes) (15

tza’ar ba’aleitza’ar hayim intopractice toraiseis animals using methods that &Farm Animal Conditions rangeanimals andcaged - (Workbookp.22-W 23-W)–

tza’arhayimba’alei

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do not do cause them any suffering. Compare the following agricultural practicesinthe raising of animalstosee which onesmightfulfill the idea of 1. 2. cage andhave access theoutdoors to eachday. What do you think the perspective Jewish on tza’ar 3. 2. ba’alei hayim wouldhayim ba’alei say aboutfree 1. Chevruta Two: animals Some areraised specifically toworkandother farm onanimals a arespecificallyraised tobecomewe food eat. Oneway we mightput Thisaboutpreventingis text suffering for the animal. On the board, write the phrase, ba’alei hayim ba’alei 3. preventingthe unnecessary suffering livingof creatures. Divide the class Divide into groups fourof students. eachThen divide group of fourinto two chevruta.Eachdifferenthave a willpair worksheet. Allow the toworkchevruta separately and thenask the toreviewgroup their four questionsof andanswers together. Teacher’sNote topicdiscussionof as animals inagricultural life arediscussed. Students’ concerns about eatinganimals as animal cruelty should into the lesson.beintegrated ChevrutaaChicken’s One:Examine Work aFarmon 1. Possibleanswers: layeggs, tobeconsumedraised byhumans, fertilizer;provide roosters can wakeyouinthe morning! 2.

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(5 minutes) (5 theprohibition MishneTorah (7 minutes) (7 ,compiled around 1170 – the– laws hiring.of Along Torah Tza’ar ba’aleiTza’ar hayim,

Mishneh Mishneh Hilkhot S’khirut Hilkhot

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or rights/civil law, contains

4 Synthesize the Group Conversations & Allow for Debate for Allow & theConversations Synthesize Group Mishpatim Commentary on the Treatment of Animals for Workforthe TreatmentofAnimals on Commentary TextStudy: Animals at Work

Lesson

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MosesMaimonides (also known was asrabbi, Rambam) a physician, andphilosopher whoduringinSpain lived the 12

withlaws workers abouttreating explainsfairly, Maimonides the following passage, givinganimals rights importance labor fair alongside practices for humans. CE,consideredis his most important work. theof sectionsOne theof entitled

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To Grow -=ksdk UNIT 1 – LESSON 4 To Raise Animals -=ohhj hkgck ojh 8 2 = 

ּ ּ דָ בְּ נַפְשׁוֹ מוֹ תֹאכֵ לולֹא דָ מוֹ לֹא תֹאכֵ לו : : ג-ד פסוק ט פרקבראשית ט פסוק ג-ד

Teacher’s Notes Teacher’s ּ

The The

Lesson4- Extension FRAMING TEXT THE ּ (5 minutes) (5

: Go online to: Go online Genesis9:3-4 ּ נָתַתִ יֶרֶ רֶ כְ יִהְ אֶ לְאָכְלָ עֵשֶׂ מֶשׂ אֲשֶׁ כָ לָכֶ חַ לָכֶ ית כֹלב ם ק הר הוא יֶהילם אֲשֶׁ ר הוא חַ י לָכֶ ם יִהְ יֶה לְאָכְלָ ה כְ יֶרֶ ק עֵשֶׂ ב נָתַתִ י לָכֶ ם אֶ ת כֹל

: אַ בָּשָׂ רך בָּשָׂ ר : Homework 4

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ּ דברים פרק כב פסוק ו-ז ּ ּ ָ ְ תִ עַ קַ יצִ הָאֵ הַבֵּ הַבָּ לֹאח יםםל נִים :

ּ ּ ּ

יִקָרֵ בַּדֶרֶ הָאָרֶ לְ כִ קַ בְּ צִ עַ עֵ פוֹ רֹחִ אוֹ אֶפְ פָ כָ ן יאר נֶיך לך לץ ץים FRAMING THE TEXT ּ תְ תִ וְאֶ קַ הָאֵ אֶ ּ הַבָּ שַׁלַ שַׁלֵחַ ת םחת נִים תִ קַ ְ

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Pleaserefer back tothe explanation preceding Deuteronomy inthis 22:4 lesson for context aroundthis passage.

יצִ עַ עַ אוֹ וְהָאֵ רֹחִ הָאֶפְ בֵ אוֹ רֹבֶצֶ ים ם ת ל לים If,along the road, youchance upon bird's a nest, inany tree or on the ground, with fledglings oreggs andthe mother sitting over the fledglings or on thetake motherthenot eggs,do togetherthewith Let mother her go, young. only andtake the young,order that youmay in wellfare andhavelong life. a Deuteronomy 22:6-7

4. 1.

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Agricultural Practices - Agricultural Practices (p.27-W)

VOCABULARY (p.29-W) (p.31-W)

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Why might there be might Why agriculturalcommandments the in Why wouldWhy to wewant study instructionsabout to how harvest today?

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ּ לֹא תְ עוֹלֵל ופֶרֶט תְ עוֹלֵל לֹא ויקרא

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ּ יט

כַרְ מְך ּ פסוק

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(Leviticus), which alsois known as the ּ , whichtheusedforis word the practice menof

שָׂדְך תַ עֲ זֹב ּ

ָ payot Vayikra לִקְ צֹר וְלֶקֶט קְ צִ ירְך וְלֶקֶט לִקְ צֹר

,consists series a of legalof rulespriestly and

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Leviticus,the thirdbook theof rituals,describes it and the terms theof covenant with G-d. Chapter partis the of 19 HolinesssectionCode 17-26)which (Lev. also theincludes well-known commandment to“loveone’s neighbor as oneself” 19:18). (Lev.

notcutting theirlocks side hair.of FunFact 3. A: theirof whatever–fields size the corner be. can 4. A:For the poor stranger.andthe 2. yourpartners. appears theend at of thetext.

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To Harvest -=rumek UNIT 2 – LESSON 5 Agricultural Practices -=,utkej hdvbn 3

= 3

כִ י ּ תִ קְ צֹר קְ צִ ירְך תִ קְ צֹר לַ גֵר ָ יָדֶ יך

: : דברים

ּ פרק

יָתוֹ לַ ם וְלָאַלְמָ נָה יִהְ יֶה לְמַעַן יְבָרֶ כְך לְמַעַן יִהְ יֶה וְלָאַלְמָ נָה כד

ָ פסוק

בְשָׂדֶך יט

ָ וְשָׁכַחְתָ

ּ עֹמֶר בַּשָׂדֶה עֹמֶר

ָ ּ ה ’ FRAMING THE TEXT אֱלֹהֶ יך לֹא תָ שׁוב לֹא = ָ בְּ כֹל מַעֲשֵׂה מַעֲשֵׂה בְּ כֹל ּ = =R לְקַחְ תוֹ is oneis theof laws governing forgetting.of nature the is theis practice of not returning for forgotten bundles cerealof crops or fruit ּ iÉëëçå Shikcha

ShikchaLeaving/ sheaves Since most most Since studentsare not farmers, canwehow peahpractice today? What does passage What this you say should doyou if do not the gatherall foodfirst time? the need in Those would watch thefarmers gathertheir harvests and waitfor the forgotten What are What the similaritiesbetween shikcha and tzedukah?

Deuteronomybegins 24 with rules aboutdivorceandmarriage, and ends it with laws aboutagriculture. In between these seemingly ideas separate the is connection of actingjustly andrighteously towards the poor,strangers, widows, fatherless; andthe for,as thereminds text the reader as the last thisof verse chapter, yourself “you were onceslave” a as well 24:26). (Deut.

A:The thatfarmerfood a does not gather time shouldthe first go tothe stranger, the fatherless,andthe widow. 2. sheaves.What thedifference is between this gatheringand tzedukah (charitable giving)? Whenyoureap the harvestandoverlook inyour field sheaf a notinthe do field, turn backit togetit; shall tothe stranger, go fatherless, the andthe widow -- inorder that theLORD your blessG-d may youinall your undertakings. 1. Deuteronomy 24:19 3.

Q: afterthe harvest. Cereal crops grains include such as wheat, (corn), maize barley, and rice. A:Practices can thebebothsharing sharingor food ofthe schoolof resources; justas Shikcha thefarmers’ work togrowiscrops, the students’ work tobeinschool.is

To Harvest -=rumek UNIT 2 – LESSON 5 Agricultural Practices -=,utkej hdvbn 4

= 3 וְכִ י ו וְכִ י תָ בֹא ּ ּ קֹדֶשׁ לולִ הִ ים קֹדֶשׁ לֹשׁ שָׁ שָׁ נִים יִהְ יֶה לָכֶם עֲרֵ לִ ים לֹא יֵאָ כֵל נָה: ובַשָׁ ָ:יא ֵ ֹ ֲֵל םלכםיה ֶ ׁ ִםשָלש ויקרא

ּ ּ ּ אֶל הָאָרֶץ ונְטַעְתֶם הָאָרֶץ אֶל פרק

לַ יקֹוָק נָה: ובַשָׁ ָ:ל קוק יט תְ בואָ תוֹ ה אֲנִי ה

’ פסוק

ּ כג

יכֶ אֱלֹהֵ ם : אֱלֹהֵ יכֶ ם ּ - ּ ּ כה

ישִׁתהַ חֲמִ תֹאכְ לו חֲמִ ישִׁתהַ כָל

עֵץ מַ אֲכָל וַעֲרַ לְתֶם מַ אֲכָל עֵץ

ּ ּ ּ אֶת פִרְ יוֹ אֶת הָרְ בִ יעִת יִהְ יֶה כָל יִהְ יֶה הָרְ בִ יעִת

ּ ּ עָרְ תוֹלָ אֶת פִרְ יוֹ אֶת עָרְ לָ תוֹ FRAMING THE TEXT לְ הוֹסִ יף לָכֶם לָכֶם לְ הוֹסִ יף Why wouldWhy appear it here?

ּ “ = ּ פִרְ יוֹ ּ האֲנִי =

' “I the “I LORDamyour G-d”

=R OrlahFirstFruits/ is theis practice notof eatingthe fruits from fruit-bearing a tree for its first three יכֶ אֱלֹהֵ ם אֱלֹהֵ יכֶ ם ” ” iÉëëçå The passage The What are What the threedifferent phases of (or eating not eating) fromfruit trees? thereawas If fruit tree outsideyourand home you eatcould thefruit not or5 4 for years, Orlah is an an Orlah is example of self-control.If you are an appleeatfarmer andcan’t your orsell Pleaserefer back tothe explanation preceding 19:9-10 Leviticus inthis lesson for contextaround this passage.

Orlah years.The fruitsthe of fourth only yearmay beeaten inIsrael, andfromthe yearfifth on,andenjoy eat we may fruits.its

how wouldhow when you feel you werefinally able to eatthose again?foods 3. appears theend at of thetext. 4. Whenandplant youenter land any treethe for food,youshall asregard fruit its forbidden.Three shallyears it beforbiddenfor you, not tobeeaten. In the fourth year allshall fruit itsfor jubilation besetbefore aside theLORD; andonlyyear fifth inthe youuse may -- fruit its that toyou yield its may beincreased: your G-d.theam I LORD 1. 2. years,fruit 5 for how wouldWhy? feel? it 19:23-25 Leviticus

To Harvest -=rumek UNIT 2 – LESSON 5 Agricultural Practices -=,utkej hdvbn 5

= 3

mean?

pe’ahshikcha / orlah /

Teacher’s Notes Teacher’s

(5 minutes) (5

today? today? (15 minutes) (15 (5 minutes) (5

= why do different peopledo why benefit fromthedifferent harvest practices? (If the class notis = =R Homework pe’ahshikchaorlah / /

Prepare for Group Presentation Group for Prepare

Share text studies Share

hooseone theof textsdiscussed. iÉëëçå What does What (specificto the text thatthegroup read) How can you practiceHow can this your in everydayHow canlife? you thispractice thebasedplants on that growingare in the classroom? growinghowplants, youpractice can thisbasedon the choicesfood your family makesinyour home?) C

groupread) Chooseonethe textperson aloudtothetoread class,choose two and peopleor one toshare the group’s answers.

Afterdiscussing andanswering the questions the at topthe of handout, allow the groupsprepareto presentations for their class.tothe students theAsk three touse questionsthe at bottom theof handout toguide their class presentation: Q: benefitsQ: fromWho this practice? most Q: Since studentsare not farmers, canhow we practice (specific to the text thethat approximately Provide 3-4 minutes for each group outloudtoread theirtext studyand sharetheythe haveideas topractice these ancient traditions intoday’s world. connection A between made is the textsdifferent as each group answers the question: “whobenefits?” Askthe students,

To Harvest -=rumek UNIT 2 – LESSON 5 Agricultural Practices -=,utkej hdvbn 6

= 3

ּ עַשֵׂ ר לְמַעַ ן תִ לְמַד לְמַעַ ן תְ עַשֵׂר ּ בַּמָּ קוֹ ם אֲשֶׁר יִבְ חַר לְשַׁכֵן יִבְ חַר אֲשֶׁר בַּמָּ קוֹ ם ּ ּ אֵת כָל אֵת יִרְ לְ אָה אֶת ה אֶת לְ יִרְ אָה ּ תְ בואַת ּ ּ ּ שְׁ מוֹ שָׁם מַעְ שַׂר דְ גָנְך מַעְ שַׂר שָׁם שְׁ מוֹ ’ ך אֱלֹהֶי כב-כג פרק יד פסוקדברים פרק יד פסוק כב-כג זַרְ עֶך ָ ָ הַ יֹצֵא כָל ּ ּ

יָמִ הַ ים הַשָׂדֶה of theof LORD your G-d, inthe place where ּ ּ ּ

ָ : : תִ ירֹשְׁך שָׁ נָה שָׁ נָה וְאָכַלְתָ: שָׁ נָה שָׁ נָה ּ became parttheof Holiness Code,the behaviors ָ וְיִצְהָרֶך in the presence the in Lesson5- Extension Asert’aser ָ ובְ כֹרֹת ּ ּ לִפְ נֵי יְקֹוָק אֱלֹהֶ יך יְקֹוָק לִפְ נֵי = בְּקָרְך = =R ָ וְצֹאנֶך is theis practice farmer a of givingaway portion a theirof harvest toshow thanks iÉëëçå ָ ָ

What does aserdoes What t‘aser mean? What does passage What this say thingsare you have set asidea to portionof every year? Imagine Imagine thatyou are aWhatfarmer. would to mean eatportion it a what of you grew“in

AserT’aser Tithing/ Asert’aser andallegiance (beingloyal). thatG-d commands the people Israelof tofollow. 2. presence” the of G-d? we 3.might Why be commanded do this? to Afterand discussing answering above,thequestions prepare presentationyour for theclass.Report theback to classon thefollowing questions: 1. 2.benefits fromWho this practice? 3. most Since students notare farmers, canhow we thefollowcommandment of aser t‘aser today? He will He choose toestablish name,His so learnthat youmay torevere the LORDyour G-d forever. 1. Deuteronomy 14:22-23 Youshall tentheveryyear set a aside part allof the yourof sowingyield that broughtis fromYoushallthe field. consume the tithes yourof new andoil,grain andthewine and firstlingsyourof flocks,herds and

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 7 = 3 = = hdj

rumek = rhmev = To Harvest - ToHarvest

(p.34-W)

Agricultural Holidays - Agricultural Holidays (p.35-W) (p.36-W)

= (p.37-W) = = =S LESSON 6 LESSON Scoop Bowl Grinderhand(either a grinder orcoffee grinder) a Gainedhands-on inthe experience processing grain towhole of wheat flour TextStudy: NoNoTorah,Flour Guide toa Wheat Berry Wheatberries Homework Understoodthe wholestructure a of grain inorder toappreciate the role wholeof grainshealthy ina diet AgriculturalJewishOriginsofthe Holidays Made connections Made betweenthe agricultural andthecycle Jewish holidaycalendar iÉëëçå

• •

• • • • • • • • •

Forthe class: Materials Foreach student: Objectives Objectives the At endthisof lesson, students will have: Jewishintricatelyis tradition tiedtoagriculture andthe harvest year. Students consider the productionprocess turningof grain into breadandparticipate inone step theof process whenwheat they grind berries intowhole flour.wheat Students then the investigate structurewhole a of inorder grain tounderstand the health benefits wholeof foods. Studentsexplore the connection betweenthe agricultural cycle andJewishholidays and deeperunderstandinggain a thisof connection. Overview UNIT - 2

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 8 = 3

pe’ah, pe’ah, ּ ּ ּ ּ אִ אֵ חָםין חָ כְמָ אָה, יִרְ ;אֵ ין יִרְ אָה, כְמָ ְ אִ קֶמַ אֵ חםין קֶמַ ח תוֹרָה, אֵ ין תוֹרָה, דַעַת, אֵ ין דַעַת, אִ בִּ אֵ םיןינָה בִּ ינָה ינָה, בִּ ;אֵ ין בִּ ינָה, אִ דַעַ אֵ םיןת דַעַ ת חָכְמָה, .אֵ ין חָכְמָה, יִרְ אִ אָ אֵ םיןה יִרְ אָ ה תוֹרָ אִ אֵ םיןה תוֹרָ ה קֶמַח, .אֵ ין קֶמַח, , תוֹרָ אִ אֵ םיןה תוֹרָ ה ה

דֶרֶ אֶרֶ אִ אֵ םיןץ ך אֶרֶ ץ תוֹרָה, אֵ ין תוֹרָה,

ּ ּ ּ ְ . ּ ;

זַרְ רַ בִּ אֶלְעָ אוֹמֵ בֶּ עֲ רזָר יָהי ן עֲ זַרְ יָה אוֹמֵ ר , אֶרֶ דֶרֶ אֵ ץ ין ך אֶרֶ ץ zh:d erp ,uct ,fxn vban ,fxn zh:d ,uct erp . ;

(10 (10 minutes)

(Workbookp.35-W) FRAMING THE TEXT (5 minutes) (5

= =

– lives.intheir Askevery day alsofor suggestions howon toapply these =

=S orlah ,and Text Study: No Torah, No NoFlour Text Study:Torah, NoTorah, No Flour CollectHomework

iÉëëçå

here is nohere flour. Pirke Avot (lit.AvotPirke “Chapters theof Fathers”) foundis inthe Fourth Order (Nezikin, tr. Damages) theof Mishnah Oral(Jewish Law, compiledaround the thirdcentury AvotPirke CE). a is collectionbytheethicalof Sages,said tenets and it theis only thesection Mishnah of that is exclusively devoted tothis purpose. Because this, of oftenisAvot Pirke referred toas “Ethics Ourof Fathers.”

R. b. Eleazar Azariah said, isWhere there no Torah, is noThere decency in human relations. isWhere there no decency in human relations, isthere no Torah. isWhere there no wisdom, is noThere awe [of G-d]. isWhere there no awe [of G-d], is noThere wisdom. isWhere there no understanding, is noThere knowledge. isWhere there no knowledge, is noThere understanding. isWhere there no flour, is noThere Torah. isWhere there no torah,

conceptsgrowingoftotheir practice plants classroom. inthe homework. Collect the Askstudents how topracticedecided what they was learned during thelesson last – shikcha Lesson T

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 9 = 3

Torah

(10 (10 minutes)

= = literally means flour, butcan refer tobread, flour, or sustenance tohow (similar

,either write or draw pictures stepsallof the tohave required wheatflour for bread. Kemach Becoming Flour Becoming

What else mightWhat theword “Torah”mean last in line? the What else mightWhat theword “flour” meanthe last in line? does What thefinal line ofthis passage mean to you? What does What thefirstof line paragraph the final there(“When is no flour,there is no Torah”) to mean you? Provide adequate Provide water not (but too much) Pullweeds toeliminate competitionandallow for the plants togrow tohave room protection Provide from pestsandpredators (bugs) Plowthe landsure tomake the soil softis andloose sure Make soil andmoistis healthy with nutrients compost/nutrients Add P Cut downCut the stalks Separatethe wheat grain (wheat berry) fromthe stalk Storethe wheat berries as youharvest Grindthe wheat berries,processing either a at center or small-scale, hand by H C iÉëëçå

arvestthe Wheat the ultivate Crop reparethe Fields

3. 4. 2.

1. What is is What another name mishnah?for chevruta

Askforfew studentsa shareto their answers.

In Hereanis overview theof basic steps: Q:

Plantseeds Pirkei Avot. A: Pirkei Manywords inthis passagehave multiple meanings, which whatis so makespowerful.it referstoboth the specificBooks Five Moses,of andthe general practice Jewishof valueand learning. weuse the wordtomean “bread” nourishment, wages,wealthy, or security). Askstudents for the first step classandas a puttogether the list stepsrequired.Acknowledgeof thatthere aremany steps hardis to andit identifyall them.of Noteon Transportation: Thedistance travels food fromthe tothefarm table (“food miles”) is discussedinlesson As students10. brainstorm theywhat alreadyknow aboutthe agriculture process,ask them toconsider where takingeach place. step is Sometimes the process can happen orbuildinginthe a field nearby;othertravels food longthetimes, a distance tocomplete the next stage of

processing.

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 0 = 4

Wheat Wheat Berry

toa

Guide

(5 minutes) (5

(Workbookp.36-W) (5 minutes) (5 = = = provides the energy thein formcarbohydrateof andprotein. The part of =S is theis inner nourishment for thegood a seedandis source antioxidants,of is theis hard outer layer that protects Bran goodthesource a isseed. fiber,of

Grind Wheat Berries Grind Explore Turning Wheat Berries to WheatFlour Explore Berries Turning B vitamins, B andminerals. Guideto aWheat Berry thewheat grain thatfound is inwhite flour primarilyisthe endosperm. vitaminandB E vitamins.

iÉëëçå

What are What thethree parts ofwhole a grain? What is is wheatWhat a berry? What is is What thedifference whole between wheat flour flour? andwhite Bran Endosperm Germ wheatberry whole a isgrain, which meanscontains theit bran, germ, andendosperm.

1. A Q: Q: 2. 3. Grindingwheat allowsberries students the towitness one step inthe transformation of wheatinto bread. Pourapproximately ½cup wheatof berries intothe grinder. Depending onthe sizethe of machine,this amount will needtobeadjusted. Allowthe studentsturns totake using grinderthe hand or pressing the button on the coffee grinder.Ask the studentstolisten tohow thesounds. grinding Periodically check theinside grinder.Determine connection a the grinding betweenhowloud sounds andhow coarse or smooththe flour texturefeels. As the grindingthe quieter, wheatgets berries will becloser to becomingflour. theRemind students that this wholeis wheat flour.The whole berrywheat was used. This flourcould nowfor baking breadorbeused challah. Allgrains start grains.as whole we If wanted refinedwhite flour, the andendospermbran wouldhave been beforeremoved grinding. Then the flour would bewhite. Togettoflour, the knowngrain, wheatas a berry,needs beground.to There aremanyfoods thatweeveryday eat that aremade fromgrain; breadandpasta aretwo examples. wheat outa Hand berry toeach student. Students review the handout. Q: Wholeflourwheat brownusuallyis becausecontains it all partsthree theof wheat berry, bran,endosperm andgerm. White wheat flour missingis the bran thusandgerm (and many nutrients)andloses brownthe color.

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 1 = 4 ּ ּ ּ וַיְדַ בֵּ ר ה ’

worksheet andanswer פסוק יז במדבר טו פרק טו פסוק יז כא- (10 minutes) (10 תְ דֹרֹתֵ לְ לַ יכֶ הי רומָה ם ּ

ּ ּ ּ

ּ ּ ּ אֶ ל מֹשֶׁ ה לֵ אמֹר : Teacher’s Notes Teacher’s ּ מִ לֶחֶ הָאָרֶ תָרִ ם ץ תְ רומָ ימו ה לַ הי :

ּ ּ ּ ּ ּ תְ רומָ כִתְ רומַ ה גֹרֶ ת תָרִ ן כֵ ן אֹתָ ימו ה (Workbookp.34-W)

: Lesson6- Extension AgriculturalJewishOriginsthe Holidays of = ּ (5 minutes) (5

. בְּ בֹאֲכֶ אֶ ם הָאָרֶ ל אֲשֶׁ ץ ר מֵבִ אֶתְ אֲנִי יא כֶ שָׁמָ ם ה

= = : =S

chevruta ּ רֵ אשִׁ עֲרִ סֹתֵ ית כֶ ם חַלָ חַלָ Homework

Connecting Agriculture to the JewishHolidays Agriculture Connecting iÉëëçå

Do youa have greater appreciation of thework required andprepare harvest orto Why food.

Read the Read passage from Avot Pirkei again 3:17 andyour response. Writeparagraph a answering the question: Didchangelesson this howyou would this question?answer Why not?orwhy

questionsin why not? not?why Tobring the class back together, askfew studentsa toshare their final thoughts aboutthe connectionandagriculture.between Jewish holidays Ask students question:the Q: Askstudents thetoread

ctivity #1:ctivity Text Making Study: and EatingBread

ּ ּ ּ ּ ּ

דַ בֵּ אֶ ר בְּ ל יִשְׂרָ אֵ נֵי וְאָמַרְ תָ ל אֲלֵהֶ ם מֵרֵ אשִׁ עֲרִ סֹתֵ ית תִתְ יכֶ ם נו

וְהָ בַּאֲכָלְ יָהכֶ ם תָרִ ה ימו

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 2 = 4 Numbers 15:17-21

= = = =S

iÉëëçå Askthe students two tomake lists. Which one is Which less processed andmore has nutrients? list easierWhich was to make?Why do you think? Based on your Basedknowledgeon whole of wheat berries, what thedifference is brown between and grains doWhat you find? whatWheat, rice, else? Are they whole grains?In form what theyare Brownricelessis processed andhas more nutrients. For rice, removingwhite the bran Brownricealsois whole a grain, with bran, endosperm, andgerm.ricehas White most of How does this passage Howthis does makedifferently you think about bread? What connections What do you making to have and/or bread?eating A: andgermanother is processing step that decreasesthe nutrients grain. inthe Q: thebran andgerm removed. Q: are What other examples very of processed grains or foods? are What other examples whole of grains? Corn,rye,Buckwheat, amaranth,whole millet, quinoa, sorghum Q: Acknowledgemight that it beharder for students toidentify the whole grains. We arenot farmers,andwe tothinkdon’t have about the agricultural cycle wantwhen we food. We can it find inthe supermarket. However, manyfoods insupermarkets are today processed, andit hardis toknow got into thathow form. Processing they can nutrientsreduce the inthe food. Knowingis food how a processedthehelps foods uswith pick the most nutrients. white rice? white A: found? 2. Activity#2: Connecting the Processingand of Grains Healthfulness Q: Activity#3: Homework Whole a Be Grainand Detective investigateyour kitchencupboards. paragraph a Write aboutwhat youfind. Q: TheLORD spoke toMoses,saying: totheSpeak Israelite people andsay tothem: When you enterthe landtaking which to am youyouand I theof breadofeat the land, youshall set as asome toaside gift the LORD: asyourthe of baking,first yield youshall loafas a set aside youshallgift; a aside setgift asit a the like gift from the threshing Youshall gift floor. a make

1. tothe LORD fromtheyour of baking,first yield throughout the ages.

To Harvest -=rumek UNIT 2 – LESSON 6 Agricultural Holidays -=rhmev hdj 3 = 4

www.smittenkitchen.com = = = =S Wirerack for cooling Electricor mixer, fork/whisk Muffin wrappers, Muffin or butterextra for greasing the tin Measuringcups Mixingbowls Muffin tin Muffin iÉëëçå

• • • • • • Mix together 2.Mix the flours, baking powder, soda, salt,baking andcinnamon, andset aside 3.In separate a the bowl,butter and cream add thegranulated 1/4sugar cup theof and brownsugar.the untilegg Beat fluffy. Add andwell; mix stop once toscrapethe sidesand bottomtheof bowl. Mixinthe buttermilk gently. youover-mix, (If the buttermilk will cause tocurdle.)the mixture Stirinthe ingredientsdry andfoldinthe apple chunks. the 4.batter evenlyDivide among themuffin prepared cups, sprinklingthe cup remaining 1/4 brownsugar foron 10 top.minutes, Bake turn heat down the F, to400° and bakefor an additionalto10 5 minutes, or untiltoothpick a inserted into themuffin centera of comes out clean.Coolmuffinsminutes for inthe5 the tin, then turn wire thema rack outonto tocool completely. Ingredients: ounces) cup (4 1 whole wheat flour cup (4 1 1/4ounces) all-purpose flour teaspoon 1 baking powder teaspoon 1 baking soda teaspoon 1/4 salt tablespoon 1 cinnamon cup stick,1/2 ounces) (1 4 unsalted butter, room at temperature cup 1/21/2 ounces) (3 granulated sugar cup 1/2 darkbrown sugar,packed large 1 egg, lightly beaten ounces) cup (8 1 buttermilk or yogurt large 2 apples, peeled,andcoarsely cored, chopped Steps: 1.Preheat the ovenF. to450° Grease andflour cup muffinan 18 tinand setaside. Specialequipment needed: AdaptedfromArthur King Flour by wayof WholeWheat Apple Muffins Thisrecipe allows students touse the flourjustmade tocreate healthy a they anddelicious snack. Activity#4: Baking Whole Wheat MuffinsApple Yields 12 large or Yields large small 12 18 muffins

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 4 = 4 = = rumek = ohhsuvh ohhsuvh ohkftn = To Harvest - ToHarvest recipes from partsdifferent of (p.45-W)

charoset (p.39-W) Jewish Food Around the World - World the Around JewishFood

recipes fromdifferent parts theof world (pp. 40-W 42-W)– (p.38-W) = (p.44-W) = = (p.43-W) charoset =T LESSON 7 LESSON Experiencedreading recipe a Exploredtheir region’s guidefood andevaluated what foods theyare eat found in theirregion Explored Exit Card Foods Grown intheFoods Grown Northeastern United States Homework EntranceCard JewishFoodAroundthe World Learnedabouthow place influences Jewish food CharosetRecipes Reflectedon what makesfoods “Jewish” iÉëëçå

• • • • • • • • • • •

Foreach student Materials Foreach group students: 4-6 of Objectives Objectives the At endthisof lesson, students will have: theworld. studentsThen, will studytheir guideregionalfood anddetermine which foods theycan eat begrown locally. Formosthistory, of the primarilyate foodspeople that were grown region. intheir Jewish peoplelivingindifferent countries around the worldhave adapted thefoods they considerJewish tothe ingredients availablewhere they live.Students will learn abouthow regionalinfluencesfood Jewish byexploringfood Overview UNIT - 2

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 5 = 4 is

maror . Charoset with recipes and and recipes charoset (fulfillment of a Jewish of a Jewish (fulfillment charoset or the seven species orfoods species or the seven has its own place on the Seder onSeder ownthe its place has mitzvah

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(8 minutes) (8

(10 minutes) (10 (Workbookp.38-W) (4 minutes) (4 (Workbookpp. 39-W 42-W)– part of the seder in which we combine a little a combine which we in of the seder part Recipes , a blend of different fruits, nuts, dried fruits, wine, and spices. and spices. fruits, wine, nuts, dried of different fruits, a blend , korech = to make a “Hillel Sandwich.” “Hillelmake a Sandwich.” to matzah : During the Passover Seder, it is considered is ita considered Passover Seder, the During : = Charoset charoset =

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Examine Examine Plate, and it is there to remind us of the mortar that the Israelites used to build in Egypt when in Egypt used build to Israelites mortar the of the that us remind to is itPlate, there and Pharaoh. to were slaves they eaten during the during eaten the (bitter herb) on (bitter herb) law) eat to About DiscussFoods Jewish Entrance Card and Collect Cardand Homework Entrance

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Where do Jews live around the world? world? the around live do Jews Where What are five examples of “Jewish” foods and what makes these foods Jewish? Jewish? makes these foods foods and what “Jewish” examples five of are What

in whose roots are Russia, tradition Ashkenazi the familiarfrom with foods more tend be Students to mystery. of are a more foods their and the Sephardi many students, For Europe. Eastern Germany, and as foods of Jewish all examples stew are lentil Ethiopian rice, and crusty Persian Onion-raisin couscous, well.

that are from Eastern Europe tradition, such as gefilte fish, fish, gefilte as tradition, such are fromthat Europe Eastern

Divide the class into four groups. Provide each group with the five different five different with the each Provide group into groups. four Divide the class

the world, live ask all around idea Jews with the that familiar are already they that To students remind them: Q: questions. Jews have lived in almost every country in the world, and have absorbed local food traditions wherever wherever food traditions local absorbed world, and have in every the country in lived Jews almost have different By eating migrating people. uprooted, of an the story tells cuisine have they been. Jewish in centuries. Differences and across continents journeys people’s the Jewish can we Jewish trace foods, grew that close to ingredients the were using countries in different Jews because arose Jewish foods foods of Jewish diversity a is huge the over world, there cooking people them. With Jewish Reading: Ask the students to share some of the foods that they listed as Jewish foods. Often students will Often students foods. Jewish as listed they ofthat foods the some share to the Ask students as such are Biblical tradition, from that foods mention primarily

Lesson card. entrance student complete as assignment homework Collectwritten Studentsanswer the following question: 1.

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 6 = 4

(5 minutes) (5 = = =

Report back about Reportback the recipes iÉëëçå

What is similar is between What therecipes? different is between What therecipes? Areyou surprised people that some consider these foods from these parts theworld of are What the similaritiesordifferences between thesewhere originallyfoods from come and

Thisthatthe is first time theclass recipe.reading isa Takefew minutesa goto over the generalstructure Note thatreciperecipe. a a of hasthe following components:three title, a 1) ingredients 2) listed inthe order inwhich theminthe recipeyouuse and with the preparation for required the ingredient, andthen the directions. 3) Eachgroup will havefew minutesa tolook their at recipes andanswer the questions on worksheet2-Jewish Around theFood World.

class,As a ask the studentstoshare their aboutthoughtsthe recipesreviewed. Ask they themtheir answers worksheet from 2. 1. 2. 3. “Jewish”? 4. the the Jewish youfoods wrote down on your entrance card?

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 7 = 4

Teacher’s Notes Teacher’s (8 minutes) (8

(Workbookp.43-W) (Workbookp.45-W)

(5 minutes) (5

= = (5 minutes) (5 = :For schools inthenot northeast, located from guide food their a region is =T Homework

NortheastRegional FoodGuide worksheet toeach student.

Explore what grows in your backyard your in grows Explorewhat Exit CardExit

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Checkoutthe inyourfood refrigeratorandkitchen cabinets. foodsWritelist 5 a of in yourhouse thatcan begrown region inthe in whichyoulive. foodsWritelist 5 a of thatnot do growinyour region.Where you do thinkthese foods comefrom?

If wecan now If getfoods fromoverall theworld, wouldwhy someone still to want foodsuse What foods What do youeat like that to be cannot grown locally? What foods What do youeat like that beto can grown locally?

DifferentJewish foods differentfound are in places because… grown in in region?grown their Q: Q: Teacher’sNote recommended. theGive students few a minuteslookto through the list. Ask them tocircle all the foods that theyenjoy eating. Open discussion upa abouttheAsk guide. a fewquestions tostart the conversation. Q: Askstudents towriteparagraph a aboutJewish foods around the bycompletingworld the followingsentence: Afterlearning aboutfoods fromall over the world, this theis time forstudents learnto what growingis intheir ownbackyards. the Provide

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 8 = 4

(tr. Moed

should be should charoset charoset Lesson7- Extension Framing the TextFraming was in memory of inmemory was (commandment) touse (commandment) charoset = insupportRabbiJohanan: of mitzvah – – Talmud Bavli, Masekhet Pesachim 116a = = baraita baraita =T (tr. “Passover Festivals”) deals with laws regarding the Passover and with“Passoverdeals the (tr.and laws Festivals”) Passover regarding the .” If it is not obligatory, why is it used? Rabbiobligatory, not used? is it isit why If .” ,” etc.,” religiousWhat purpose canserve? it ’!” iÉëëçå The passage below comes from the second order of the Talmud, entitledthe of Talmud, The from the second below comes order passage “Festivals”). It is the shortest containsand It section twelveis sectionsof Talmud “Festivals”). the all sorts rituals.detailing festivalsholy issues certain certain aroundandof day Pesachim

paschal sacrifice. ctivity #1ctivity What’s In Season:A Comparison “Although it is not a notis “Although a it

were in memory of thestrawinthe preparation of inmemory used were mortar, the andthe of charoset Tosaid: the neutralize[the of bitterherbs]. Ami taste Itsaid: Elazar Zadok “Rabbi a is ben [However,] Rabbi mitzvah said: the Levi “It servesremembranceof as Rabbi a serves “It a Johananapple-trees.”as said: Rabbi mortar the remembranceof which the Israelites preparecompelledwerewhentoin inbondage Thereforesaid: Abaye Egypt.” the the preparationthe“The of usedin spices made to thetasteof have applean acid made inmemory the mortar. of memory trees,andalso inthick, Welearn ina “The said: itself.”Elazar Rabbi the Zadok mortar ben shout would Jerusalem vendorsspicesthe of on in theto buyspices fulfill] streets, ‘Come[needed and mitzvah

Activity#2 Text Study: Charoset, Talmud-style the world. students Ask and around ofStates United the different from parts guides out Printlocal food world. of the regions in different are available that foods to compare the http://www.prideoftheprairie.org/seasonalfoodguide.htm Minnesota: Ohio: http://ourohio.org/index.php?page=whats-in-season http://www.pickyourown.org/CAharvestcalendar.htm California: http://www.pickyourown.org/CAONharvestcalendar.htm Ontario, Canad:a A

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 9 = 4

are collectedare in book a calledthe Tosefta, orin variousbooks of = baraitot

= = ? =T baraita is is ofpiece a rabbinic literaturethatdates thetime theMishnah to of but notwas century, andhome cooks began toserve kugel sweetas a dish side or dessert. th iÉëëçå Why might might Why therebe different ingredientsused in charoset? According to Accordingto Rabbiwhat types Abaye, ingredients of requiredare charoset? in What are What the similaritiesordifferences between foods these andtheJewish you foods wrote What is different is between What thetwo recipes? Areyou surprised people that some consider these foods “Jewish”? What is similar is between What recipes?thetwo According to Rabbi Accordingto Ami,types ingredients what of requiredare charoset? in

baraita baraita . down on yourdown Entranceon Card? 4. 2. 3. 1. Ashkenazi:Sweet NoodleKugel Kugelsmainstayofare a meals festive inAshkenazi Jewish (Jews Easternof European descent)homes, particularly on the Jewish andother Sabbath JewishThe first holidays. kugelsfrom were breadandflourmade andwere savory, not sweet. was introducedSugar in the17 Ethiopian:Siga Wot has longJudaism a and ancientwhere,history inEthiopia according tolegend,the Queen of Shebaruled during the 10thcentury B.C.E. Bible,InKings tells the 10:1-13 the story herof tothe courtvisit Kingof Solomon, whoreigned over Israel and the at time was renowned for hisgreat wisdom. Other legends connectingandJudaism Ethiopia maintain that Ethiopian Jews,Israel”collectively asknown “Beta (TheHouseIsrael), of aredescended directlyfrom Mosesor thefrom Tribe Dan.of They sharethe manyof beliefs associated with traditional including Judaism, the observance Shabbat of andthe biblical holidays. (beef)wot Siga popular a (stew)is dish for festivals.less is Meat availableinEthiopia, and stew a allows for everyonetoshare dish. inthe Divide the class Divide into four groups. each Provide group with the Wot, recipe for Siga the recipe forKugal, worksheet. anda Takefewminutes a togo over the general recipestructure a of withtitle,ingredients a listedinthe order inwhich youuse theminthe recipe andwith the preparationfor required the ingredient, andthen the directions. cookingHighlight direction wordstothethat beunfamiliar studentsmight such as stir andsauté.fry Eachgroup will havefewminutes a tolook their at recipe andanswer questions the on the worksheet.Two additional recipes (Isreali Shakshuka & Moroccan areavailable Ghouribi) for studentswho morequickly through move the lesson. Activity#3 FromRecipes Around theWorld 3. 1 2.

What’s a What’sa includedMany it. in Homework:orAskparent a grandparent what theyingredients likeincharoset. Ask them whythey prefer these ingredients. paragraphWrite a aboutcharoset family. inyour class,As a ask the studentstoshare their aboutthethoughts recipes reviewed. they A HalakhicMidrashim.

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 0 = 5

1/4 tsp Allspice tsp 1/4 tblSalt 2 Cayenne 1/4 cuppepper1 Paprika cup 1/2 tsppepper1 fresh Black ground tsp1 gingerGround

1 1 taste teaspoon to Salt; 2 upsWaterc chuck; pounds half Beef 1 cut into cubes inch 1/2

Ethiopian:Siga Wot (Amharicfor "Beef Stew") = = = =T

: Continueshaking andtoastingthe pan spices minutes. 10 Coolandstore intightly covered glass container. Thiswill keep inthe refrigeratormonths. for 6 Inheavy saucepan, all spicestoast andthensalt andcayenne, add andblack paprika pepper. Coverthe pan cookand minutes, for 45 or until thetender. is beef There should bea amount moderate sauce.of Inpandry over moderate heat, stir thefry onions minutesfor toreduce 4 the bulk, stirringconstantly. the oilandstir minute fryfor aboutAdd 1 longer. the chow Add andtomato paste andcontinue tofry. Thenthe salt add and1/2 cupwater of well. the beef Add cubes and theremaining water.

iÉëëçå 1 tsp Gingertsp 1 Cardamom tsp 1/2 Coriander tsp 1/2 Fenugreek tsp seeds, 1/2 ground Nutmeg tsp 1/2 Cloves tsp 1/4 Cinnamon tsp 1/4

3 large3 Onions; chopped oiltablespoons 3 vegetable tablespoons3 Chow* tablespoons3 paste Tomato

1. 3. 4. 2.

2. 3. 4. 5. 1.

Chow: An EthiopianMixture Spice Directions: * Judaism has longJudaism a and ancientwhere,history inEthiopia according tolegend,the Queen of Shebaruled during the 10thcentury B.C.E. Bible,In Kingstells the 10:1-13 the story herof tothe courtvisit Kingof Solomon, whoreigned over Israel and the at time was renowned for hisgreat wisdom. Other legends andJudaismconnecting Ethiopia maintain that Ethiopian Jews,Israel” collectively asknown “Beta (TheHouse Israel),of aredescended directlyfrom Mosesor thefrom Tribe Dan.of They sharethe manyof beliefs associated with traditional including Judaism, the observance Shabbatof andthe biblical holidays. (beef)wot Siga popular a (stew)is dishfor festivals.less is Meat stewavailable anda allows for everyone to shareinthe dish. Ingredients

Ingredients: Directions:

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 1 = 5

“all mixed up.”“all mixed

wordsandmeans

5 eggs eggs 5 tbsp.oil 2 salttsp. 1 tbsp.honey 1 tbsp.matzoh 2 meal intotbsp.butter, small 1 cut pieces

1 greenpepper 1 pepper,cayenne orhot 1 jalapeno preferably taste) (to teaspoon 1 ketchup tablespoon 1 sugar brown eggs 8 bread loafof large 1

SweetNoodleKugel :

Israeli:Shakshuka

Ashkenazi = = = =T century andhome cooks began toserve kugel sweetas a dish side or dessert. Inlarge, a pan,oil, deep approximately 2-3 heat minutes.Chop onions finely, and sauteinoil, stirring occasionally, color.golden until in cloves, Peelgarlic chop or slice to finely,andadd onions, stirring oronce twice. Bake at 350 at Bake degreesminutes for 45 hour.- 1 Serves 8-10. Mix noodles Mix with vanilla,raisins, apricot jam, cinnamon, sugar, honeyeggs,oil, and salt. Pourmixture intogreased 9x13 inchbaking Dotpan. kugel with butter pieces. Sprinklematzoh onmeal top. th

iÉëëçå 4 tablespoons 4 oil olive onions, large white 2 or yellow can medium crushed1 tomatoes largefresh tomatoes,2 clovesgarlic of 4 pepper red 1

2. 3.

1. 12 oz. med. width noodles,med. oz. 12 cooked raisins c. 1/2 tbsp.apricot 2 jam vanillatsp. 1-2 cinnamontsp. 1/4 sugar c. 3/4 can be made for canany bemade mealmostbutispopular at breakfast where eatenis it with thick slices toastedofbread andsometimes labne, yogurt a dish. Ingredients: Directions: Thecombination a nameis Northof African & Hebrew Ingredients:

Kugelsofmainstay are a mealsfestive inAshkenazi Jewish (Jews Easternof European descent)homes, particularly on the Jewish andother Sabbath JewishThe firstholidays. kugelsfrom were made andflour bread andwere savory, not sweet.was introduced Sugar in the17

Directions:

To Harvest -=rumek UNIT 2 – LESSON 7 Jewish Food Around the World -=ohhsuvh ohkftn 2 = 5 )

SugarCookies Moroccan: Ghouribi Source: Jewish The Holiday Kitchen p. by Joan 227 1988 Nathan = = = =T Adapted from Liel Leibovitz Jewishin The article Week (http://www.ujc.org/page.html?ArticleID=70870

Whenthe doughsmooth, usefeels the yourpalmof hand toroll into balls it the size anof roundegg.into a Pat cookie about2-inches indiameter. The shouldcookies notflat.be Placeon the cookie andsprinklesheet the eachcenter of cookie with cinnamon. Bake to30 forminutes.25 Do not let the cookieseven slightly become brown;they must remainoff-white. servings 30 Yield: Preheatoven to350 degreesF. Lightly flour an un-greased cookie sheet. Placeoilandsugar large ina bowlwell. andmix Graduallythe flour, add cupa a at andknead time, well. inthe nuts.Blend Remove from flameRemovefrom and equally, divide makingsure each dinerhas an even number eggs,of andeat,using the breadtosoak upthe sauce. four servings)(Makes Pourtomato-pepper mixture into the pan, andstir into the onions, andoil. garlic Cookon medium-high a for 5-7 flame minutes,stirring occasionally, the mixture until beginslowto tobubble.flame coverand Reduce pan, leaving narrow a Cook crack. for15-17 minutes,stirring every fewminutes. Breakthe eggs over the sauce, suremaking they don’t touch one Coveranother. the pancompletely, tomediumraise flame andcook for another minutes,4-6 or until eggsareno youlikeyourlonger If eggs runny. well-done, allowan additional 2-3 minutes. Inseparate a bowl, the andgreenred chop peppers, with crushed andmix tomatoes. Gratethe fresh tothe tomatoes, along andadd mix, with the ketchupthe brown and sugar.Finely choppepper,the according hot add and totaste.until allStir ingredientsin aremixed with thesauce. tomato

iÉëëçå 4. 2. 3. 4. 5. 3. 1 cup vegetable1 oilor butter cup sugar1 cups 3 unbleached all-purpose flour cup finely 1/3 ground walnuts or almonds Cinnamondecoration)(for 1. 2. Directions:

Withthe Roman invasion theof land Israel,of spreadJews over the Roman andmany empire themsettledof inthe area that nowis known as Morocco. haveJewish remained in people Moroccothrough the present This day. sugarrecipe foris dessert cookie canand be preparedafter toeat a wheremeal either meat whereor dairy served. Ingredients:

3 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf = = = ihfvk = ,uraf = Kashrut - To Prepare - To Prepare (p. 49-W)

andthe ways these laws influence Jewish (p.46-W) kashrut – Text–

fromDeuteronomy exploredand why the lawsare kashrut

(p.48-W) = (p.50-W) are laid out inDeuteronomy, arelaid andthey aprovide framework that clearly = = =U kashrut LESSON 8 LESSON Consideredwhat Jewishis about on life the communitylevel LawsofKashrut TextStudy: Rabbinic Commentaryon Kashrut Gainedunderstanding howof commentators later Jewish and commentary interpretedthese laws Homework TextStudy: LawsofKashrut Studied the Studied laws of Jewish iÉëëçå

• • • • • • • Materials Foreach student: Objectives Objectives the At endthisof lesson, students will have: Overview Thelaws of UNIT - 3 delineatesboth what foods can andcannot beeaten howand foods areprepared.tobe Afterreviewing the lawsthemselves, the studentsthen look the at commentaryrabbinical onthe laws the kashrut,studentsof and explore theand similarities differencesbetween theoriginal laws commentaries. the and Students then considerthe ways these laws influenceJewish particularlylife, interms community.of

4 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

Kashrut ,students will Lawsof chevruta

. is foundis inDeuteronomy. theisThis Torah’s (10 minutes) (10 kasher (5 minutes) (5 Vocabulary kashrut (Workbookpp. 46-W48-W) – as written inDeuteronomy 14:3-21 andcomplete the chart inthe

= Abhorrent:Repulsive, disgusting Cleft:Crack, gap Consecrated:holyHoly; made Degenerate:Deteriorate,disintegrate areabout what foods are“fit,”“proper,” and“appropriate” toeat.Kashrut set dietary guidelines set dietary for the Jewish people. In = kashrut =

means or “fit” “proper”. =U kashrut kashrut kasher

Examine the Laws of Kashrut ExamineLawsof the Review &Collect Homework &CollectReview Homework

iÉëëçå

What are What othermeanwords that orproper? fit Didsurprise anything youabout you found?what What?Why did you?surprise it Where do Where you think foodsthose come from? What types What of didfoods you findthatdon’t grow around here? Appropriate,correct.

Studentsmightnot understand what means.“fit” sure Make that this definition clearis before movingon. The arepossible following questionstoasksure tomake that the students understandthe translation theof word Thelaws of providesset guidelinesa of whatof cannotfoods can and beeaten howand foods aretobe prepared. Q: A: Thelaws of studythe laws of conceptionpermittedis whatandof food prohibited. The students willcommentary review on theTorah inthe secondpart thisof lesson. each Provide student with the worksheetprovided. Thebiblical source laws for the of Lesson handoutandworksheet. Q: Collectthe homework for evaluation.individual Q: Afterlast week’s lesson, students theinvestigated foods theirin refrigerators andpantries at home,andthey were towriteinstructed down 10 different thatfoods 5 – grow where they live that don’tand5 grow where they Theylive. then were askedtothink aboutwhere the food comesfromthat doesn’t grow intheir area. Q: Theverb

5 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

ּ ְ ּ ּ ּ ּ ּ ּ טָמֵ תֹאכֵ לֹא לו טָמֵ ּ ותְ וְדִ ישׁ אוֹ וָזָמֶ ֹןר ּ ּ : ּ תוֹעֵבָ כָ תֹאכַ לֹאל לה ּ : Deuteronomy 14:3-8 Deuteronomy14:9-10 פרקיד ט-ידבריםפסוק ט-י פרקידדברים ג-חפסוק ג-ח ּ לָכֶ א הואם :

ּ ּ ּ ּ ּ ּ ּ

ּ ּ ּ ּ ּ תִ מִבְּשָׂרָ נִבְלָתָ ובְ לָכֶ תֹאכֵ הואם לו לֹא םםלֹאגָעו : : ופַרְ הִפְרִ גֵרָ מֵאִ טְ הֵמָ סָ מַעֲלֵ לָכֶ הֵ ה הה לֹא היסו םיםם חֲזִי: וְאֶ הַ ת הַ חֲזִי:

with thethis,listener/reader presentedis ּ ּ ּ ּ

parsha ּ ּ ּ מִ תֹאכְ סְ אֶ בַּמָ נַפִ אֲשֶׁ לוֹ אֲשֶׁ וְקַשְׂקֶשֶׂ תֹאכֵ תלוזֶהכֹל ר כֹל יִםר יר לות תֹאכֵ לו FRAMING THE TEXT : ּ ּ ּ פַרְ מַפְרֶ פְרָ שְׁתֵ בְּ הֵמָ ֹסַעַ וְשׁ וְכָ סָ סֶ סוֹ שֶׁסַ מַעֲלַ ל ה הת ת עי ת מַעֲלַ עִ הַבְּ כְשָׂבִ הֵמָ שׁוֹ אֲשֶׁ שֵׂ וְשֵׂ תֹאכֵ זֹאת לו רה רה ים הזִים : ּ areseventeen verses thathalf comprise Deuteronomyof 14. = ּ equates choosing toobeyG-d’s commandments andchoosing ּ ּ : LawsofKashrut: =

= asks the listener/reader setI to“See, before youthis day blessing a kashrut =U Kashrut ּ ּ ּ parsha

TextStudy beblessed. ּ iÉëëçå וצְבִ יַחְ אַ וְאַ קוֹ וְ יָלי מור וְאַ קוֹ and a curse.” anda beginning By the withchoice: a everythingoutof availableinthe world, shehe or can to choose followfollowingby G-d G-d’s specificcommandments abouthow tolive,or a personveer away(andcan becursed) bychoosing tofollow anotherrules. god’s Choosing Thelaws of Theseversesasare read part parshaof when Re’eh (“See”), Moses addresses the Jewishnation specificallyaboutwhat they can andcannot Theeat. first sentence thisof

to מַפְרִ פַרְ גֵרָ כִ סָ טָמֵ וְ הוא רלֹאייס ההא ּ ּ

ּ ּ ּ גֵרָ אֹתָ בַּבְּ הֵמָ תֹאכֵ ה ת ה לוה תֹאכֵ לו סְ אֵ נַפִ לוֹ אֲשֶׁ וְקַשְׂקֶשֶׂ וְ כֹל ר ין יר ת מַפְרִ הַפַרְ הָאַרְ גֵרָ מִ ומִ תֹאכְ אַ אֶ הַשְׁ סועָ מַעֲלֵ הַגָמָ אֶ וְאֶ סָ כִ הַ וְאֶ יסֵ נֶבֶ הַשָׁפָ ךת זֶהלֹא לו י ה י ה התתל תת ןי :

Theseof eat youmay all thatinwater: live youmay anything eat that has fins andscales. But not youmay eat anything that has no fins andscales:uncleanis it for you.

Youshall anything eat not abhorrent. These are the animals that mayyou eat:the ox,the sheep,andthedeer, thegoat; the gazelle, the roebuck, thethe ibex, antelope, wildgoat, the themountain sheep, any other and animalthat hastrue hoofs cleft intwowhich are and bringsupthe --cud eat. suchyoumay the But following, upthewhich orbring cud do have truehoofs through,which arecleft not youmay eat:the camel, the hare, andthe-- daman foralthough theyupthe bring cud, they have no true hoofs -- they areunclean for you; also theswine has-- it for true although hoofs, does not it bring upthe-- cud uncleanis for you. Youshall theirof eat flesh not or touch carcasses. their

6 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

ּ ּ ּ ּ ּ ּ ּ לְמִ וְאֶ הַ ינֵהו נֵץ ת הַ נֵץ לְמִ ינֵהו ָ : ּ ּ וְהַדַ לְמִ הָאַ יָהינָה יָה וְהַדַ יָה לְמִ ינָה Deuteronomy14:21 : Otherrules Deuteronomy14:11-18 ּ ּ ּ הֹרָ טְ צִ פוֹ כָ תֹאכֵ לוהר ל צִ פוֹ ר טְ הֹרָ ה תֹאכֵ לו יא פרק יד פסוקדברים פרק יד פסוק יא ּ כא פרק יד פסוקדברים פרק יד פסוק כא ּ : -

ּ יח

ּ ּ ּ ּ ּ

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עֹרֵ לְמִ וְאֵ ינוֹ כָ בלת כָ ל עֹרֵ ב לְמִ ינוֹ ָ : ּ תְ גְדִ אַתָ אִמּ בַּ וֹבַשֵׁ לַ חֲלֵ אֱלֹהֶ ב י לֹאיך ל היה אֱלֹהֶ יך לֹא תְ בַשֵׁ ל גְדִ י בַּ חֲלֵ ב אִמּ וֹ ידָ לְמִ חֲסִ דוכִ וְהָעֲטַלֵ וְהַ יפַ וְהַ וְהָאֲנָפָ ףת ינָה הה וְהָאֲנָפָ ה לְמִ ינָה וְהַ דוכִ יפַ ת וְהָעֲטַלֵ ף ּ ּ

ּ : : : : ּ וְהַתִ יַנְשׁ וְאֶ נְשָׁמֶ אֶ כוֹ הַ הַ תתוף ת ס וְאֶ ת הַ יַנְשׁ וף וְהַתִ נְשָׁמֶ ת ּ : ּ ּ ּ ּ ּ

ּ practices practices thatare listed not here? ּ הַתַ וְאֶ וְאֵ בַּ הַ יַעֲ נָה ת תת הַ יַעֲ נָה וְאֶ ת הַתַ anddiscuss the question: = kashrut ּ = וְהַפֶרֶ וְהָעָ תֹאכְ נֶשֶׁ אֲשֶׁ הַ מֵהֶ זְנִיָה רס לוםלֹאר וְזֶה אֲשֶׁ ר לֹא תֹאכְ לו מֵהֶ ם הַ נֶשֶׁ ר וְהַפֶרֶ ס וְהָעָ זְנִיָה ּ = : chevruta =U ּ

ּ Consider what aboutKashrutisJewish Considerwhat

Whatcan youeat? Whatcan’t youeat?

חְמָ וְאֶ הַשָׁחַ סת ף What are otherare What What about What kashrut is Jewish (what youcan eat, eat, othercan’t rules)? נָכְרִ תִתְ בִּשְׁעָרֶ עַ לְ דוֹשׁ קָ כִ תֹאכְ מָ אוֹ וַאֲכָלָ נְבֵלָ לַ אֲשֶׁ כָ יים יךה כֹרנֶנָהגֵרר הל לו לֹא תֹאכְ לו כָ ל נְבֵלָ ה לַ גֵר אֲשֶׁ ר בִּשְׁעָרֶ יך תִתְ נֶנָה וַאֲכָלָ ה אוֹ מָ כֹר לְ נָכְרִ י כִ י עַ ם קָ דוֹשׁ ְ iÉëëçå הָרָ וְהַקָאָ חָמָ וְאֶ וְאֶ הַשָׁלָ התך תת הָרָ חָמָ ה וְאֶ ת הַשָׁלָ ך וְהָרָ אָ וְאֶ תה וְאֶ ת :

shall “You not anything eat natural a that has died itdeath; give tothe stranger inyour communitytoeat, sellor may toayou it foreigner. For peopleyouare a consecrated to theLORD your G-d. shallYou inits not kid boil mother's a milk.” eat Youmay any clean Thebird. following not may eat:the eagle, youthe vulture, and theblack vulture; the thekite, falcon, anyandtheof variety;every buzzard of variety raven;the ostrich, the nighthawk, the sea gull,the hawk and anyof variety;the littleowl, thegreat owl, owl;andthe white bustard,the pelican,the the and cormorant; the stork, heron,anyof variety the hoopoe, andthe bat.

Continuein 2. Eachstudent should answer this question thein space on provided the worksheet.

7 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

?” kashrut kashrutJewish is RabbinicCommentaryon (10 minutes) (10

what about what

(3 minutes) (3 (5 (5 minutes)

to form a grouptoform a four.of In jigsaw, a the chevruta (Workbookp.49-W)

FRAMING THE TEXT = = = =U will withjoin another

Share Worksheet Writing in Groups in Writing ShareWorksheet Explore Commentary derived from Talmudic Text fromderived Talmudic Commentary Explore worksheet. Tie the group conversations together conversations Tiegroup the TextStudy: Rabbinic Commentary Kashrut on

chevruta iÉëëçå

What is Chullin? To protect against breaking the prohibition against boiling a kid in its mothers milk in Deut. 14:21, the rabbis of the Mishna further discuss divisions meat in the fifth order of the Mishna, Seder Kodashimbetween (tr. “The Order of Holy Things”), milk and in the section Chullin (tr. “Ordinary Things”). Chullin Seder Kodashim by dealing stands with laws relating apart to non-sacrificial animal from slaughter and the rest of meat consumption, including discussion about seemingly simple acts such as hand- washing and mouth-washing around meals. The inclusion “Ordinary of Things” in such the midst a of laws discussion about “Holy of Things” suggests an equivalence between performing sacred acts at the Temple and doing something as mundane as preparingforeating.food everyday BT Chullin Kodoshim, 105a- This passage in Chullin by R. Chisda begins a discussion on why before dairy meat, but can not meat be before dairy, eatenand provokes much debate about how long one should wait between eating meat and dairy. Many of agree rabbisthat the in meat this taste discussion and meat itself lingers for longer in thanthewhich dairy, onewhyis betweenmustwait eatingmeat anddairy. mouth and teeth

Each Nowthat the studentsgreater a understanding have someof the of specific laws of aswritten inthe Torah, the students will considerhow lifelawsthese daily byfirst apply to reviewingRabbinic commentary. each Provide student with the Askfew peoplea toshare with the class their responses to“ studentswilltheir around writtenpass answers share to them with their group

TheTorah laysoutparticular laws permittedis what of andwhat prohibitedis toeat. Commentaryon the providesTalmud detailedexplanation on howtofollow these laws. Kashrut

8 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

רַמַאָ חִר אדַסְב בָּכַאָ: שַׂל אָ-ר סו אָ-ר שַׂל בָּכַאָ: אדַסְב חִר רַמַאָ

A photo of the statue of Maimonides that stands in Cordoba, Spain, where Maimonides was born.

ּ BTKodoshim, Chullin 105a לֶ גְכוֹאֱר ל גְכוֹאֱר לֶ

עמוד א חולין דף קה מסכת בבלי תלמוד בבלי מסכת חולין דף קה עמוד א

ּ הינָבִ גְ, הינָבִ ּ הינָבִ מו- מו- הינָבִ Guide to FRAMING THE TEXT

century th ּ ּ תָ לכוֹאֱלֶר רשַׂבָּ . . רשַׂבָּ לכוֹאֱלֶר = ) was 13 ) a M =

= a , and a commentary, anda on the =U WhoRambam? is MB a R iÉëëçå What does HisadWhat R. say about dairyeating and meat? thisDeuteronomy relateDoes to Why 14:21? or not?why WhatMa’achalot is Asurot? Ma’achalotAsurot (tr.“Laws ProhibitedFoods”)of is inthe bookfifth of MishneTorah, Kedusah(tr. “Holiness”). In his preface Torah,toMishne states Maimonides that followinglawssexual relations aboutforbidden andforbiddenfoods whatis separates andtherefore sanctifies the Jewish people;so thiswhile book discusses whatis forbidden, it byavoidingis what forbiddenisthat Jews areblessed. HilchotMaachalot 9:28 Asurot Inthe passage specifiesbelow, Maimonides that one should hours six wait between eatingmeat anddairy; however, was Maimonides widelycriticized the at of time writingMishne Torah not citingfor his sources, this so rule was not automatically rabbisaccepted. Some interpreted Maimonides words as being(waiting approximate hours five andone would minute besufficient), othersthemarktakehourliterally, six andstill others onlyis it believe necessary onetowait or three hours, depending on if onetreats the two mealsas separate bysaying the full HamazonBirkat between eating

meat and meat dairy. RabbiMoshe ben Maimon (known bythe acronym

Spanishphilosopher Talmudist, who and wrotethe Jewishcodeof law called MishneTorah, the philosophical Perplexed the entireMishna. also asHe served physiciantothe sultanEgypt, wrote of numerousbooks andserved medicine; on asleaderCairo's of Jewish community. Rambam alsois referred tobyhis Greek name,Moses Maimonides.

1. 2. R. Hisda said: Ifsaid: R. person a Hisda flesh ate he forbiddenis [after toeat it]cheese, if hecheese ate he is permitted eat to [after it]flesh.

9 5 To Prepare -=ihfvk UNIT 3 – LESSON 8 Kashrut -=,uraf =

ּ רמב " ּ ּ ּ ּ בְּקִ שְׁאֵ סָ נוחַ ינו ר בְּקִ נוחַ . ּ

ּ ּ בַּתְ מִ בָּשָׂ חִלָ שֶׁאָכַ ה י ר ל בָּשָׂ ר בַּתְ חִלָ ה ,

Rambam,Hilchot Maachalot Asurot 9:28 אַחֶרֶ עוֹדָ כְדֵ יִשְׁ סְ שֶׁ שֵׁ בֵּ הֶ ינֵיהֶ עור תהן יה בֵּ ינֵיהֶ ן כְדֵ י שֵׁ עור סְ עוֹדָ ה אַחֶרֶ ת ,

ּ Teacher’s Notes Teacher’s ּ הלכה כח ט אסורות פרק מאכלות הלכות ם מאכלות אסורות פרק ט הלכה כח בְּ בְּשַׂ הֵמָ בְּשַׂ עוֹ בֵּ בֵּ ר ף ה ר ין ין בְּשַׂ ר בְּ הֵמָ ה בֵּ ין בְּשַׂ ר עוֹ ף

-- שֵׁשׁ כְ שָׁ עוֹ מוֹ ת וְהוא שֵׁשׁ שָׁ עוֹ ת andtheir : ּ (2 minutes) (2

= kashrut

= = =U מִפְ הַבָּשָׂ שֶׁרנֵי הַבָּשָׂ ר שֶׁ ּ Homework

חֲרָ אַ חָלָ יֹאכַ עַדביו ל לֹא יֹאכַ ל אַ חֲרָ יו חָלָ ב עַד iÉëëçå ּ ּ What does What Rambamsay about dairyeating and meat? this relateDeuteronomyDoes to 14:21?Why or not?why הַשִׁ לְבֵ ין נַיִם , individual communities.individual lawsofHow kashrutdo the your affect community(Jewish, school, home, etc)? Thestudents beaskedtowrite will a paragraphaboutthe relationship betweenthe laws of

1. 2. Onewho first—whether eats meat froman orit'sanimalbird—onemeat a doesn't dairy eat afterwardsuntil there beenhas between themtohave enough another[time] meal, andthat aroundis hours six before betweenthe meat the teethhas degenerated from cleansing.

0 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut = = = kfut

ihfvk = tkn = To Prepare - To Prepare Whole Foods - WholeFoods

(p.51-W) (p.52-W) (p.53-W)

= (p.60-W) = = =V (p.58-W) (p.56-W) (p.55-W) LESSON 9 LESSON Homework The StoryThe MosheofRabbi (p.59-W) Experiencedreading Nutrition Facts andIngredient Labels IngredientCheatSheet Consideredthe valueof wholefoods andprocessing foods inthe context theof storyRabbiMosheof Apple -- AppleAppleSauce -- -- ApplePie: B Part Wheat Wheat AppleAppleSauce -- -- ApplePie:A Part Identifiedthe nutritional benefits andlosses during the processing wholeof foods Corn Bean Rice(p.57-W) Definedwhole andprocessed foods iÉëëçå

• • • • • • • • • • • • • Foreach student: Materials Oneworkbook pageper group students:4-6 of the At endthisof lesson, students will have: Objectives Objectives Jewishtextsarerich with references foods,todifferent which forpart arethewhole most foods.Students compare whole foods toprocessed foods byinvestigating Nutrition Facts andIngredient labels. Following, they comeupwith wholedefinitionsof andprocessed foods.Students then engage hands-on ina where activity they identify familiar foods accordingtohow closethey aretobeing whole andthis foods, thenistothe related comparablehealthiness thestoryof A food. about RabbiMoshe theof city Kobrinof in Poland,who foundis that G-d says inbread, theis basis for considering the complexityof processingfood benefits andchallenges. Overview UNIT - 3

1 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut =

interms of

kashrut , answer the questions. chevruta

(10 minutes) (10 worksheet. In

(5 minutes) (5 comeup theirin communities and how the laws affect (Workbookp.51-W) kashrut =

= Collect Homework Homework Collect

= : Students studied whole: Students studied wheatberries during Lesson themRemind about 6.

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Provide the Apple-Applesauce-Apple Part Pie: A

ProcessedfoodsbyUnited arerequired Statesfederal law toincludeNutrition a Facts label. Theclass will readingindepthlearnlabel during thenext lesson. This introduces class the labelandreading the ingredients. Collectthe homework forevaluation. individual Askstudents where lawsof the oflawsHow kashrutdo the your affect community school,(Jewish, home, etc)? Afterlast week’s lesson, students were askedtothink aboutthe laws of Lesson thosecommunities. theirJewishindividual communities. Teacher’sNote thislesson before beginyou this section.

Apple Apple Sauce Apple Pie

2 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut =

andask them tocontinue working

: Apple :Apple

Ingredients

(5 minutes) (5

(Workbookpp. 52-W 54-W)–

Apple-AppleSauce-Apple Pie:B Part =

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Study of Processed Foods ofProcessedStudy

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An appleAn “whole” a food;is a is it foodwith nothingadded, away, taken or Canyou changed. otherName whole foods. Howthe sweet is taste an appleof different fromorsimilarthe to sweet oftaste apple pie? Allfruits andvegetables intheir raw forms arewhole whole foods.a Popcorn is grain. isIt Anapple tree. applePackaged pie Which is the least is Which the whole food? Why? The applewhole a is food. The do you thinkWhat is thedefinition of whole a food? Just byat Just looking these what foods, is thedifference between items? these chevruta

pictureinsource its nature? A: thewhole poppediscorn open kernel that with heat.labeledbreadis a If with“made whole grains,”means it that every part theof wheat or oatsthe inside is bread. Wholegrain breads oftenhave other ingredients besides the whole grains so theread labels carefully out tofind everythingthat inside.is 3. 2. Whentore-group, time is it class,as a whole a of createdefinition a food. Write the class descriptionon the board. whole A food… -isinthe formthat nature youcreated it, can image where fromcame it -hastothe nothing added food,there areno oradditives preservatives -hasnothing notaken away, nutrients due toprocessing areremoved Q: A: Q: A: Q:

1. Provide students Provide with in Teacher’sNote: thereanof is ingredient inthat food,the sooner will it appear inthe list. Althoughdoesn’t it likeanlook apple, the students will torecognize probably beable most of theingredients inapplesauce andwill knowthey what areandwhere they from.came The studentscanhow madeimagine is from whole it apples.

3 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut =

:Apples,fructose high corn

: Apple filling (corn syrup, dextrose, high (10 minutes) (10 Ingredients syrup,corn syrup,andascorbic water, acid.

Ingredients fructose corn syrup, cracker meal, soybean oil, modified partially wheat starch, dried apples, malic acid, hydrogenated natural and artificial apple flavor, sugar, pectin soy lecithin), enriched wheat flour, partially hydrogenated soybean corn syrup, oil, high fructose corn syrup, sugar, cinnamon, dextrose, salt, leavening pyrophosphate, mono-calcium (baking phosphate), niacinamide, reduced iron, corn vitamin A palmitate, pyridoxine starch, soda, hydrochloride (vitamin B6), riboflavin (vitamin B2), thiamin sodium hydrochloride(vitamin andfolic acid. B1), acid providesvery shorta description eachof ingredient inthe apple

= = =V

Defining ProcessedFoods Defining

iÉëëçå

IngredientCheatSheet

If an apple wholeIf a is food, do youwhat call the applesauceorapple pie?

Circle all the ingredients Circlethe all yourecognize as infoods thepackaged apple the pie. In applepie, are ingredients Circlethe all yourecognize as infoods theapplesauce. the In applesauce,theare thedifference is What packaged between apple pie andapplesauce?

1. ingredients the you recognize food as whole also foods? 2. ingredientsyou recognize food as whole also foods? 3. The studentsIf pie. have questions aboutthe specific ingredients they can review this sheet. The ingredientsareinalphabetical order.

Beforeyoucontinue, make sure that everyone inthe class understandsconcept the wholeof foods.Askfew students a tooffer their definitions. Q: Thestudents mightcomeupwith variety a differentof words, such as “fragmented,”“un- whole,”“incomplete,” etc. However, most often these foods arecalled processed foods. Processedfoods have been altered or changed fromthe forminwhich they arefound in nature. Boththe appleandthe pie applesauce areprocessed.

4 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut = Ask each Askeach

know how Then ask one person from

(10 minutes) (10 (Workbookpp. 55-W58-W) – = if you put the foodsyou put if order in the from tohealthy least healthy would ging that there ging nois definite answer toall questions.these = = : Remind students:Remind theof list of reasonspositive forprocessing. food While =V

Whole vs. Processed Foods Processed vs. Whole iÉëëçå

What is is What thedifference in theprocessing applesauce of and packaged apple pie? When is foodprocessingWhen necessary? What iswhen What welost process foods? What are What benefits some of foodprocessing? Some of theof nutrients,Some the original taste andtexture, andthe natural theformof food Cookingmakes meat easier toeat, it the heat breaksdown easier the makingit protein

Q: Q: A: arelost. Other areingredientsadded, which notor may may add nutritional benefit. isIt hardertoknow inprocessedis what foods and wherecomes it from. Q: A: tochew vegetables digest.andSome aredifficult raw, toeat for example some squashes, andsome vegetables areeven poisonous eatenraw,when such Food as cassava. processingstorage,allows for food such fresh turning strawberries Remember, into jam. formanypeople they also thinkfunis tocook! it As a class,As a createlist a on the boardall of the andnegativepositive aspects food of processing.

might find mightfind challen it Q: A:For cooking foods. preserving and Divide the students Divide into fourgroups. eachGive onegroup groupfood worksheet. groupproductsput to the order in from most whole least whole. to eachgroup topresent order andstatetheir why they putthe foods thatin order. Groupfresh1: corn, corn, cannedfrozen corn, corn meal, corn chips, Coca-Cola Groupfresh2: beans, beans, dried canned beans, hummus, canned beansbaked Groupbrown3: rice,rice, ricewhite cake, RiceKrispies, mix ricepilaf Groupwheatberries,4: whole flour,wheat flour, white whole wheatwhite breadbread, theIf group unsureis aboutthe order, allow othergroups tooffer help. Thenask each group, anything anything changeyour in order? Discussany changes order foods.ofinthe Knowingwhole a is whether orfood food processed a oneis way togenerally healthyforis food you. a Teacher’sNote wholefoodshealthier, are generally aremanyreasonsthere foods toeat that were processedYoucaninsome way.also processed find foods that have more whole foods in them,likebreadwith whole grains. Students who “right”are usedtoa and“wrong” answer

5 6 To Prepare -=ihfvk UNIT 3 – LESSON 9 Whole Foods -=tkn kfut =

for about five for aboutfive minutes. chevruta acher’s Notes acher’s

Te anddiscuss their answers.

chevruta

(Workbookp.59-W)

(10 minutes) (10 (5 minutes) (5

to join anotherjoin to = To Till and to Tend:and to Till ToA Jewish Guide to Environmental Study (New York: COEJL). Original citation: = = , AbrahamHeschel,Joshua 1955. chevruta =V Homework StoryofRabbi Moshe .Ask students towork in foods it comes foodsit from

Story of Rabbi Moshe ofRabbi Story

TheStory of Rabbi Moshe nature iÉëëçå

Overall,dohow you rate your dinner? Areyou able to where tell thefoodcame would What sayRabbi about Moshe your Is bread food? Is whole a Howinvolvedhumans are makingbread? in RabbiDoyou think Moshe couldchosenhave something else from thebreakfast table (an beWould differentstory if the Rabbi Mosheheld up food? whole a does What this story sayabout theprocessing of food? Keeping in mind Keepingin your answer to thelast question, dowhy you think piece he a bread? chose of 5 = Very5 processed: looks nothing likethe Recordwhat for youate dinner. For each on scalefood,rate it a of from5,– 1 wholetoveryfood processed food. = Whole1 found is in food: justas it

1. 2. from? 3. meal?

Based on a includedstory in G-d in Search of Man Allowfor the studentstime this todebate question. Hand outtheHand was “It the custom Rabbiof Moshe theofof city KobrininPoland tohold discussions the at breakfasttable. One morning, hisof one students asked, ‘Rabbi, where G-d?’RabbiMosheis ‘Dosaid, wantyou toknow where is?’tookof piece a G-d andhe breadfrom the table and soheld thatit everyone couldsaid,and see it ‘Here G-d.’”is Thenask each 1. 2. 3. Apitcher egg? milk?) of 4. 5.

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 6

= 6 = = ihfvk ejrn =

kfutv = To Prepare - To Prepare Food Miles - Food Miles (p.62-W)

(p.63-W) (p.61-W)

= (p.66-W) = =NM= LESSON 10 LESSON Banana Banana Bread:Recipe (p. 64-W) Homework Banana Banana Bread:Nutrition Facts TextStudy: Our Sphere ofObligation Consideredthe benefits anddrawbacks “food of miles” Gainedunderstanding whatof means it togrow your own vs.food purchasingit Banana Banana Bread:FoodMiles Read andanalyzed Read a Nutritionrecipe anda Facts label for Banana Bread Learnedthat much ourof foodeveryday grownis travelsaround the and toworld theUnitedStates

iÉëëçå • • • • • • • • •

Materials Foreach student: the At endthisof lesson, students will have: Objectives Objectives Overview Beforereachesfood the table,starts it inanother place, as close garden orbackyard as a as farawayfarmas a inanother country, StudentslikeChina. firstlearn that the ingredients in simple a banana breadcan comefromplaces all around the world. Students considerthe benefitsandchallenges travelingfood of fromaround the world totheir dinner plates. StudentsstudyAvot de RabbiNatan andconsider the rabbinical on opinion person a growingherhis or ownfood.Students learn Nutrition a toread Facts label andthe informationfound on the label comparedis tothe information foundin recipe. a UNIT - 3

o To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 7

= 6 FoodMiles &

(15minutes)

(5 minutes) (5 (Workbookp.61-W) (Workbookp.62-W) .Discuss OurSpherethe Obligation of andanswer text the

chevruta = (10 minutes) (10 ” =

handout,andlearn where the ingredientsinthe Banana came Bread from =NM=

Food Miles Food Food Miles and Growing Your Own Your Growing and Miles Food “ Review & Collect & Review Homework

iÉëëçå

What are What problems some foodwith fromtraveling around the country to us? feed What are What thebenefits having foodof far grown awayandbrought to us?

Environmentalconcernsplanes air with pollution air from andtruck exhaust, potential loss

A: tasteof due totravel time, less securesince countriesdifferent practice levelsdifferent food of safety,etc. A:Food we enjoy availableis all yearlong; inother placespeople can growour sofood people nearbycan other do workandnot have tofarm; havingfromaroundfood the world connects ustopeople inother places; having fromaroundfood the world also thatensures we can easilygetall the nutrients we need,any at time theof year, etc. Q: originally.For some theseofpictures of ingredients intheir unprocessedforms, likecacao and vanillabeans, Extension, 10 see Lesson Activity #6. Onthe board, ask students tolist theproblems benefits and travelingfood of fromaround the world.eachFor benefitlisted, askstudent a toname problem a so that there roughly a is equal listfor both sides. Q:

Lesson Banana Banana Bread “Food miles” refers“Foodmiles” tothe distancefood a travels fromthe timeits of production until it reachesthe consumer. students Ask turnstotake reading aloudfrom the Afterlast week’s lesson, students were askedtorecord what theyfor ate dinner, andfor each on scalefood, ratea it of from5,– 1 whole toveryfood processed food,with = whole1 food, = veryand5 processed. Askstudents whatfoods of they ate,whetherkinds they were mostly whole or mostly processed,andif/how they could tellcame food where from.the Collectthe homework for evaluation.individual Askstudents into todivide questionsthat follow.

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 8

= 6

It wasIt halacha. halacha. century. Yoreh Deah,one fourof th

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TextStudy: OurSphere of Obligation iÉëëçå – Shulchan– Deah Rema Aruch,252:3, Yoreh Themost important person yourself.tohelpis Then parents, grown children, siblings, other According to Accordingto the text, themost is who important person help? to In what ordershould you help might What be some toreasons helppeople in thisorder?

compiled by Rabbi JosephcompiledbyRabbi inthe Caromid-16 Sfat of TheShulchan Aruch, which Table,”means “Set is written a manual of

booksinthe purity,andmourning. Like banana bread, Likebanana . many foods ingredients) (and andweuse eat come fromworld. overall the Thesupport beforeoneselfof comes anyone else.persontogive A notis obligated tzedakahuntilbasic a livelihood has been Afterattained. that supportis parents,of then thesupport grownof children, then siblings, thenall otherrelatives, thenneighbors, then membersone’sof community,local then membersotherof communities. 1.

Referencethe list prosofandcons milesfromaboutfood earlier on inthis lesson. Afterthe everyone else? everyone A: relatives,neighbors, localthe community, andfinally other communities. 2. 3 passage, Basedon this what kinds of foodchoices support might theplan for thishelpshown in passage?

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 9

= 6

1% 17 17 One slice, oz. 2.85 12 12 12 350 X = 4,200 32 grams 32 350 What portionis What one serving of How servings thewholemany in are How calories many arethewhole in Howofgrams many fatin are one you ate2,000 a calorieIf diet,what Howofgrams many sugar inare one percentage What of calciumdo you

1. banana bread? banana 2.How calories many areone in serving? 3. of loaf bread? 4. bread? loaf 5. ofserving bread? 6. of percent thetotal amount of fatthe for one servingdayin is ofbread? banana 26% 7. serving? 8. in one serving?get

(5 minutes) (5

(Workbookp.63-W)

%Daily Value*

BananaBreadNutrition Facts = = 49g 16% Nutrition Facts Nutrition

=NM= : All purpose flour, bananas, sugar, 22mg 22mg 7%

17g 17g 26% 212mg 212mg 8% 350 from 150 Fat Calories Banana Bread NutritionLabel Bread Banana 4g

iÉëëçå Sodium Dietary Fiber 2g 32g Sugars Protein 8% Total Carbohydrate Saturated Fat 4.7g Saturated 4.7g Fat Cholesterol 23% Total Fat Total Fat Serving Sizeslice (2.85 1 oz) 12Servings Container Per About Ingredients chocolate chips, walnuts, eggs, butter, vanilla extract, lemon juice, baking soda, cinnamon, salt, flavor.natural Total Fat Total Fat Sat Fat Cholesterol Sodium 65g Less than Total Carbohydrate 20g Less than 300mg Less than Dietary Fiber 300mg 80g 2,400mg Less than 2,400mg 25g 300g 375g 25g 30g *Percent Daily Values are based on a 2,000 calorie aon*Percent calorie 2,000 Values based are Daily higher diet.orbe may daily lower values Your depending your on calorie needs. 2,000 Calories: 2,500 Vitamin A 1% 1% VitaminA 1% Calcium Vitamin C 5% Iron 12% Amount Amount Per Serving Calories

NutritionFacts labeling theby required Unitedis government State for most foods and almostall thatfood comes inpackaging. The studentswill reviewsample a label for Banana andcompare Bread this informationwith what they foundfrom the recipe sheet. Informationon the amount per serving calories,of saturatedcholesterol,fat, fiber, dietary andother nutrients healthmajor of concernon everyNutrition listed is Facts label. Provide students Provide with

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 0

= 7

toevery student. (5 minutes) (5 (Workbookp.64-W- 65-W) = =

=NM= Banana bread keeps, wrapped well in plastic wrap, at room temperature 1frozen or wrapped wellwrap,at breadplastic 2 Banana in keeps, room days BananaBread Recipe Banana Bread Recipe Bread Banana

iÉëëçå Fat,calories, sugar,fat, saturated etc. guideline a Provide for makingthe recipe yourself, learn more easily where the different Ingredientlist. What information isWhat found thenutrition on label not foundthatis therecipe? in are What the advantagesof therecipe? What information What thenutrition on label is similartheinformation to the in recipe? mashed bananas, lemon juice and vanilla extract. Stir in flour mixture. Spoon 1/3 of batter into and into 1/3 Stir inmashed lemon juice batter vanilla extract. bananas, mixture. flour of Spoon chips.1/3prepared pan. batter over. with Sprinkle with halfnuts Spoon of Sprinkleand of chocolate all1 ½ purpose flour cups baking1 ½soda teaspoons salt 1/4 teaspoon cinnamon 1/2 teaspoon chips3/4 chocolate semisweet cup 3/4 chopped toasted, walnuts, cup temperature 1/2stick) unsaltedroom butter, (1 cup 1 sugar cup 2 large eggs 1 ripe bananas mashed cup fresh2 juice lemon tablespoons vanilla 1 ½ extract teaspoons 350°F. with ato Preheat oven flour, 9x Butter 5x knocking out 2½ Then loaf pan. dust -inch metal excess. to blend. Whisk bowl ingredients4 in first medium until bowl andfluffyBeat well-blended. Beat in andeggs in sugar at butter 1 alarge in Beat time. with nuts Run remaining pattern.and batter.zigzag batter in kniferemaining chips. through Cover BANANA BREAD CHIPS WALNUTS WITHBANANA CHOCOLATE AND loaf 1 Makes

Bake in the middle of the oven until golden brown and tester inserted into center comes out clean, about centerclean, into until about comes insertedBakegoldenandout tester the brown middle oven of the in rack. onto loaves rightin minutes,1 Turnloaves out pansrack a Cool turn 10 on minutes. then hour 5 completely. side cool up and Cooks' note: month.

Hand outHand

ingredientscomefrom; substitute ingredients. 2. A: 3. A: 1. A:

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 1

= 7 Teacher’s Notes Notes Teacher’s

Lesson10- Extension (5 (5 minutes)

= = Make sure that sure the Make keyparts theof Nutrition Facts arementionedlabel Homework =NM=

iÉëëçå

Whatinformationofkind you do thinkshould beincludeda in NutritionFacts Label for Banana Bread?Write sentences4-5 explainingwhy of each type informationimportant.is (Possible answersinclude: sugar;calories;fat; ingredients;where ingredients the arefrom; whether the ingredientsare organic.)

Noinformation miles;aboutfood no information aboutwhere specific ingredients come Learnnutritionalexact content; portion a what or identifies serving amount it. What information isWhat there on therecipelabel or aboutthesewhere foods from? came What are What the advantagesof reading label? a

Learnmore aboutFair Trade products likebananas andchocolate http://transfairusa.org/ at Activity#1: True CostFood of Video WatchThethe Club’sSierra video True Cost Food.of Use their discussion tohelp guide studentsbrainstorm more ways about tomake sustainablechoices.food http://www.sierraclub.org/truecostoffood/leaders.asp Activity#2: Fair Trade A: from. Teacher’sNote: includingservice size, servings perthe nutrients.container,major and the Read footnote connectedtothevalue column. percent daily Additionalquestions guiding can beincluded sure tomake fullthat a understanding theof label the at obtainedUSis Food Drugand AdministrationCenter for Food safetyandApplied Nutrition: http://www.cfsan.fda.gov/~dms/foodlab.html. 5.

4. A:

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 2

= 7

HowUnderstand to and theNutrition Use

= = =NM= How Far Did MyDinner Travel? http://vm.cfsan.fda.gov/~dms/foodlab.html Inmiles state: 150 theMiddleof country tocoast: miles 1,500 CoasttoCoast:miles 3,000 theOutof country: miles 5,000 iÉëëçå How can wereduce Howthecan number miles of thatour foodtravels? Buy local Buy foodsfarmers’ at markets; garden; startCommunity home a joina Supported

Agriculturegroup*; (CSA) select foods that aregrown astowhere close as possible we live, they evenstill if traveled distance. a A: Facts Label. Facts Activity#5: Learn about more Jewish Community Supported Agriculture (CSA) Hazonruns calledprogram a Tuv Ha’Aretz. Check outthe website learnand aboutwhat makes a CSA a Jewish www.hazon.org. at CSA SupportedCommunity Agriculturebegan (CSA) inruralinitially communities: farmers would arrangewith their neighbors nearbyor whopeople tosell lived portionthem a theirof crops forthe whole seasonexchange in for the money upfront. This farmers enabled tocover the start initial upcosts a of season,whichbevery high,can marketasfor wella astheir guarantee producethroughout season. the has MoreCSA recently, been asdeveloped an arrangement betweenrural folk city whofarmers and otherwise have very little access tofresh produce. Not allCSAsare organic, manybutare, reflecting the members' commitment tothe economic successtheirof farm,particularas well issuesas tobroader sustainableof agriculture, farmland preservationandsmall-farm preservation. AsBarbara Kingsolver commented inher book SmallWonder, "Americans havetaste fora food that'sbeen seeded,fertilized,harvested, processed, andpackaged ingrossly energy-expensive waysandthen oftenshipped, refrigerated, for so manymiles it mightas wellbegreen cheese fromthe moon." is CSA A an opportunity tochallenge all thisof that's food - tobuyandeat locally-produced,minimally-packaged, grownandis inways the thathealth support theof planet. Q: Refertothe USFood & Drug Administration guide, Record what for ate dinner.you Calculate thefood approximate miles connected theto meal youate. youareunsureIf where thefrom, came food askyour parents or thewho helped person prepareleastyour at dinner. three waysName you can reducethe food milesconnected to yourdinner. Activity#4: Nutrition Facts label reading Activity#3: To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 3

= 7

= = =NM= iÉëëçå

Activity#6: Learn aboutmore Added Value non-profit A that promotesthe sustainable development Hook,Red of Brooklyn bynurturing a newgeneration leaderswww.added-value.org.young of visit Activity#7: Learn aboutmore the BananaIngredients Bread Manytheof ingredients thatareinthis recipe areprocessed insuchthat theynot do way a lookverytohow similar they grew innature. outpictures Pass howof foodsthese grow in natureandhave students try toidentifythem. Ask students the plants if here look similarto anythingthat they know grows nearthem andexplain that manytheseof ingredients grow in tropicalclimates, needing much warmer, wetter environments thrive. inorderThe to pictures onthe following pageshow howchocolate, cinnamon,vanilla, walnuts,sugar,andflour grow innature.

To Prepare -=ihfvk UNIT 3 – LESSON 10 Food Miles -=kfutv ejrn 4

= 7

= =NM= Cacao Beans Vanilla Beans Cinnamon Tree iÉëëçå

Walnut Tree Sugar Cane Wheat

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 5 = 7 = = kuftk ,ufrc

= hbpk

To - Eat vjurt =

(p.69-W) (p.71-W) Blessings Before a Meal- Blessings a Before

(p. 67-W) (p.67-W) = N 11 N (p.72-W) = =NN LESSO Homework MindfulnessMeditationPassage Napkins FoodBlessings TextStudy:What Wait– ThatWas Bracha? Made connections Made betweenJewish andhowtradition growsfood Valuedmindfulness eating practices Applesor otherlocal that availablefruit is (enough for one slice per student) Exploredwhen tosayappropriate blessings Knife BlessingsBeforeEating: What,When,How??? Consideredthe importance blessingmaking ofa before eating Cuttingboard

iÉëëçå • • • • • • • • • • • • •

Foreach student: Materials Forthe teacher: Objectives Objectives the At endthisof lesson, students will have: Forthe class: Beforewe Jewisheat, tradition includes the recitation anof appropriate blessingfor our food.Students consider the blessingsdifferent particular a orfood for meal. studying By ToseftaBrachot andBT4:4-5Brachot students35b, reflect onuse traditionalversusof the non-traditionblessings andreasons blessing even a make for wewhy before eating. The studentsinaparticipate mindfulness eatingactivity, which includes appropriatethe blessing,tothinkandallows aboutthem the connection betweenagriculture, farming, andblessings. Overview UNIT - 4

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 6 = 7 ּ בָּ רו אַתָ ך ה ְ ְ ּ ּ ּ ה אַתָ בָּ רוך ה ה ה ' ' ּ ּ ּ ּ ? ְ ְ

n’hiyeh b’dvaro. i haetz. i

ּ ּ פְרִ בּוֹרֵ עוֹלָ הָעֵ הָ אֱלֹהֵ מֶלֶ ינו ך ם א י הָעֵ (7 minutes) (7

ץ . . (Workbookp.67-W 68-W)– בִּדְ נִהְ עוֹלָ הָ אֱלֹהֵ מֶלֶ בָ שֶׁהַכָ רוֹ ינו ך ם ל יֶה בִּדְ בָ רוֹ . . handout tothehandout students. (10 minutes) (10 = = FoodBlessings =NN

FoodBlessings Review & Collect & Review Homework

iÉëëçå

What do youWhat think thereason is sayingfor brachabefore a weeat When we When what eat, at do wesaytimes blessings? Youcan distinguish an apple as an apple when it youeat wholeas a food;the apple loses its InJewish blessingtradition, a before said eatingisany andafter food meal.eating a Blessingsusway totransforma give something that daily is androutine, likeeating, into a What are the differencesare What the between these foods?two What is theblessing is What wesay drinkingfor apple juice? What is theblessing is What wesay eatingfor an apple?

BlessedareYou, eternal G-d, through whoseall word things comeinto being. 3. A:

BlessedareYou, eternal G-d, who of fruit creates thetree. 2. Lesson featureswhen processedis it andturned into apple juice. through Read the blessings. 1. holyaction. Distributethe A: Q: Q: Afterlast week’s lesson, students were askedtocreate their own “Nutrition Facts” Label for Bananaandtochoose Bread themost top important 5 they items think areimportant toknow packagedabout a food. They were thenwritesentence a askedto abouteach, explaining why theyincludedthe information that they did. Askstudents toshare item thatthey an chose explain why and they think that itemis important. Collectthe homework for evaluation.individual A: Baruchelohaynuatah adonai melech ha’olam she’hakol Baruchelohaynuatah adonai melech ha’olamp’r borei

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 7 = 7

(13 minutes) (13

? Inchevruta, discuss the following passage and ? Bracha Bracha FRAMING THE TEXT (Workbookp.69-W 70-W)– = What Was That = – =NN ? ? : Wait:

Saying the “Appropriate” Blessings “Appropriate” the Saying foods

iÉëëçå

ThesetraditionalJewish blessings helphow us realize our ownbodiesare connected to Notice that Notice when youthink prayerabout which you’reto say, thinking aboutthefood how you

The Tosefta (tr. “Supplement”) is thought redaction of to the Mishna, for have the Tosefta been follows a compiled similar structure shortly to usually the agrees Mishna after and with thewhat the Mishna has to say. less However, the Tosefta authoritative is considered than supplement the to Mishna, the usually Mishna. authorship, acting and though arguments (as that Much it was its debate put wereonce strong,no authoritativeconclusion everhas been drawn, makingthis still an together surrounds name by Rav Hiyya the indicates) bar Abba issue as actively disputed of point. a The the passage below Tosefta’s can be Tosefta, found in Brachot the first (tr. tractate of “Blessings”), the in Seeds”). the first order, Seder Zeraim (tr. “Order of the

anddependent not onlyon the manypeople whohelped bring toourfood table, butalso to theearth—trees, thevines, soil itself.because We’re the earth alive andworking alive is for us.AndWho goodearth?... us gave the G-d!when So beforewe blessor ourafter food eating,we recognize G-d has that hand a inproviding our Evenfood. if we’ve prepared the ourselves,meal gettotakewe don’t alltheof credit. Askthe students tonameother foods andsay which blessing appropriate.is A: ate grew ate itandhow was prepared.doWhy wethank G-d trees, vines, for when andsoil we the are eating

TextStudy 4. Afterreviewing the traditional blessings, the studentswill explorebyrabbis debate inthea Toseftaaboutsaying the traditional blessings versus variations givingthanksof for food before eating it. outWaitHand What– Was That answerthe questions.

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 8 = 7 מֵראוֹוְ רובָּ' מֵראוֹוְ בִּירַ הויְ בִּירַ האָרָ תאֵ תְהַ תאֵ האָרָ בִּירַ יסִיוֹ :מֵראוֹ כׂ :מֵראוֹ יסִיוֹ בִּירַ כָרְבִ .רוֹבָדְבּ .רוֹבָדְבּ המָּכַ יאהִ ',האָנָ זו ',האָנָ יאהִ המָּכַ

יְהַ יאובִהֵ תאֶ תְהַ תאֶ '' מֵבִּירַ יראִ :מֵראוֹ לפִאֲ :מֵראוֹ יראִ מֵבִּירַ '' ארֵוֹבּ'' יינֵמִ כִ יינֵמִ ארֵוֹבּ'' טָשֶׁ מֵראוֹ ארֵוֹבּ'' יינֵמִ '',יםעִרָזְ לעַוְ דְהַ לעַוְ '',יםעִרָזְ יינֵמִ ארֵוֹבּ'' מֵראוֹ ּ ּ תקוֹרָ הוא תקוֹרָ ּ ּ עובְ הוא .ןתָ .ןתָ ּ מֵראוֹ ארֵוֹבּ'' יינֵמִ '',יםאִשָׁדְ לעַוְ לעַוְ '',יםאִשָׁדְ יינֵמִ ארֵוֹבּ'' מֵראוֹ ּ יונָפָלְ יינֵמִ המָיגֵרָתְ ךרֵבָמְ המָיגֵרָתְ יינֵמִ יונָפָלְ ּ ּ יםמִכָחֲ הכָרָבְבִּ - אלֹ .אצָיָ אלֹ - הכָרָבְבִּ יםמִכָחֲ הדָ מֵראוֹ רובָּ'' מֵראוֹ הדָ תוספתא מסכת ברכות פרק ד הלכה ד הלכה ד פרק ברכות מסכת תוספתא יםנִאֶ לְהַ יםנִאֶ ּ ּ ּ ְ ך ּ רשֶׁאֲ ארָבָּ תאֶ הפַ תאֶ ארָבָּ רשֶׁאֲ יםנִאֶ ּ סָ מֵראוֹ ארֵוֹבּ'' פְ ארֵוֹבּ'' מֵראוֹ ּ '',ינִ לעַ זְהַ לעַ '',ינִ ּ ּ  רמַאָוְ רובָּ'' רמַאָוְ ּ לו כָרְבִ , המָּכַ יןאִנָ '',ןהֵ זו '',ןהֵ יןאִנָ המָּכַ , ל נֵשַׁמְהַ ל

ּ ּ ְ ך ּ התָ יחַמִּצְמַ המָדָאֲהָ המָדָאֲהָ יחַמִּצְמַ ּ ו ּ האָרָ תאֶ פַהַ תאֶ האָרָ ּ ּ יםעִרָ הוא יםעִרָ . . ּ ה עַבֵּטְמַּמִ עַבֵּטְמַּמִ ה ירִ ''.המָדָאֲהָ ''.המָדָאֲהָ ירִ ּ ְ ך ּ ארָבָּשֶׁ ארָבָּשֶׁ ְ ןיהֶלֵעֲ ןיהֶלֵעֲ ת זו ת ּ ּ ּ

יםאִשָׁ יםאִשָׁ , , ּ

ת ת

Tosefta,Brachot 4:4-5 = =

=NN iÉëëçå Connectsperson a whattheyto aregrateful for inthat moment; allows the Jewish Connectspeople moment byallowing inthe them tosay one blessing together; RabbiJudahandRabbi Meir RabbiYose Do you agree with Doyou agree Rabbi MeirorRabbi Yose? List at least at reasonsList 3 thatone would agree with Rabbi Meir. List at least at reasonsList 3 thatone would agree with Rabbi Yose. Which rabbis Which agree thatoneshould thetraditional say foodblessings? Which rabbis Which agree thatonedoes tonot need say thetraditional foodblessings?

If theyIf brought before typeshim of desserts,he themrecitesthe over blessing,‘Creator typesof sweets;’of over seeds edible he recites, ‘Creator typesof seeds;’of overand otherherbs he recites, ‘Creatortypesof herbs;’of andover greenshe ‘Creatortheofrecites,of fruit theground.’ RabbiJudahsays: [He recites,]‘Blessed Whoseare Youat word theearth sprouts’. says: RabbiMeir Even if onesaw loaf [of a andsaid, bread] ‘Blessed areYouWho createdthis loaf, is,’ how thatit nice servesasblessing. its saw one If figsand ‘Blessedsaid, areYouWho createdthese figs,how nice theythat servesare,’ as theirblessing. RabbiYose says: Anyonewho departs fromthe formula which the sages establishedfor blessings has not fulfilled hisobligation.

Tore-group, for studentsall ask the who withtoraise RabbiMeir agree their hands and thenask for studentsall the who agree with YoseRabbi toraise their hands. Askleast at twostudents toexplain why theyYose agree withandRabbiMeir. Rabbi tradition tobetradition flexiblefor the needs for the modernallows time; for blessings over foods thatwere not peopleknown inpastto eras; etc. 5. A: A: Connectspastwith people andtheir the ancestors thesethat said blessings; Maintains the fortradition the future; etc. 4. A: 3. 1. A: 2.

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 9 = 7 ְ ּ ּ אַתָ בָּ רוך ה ה ה ' ּ ּ ְ . . i haetz. haetz. i

ּ (10 minutes) (10 (Workbookp.71-W) פְרִ בּוֹרֵ עוֹלָ הָעֵ הָ אֱלֹהֵ מֶלֶ ינו ך ם א י הָעֵ ץ . . = = =NN

Mindful EatingExercise Mindful

iÉëëçå

BlessedareYou, eternal G-d, who of fruit creates thetree

Allowthe students the blessingmitzvahof tofulfill andeatingthe apple. Before they continuethe toeat apple, continue them toguide through the eatingactivity.mindful

Forsome people, blessings helpthemhavegreater a appreciation for their Othersfood. that blessingsfind morehelpthem toeat mindfullysavorand every taste andsmell and texture.To “mindful” be tobeveryis aware and verytopay close attention everythingto around.Asan exercise, mindfulness practice a istrying of beveryto away allof the situation. a ofdetails mindfulness A eatingexercise will allow us tothink aboutthe taste, texture, andfeela of gives food;it us time tothink aboutall the andthingspeople thattoget are required the fromthefood farm toour table. Everybodygetcomfortable. toenjoyIt's difficult iffood we're anxious or tense. Close youreyes, few deepa take breaths, andnotice getquiet, how your Let youfeelinside. thoughtsthrough justdrift likecloudsyour mind through eachFollowthe sky. breath youtake, the inhale theand exhale... Everyoneopen your eyes, andlook closely your at apple slice… Noticeshape,its colors,its curvesits andundulations, all details...itsof Nowsmell your apple slice... Nowconsiderformoment a all theof peopleingetting this involved apple into your hand.Apple farmers, drivers, truck storekeepers, men andwomen… Imaginehow hard theyareworking tosupport themselves families… andtheir Nowconsiderall theinwhich ways has G-d supportedthe creation thisof apple by creatingfertilesoil, andrainwater,clouds energyfromsunshine, air… Finally,aboutthethink tree fromwhich grew.this apple Think theof tree’sroots reaching downintothe theof strongsoil, think roughtrunk and bark, the andthinkbranches of thatstretch tothe sky. Thinkthe of whole tree. Now,together wethewill bracha say andbless trees the where fromandeat applescome of bite justa the apple. Baruchatahadonai elohaynumelech ha’olam borei p’r

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 0 = 8

MindfulMeditation passage FRAMING THE TEXT = = =NN youknow anyone eatsthiswho mindfully indaily their lives? Does eating Does one applemindfully how change you about think apples? Howwould wedid if bemeals different eat always mindfully? Do iÉëëçå Quoted below, Rav Hanina discussion about which blessings are said over food, why they are said, ben and when Papa’s thought they should be comes said. Yet here, in he refers to blessing more the than only food, that saying middle everything that of is enjoyed a should be from blessed, G-d. otherwise,Rashi explains Rav it Hanina’s thought is by saying that, like by not stealing blessing, a person is robbing G-d of a blessing that is due to G-d in exchange forfood. providing Additionally, Rashi says proper blessing, that and in making fruits suffer, a fruits single person can ruin a harvest suffer for when people everyone,thereby robbingalso“thecommunity Israel,”of as RavHanina notes. do not say the

Thepassage belowcomes fromBerachot (tr. “Blessings”), the firsttractate of Zeraim Seder (tr.“Order theof whichSeeds), theis first book theof Mishna. Seder contains Zeraim an array discussionsof pertaining primarilytoprayer (particularly regardingthe theandShema Amidah)and agriculture, onlyyet Berachotis focusedon prayer, ofthe while majority Seder Zeraim concentrates on agriculture.reasonedthatisIt the contents Zeraim Seder parallelof the Jewish valuesayingof blessings over food:justas one would not before eat saying a blessingoneover one’salsolaws food, not would study pertaining tosustenance beforestudying laws blessingsregarding over that sustenance.

Q: Askstudent a aloud toread the Q: Nowinto thebite apple takeagainand inthe flavors... Notice the physical sensations chewing,of the movements yourof Swallow jaw… appleyourof andpaybite attentiontothe sensation swallowing...of How down far your esophagus (throat) can youstill feelthe apple? Allow fewmore a minutes quiet of as the students finish their apple slices. time forProvide debriefing afterthe activity. Q:

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 1 = 8 כְ ּ רַמַאָ חֲבִּר בָּינָנִי פַא ר פַא בָּינָנִי חֲבִּר רַמַאָ ילואִ ּ גוֹ לְזֵ דׁקָהַל לְזֵ גוֹ

ּ בָשׁ רו בָשׁ ּ ּ פַ ּ א כָ: א ְ ך

ּ ּ הו Teacher’s Notes Teacher’s וא הַ מִנֶהֱנֶל הַה הַלָעוֹן בְּזֶם בְּלֹה כָרָא ה כָרָא בְּלֹה בְּזֶם הַלָעוֹן הַה מִנֶהֱנֶל הַ ּ יִתסֶנֶכְ לאֵרָשׁ יִתסֶנֶכְ

להב עמוד מסכתדף ברכות בבלי תלמוד בבלי מסכת ברכות דף לה עמוד ב

מַאֱנֶשֶ הָ'להר ורֶאָ ץ ורֶאָ הָ'להר מַאֱנֶשֶ יִלֹ אָעוֹטְא כְדָם ם כְדָם אָעוֹטְא יִלֹ

ד א הלכה א . (5 minutes) (5

ּ ּ לו ּ = האָלוֹמְ עַ שֶׁם ךרֵבַיְד שֶׁם עַ =NN BTBerachot 35b Homework

ּ . . ToseftaBrachot 4:1

Do you agree ordisagree Doyou agree with this Didapple taste slice the different than iÉëëçå ְ nedoes not taste anything until he ead the followingead andwritepassage

(ליברמן) ברכות פרק מסכת תוספתא מסכת ברכות (ליברמן) פרק at least sentencesat 4 answerto of each thefollowing questions.

R O 1. statement?Why not?orwhy 2. apple other slices during thefood activity?meditation Why not?orwhy blesses,says as it “The worldandall thatG-d's.”fillsis it R.HaninaTo said: b. Papa enjoy this world benediction a without likerobbingis the HolyOne, blessedbeHe,andthe Israel.communityof

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 2 = 8 .The ha-aitz

What, When, How??? How??? When, What, Blessings BeforeBlessings Eating = = =NN iÉëëçå Therules foodsblessingsof are on intricate. TheRules Basic *Ablessing whenever required is eatingeven small a amountfood. of *Beforebeginning blessing, a tosay knowone should the correct tosay.blessing *Theover blessingfood which the shouldbeingis said heldbe inthe rightthe hand (if persontheright-handed) isat time the of blessing. *Donot talk fromthe momentbeginning of blessing a until firstswallowing bite. the *Asthe nameG-dof mentionedis ineach blessing, andwe arenot tosayallowed G-d’s nameinvain, we should never blessingsay a unnecessarily. However, when teaching blessingspronounce child, toa may one if necessary. G-d’s name *Answerimmediately “Amen” afterhearing blessing a being byanotherconcluded person. (Donot after say “Amen” your own blessing.) WhenEatingaMeal With Bread Theatblessing the hamotzi,beginning said meal,inclusive isa of andexempts one from sayingadditional blessings over the otherfoods eatenthe at meal. (For exceptions, see below.) Blessings Before Various Foods Without Bread *Wheneatingseveral foodsdifferent inthe samecategory, say only blessing.one For example,when eatingapples, oranges, peaches,and say onlyone blessing blessingover the made preferredis with item, the intention includingof all foods inthat category. *Wheneatingseveral foods fromdifferent categories, separatesay a blessing over each type food.ofFor example: mezonot on on crackers,ha-adamah coleslaw, shehakol on eggs.

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 3 = 8

: When: dish containsa kindsfromdifferent food of different =

= =NN iÉëëçå blessingtogether, categories mixed the following criteriaapply: *Ifone clearlyis food,food then main the even though manyother arecombines, types a blessingover thefood main made is only. For example, for tuna saladwith vegetable bits added,the blessing over the tuna. said is *Ifthe foodsdifferent are equally important, then the onblessing made is the one that constitutes the majority theof dish. *Whenfoods contain mezonot ingredients, mezonotthe consideredis theingredient main it eventheis if minority ingredient.The mezonotblessing thenis over thesaid entire dish andincludes the other ingredients. Examplespie are fruit andmacaroni andcheese. *Ifthe mezonot ingredient presentis sake binding,onlyforof the thickening, or adding color,blessing bythe the determined other is ingredients. toAn is,example flour added thickensoup. WhenIsIn Food ChangedForm: Most andtotallyjuices strained or ground foods require theblessing shehakol.the still food However, if resembles originalits formandis conventionallyeaten insuch manner, a saythe blessingwe whichbemade overwould the rawinits food form, such as ha-aitz on chunky applesauce. Wheneatingfoodsis one requiring blessings,different theof blessingsthe priority asis follows:mezonot; ha-gafen; 1) 2) ha-aitz;ha-adamah; 3) 4) 5) shehakol. example,firstFor say mezonoton thencrackers and ha-aitz on grapes; or ha-adamah on andthencelery shehakol onmilk. *Aftersaying the blessing boraihagafenpri over wine,blessings additional before andafter otheror drinks liquids arenot necessary Twoexceptions are: On1. Shabbat andYom Tov,overKiddush wine precedes the blessing over breador cake. When2. eatingfoods requiring the blessing andha-adamah, ha-aitz of such as an apple and banana, a say the blessing over the preferred first.food Blessingson Combined Foods Orderof Blessings

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 4 = 8 ּ .חָכָ ּ ּ

ם ברכות עָבִ לֵ יד לֵ

תְ רַ בָּ נונָן ְ : בְּרָ בְּ כָ לֹאה - .מָעַל - בְּ לֹא בְּרָ כָ ה מְעִ ידֵ .לִ ילָ יה לה : לה א ּ

ּ ּ ּ בְּרָ בְּ כָ הַ לֹא זֶהה ,

סורָ אִ איה אִ סורָ א ! ּ חָכָ יֵלֵ אֵצֶ ל ךם ּ ּ ּ - - ּ ּ לְאָדָ אָ לוֹ שֶׁ סור ם יֵ ּ יקָרָ בְּרָ מֵעִ וִילַמְדֶ כוֹ חָכָ םא נות הָ , ּ ּ ּ ּ תַ נְתֵ קַ מַ אייה רָ אָמַ אֶלָ בָ א אר רָ בָ א

: יֵלֵ אֵצֶ ךל : - - ּ ! הָ א ! עָבִ מַ לֵ אי ידיה

? ּ ְ ְ

ּ מִ וְכָ עוֹלָ הַ הָ הַ ל נֶהֱנֶהן םזֶה מִ עוֹלָ הָ נֶהןם Talmud Bavli, Masekhet Brachot 35a יֵלֵ אֵצֶ ל ך –

כְדֵ שֶׁ יָבֹאלֹאי

FRAMING THE TEXT Lesson11- Extension ). = me’ilah = =NN ,studythe following andanswer text questions.for Allow time discussion. This Withoutblessing, sacrilege iÉëëçå chevruta Me’ilah means sacrilege, the sin of using something holy for personal benefit. Eating food that had already been me’ilah. offered This on idea applies the to altar blessing context,see FramingText: Berachot the of inLesson 11. food and the the Temple world was in general. considered For further

OurRabbis have taught: forbiddenis It to mantoenjoy a anything thisof world withoutblessing, a anyone andif enjoys anythingthisof worldwithout blessing, a hecommitssacrilege. What hisis remedy? should He consult wise a man. what But willthe wise forman do him?has He alreadycommitted the offence!Rabasaid: Whatthis means thatis he should consult wise a manbeforehand, so that he would teachblessings,him heso should that not sacrilege commit (

Handout:Use this guide formore information about blessings. Activity#2 If agreeyou with RabbiMeir… traditional A blessingfood justoneis blessing youcan saybefore youeat. There lot a isof workandmanypeople areinvolved ingetting your fromthefood farm to your table. Write blessings five youmightsay relatedgetting to your dinner fromthe toyourfarm table. For example,writeblessing a thanking the person whocooked theor food writeblessing a for thefarmers who grew food. the Activity#3 Gratitude Text Study In Activity#1 Blessings Before Eating: What, When, How???

text precedes text thestudied text during the lesson.

To Eat -=kuftk UNIT 4 – LESSON 11 Blessings Before a Meal - vjurt hbpk ,ufrc 5 = 8 ?

ulary Vocab Sacrilege-stealing andgetting pleasure fromthe sacred property stolen Remedy-cure, fix = Withoutsacrilege blessing, = =NN TextStudy: iÉëëçå According to Accordingto howRaba, consulting does wise a helpthepersonman? According to Accordingto the text,sayingdoes blessing a make difference? a orwhyWhy not Do you think saying asayingDo you think makes blessing difference? a Why orwhy not? Do. youthink saying blessing a difference?makes a Whyor not?why

3. 1 2. 2.According tothe doestext,saying blessing a a make difference?orWhy why not? 3.According toRaba, howdoes consulting wise a person helpthe man? 1.

To Eat -=kuftk UNIT 4 – LESSON 12 Bread Rituals -=ojk hdvbn 6 = 8 = = hdvbn

kuftk = ojk = To - Eat Bread Rituals Bread - Rituals

(p.75-W) ,blessing for bread 2 = Motzi (p.76-W) = = O =N (p.73-W) LESSON 1 LESSON Homework Challah forHungerChallah ConnectedthetoJewish role bread oftraditions past andpresent Motzi TextStudy: BiggerOlive than an (p.74-W) Exploredthe Consideredthe reasons whydefining a breadis factor mealinmaking a

iÉëëçå •

• • • • • • Materials Foreach student: Objectives the At endthisof lesson, students will have: Overview Bread takes many forms in Jewish tradition, past mandel and bread, present. pita, and There bagels is to challah, name matzah, a blessing few. for bread and During why bread makes this a meal. Finally, lesson, the various breads that students are found explore the throughout Jewish tradition are explored. Students read also about use the of bread, in the form of challah, for a humanitarianreliefaround the world. program called Challah for Hunger, which is raising money for UNIT - 4

To Eat -=kuftk UNIT 4 – LESSON 12 Bread Rituals -=ojk hdvbn 7 = 8 ְ ּ ּ אַתָ בָּ רוך ה ה ה ' ּ מֶ אֱלֹהֵ ינו מֶ ְ ,the blessing for bread.

motzi

ּ (5 minutes) (5

(5 minutes) (5 . They should read the introduction to the text and the מוֹצִ עוֹלָ הָ לֶ הַ לֶך ם יא לֶ חֶ (Workbookp.74-W) (Workbookp.73-W) מִ ם מִ chevuta (15 minutes) (15 הָאָרֶ ן ץ = .

= = O

Bread Makes Bread Meal a Explore the Blessing Over Bread Over ExploreBlessing the Review & Collect & Review Homework

iÉëëçå

Why doWhy webless G-dfor forth bringing bread from the earth? else Who could wethank thebread?for

Lesson together After last week’s lesson, students anything were until he blesses, as it says ‘The world asked and all that fills it is G-d's’” from to Tosefta Brachot read the statement4:1. “One They were does then not instructed to taste write statement, about and whether to they think agreed about whether or the disagreed apple with slice that that meditationactivitytasted different fromother theyapple slices. ate during the mindfulness Ask the students who agreed with the Tosefta down, ask statement the students who disagreed to to stand up. stand Have one or up two students from and each side then, as share they their reasoning this behind opinion. sit Ask students to raise their hand if they fromdifferentother apples. they Askhave remember if tried eatingother things mindfully. that the apple they ate mindfully tasted Collectthe homework for evaluation.individual Ask students to again work in first paragraph, and then answer the first students question. to make After sure everyone a understands the few first minutes, paragraph and check has answered in correctly the first question. with Be sure to “translate” the the sentence, “Whence do I derive this?”: “Where does this information about olives come from?” Ask a student to re-phrase the sentence. Students that work more quickly will already be on the second section. Start the second section Blessedareyou, OLord, our G-d, sovereign Universe the of who bringsbreadfrom forththe Earth. 1. 2. Inchevruta, andanswerread the questionsthe about Farmer,baker, person whoground the wheat,person the whodelivered bread, etc.

To Eat -=kuftk UNIT 4 – LESSON 12 Bread Rituals -=ojk hdvbn 8 = 8

ּ " ּ

הַ זֶה . הָאָרֶ ץ " הָאָרֶ ץ דְתַ נְיָא : ּ

ּ רַ אָמַ יוֹסֵ רף ב יוֹסֵ ף הַא: בּוֹרֵ מִ מְ נוֹ זוֹ ינֵי תא מִ ינֵי מְ זוֹ נוֹ ת ּ סוֹ" ולְבַ ו" ּ ְ ְ BTMasekhet Brachot 37b ּ בָרֵ מְ לְאָכְלָ נְטָלָ ך ן ן לְאָכְלָ ן מְ בָרֵ ך " ּ

בְּרָ בָרֵ מְ לֹשׁ שָׁ כוֹ עָלָ סוֹ ולְבַ יות ךף מְ בָרֵ ך עָלָ יו שָׁ לֹשׁ בְּרָ כוֹ ת ּ ּ ּ ּ . מִ מוֹצִ הַ לֶחֶ ן םיא מִ ן

ּ הָאָרֶ ץ ". הָאָרֶ ץ

רורִ דְ אִ חֲבִ בֵּ כַ יצָ פֵ זַיִת אין יהית י חֲבִ יצָ א דְ אִ ית בֵּ יה פֵ רורִ ין כַ זַיִת ומַקְרִ מְ בִּ אוֹמֵ ירושָׁלַ נָחוֹ עוֹמֵ הָ רתיביִם ד יָה עוֹמֵ ד ומַקְרִ יב מְ נָחוֹ ת בִּ ירושָׁלַ יִם אוֹמֵ ר בְּרָ לֹשׁ מֵעֵ שָׁ כָ אַחַ יןהת ף בְּרָ כָ ה אַחַ ת מֵעֵ ין שָׁ לֹשׁ , : .

ּ ּ ּ ּ ּ ְ FRAMING THE TEXT ּ ּ ּ רורִ דְ לֵ בֵּ כַ פֵ יןיתיה זַיִת פֵ רורִ ין כַ זַיִת ּ ְ , רַ אֲמָ יוֹסֵ ףר ב יוֹסֵ ף : = ּ ּ ּ ּ ּ Biggeran than Olive = : בַּתְ בָרֵ מְ עָלָ חִלָ יו ךה מְ בָרֵ ך עָלָ יו ּ = " O ּ =N ּ פוֹתְתָ וְתָ עֲלָ וְכולָ כַ זָיִתן נֵין ה פוֹתְתָ ן כַ זָיִת ּ ּ ּ ּ . . ְ When When bread is served as part of a meal, the Birkat HaMazon, the blessing after we eat, is ּ TextStudy ּ אֲמִ מְ לָ נָאינָא ה – – iÉëëçå Forcontext onandMasekhet this Brachot, passage see Framing the TextinLesson 11. וְקִ יעָ וְהִ זְמַ יְמָ לַ בָּ גִ שֶׁהֶ ןנונו חֱיָינו רוך שֶׁהֶ חֱיָינו וְקִ יְמָ נו וְהִ גִ יעָ נו לַ זְמַ ן בַּתְ בָרֵ מְ עָלָ חִלָ יוהך עָלָ יו What reason does What Rabbi give Joseph the sizefor requirement? In what what did city In thethatdeterminedoffering the bread sizeof at mealtake a place? What sizewas person’s What this offering? Howmustpiece a large bread of orderbe in to say theBirkat HaMazon after themealis served?

מִ מוֹצִ הַ לֶחֶ ן םיא מִ ן 1. season”. When he takes them up in order to eat them, he says the blessing, “Who brings forth bread from the earth”. And wasit taught connectionin with this [story], that the offering was broken into fragments of the size of an olive. 4. 2. 3. Rabbi Joseph said: If in a soup there are pieces of bread as as big an olive the blessing said before it is “who brings forth bread from the earth,” and the blessing said afterwards is the full HamazonBirkat (which includes three blessings). If there are no pieces asas big an olive in it, the blessings said before it is “Who creates various kinds of foods,” and after it is Al Hamechiya (a shorter grace after meals which summarizes three blessings). Said Rabbi Joseph: Whence do I derive this? Because has it been taught: If one is in the act of making a meal- offering in Jerusalem, he says, “Blessed is the one who kept hasus alive and preserved us and brought us to this Reading: said when the meal ends. When bread is not provides served, a a commentary shorted on prayer what is recited. size Rabbi bread Joseph needs to beHaMazon recited. to be present in order to require the Birkat

To Eat -=kuftk UNIT 4 – LESSON 12 Bread Rituals -=ojk hdvbn 9 = 8 Passover

Friday nightFriday Israelibread RoshHashanah Ashkenazibread Teacher’s Notes Notes Teacher’s

When/Where Do Eat It? We

(5 minutes) (5

(Workbookp.75-W) (10minutes) (5 (5 minutes)

Pita Pita = Bread Matzah

= = Mandelbread Roundchallah BraidedChallah O =N Homework

ChallahHungerfor Bread & Jewish & Bread Tradition

iÉëëçå

Ask another member of your family(parent,sibling, grandparent, etc): “What is one memory you have about eating challah (or matzah,bread– etc)?”pita, another Jewish Write a paragraph about their bread memory.

In Jewish tradition, there are a variety of breads of different shapes and sizes that are to be eatendifferent at times during the year, for both holidayeveryday and meals. On the board, ask students to create a list of different breads that they think of as “Jewish breads”andwhere or when them.we eat fewHereare examples:a Students will read the story of Challah theofexample role inJewishbreadof tradition. for Hunger and discuss the program as another

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 0 = 9 = = kuftk eukjk = kfut = To - Eat Sharing Food - Sharing Food

(p.77-W)

(p.78-W) VOCABULARY

3 1 = (p.79-W) = = NP : A place: A where hot andcold meals areprepared on anddistributed site. = : A place where food is contributed and made available to those in need. Meals LESSON TextStudy: YourOpen Doors Homework Applied learning from Jewish attitudestowards relevant hospitality totheir lives inthe City texts in thinking about how to making Jewish FiveFactsHunger on in YorkNewCity Reviewed statisticsReviewed about hunger intheir Newlocalof York area City ConsideredJewish a perspective providing for the poor

iÉëëçå • • • • • • SoupKitchen Food Bank arenot served.

Foreach student: Materials the At endthisof lesson, students will have: Objectives Objectives Today, millions of people in our city and billions of people in day. the Meanwhile, world Jewish texts go provide different hungryperspectives on everysharing foods – we have a strong tradition of hospitality toward guests, and we are also required to provide food for those in need. This lesson includes facts on hunger in New York and the students consider what this means for people’s choices during daily life. A text study of Pirke Avot 1:5 allows studentstoexplore their own onwithview poor.sharing food Overview UNIT - 4

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 1 = 9

worksheet. For a few (15 minutes) (15

) (Workbookp.77-W)

Five Facts on Hunger in YorkCity New = anddiscuss their answerstothe second andthirdquestions. (5 minutes) (5 must choose between paying for must food choose and between paying paying for their food areinpoor health. rent and paying or for medicine or must choose between paying for food and paying for utilities or = =

NP 34% mortgagebill. 22% care. medical 30% 34% heatingfuel. = chevruta

o o o o http://www.unitedwaynyc.org/?id=17&pg=fcap&xt=5facts

The fastest growing population using pantries and kitchens is families whose parents areworking orwage at near salaries. minimum According to an annual survey of local hunger, the city's charitable number food pantries and of soup kitchens rose people by an estimated served 11% in 2006,by on the topanof estimated 6% increase from2004-2005. From 2003 to 2005, an average of 1,256,000 of the city's residents - one in six - lived in households that could not afford to purchase enough food, according to United States DepartmentAgricultureof data. Explore Facts About Hunger in NewCity York in Hunger AboutExplore Facts Homework 1.2 1.2 million New Yorkers will turn to soup kitchens or food pantries in 2007 for some or alltheirof meals, children including 348,000 and elderly.144,000 theseOf million 1.2 New Yorkers:

iÉëëçå 5. 4. 3. (Source: 1. 2.

What might What you not be pay ablefor to you hadif verymoney? little Howwould yourbe differentlife you hadif verymoney? little HowYorkersNew many visit soup kitchensor food in pantries 2007?

Lesson Ask a few students to share memory. what they learned from their family member about a bread 2. 3. 1. Provide Provide students with the minutes, allow students to work independently and answer the three questions. Then divide theclass into

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 2 = 9

בֵנֵבְּ ךיתֶי בֵנֵבְּ בֶּסֵיוֹ יוֹי אִנָחָן יְישׁן רו יְישׁן אִנָחָן יוֹי בֶּסֵיוֹ

ָ Foreach . . ּ אוֹיִלַשָ יְמֵם בֵהִר תךיְי בֵהִר יְמֵם אוֹיִלַשָ

(5 minutes) (5 משנה פרק א מסכת אבות משנה ה

ָ Hungerinthe City (Workbookp.78-W) ּ (10 minutes) (10 פָ פָ FRAMING THE TEXT

ּ תו לִחַ חָוָרְ יוהְיִוְ,ה חָוָרְ לִחַ = = = What words whenWhat youdoof hear you think “hunger and the city”? Avot Pirkei 1:5 NP

= ּ עַ יִנִ עַ tocomplete the worksheet. Text Study: Sharing FoodText Study: Sharing Brainstorm About Hunger in the Cityin BrainstormAboutHunger ּ TextStudy: OpenDoors Your

iÉëëçå Please refer to the Glossary and the Framing the Text of Lesson Avot. Pirke 6 for context around ים

student’scomments,line a coming outof add the boxandwrite down their words. Students answerwordsas“maddening,with such thankful,bad, sad, generosity, feellucky.”makes me

Yosi ben Yochanan of Jerusalem said, Let your membersyourof household. house be opened wide and let the poor be Askthe students, There are different Jewish texts for hospitality, sharing people who are hungry. A with food pantry in New York guests, City refers to the and people who pick up food providing food for their at sites as “guests.” Reviewthe questions the worksheet.on What“practical” mean? Dividethedoes students into chevruta Drawboxonwith a thethe board words “Hunger theand it.City” inside

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 3 = 9

בֶּסֵיוֹ יוֹי אִנָחָן יְישׁן רו יְישׁן אִנָחָן יוֹי בֶּסֵיוֹ

ּ םיִלַשָ

Teacher’s Notes Teacher’s

(10 minutes) (10 (5 minutes) (5

= = = NP Homework =

Review WorksheetReview

Howpeople might todaybe able followtheadvice of Is this textpractical Is for today? does What Jewish traditionteach usabout our responsibility towards others? iÉëëçå Go online and find a soupkitchen inyour area. food bank or 1. What is the name of the food bank orsoup kitchen? 2. Read about the food bank or soup kitchenonline. 3. Write a paragraph summarizing the work the food bank or soup kitchen does. 4. What did you learn that surprised you?

1. 2. On the board, create two columns and ask students if practical Yosi or ben not Yochanan’s statement practical. is For every example in othercategory soan listequalthere reasons of is for why andwhy not. one category, ask for an example in the Ask the students for a few suggestions on how people might be able to follow the advice. answers Some volunteer could be: soup a at kitchen, donateor food bank. moneyfood toa

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 4 = 9

ּ ּ אַחַ ר אָרְ צָ ה : אָרְ צָ ה ּ ּ וַעֲשִׂ עֻ גוֹ י ת : וַעֲשִׂ י עֻ גוֹ ת וַיֵרָ אֵלָ א יו לַעֲשׂוֹ אֹתוֹת אֹתוֹ ּ ּ הי : ּ ּ ּ ּ ּ ּ ּ פסוקא-ח יח בראשית פרק יח פסוק א-ח ּ תַ הָעֵ עֲלֵ חַ יהֶ וַיֹאכֵ ם ת ץ לו :

ּ ּ

ּ ּ ּ ּ ּ ּ ּ ּ ּ וְהִ שְׁ לֹשָׁ נֵה אֲנָשִׁ ה נִצָבִ ים וַיַרְ עָלָ ים יו וַיָרָ א וַיָרָ רָ אַבְרָ הַבָּקָ וְאֶ וַיִקַ הָ בֶּ ל ר ץ ם ח ן ָ ּ מְעַ וְרַ רַ מַ נָא תַ טגְלֵ יכֶ יִם וְהִשָׁעֲ חֲצוחַ הָעֵ ם נו ת ץ : ְ FRAMING THE TEXT Lesson13- Extension ּ ּ ּ ּ ּ ּ ּ ּ ּ ּ = ּ מַמְרֵ בְּאֵ פֶתַ יֹשֵׁ וְ לֹנֵי כְ הָ אאֹהֶ הוא יוֹ ב הַ ח ל חֹם ם = : = ּ ּ ּ NP = ּ ּ ּ ּ TextStudy: Serving to Food Guests ּ ָ וַיֹאמַ אִ אתִ ר אֲדֹנָי מָצָ ם בְּעֵ חֵ נָא אַ י תַ ן ינֶיך מֵעַ עֲ ל עַבְדֶ נָא בֹר ל ך : יֻקַ ח : iÉëëçå ּ ּ ּ ּ ּ ּ In Genesis 18:1, Abraham, who along with his son and considered grandson one of the (Isaac fathers of Judaism, and has just made Jacob) a covenant iswith G-d, in which G-d promises Abraham that Abraham will be “the father of a multitude of nations” and will be given the land of Canaan if Abraham and his descendents god. accept G-d The passageas below their exemplifies Abraham’s righteousness, for upon the arrival of strangers (who often thought to sustenance – it is particularly be important that he prepares angels) “choice” meat – and todoes so his quickly, even though he tent, does not know them. he Because Abraham is a offersrighteous figure them whose actions rest are and correct, many interpretations importanttocare for other of people, even strangers, before caring for G-d. this passage tell how it is more תַ עֲ כִ בֹרו עַ עֲבַרְ י תֶ כֵ לן עַ עַבְדְ ם כֶ ל וַיֹאמְ ם תַ כֵ רועֲשֶׂ ן בַּרְ דִ כַאֲשֶׁ תָ ה ר דִ בַּרְ תָ

skchevruta thetoread following answer two textsand the questions. ּ ּ

Activity#1: Text Study A The LORD appeared to him by the terebinths of Mamre; he was sitting at the entrance of the tent as the day grew hot. Looking up, he saw three men standing near saw them, hehim. ran from the entrance As of the tent soonto greet them and, bowing as to the ground, he he said, "My lords, if it please you, do not go on past your servant. Let a little water be brought; bathe your feet and recline under the tree. And let me fetch a morsel of bread that you may refresh yourselves; then go on replied, -- "Do as seeing you have that said." Abraham you hastened haveinto the three tent come seahs to of choice Sarah, your flour! andKnead and said, servant's make cakes!""Quick, Then way." Abraham ran to They the herd, calf, took a tender and choice, and gave it to a servant-boy, who hastened curds to prepare and it. milk He took and the calf that on waited them under the tree as they ate. had been prepared and set these before them; and he Genesis 18:1-8 וְאֶקְ חָ פַ לֶחֶ ה לִבְּ וְסַעֲ תכֶ ם דו ם וַיַרְ וַיִשָׂ עֵ א ינָיו א אַבְרָ וַיְמַהֵ הָ ר הָ ם אֹהֱלָ אֶ ה שָׂרָ ל הֲרִ וַיֹאמֶ ה מַ ר שְׁ לֹשׁ י סְאִ קֶמַ ים ח סֹלֶ לושִׁ ת י רַ בָּקָ וַיִתֵ וָטוֹ נַעַ אֶ הַ ר וַיְמַהֵ ך ב ן ל ר ר לִקְרָ אתָ ץ פֶתַ מִ ם הָ ח אֹהֶ וַיִשְׁתַ ל חו : וַיִקַ חֶמְאָ וְחָלָ ח ובֶ הַבָּקָ ה ב אֲשֶׁ וַיִתֵ ן עָשָׂ ר ר לִפְ נֵיהֶ ה ן וְ עֹמֵ ם הוא ד

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 5 = 9

ּ ּ ּ מִקָ צֶ ה : : ּ ּ ּ ּ ּ Genesis 19:1-4 ּ ּ ּ ּ

יטא-ד פסוק בראשית פרק יט פסוק א-ד ּ

לִקְרָ אתָ וַיִשְׁתַ אָרְ אַ פַ םצָ חו יִם ה : ּ

ּ ּ ּ ּ ּ וַיָבֹאו שְׁ נֵי הַמַלְאָכִ ים סְ דֹמָ בָּעֶרֶ ה ב לוֹ וְ ט יֹשֵׁ יֹשֵׁ ּ FRAMING THE TEXT ּ ּ ּ ּ ּ = ּ

= = ּ NP = ּ iÉëëçå ּ This passage follows soon after the weekly Genesis 18:1-8 section Torah and is portion, part experience, of in this story, two Vayeira angels thecome to Lot, who is sitting same at the gate and rises to (tr. “And greet them, and he He shows them courtesy by offering appeared”). them shelter and to feet. bathe their In fact, Paralleling almost word Abraham’s for Abraham. word, Lot’s actions are exactly like those of his uncle

ּ ּ וְלִ וְרַ רַ כַמְתֶ ינו וְהִשְׁ גְלֵ יכֶ לְדַרְ וַהֲלַכְתֶ חֲצו םכְ ם וַיֹאמְ כֶ ם בָרְ ם כִ רו חוֹ לֹא נָלִי ב נָלִ Why would Abraham go to such great effort and offer his best food at considerable effort and What do Abrahams’What actions demonstrate about values? himandhis What does Abrahamdoes What do welcome to his guests? Lotdoes doWhat to welcomehis guests?

he two angels arrived in Sodom in the evening, as Lot was sitting in the gate of Sodom. ין : ין

4. T 1. Abraham runs, bows, has water brought to bread. He wash then runs to the Sarah's tent where angels' he orders 3 feet, choice seahs of and flour to be offers made into a cakes, morsel while he of himself takes a calf from whey the from herd the to calf. In be other slaughtered words, he as hastens well to asoffer them themhimself. curds the and best he has and waits on 2. Lot, by contrast, invites the midrash, angels there was a law in home Sodom that forbade entertaining guests. but He offers them matzah only through -- the toeat much more a of poorman's meal. backdoor. According to 3. strangers?expense to When Lot saw them, he rose to greet them and, bowing low with his face to the ground, he said, "Please, my lords, turn aside to your servant's house to spend the night, and bathe your feet; then you may be on your way early." But they said, "No, we will spend the night in square." the But he urged them strongly, soprepared a feast for they them and baked unleavened turned bread, and they ate. his They had not way yet lain and entered his down, when the townspeople, the men house. of Sodom, young and old -- all He the people to the last man-- gathered aboutthe house. ב בְּשַׁעַ ר סְ וַיַרְ דֹם א לוֹ ט וַיָקָ ם וַיָקָ ם וַיֹאמֶ הִ ר אֲ נֶה נָא עַבְדְ דֹנַי אֶ סורו בֵּ נָאכֶ ל ית ם טֶרֶ יִשְׁ כָ ם וְאַ נְשֵׁ בו הָעִ י אַ נְשֵׁ יר סְ י נָסַבּ דֹם עַ ו הַבַּ ל מִ נַעַ יִת וְעַ ר זָקֵ ד כָ ן הָעָ ל ם

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 6 = 9 בֶּסֵיוֹ יוֹי אִנָחָן יְישׁן רו יְישׁן אִנָחָן יוֹי בֶּסֵיוֹ

ּ םיִלַשָ ?

(www.ajws.org). AJWS is an international development (www.fpf.org.il/Welcome.htm). A non-profit dedicated to = (www.ziv.org). Ziv is a non-profit organization dedicated to the

= = (www.oxfamamerica.org). Oxfam America is a non-profit organization that NP = (www.mazon.org). MAZON is a citizens’ movement, the outgrowth of tens of iÉëëçå

Sodom was eventually destroyed for the sins of the inhabitants. Lot and his wife were taken Choose thecharitable Choose organizationyou think thebestdoes jobfollowing of thewords of What do Lot's What actions demonstrateabout andhim values? his Choose thecharitable Choose organizationthatyou would appealing tomost find work orsupport.for Explainyour choice.

Oxfam America works to end campaigningfor political change. global poverty through saving lives, strengthening Ziv Tzedakah communities, Fund and collection and distribution of funds to various little known Tzedakah projects. Ziv provides moneyandsupport for individuals andprograms inNorth America,Israelandelsewhere. The Forgotten People Fund thousands of American Jews who have stepped forward to devastating solve – and one most of preventable the – problems. world’s most MAZON works around the andaround United the globe, tobring critical relieftomillions hungryof families. States, helping Ethiopian families in Israel. families as FPF clients and works cooperates with with school social counselors workers andFPF’s intervention. health who workers who have ask Ethiopian for 1. 2. 5. MAZON American Jewish World Service out of the city before it was destroyed. Based on doanything with to him saved? Whybeing orwhy not? this text, do you think that Lot’s actions had Activity#2: Web Research Review the list of select organizations, large poverty and around the small, world. working Use the to internet to eliminate research hungerthe work and they hunger. Writeare a paragraph about doing what the organization to is doing to share reduce food and what you caninyour do own life. 6. 3. 4. Explainyour choice. organization motivated by Judaism’s imperative to alleviating pursue poverty, justice. AJWS hunger is dedicated regardless and race,of or religion nationality. theAJWS at isforefront activismof inDarfur. to disease among the people of the developing world

To Eat -=kuftk UNIT 4 – LESSON 13 Sharing Food -=kfut eukjk 7 = 9 causes underlying

= = NP = iÉëëçå tivity #3:tivity Take Action… Therenumberare a waysof towork towards raising awareness aboutreducingand hunger. FundraisingActivities Ac OrganizeantoHunger” “End Week The class tours and volunteers at a programserving the elderly. local food bank, soup kitchen, or “Meals on Wheels” Auctionstudent artwork. Organizebakesale. a upan in-schoolSet stand. lemonade Donatemonies toan organizationstudents’ of choosing. Students identify and research organizations and how their work relates organizations; to Jewish values; vote onhow to distribute monies. discuss the relative Encourage merits students to consider organizations and that work to needs eliminate the of of hunger by empowering people to raise their own animals, educations. grow their own food, or get “Bike/Walk/Somersault/Jumpfor Hunger” The next time students go grocery shopping with their parents, buy one extra thing to give away: a bottle of juice, a jar of spaghetti shampoo, sauce, etc. a Collect box items of and donatecereal, to a a bottle local shelter.of moisturizer Although or cover parents the may entire cost, typically encourage students to pay for at least part of what is purchased, even they only if contribute quarter. a HungerBanquet:An On-Line Game Raising awareness is a key component of social justice work.stage a Each different morning event or afternoon for the songs,raise funds byselling lemonade, etc. community: post posters and artwork, read poems, sing Class(orSchool-wide) “Give Away” Play this well-researched and interactive game developed by Oxfam. Students assume the roles of individuals around the world who struggle to make ends meet and have enough to .eat. Getfriends andfamily to pledge donations forbiked every mile or somersault completed. Volunteer

To Eat -=UNIT 4 – LESSON 14 Blessings After a Meal -=iuznv ,frc=

= = after ,frc

kuftk = Harachaman iuznv = as examples of To - Eat chevruta

Blessings After a- Blessings Meal After prayers are explored in (p.87-W) andconnected the blessings tothe scriptural source (p.81-W) (p.86-W) (Blessings after a meal) is introduced and connected to the Harachaman

(p.82-W) = (p.80-W) BirkatHamazon (p.88-W) = NQ = Birkat Birkat Hamazon LESSON 14 LESSON CreatingHarachamanYourOwn Homework BirkatHamazon Consideredwhat importantis tosay aftereating inways that arepersonal tothem HarachamanReflection TextStudy: ThanksGive Reflectedupon how saying blessings meal aftera connects us toour tradition EntranceCard Studied the Studied

iÉëëçå

• • • • • • • • •

Materials Foreach student: the At endthisof lesson, students will have: Objectives Objectives we eat. The Overview Just as we bless food before we eat, Jewish tradition also requires that we bless food UNIT - 4 scriptural source from which it blessings after is we eat. drawn; The and students investigate why we must say ways to make blessings after eating. Then, students write prayersandshare withthe themclass. their own list of

o To Eat -=UNIT 4 – LESSON 14 Blessings After a Meal -=iuznv ,frc=

99 to chevruta (15 minutes) (15 , discuss the following texts and answers. Ask each

chevruta

chevruta’s Birkat Hamazon Birkat

THE TEXT . (5 minutes) (5 worksheet 2. In (Workbookp.80-W) (Workbookp.81-W)

FRAMING chevruta (7 minutes) (7 = = NQ =

Text Study: Give Thanks

Introduce the Scriptural Sourceof the the Introduce Scriptural Entrance Card Entrance Review & Collect & Review Homework TextStudy: Thanks Give

iÉëëçå Birkat Hamazon is a set of blessings that must be said following any meal that includes bread made from wheat, barley, rye, oats, and/or spelt. Thisrequirement can be traced back to Deuteronomy. Deut. expands 8:10 on the is Ten Commandments, and part describes of the bounty the of Israelites are about to (Israel):enter land “A wheat of and barley, and vines the and fig-trees secondland that the sermon, in which and Moses pomegranates; a land of olive-trees bread and without scarceness, honey, thou shalt a not lack land any wherein thing in thou it” suchabundance, follows it inthe passagethat one below should therefore bless. (Deut. shalt 8:8). eat Because of

Why are Jewishare peopleWhy required blessing a say to after theyeat? .

Lesson InLesson students 13, abouthungerlearned inNew York andJewish concepts hospitality of andsharing Thefood. studentswere toresearchthen assigned bank food a or soup kitchenin theirarea. Askstudents toshare theywhat learned aboutnearby banksfood andsoup kitchens. Findout whatsurprised them aboutwhat they found. Collectevaluation.homework for individual Reflecton the question: Q questions. Select one recorder to write down the Pass out the sharetheiranother answers with

To Eat -=UNIT 4 – LESSON 14 Blessings After a Meal -=iuznv ,frc=

100

Birkat Birkat section is

Harachaman , even if he or she is פרק פסוק י דבריםח פסוק י Harachaman ּ ּ ּ ּ Harachaman section is included in the around the

halacha (5 minutes) (5 Harachaman

(3 minutes) (3 ָ ” ” or “the merciful one.” In their own ways, each of Prayers worksheet 2, where you will find five of the

(Workbookp.86-W)

Harachaman (Workbookp.82-W- 85-W) worksheet. The , there is a section consisting of thirteen short prayers, each Harachaman ּ Harachaman Harachaman = = Deuteronomy 8:10 NQ = Birkat Hamazon Birkat Hamazon Harachaman Reflection handout, outlinedbold box.ina

Investigate the Provide Background on on Background Provide

iÉëëçå ְ ובֵרַ וְאָכַלְתָ וְשָׂבָעְתָ כְתָ הָאָרֶ נָתַ עַ אֶ טֹבָ לָ אֲשֶׁ הַ אֱלֹהֶ ת הי יך ל ץ ר ה ךן לָ ך

Circle the two Harachamantwo Circlethe blessings that mostare important you. to Why theseare Why doweareWhy you think commanded do this?to What does thisdoes source What say about requiredone whyis say blessing to a after they eat? different this Is fromwhat you wrote in the entrance card?

: : . .

. .

harachamanmost important you? to prayers for students to look at. Have the students read the five prayers silently to themselves andthen complete the worksheet Q few minutes,Aftera theread prayers outloudtime,one a andafterat each one, ask that the studentswho that prayercircled stand up.Have oneor two peoplewhy share those prayers areimportant tothem these short prayers asksfor G-d’s compassion. One beginning with the word, “ During the Turn to the 3 inthe doingmiddleof something else! Pass out the that everyone should answer “amen” when he or she hears a 1 2 Hamazon Whenhaveyou eaten your thanksfill, give LORD tothe your G-d for the goodland which He hasgiven you.

To Eat -=UNIT 4 – LESSON 14 Blessings After a Meal -=iuznv ,frc=

101 ְ בְּרִ יך רַ חֲמָ נָא מַלְ כָא רַ חֲמָ נָא

obligation.

bracha ּ דְ עֳלְמָא מָרֵ יה דְ עֳלְמָא

that will fulfill your

prayers with the class. Teacher’s Notes Teacher’s ּ

דְ הַ אי bracha ּ (10 (10 minutes) Harachaman פִ יתָא in and (Workbookp.87-W) ּ ּ Lesson14 - Extension

. . Harachaman (5 minutes) (5 Harachaman =

theis shortest post-meal Birkat Birkat Hamazon = Prayers Harachaman prayers, both the ones NQ = bracha Homework

Name7

iÉëëçå Now that you have read examples, think about what is important in your life and write your

that are in the Talk with your Harachaman family about the theones thatyourself. youwrote Together, write a family anddecidewhen youwant tosay it. Record your family your worksheet to class next time. share with the

Blessedtheis Merciful One, Ruler theof world, whocreated this bread. A recording of Brich Rachamana with an interpretive translation by Rabbi Shefa Gold can be found at www.ritualwell.org/holidays/sitefolder.2006-03-23.3610986751. Play the music and provide students with the following lyrics so they that can sing along: “You are the source of for life all that is, andyour blessing flowsme.” through This Aramaic Whilereading the wordsoutloud, ask students tocircle words familiar: that sound Activity#1 RachamanaBrich Q. own Harachaman prayers. Consider your own life as a student, son/daughter, Jewish sister/brother,citizen ofperson, theworld. Askstudents toshare theirof ownone

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 02

= 1 = = ,in ohek = baltashchit To Sustain - To Sustain

in theirliveseveryday

baltashchit ruzjhn 'asjn aunha 'v,jpv aunha ruzjhn 'asjn ,reflects the needtoreduce, reuse, and = baltashchit baltashchit (p.91-W)

15 (p.89-W) =

(p.92-W) = =

NR Reduce, Reuse, Recycle - Recycle Reduce, Reuse, = LESSON Homework TextStudy: TashchitBal The WaterThe Cycle (p.90-W) Gainedawareness howof recycle. Consideredhow they can practice EntranceCard Identifiedhow nature reuses andrecycles everything. Exploredandunderstood the Jewish law of

iÉëëçå • •

• • • • • • Foreach student: Materials Objectives Objectives the At endthisof lesson, students will have: relationtosustaining Earth the andbasedupon furtherreadings fromJewish text. Studentsinvestigatewhat it meanstothrow reviewingby things “away” how the water cycleself-recycling a is and, framedsystem byEcclesiastes 1:7,thinking other about systemsnaturein that also function resultreusingas a andrecycling.of onBuilding this connection,students deepen their understanding theof commandment, Overview UNIT - 5

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 03

= 1

ּ Harachaman ז פסוק פרק א קהלת פרק א פסוק ז whichthey flow the from

שָׁבִ הֹלְכִ שָׁ לָלָכֶ ים ם הֵם ים ת . . and the ones that they created during ּ ּ

blessings with the class. Is there anything full;tothe place

ּ ּ (5 minutes) (5 Birkat Hamazon (Workbookp.89-W) Harachaman

FRAMING THE TEXT (7 minutes) (7 = Ecclesiastes 1:7 = = ּ

NR = prayers that are in the הַנְחָלִ מְ הֹלְכִ שֶׁהַנְחָלִ אֶ אֵ כָ אֶ הַ וְהַ מָלֵ ל ים ים ל יָם יָם ינֶנו א ל קוֹם ים

Entrance Card Entrance Review & Collect & Review Homework

iÉëëçå

Drawpicture a orpictureswhat beingof is described box below. the in This first section of Ecclesiastes describes the futility of all endeavors – no matter what humankind may do, all life moves cyclically, and because of this repetition, this process grows wearisome without the describing how influence the earth turns, the winds blow, and the rivers of flow, the preacher finds and focus that everything on that exists a today has existed higher for a power. long nothing time new before under us the and, sun.” After“There Although is this is a rather dreary approachthe world, Ecclesiastes does highlight sometruth about nature andour world. to looking at

streamsflow back again. Q. Collectevaluation.homework for individual Lesson After the previous Harachaman lesson, students were asked to talk with their families about the Eachstudent will the complete following Card: Entrance class. They were then asked to brainstorm with their families to create a andthenwhen decide they tosay it. family Ask students to share their family similar between what students are sharing? After a few students have read their blessings to theclass, have the class reflect on commonalities between the blessings thatthey heard. Allstreams flow sea, theintoyet the sea never is

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 04

= 1

(Workbookp.90-W) (8 minutes) (8 (5 minutes) (5

: = chevruta = = NR = The Water Cycle diagram on the worksheet. The water cycle describes the

Review the Water Cycle theReview Water Explore the Water Cycle WaterExplore the

Is therewasted Is waterin this cycle? are What othernatural cycles? Thewater natureof cycleexample recycling.an is Thecarbon decompositioncycle cycle and aretwo other examples. iÉëëçå Compareyour drawingthechart below.to How yourdoes drawing compare thewith chart? theancientDoyou think Israelites understood this cycle? . .

In nature, everything is recycled. The passage from Ecclesiastes from today’s Entrance Card oneis waythinking of aboutthe water cycle. Look at continuous movement of water above, on, and below the surface ableinthistomove cycle bychanging statesvapor, betweenliquid, andice. of the Earth. Water is Apples are made up of about 85% water. The water in have fallen the as rainapple half-way you around the ate world last yesterday year before may making its way up the roots of an apple tree into that apple. Before that, the same millionyears dinosaur.ago bya water might have been used 100 Q. A. Q. 1 2 Studentswork in A.

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 05

= 1

bal בִּ נְיָן יָן, סוֹתֵ מַעְ וְ ם , וְ סוֹתֵ ם מַעְ יָן, בִּ נְיָן תַ שְׁחִ ית . " "

ּ הָאִ ילָ בִּלְבָ וְ לֹא נוֹת ד ,

Rambam,Hilkhot Melakhim 6:10 (17 (17 minutes) י פרק הלכה מלכיםו רמב"ם הלכות מלכים פרק ו הלכה י

ּ ּ ְ ּ ּ (Workbookp.91-W) , “Do Not, Destroy” resources arebeing destroyed.that FRAMING THE TEXT . כֵלִ אֵלָ כָ הַמְשַׁבֵּ אל ר ים קוֹ, יםוְ גָדִ רֵ עַ בְּ , הוֹרֵ וְ ס , רֵ עַ בְּ גָדִ יםוְ קוֹ, דֶרֶ חָתָ הַשְׁ מַ לוֹ ומְאַבֵּ אֲכָ ד ת ך ה . The original text from Deuteronomy is available in Lesson 15 בְּ-- -לֹא"עוֹבֵר בְּ-- Bal Tashchit = baltashchit Bal TashchitBal human-made = = NR bal tashchit =

commandment, which states that “When youlaysiege andbattle against city a TextStudy: TextStudy:

baltaschit about thehumanworld, the natural world, Explain yourorboth? answer.

Theseobjects vessels,– garments, wellsbuildings, are–all that items humans have Vessels,garments, building, andwells. Is Is When you reduce, When reuse, recycle, how youare preserving naturalcycles? In this passage, what In is destroyed? being items Aredestroyedthe thenatural parts of worldhuman orthe built world? When you reduce, When reuse, recycle, how youare preserving humanmade items? iÉëëçå tashchit This passage from Rambam’s Mishne Torah adds on to for Deuteronomy’s a long time initial in order to capture it, against you must them. not You destroy may its trees, eat wielding of an them, ax clarifies but you this must not idea cut by them down.” destructionand, therefore, waste. highlighting Rambam how acting in these ways constitutes needless 5. A. or built. made isIt

4. 1. A. 2. 3. And not only trees, rather whoever who breaks vessels, building, or tears or garments, clogs or destroys a a well, or does negativemitzvah of away with food in a destructive manner violates the

Cycles in nature produce zero waste. The Jewish commandment against from wasting comes Deuteronomy 20:19-20. Students concept of will read a Extension. commentary by Rambam on the

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 06

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Area

Teacher’s Notes Teacher’s

bal Lesson15 Extension – inyour (3 minutes) (3

= baltashchit = = Homework NR baltashchit ? =

Where can youWhere improve your Where does yourdoes Where family practice In what ways what do In you conserve or Where is it located? it is Where materials What can you recycle? materials What can you recycle? not What is the is ofWhat name your sanitation local department? materials What should we if weuse followtheJewish bal lawtashchit? of one is What exampleof youhow follow bal tashchit in your life?own iÉëëçå tashchit? 2. resources? waste 3. ofpractice Writeparagraph a abouthow your practices family ownhome. Thinkdifferentall of the waysdoes notyour family harm, as relatedor tofood other areas life.of 1. Go online and visit the local sanitation department yourgarbage goes. website. Try to find out where 1. 2. 3. 4. 5. 6.

Actitivy#1: Learn AboutHow to Recycle LocalinYour

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 07

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VOCABULARY

Composting = = = ,togrow organisms. more Nitrogen-rich things tendtobegreenor colorful :thatMatter has once-livingcomefrom a organism capableandis decay of , for oxidizing the, forcarbon oxidizing ,for energy. High-carbon things tendtobebrown leaves oranddry, likedead NR , to maintain the,tomaintain proper environment oxidation for = Here, the chemical reaction Here,bywhichthe chemical carbon changes tocarbon dioxide Learn About Water Oxygen Nitrogen likefruits & vegetables Carbon cardboard.

iÉëëçå - - - -

Organicmatter Oxidation:

Compostingrequires four things towork effectively:

houseor apartment. nutrients.Peopleonbackyard, farm, ina can a compost or inspecially designedcontainers ina thentogrowbeused more food.Compost actually makesthe soil healthier becauseadds it organicmatter.This way fora is humans torecyclewaste food byturning into soil, it which can Compostingbywhichtheis system people use bacteriaandother microorganisms todecompose

Actitivy#2:

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 08

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ּ ּ

ּ ּ ּ ּ ּ anything ּ ּ רִדְתָ עַ מִלְ חָמָ ה דה רִדְתָ ה תֵדַ עֵ כִ מַ אֲ לֹאי ץ ע כִ י לֹא עֵ ץ מַ אֲ . . ּ יט-כ פסוק פרק כדברים פרק כ פסוק יט-כ

(15minutes)

ּ ּ ּ ּ inContext FRAMING THE TEXT ּ ָ Bal TashchitBal = = תִ הָאָדָ הַשָׂדֶ מִ עֵ בַּמָּ כִ כִ כְ צוֹ לָ וְאֹתוֹ מִמֶּ פָ תֹאכֵ ר בֹאנֶיך ה ץרֹת לֹא ים י נו ל תֹאכֵ ל וְאֹתוֹ לֹא תִ כְ רֹת כִ י הָאָדָ ם עֵ ץ הַשָׂדֶ ה לָ בֹא מִ פָ נֶיך בַּמָּ צוֹ ר = : NR = ּ ּ Text Study:

Deuteronomy 20:19-20 : 2 ּ iÉëëçå רַ עֵ אֲשֶׁ רק ץ אֲשֶׁ ר Trees cannot protect themselves; they cannot leave a city that is besieged. Trees that Treescannotthat fruit provide bedestroyed. canYou their eat fruit,but not destroy them. Why do you think the Torah uses such an extreme example as war as a time to not cut down Why doweWhy you think commandeddo this? to Which trees cannot Which be destroyed?What can they be used instead?for and at any time, not only in times of war. They teach that we should not to use thanwe need, topaperfrom food tofuel. more The passage below comes from Deuteronomy, chapter about 20, proper where ways the to reader do battle. learns plays Interestingly, a large role this in war, chapter for before teaches going to battle, that one should agriculture ask: “And what man there is that hath planted a vineyard, and hath not used the fruit? Let him…return unto his house, lest he die in the follows then, that the battle, passage below speaks of how to approach and the trees and fields of another man use the the fruit” lands that are being (Deut. battled. Rabbis and 20:6). scholars have elaborated on this passage It to include along with the destruction of fruit trees, the careless destruction of ָ גַרְ רַ תַ לְתָ תָ עִ יָמִ לִ בִּ שְׁחִ כִ פְשָׂ אֶ עָלָ אֶ עָלֶ נְדֹחַ עֵצָ יהָ לְהִלָחֵ יות הזֶן הית לֹאם יר י ים ים לצור אֶ ל עִ יר יָמִ ים רַ בִּ ים לְהִלָחֵ ם עָלֶ יהָ לְתָ פְשָׂ ה לֹא תַ שְׁחִ ית אֶ ת עֵצָ ה לִ נְדֹחַ עָלָ יו גַרְ זֶן Activity# A. sustain fruit provide us and keep us alive. 3. trees? 2. Cyclesinnature no produce waste. The tonot Jewishlaw waste comes fromDeut. 20:19-20. A. 1. When in your war against a city you have to besiege it a long time in order to capture it, you must not destroy its trees, wielding the ax against them. You may eat of them, but you must not cut them down. Are trees of the field human to withdraw before you into the besieged city? Only trees that you know do not yield food may be destroyed; you may cut them down for constructing siege works against the city that reduced. is waging war on you, until it has been נִיתָ וְכָרָתָ תַ הָעִ עִמְּ עַ הִ עֹשָׂ מָ שְׁחִ אֲשֶׁ צוֹ ובָ אֹתוֹ כָ רך ירהוארל ית להוא אֹתוֹ תַ שְׁחִ ית וְכָרָתָ ובָ נִיתָ מָ צוֹ ר עַ ל הָעִ יר אֲשֶׁ ר הִ וא עֹשָׂ ה עִמְּ ך

To Sustain -=UNIT 5 – LESSON 15 Reduce,Reuse,Recycle-ruzjhn 'asjn aunha 'v,jpv 09

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(15 minutes) at any time, not only in times of war. We are instructed not

anything = = = NR = 3:Examine Your Lunch Bag Peanutbutter & jelly sandwich wrapped inaluminum foil potatoof Bag chips juiceof Box Lunchbrowncarried isina paper lunch bag iÉëëçå What does What “recycle”mean? How can were-use How can thewaste fromthis lunch? It is possible is It eatwaste-free a to lunch? does What “re-use”mean? How can wereduce Howthecan waste from this lunch? How many of youHow of many threwfood awaysome from your breakfast,lunch, thisordinner week? does What “reduce”mean? materials What usedare this lunch in thatwecan werecycle? How many of youHow of many threwawaypaper knives, plates, orplastic forksthis week? garbage producedWhat is meal? by this How many of youHow of many threw awaypackaging fromfood, as wrapper,such a this week? Whatelse can with brownyoudo a paperWhat bag? else can with youdo foil? aluminum Uselessfoil, aluminum usere-usable a usere-usable juice, a bottle for lunch bag, etc. Paper Aluminum foil,Aluminum bagfrom potato chips, brownboxfrom juice, paper bag A. Q. Q. Q. A. Q. Q. A. Each student should complete a chart listing what they ate for lunch and the food packaging that came with that meal. Then, discuss in chevruta ways to reduce, re-use, and recycle wastefromtheir lunchesthe touse more than we need, from food topaper to fuel. Discuss what kinds of things you waste or throw out every day. Often students have a hard time remembering that they have thrown anything into a garbage fewquestions bin tohelp remember the trashthem theyhave thrown out. that day. Provide a Q. Introducethe threefollowing concepts: reuse,reduce, andrecycle. Q. Q. Over the centuries, rabbis and scholars careless destruction of have elaborated on this passage to include the After a discussion of Deuteronomy 20:19-20 in Lesson 15 Extension Activity #2, the students cantheirevaluate own waste production. Activity# A. Q. Onthe board, samplewrite thislunch: Q. Q.

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 10

1 = = ohek = ,ubh,n To Sustain - To Sustain Moderation - Moderation -

(p.93-W) (p.94-W)

6 1 = (p.95-W) = = S N = LESSON Homework Super-sizedBeverages Picturesor models anof 8-oz soda,12-oz a soda, 20-oz anda soda TextStudy: AmountThe toEat 3 bowls 3 White,granulatedleast cup) (at 1 sugar 3 1-teaspoon 3 measuring spoons Identifiedhow toconsumesugar inmoderation interms beverageof consumption. 3 cups 3 Analyzed text and commentary on the importance of moderation and placed this incontext theirof own moderation infood choices. Conductedhands-on a exploration sugarof insoda.

iÉëëçå • • • • • • • • • • • Foreach student: Forthe class: Materials the At endthisof lesson, students will have: Objectives Objectives In the United States, there is an abundance of corner stores, and farmers’food markets and many of these products foods are filled with a large available amount at supermarkets, of sugar. In small quantities, sugar is a necessary and healthy nutrient for our bodies, but a large amount of the same nutrient Jewish is texts not that highlight healthy moderation specifically for in relation our to bodies. food. Students explore Students will the concept then will of moderation discuss in a hands-on activity by investigating the amount of sugarinsoda. Overview UNIT - 5

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 11

2 of the אָ וְשָׁ תוֹכוֹ ל , אָ כוֹ ל וְשָׁ תוֹ -Maimonides -Isaiah 22:13 ּ 1 and innew ways! . Ask students what -RabbiAbraham ibnEzra ּ

כִ מָחָ נָמותרי מָחָ ר נָמות

baltashchit bal tashchit

(10 minutes) (10

(5 minutes) (5 (Workbookp.93-W) FRAMING THE TEXT = intheir own homes. = = practices they’d like to start. Encourage students to pay attention to each S

N = , study the following three quotations and complete Parts baltashchit Exploration of Overeating and Moderation and ExplorationofOvereating Review & Collect & Review Homework TextStudy: The Amount to Eat

bal tashchit

iÉëëçå

The Book of Isaiah is traditionally attributed second to half the of the Prophet 8th century Isaiah, BCE, who and declared lived that inthe entire control. the world Much is of his under writings, G-d'showever, are a warning to Judah that the nation will be destroyed if they turn from away from happened G-d. before The an quote impending below raid describes on what Jerusalem: filled once As Assyrian the chariots and armies surrounding outnumbered and would be overtaken the valleys, next morning. They desired to have a final the meal, people so they begin “slaying of oxen and killing sheep, Jerusalem eating Thisflesh and act drinking knew wine.” very much that displeased G-d “Surelythis iniquityshall not beexpiatedbyyou tilldie.” ye who they reacted to were the quotation below by saying, chevruta

A orksheet. .

other to find out if there anything that other families do that they do not currently practice – theycan thesetake ideas home haveand their families practice new Ask students to share how their families do or do not practice

C. Work before eating, rest after eating. Do not gulpwithout breathing eat space. ravenously, filling the mouth gulp after Eat tolive,do B. not toeat.live Let usand Let eat drink;for tomorrow we shall die. Collectevaluation.homework for individual Lesson

After the previous lesson, students were asked to write a paragraph about how their families practice In w

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 12

3 other 3 students.all If the students

with 2-

2 2 2 2 studentsmove around to other tables so they Part

(5 minutes) (5 (5 minutes) (5 = Even Even if students have not formally studied the affects of sugar, they are = = S N = Place a “W” next to the quote that you think is most wise and an “A” by the quote that you withthe class. all theAsk students onequote who selected as most wise toraisetheir W

Look at Sugar in Our Our FoodLook in Sugar at Share in Groups Share in

thewisdom is eachquote? in hat

2 2 2 2 1 1 11

Which quote doWhich you think wise? most is Why did youthis select one? What are What thepossible drinkingeffects of soda or other sweetenedbeverages? iÉëëçå

Foodshigh usuallyinsugar arealso incalories.lothigh Eatinga high-sugarof foods can

Teacher’s Note: probably familiar with some of the unhealthy side effects, such as cavities and weight gain. Students also often know that sugar can give you quick energy that doesn’t “crash”andthat too much sugaryou make may sick.last and you hands.Continue thethisother for quotes. Q. arediscussing different quotes. Review Allowstudents howtoshare they understood whichquote the with they most agree. at one at table select quote the as“wisest,”same agree with agree most. doWhy thequoteyou think you put next“W” a is to thewisest? causeweight gain, andbeing overweight orcan obese result too manyfromconsuming Part Part The students move from considering how we discussing really do eat and drink. Students will texts investigate the amount of sugar that focus in soda and how why drinking too many we sweetened beverages is think not healthy for Students about their bodies. will eating then to determine the beverage. best way to practice moderation when choosing a Draw a box on the board. Inside students the why they drink box, soda and list write the reasons the around the box. words, Answers may include, “Why I I likethe convenient,istaste, it treat,as a there nothingis todrink, else drinkdon’t I likehow other soda”. Ask the drinkstaste, etc. Thenstudents,ask the Q. list a on Make the board allof their answers. Ask students to compare the reasons they like to drink sweet drinks and the reasons why is not it healthy todrink sweet drinks. Askstudents toshare responses their from

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 13

(10 minutes) (10 (5 minutes) (5 (Workbookp.94-W) : Receives a picture/model a :Receives20 a of ouncesoda. = :Receives picture/model of a 12 a ounce soda. :Receives picture/model of a ouncean 8 soda. = = S N =

ReflectionsonSuper-Sizing Exploring Our “Super-Sized”World ExploringOur G There are 39 grams of sugar in this soda. Students measure out 10 teaspoons ancup.empty There teaspoons are10 sugarof 12-ozare ina serving into soda.of G There are 65 grams of sugar in this soda. Students measure out 17 teaspoons ancup.empty There teaspoons are17 sugarof 20-ozare ina serving into soda.of There are 26 grams of sugar in this soda. Students measure out 7 teaspoons into an cup.empty There teaspoons are7 ansugarof 8-oz servingarein soda.of G

roupThree roupOne roupTwo

What is is “super-sized”What a What food? is an aexample of “super-sized” food? Foodsarelarge,extra such as the largest size friesfast or a soda at restaurant. food iÉëëçå

calories and not expending enough calories through physical activity. Being overweight or obese increases your risk for many diseases such some types of cancer. as Sugar, especially in Type drinks, also increases the 2 likelihood that you will diabetes, heart disease and getcavities. When discussing weight, it is important everyone. to There are very thin stresspeople that only eat “junk” that foods and people who a are larger healthy weight that is eat different lots for of fruits and vegetables. weight. You can’t tell how healthy a person just by their

Ask each group to share the amount of sugar in their drink cup of sugar lookslike. Then ask the students and fortheir thoughts about the amount of sugar show the class what the thatineachis serving. Students usually vocalize their astonishment during the measuring. Theclassnow will “super-sized” explore sweet drinks, juices. such as sodaor fruit Divide the class into three groups. Give each group a cup, a bowl of sugar, and a teaspoon. Each group will calculate the number of teaspoons of sugar in their soda and measure this amountinto their clear cups. A. This part of thelesson connects the thinking about how weshould with eat the knowledge aboutwhat lot a sugarof does inour bodies. Q.

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 14

Teacher’s Notes Teacher’s

(3 minutes) (3

= Diet sodas are either low in calories or have no calories, which mean = = S Homework N = 45+grams= High 0-10grams=Low

11–44grams = Medium

What are What otherlow or zerosugardrinks? Howteaspoons many sugarare water?of in Seltzer, juice smallofwith mixed seltzer amount or drinkslots ice,diet of Therenois inwater. sugar iÉëëçå Then, for every question, how often should you drink drink, answer this the beverage? (Every day, few times a week,rarely). Open your refrigerator at home and look to see what beverages you have inside. For every drink in your look to see how many refrigerator, grams of sugar it has. Fill out the chart by rating the amount of sugar in each drink as low, medium, or high, according to many how grams of sugar are in a serving everyof drink. Q. Teacher’s Note: A. Q. A. they are sugar free or low in sugar. However, diet sodas contain artificial sweeteners that are potentially unhealthy, amountsnon-dietof soda, replace healthy foods inour diets. too. Large amounts of diet soda, just like Also, even large 100% fruit juices, such as orange juice, are juices high provide somein sugar.nutrients, While they fulladd calories fruit and sugar to shouldjuices one’salso inmoderation.beconsumed diet. 100% fruit

To Sustain -=ohek UNIT 5 – LESSON 16 Moderation - ,ubh,n= 15

-RabbiNachman Bratslavof -LisaR. Young, The Teller Portion urishment.

overthe past thirty years andarenow

Lesson16 Extension – = = = S

N = iÉëëçå ctivity #1ctivity Text Study Alternatives two to five timestwo largertofive than they were intheEven past. the average dinner plate has grown severalinches moretoaccommodate food.The portions we’reserved aregetting bigger and wekeep eating. The endresult? That’s right. Americans aregetting fatter. More people 2 diefrom overeating than from underno Portion 1 sizes have subtly increasedandsteadily

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 16

= 1 = = ohek in their = ,rhna

;udv = shmirat ha’guf To Sustain - To Sustain (p.98-W)

(the obligation to care for our bodies).

Caring for Our Bodies - CaringOur forBodies (p.96-W) hmirat ha’guf (p.97-W) shmirat ha’gufshmirat

7 1 = (p.99-W) = = T N = LESSON Committed to a specific health Academy-recommended and thought through behavior how they will implement for the commitment on improving a daily basis their Homework Exploredthe Academy of Pediatrics Recommendations for healthy living TextStudy:in Created G-d’s Image Exploredthe concept of Understood in a variety of ways how they already practice TextStudy: Don’t Hold In! It PersonalA Commitment toCarefor My Body ownlives

iÉëëçå

• • • • • • • •

Foreach student: Materials Objectives Objectives the At endthisof lesson, students will have: In Genesis, it is written that G-d created humankind in G-d’s image. the This lesson Genesis connects text with the idea of s Overview UNIT - 5 Through studying Genesis 1:27 and Maimonides’ Mishneh Torah, students will explore the concept that taking care of our physical connect this to bodies their daily habits by is learning Academy of a Pediatrics Recommendations for way to honor healthy G-d. living. Students Guided then by these recommendations, specific each habit of student theirs will that then they choose commitmenttochanging this behavior thoughtful, ina accessible, way.practical would one like to change, and they will make a personal

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 17

= 1

(10 minutes) (10

(5 minutes) (5 (Workbookp.96-W) FRAMING THE TEXT (5 minutes) (5 ? = = = anddiscuss their answers. T

N =

chevruta Text Study: Created in G-d’sImage in Created TextStudy: Framing theFraming Lesson Review & Collect & Review Homework TextStudy: CreatedImage G-d’s in

iÉëëçå The first chapter of Genesis describes the creation verse of 26, the when world “G-d said: over 'Let six us make days. man in our After image, verse 27, this creationafter is restated. Inour this repetition, it is likeness,” specified that male here,and female in humans are created at the same time, and together they even are though made verse “in 26 specifies G-d’s only image,” “man.” Additionally, to be made “after our likeness” 1:26) (Gen. has been interpreted in a in variety of ways, one of which is G-d’s image, that, although the human body is different from the “body” of G-d, there is something similar in the nature of the two, marking humans in contrast with animals, which bear no“likeness” toG-d.

Why doWhy you do these things

Lesson After the previous lesson, students were asked to investigate their refrigerators at home find and out how much sugar was in each of the beverages beverages and there. thought about They how then rated often each these of beverages the perfew times week, rarely). should be consumed (every day, Ask students to share what beverages were in their refrigerators, make and a listas on they the board list of everyone’s the contributions. drinks, After a few students have shared and a variety of beverages have been named, go through the classhowoften shouldthe list beverage beconsumed. and for every beverage, ask the Collectevaluation.homework for individual Writethe question,you do totake“What do care yourof Onbody?” the board, andask studentstorespond. theyanswers, give As list a on make the board.students If broad give answers,suchsolicit as exercise, more specific details fromthem. For example, ask, “what typesphysicalof youliketoactivity do do?” Q.

Askstudents thetoread passage andwrite reflectively for five minutes. Thenstudentsask the toform

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 18

= 1

ּ ּ --חוֹלֶ ה HaMaida How should

ְ הַמַּבְרִ בָרִ בִּדְ ים הַמַּבְרִ ּ ּ , entitled בָּרָ אֹתָ א ונְקֵבָה ם :

כז א פסוק בראשית פרק א פסוק כז

ימִ חֲלִ הַמַּ ים ים הַמַּ חֲלִ ימִ ים

בָּרִ הוֹאִ וְשָׁלֵ הַ יא ם ילגוף וַהֲוָיַת הַ גוף בָּרִ יא וְשָׁלֵ ם הֶן; וְאֵ לו הֶן; Mishne Mishne Torah ה, מִדַרְ כֵ י ה, ּ ּ ּ

ּ : : (10 minutes) (10 הוא' THE TEXT

ask ask a few students to share their answers to ּ

, ,

chevruta (Workbookp.97-W) FRAMING ּ ּ הַרְ צָרִ בָרִ הַמְּאַבְּדִ מִדְ אָדָ לְ חִ עַצְ אֶ מוֹ הַ גוףתין יךים יקם לְ הַרְ חִ יק עַצְ מוֹ מִדְ בָרִ ים הַמְּאַבְּדִ ין אֶ ת הַ גוף , ּ ּ = Genesis 1:27 This book discusses bodily health and general proper behavior, and it is the obligation to care for our bodies or to guard our bodies. . . = = T comes from the first book of Maimonides’ הֲרֵ יָבִ אִפְשָׁ אֵ אוֹ שֶׁ שֶׁ יֵ רין יי אִפְשָׁ ר שֶׁ יָבִ ין אוֹ יֵ N = דַ ע , וְהוא , דַ ע ולְ הַנְהִ עַצְ מוֹ יג עַצְ מוֹ

Shmirat Ha’guf in the in Mishneh Torah ShmiratHa’guf TextStudy: Don’tIt Hold In!

וַיִבְרָ בָּרָ הָאָדָ צַלְ בְּ אֱלֹהִ בְּ אֶ אֱלֹהִ מוֹ אֹתוֹ צֶלֶ זָכָ א ים ת ם ם א ים ר ּ

What What do you think the Torah means when it is written that people are created in G-d’s What is one decisionis What you made todayabout food orexercise thatreflects value? this iÉëëçå (tr. knowledge) begins with the sentences quoted below. when one can Other relieve oneself, how regulations to position one’s body in when eating, how this long and section discuss in what position one should sleep, and a howperson a should care for his or her body. variety of other general regulations about Hilchot Hilchot De’ot

Thebeingbody healthy oneis theof ways theof Lord,is for it impossibletounderstand orknow thetheof Creatorknowledge while unwell. keepTherefore, away should one fromthings which destroy the body, andaccustom oneself tohealthy curing and matters,which areas follows.

we care for wecare our bodies if createdweare G-d’s in image? 3. After the students have shared in questionwith 2 the class. image? image? 2. Shmirat ha’guf And G-d created man in His image, in the image of G-d He created him; male and female createdthem. He 1.

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 19

= 1

נְקָבָ יו , נְקָבָ יו ּ ּ . commitment.

אָדָ לְ עוֹלָ יֹאכַ ל לֹא ם ם לֹא יֹאכַ ל אָדָ ם bracha רֶ וְאַפִ אֶחָ דלו גַע אֶחָ ד , ,

shmirat ha’gufshmirat ּ (10 minutes) (10 ּ ּ

ּ רָ כִשְׁ עֵ אֵלָ באהוא רָ עֵ ב

; ְ Maimonides,Mishneh Torah,Hilchot Deot 4:1-2 שֶׁצָרִ לְ זְמָ אֵלָ הַ כָ לאיך ן שֶׁצָרִ יך לְ הַ ּ ּ יִשְׁתֶ וְ לֹא ה (Workbookp.98-W) , tosay aftergoing tothe bathroom. For students who are include the lesson extension aboutthis ּ bracha ְ ּ = bracha, = = :There a is כִשְׁ צָמֵ אֵלָ אהוא א כִשְׁ הוא צָמֵ א שְׁתִ רַ לְ אֶ גְלָ אוֹ הָסֵ יות ך ין אוֹ לְ הָסֵ ך אֶ ת רַ גְלָ יו T .

יָד, מִ יַעֲ מֹד מִ יָד, N =

Personal Commitments to CareBody Your for to PersonalCommitments

If If we are unable to follow recommendationsthese all the time, are they still valuable? Why or According to Accordingto this text, shouldwhy someone carehisfor orher body? Maimonides’are What recommendationsfor body?healthy a iÉëëçå . . יַשְׁ וְאַ הֶ הל יַשְׁ הֶ ה

hours 2 per day. School– 1 childrenage leastneed at 60 minutesof per day moderate to vigorous activity, spread throughout the day. School– 0 childrenage should have zero sweeteneddrinks andsodas on most days School– 8 shouldkids age haveleast hoursat 8 sleepof every night Oneshouldnever unless eat one norhungry,is unless drink one thirsty,is nor should one holdoneself back for evensingle a moment fromrelieving oneself, for whenever feels one theneedtopass water or ontodefecate, should so do immediately. 3. not?why Teacher’sNote 1. 2. Children– 5 andadults should least servingsat eat 5 fruitsof andvegetables daily. Limit – 2 yournon-school related screen games,(TV, computer,video time etc.)toless than unfamiliar withunfamiliar this

The students just explored Academy of Pediatrics Rambam’s recommends the following healthy behaviors. Review the behaviors writings about taking andask each student selectto one care touse basisas a for their of our bodies. The Academy of Academy Pediatrics Recommends (5-2-1-0-8)

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 20

= 1

= = = T N = Forexample: Whatspecific fruit/vegetables will youeat? Whatspecific exercise will youparticipate in? Whatwill activities you insteadscreenof do time? Howweek manya days youwant do toeat morefruits andvegetables? Whatwillmeal this youdo during, breakfast, lunch, or dinner? Whatandvegetablespecific fruit would youlike more oftoeat duringthis meal? How often do you Howoften do this behavior right now? iÉëëçå Howweek daysa many doingdoto you want start this behavior? At what time intime what Atthe day willdoing you start this behavior? What will What yousupport do to behavior? this Ask the students to select one item from the 5-2-1-0-8 list of healthy behaviors that they wouldliketothink aboutintheir own lives. For many people, developing a personal health commitment that you can follow can be challenging. It is important to start ones. with small Guide changes the and then students work to toward selectedconcretetodevelop a larger commitment. think more specifically about the healthy practice they 1. 2. If you play on the computer or watch TV for more than 2 hours everyday, it can be hardto stop doing this completely. Try to start by having no more than 2 hours of screen time on Mondays and Wednesdays and then increase the number of days when you keep the 2-hour limit. 3. The commitment to eat more fruits and vegetables might become to eat a piece of fruit (either banana or orange) during breakfast two times per week. The commitment to get moresleep mightbecome togo tosleep instead stayingof uplateto watch TV. After each student fills out their personal commitments, ask them to sign the form and to ask a friend to sign the form as a witness that they thisbehavior. are really committing to try and do These personal commitments can be decorated check in with the students and one week later and ask how they are doing with hungkeeping their around the room. Plancommitments. to 4. To help guide a student through this vegetables,ask the following series questions:of exercise if he/she wants to eat more fruits and

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 21

= 1

is the

Shmirat Shmirat ha’guf

Teacher’s Notes Teacher’s

Lesson17 Extension – (3 minutes) (3

= = = Homework T N

= Write a paragraph about how your 1. Share your personal commitment with your family and the make pledge.same ask them to 2. family can support you your commitment in and how keeping you can help support other people who want to make the same you. commitment as iÉëëçå Original source: www.nswjbd.org/MintDigital.NET/NSWJBD.aspx?XmlNode=/Audiences/for+youth/Youth+Issues/Eating+Disorders www.nswjbd.org/MintDigital.NET/NSWJBD.aspx?XmlNode=/Audiences/for+youth/Youth+Issues/Eating+Disorders Originalsource: How does this story Howdemonstratethis does theJewish value shmirat of ha’guf? Do you think RabbiDoyou think comparisonHillel’s of statues andpeople a is one?good Why orwhy not? ctivity #1:ctivity the Read Story&Discuss ofRabbi Hillel Bathhouse&the obligationtocare for our bodiesor toguardour bodies. RabbiHillel &theBathhouse There is a wonderful tale from the esteemed and loved Talmud for his gentle about demeanor and his incredible scholarship. the One day before famous rabbi Hillel. He Shabbat he began was to pack a up early man to go home. His students were perplexed: How could be it that the great rabbi was going home early from the house of study? So Rabbi, they surely asked you him, want to remain here and study some more before Shabbat, how begoing home? not am IgoingHillel replied, home.going am I tothe bath house. can you The bath house! His students replied, why that is even worse! Hillel smiled, he pointed out to the statues in the square which were being statues are being scrubbed cleaned and they and are merely the cleaned, images of human and beings. We are he created said, look in the the image of G-d, so surely we have them,andnourish as much asthem we haveduty a tostudythe Torah. a duty to care for our bodies, to tend them, clean Judaism Judaism teaches the importance of care and respect for our bodies. 2. 1.

To Sustain -=ohek UNIT 5 – LESSON 17 Caring for Our Bodies - ;udv ,rhna 22

= 1

ּ ּ ּ ּ ּ ְ ְ בָּ רוך בָּ רוך שֶׁאִ ם יִפָתֵ חַ שֶׁאִ ם וַיִקַ ח ובָרָ א

אַתָה ָ בוֹ לְ פָ נֶיך

. ּ הי ּ ּ ב טו:בראשית ב

Genesis 2:15

אַתָ ה יְהֹוָה

ּ אֲפִ ילו שָׁעָה נְקָבִ ים נְקָבִ ים נְקָבִ ים יְהֹוָה רוֹפֵא יְהֹוָה אֶחָ ד מֵהֶם אֶחָ ד

shomreiadamah

—guardians or keepers of the ּ אֱלֹהֵ ינו .אֶחָ ת אוֹ יִסָתֵם אוֹ

SmirathaShabbat

כָ ל בָּשָׂר כָ ל

–

ּ ּ ּ ְ מֶלֶ ך ּ הָ עוֹלָם

חֲלולִ ים

ּ ּ ּ shomrei adamah אֶחָ ד מֵהֶם אֶחָ ד

חֲלולִ ים

ומַפְלִ יא Shomrei Adamah ּ

–

אֲשֶׁ ר יָצַר אֲשֶׁ ר

ּ גָלוי יָדועַ וְ ָוַ אִ י אֶפְשַׁר אִ י FRAMING THE TEXT to say after say to going thebathroom? to ,fromone generation tothe next.

ּ שֹוֹ .לַעֲ ת תאֶ

, , the obligation to care for our bodies, the same as or different from , the obligation to care for out bodies, the same as or different from

bracha

= Shmiratha’Guf לִפְ נֵי כִסֵא לִפְ נֵי l'dor vador l'dor , , to the obligation take of care the earth? = = ּ הָאָדָ ם בְּ חָכְמָה הָאָדָ ם T ּ ּ ּ ולְשָׁמְרָ הָאָדָ לְעָבְדָ בְ לֹהִ אֶ אֱ וַיַנִחֵ ים תם הו גַן עֵדֶן ה ה N = ּ : :

Connect לְהִתְ קַ יֵם :

shmirat shmirat ha’guf shmirat shmirat ha’guf 2

ָ iÉëëçå בוֹדֶ כְ ך

How How is How How is Fiber-richfoods- Lesson See grains,9-such as whole fruits, andvegetables. After a bowel Aftera movement. When would When this blessingyou say during your day? wouldWhy be a there What does itdoes What meanyou to guard to your body? What are What specific some you choices make in can yourto life hold upidea blessing? in this the Pleaserefer back toLesson discussionfor a 3 Genesisof and 2:15 מוֹ וְלַעֲ ד 3. A. Blessed are You, Lord, our G-d, Ruler of the Universe, Who fashioned man with wisdom and created within him many openings and many cavities. It is obvious and known before Your Throne of Glory that if but one of them were to be ruptured or but one of them blocked,were it to would be be impossible to survive and to stand before You, even one hour. Blessed areYou, Lord, Who heals all flesh andacts wondrously. 1. A. 2. In Genesis 2:15 G-d has appointed us to be TheLORD G-d manandplacedtook him the inthe garden andtendEden,of totill it it. Earth—"to till and to tend" the garden for all its inhabitants and to insure that we pass on a safe,healthy planet

shmiratha shabbat ? 3. Activity#3 Bracha AfterGoing to the Bathroom Activity# 1. shmiratha adamah 2.

To Sustain - ohek UNIT 5 – LESSON 18 Bringing it Together - oufhxk 123 = = = and ohek = oufhxk =

To Sustain - To Sustain Bringing it Together - Bringing Together it

(p.101-W)

8 1 (p.1-W) (p.100-W) = = = U N = LESSON FinalProject Preparation– Identifiedan individual project tocomplete andJudaismaboutfood Workedprojects on individual anddetermined final presentation method EntranceCard EntranceCard Appreciatedthe depth of understanding they duringgained this curriculum

iÉëëçå • • • • • • what what are the connections you think about when you hear the words “food” and “Jews”?”

examine examine how their thoughts on curriculum, this when relationship they have thought changed Students through since choose this beginning a same this topic question brainstorm ways to from visually, orally, or during in writing present their the viewpoint on the the topic. This curriculum first lesson that also timeincludesfor students tobegin work on projects.these lesson.. is of interest to them, and they Foreach student: Materials Objectives Objectives the At endthisof lesson, students will have: In this final harvesting, lesson, preparing, eating, students sustaining, and bring Judaism. Students return together “ to the all question, they have learned about growing, Overview UNIT - 5

To Sustain - ohek UNIT 5 – LESSON 18 Bringing it Together - oufhxk 124 =

worksheet. ” ”

with the question, (10 minutes) (10 Entrance Card

FinalProject Preparation–

(10 minutes) (10 (5 minutes) (5 (Workbookp.101-W) (Workbookp.100-W) = = = U N =

Brainstorm Individual Projects BrainstormIndividual Re-examine the Relationship Between Food & Jews & Food Between Re-examine Relationship the Review & Collect & Review Homework

iÉëëçå

Haveyour about thoughts tradition Jewish and foodchanged? Why not? orwhy Choose Choose one of the major topics and then a specific way you learned about this concept. For

What What theconnectionsare you think about when youthewords hear ‘food’ and‘Jews’?

example, if you pick “Caring for our Bodies,” one way that you studied this was by learning whole eating foods. about

Many of the topics studied during this curriculum can be Caringfor the Earth, Caring for our Bodies,Caring for Animals, Jewish Laws &placed Food Traditions. into four major categories: 1. Lesson After the previous lesson, students were asked to share their personal commitments towards healthier living with their families and supporttheminkeeping their commitments. to write a paragraph about how their families can Ask students if they have been able to keep their commitments so far and what has been easy or hard about keeping their pledge. challengesinkeepingcommitment. the Ask students to share both their successes and their Collectevaluation.homework for individual Thefinal project givesstudents an opportunity toshare whatwith others. they learned During thefinal project preparation, students topicanddetermine a will how select they want to teachothers Askabout this students topic. filltointhe

“ Ask the students to share their thoughts. Then, hand back to the students the Entrance Cards thatthey completed during Lesson when 1 they answered the samequestion. Q. This is the final lesson of the Min Ha’Aretz curriculum. Without providing specific prompts, ask students to think back to the different lessons about food, Jewish tradition, and contemporary that life they have studied over the past few weeks. Allow students to write for five minutes completing their

To Sustain - ohek UNIT 5 – LESSON 18 Bringing it Together - oufhxk 125 =

(5 minutes) (5

(5 (5 minutes)

Lesson18 - Extension

= What would What recipe ofa this relationship look like? What would What photo thisa of relationship look like? What would What picture thisa relationship of look like? = = U What would What interview an look likewould andwho be with? it N = Min Ha’Aretz Post-Curriculum Survey Post-Curriculum Ha’Aretz Min

Determine a Date for Final Presentations Final DateDeterminea for

iÉëëçå

If If you had to teach this concept, how would you do it? There were a lot of different ways to Write a paragraphWrite a describing projectyour final plan. ctivity #1:ctivity Art Exhibit and Celebration andoutthe Min Ha’Aretz survey. This designedtolearn survey is about what the

Stage Stage an art installation of all students’ final projects. Students create signage explaining the project, create invitations for family members and other classes in the school, and act asdocents during the “gallery opening.” Activity#2: Poetry Reading Have students write poems/haikus about their visit to the farm, and then have a poetry readingwhere students. Encourage students to look back at curriculum the and choose worksheets a they topic completed that they throughout selecting find the topic.same this important. Discourage students from all 2.

learn learn about the relationship between food and Jewish tradition, from hands-on projects, to small group discussions, to web research. The final project provides class to an present their opportunity views on for the relationship the between food and Judaism visually, orally, or writing. in H Brainstormthe different,creativeways the students could teach their different ideas. 3. Let the students know the plan for final presentation so they are excited and invested in creating an outstanding project. Invite parents and administrators to the opening of an or exhibit presentation day. A final dateA for submitting projects should beset. studentsknow, decideabout think and thefood theynow eat that they have completed thecurriculum. This chance a is toassess knowledge student andengagementresulting frombeing part theof Min Ha’Aretz program. Please remember tosend Hazon copies of yourcompleted student survey. A

To Sustain - ohek UNIT 5 – LESSON 18 Bringing it Together - oufhxk 126 =

Peanut butter Peanut butter Apple Apple Curriculum) -

Min Ha’Aretz Student Survey (Post Survey Student Min Ha’Aretz = = = U N = an example of making a sustainable makingchoice? sustainable of a example an iÉëëçå adamah”? of“shomrei phrase meaning isthe 2. the What of the a) Earth Guardians owners b) Land c) movers Earth d) All the above is 3. Which not Applesauce Applesauce Wheat berry Apple pie Date: ______Date: ______Grade Number: one: Female Please circle whole foods. 1. Circle the Popcorn Male Potato Bread

a) Composting food scraps scraps a) Composting food water b) bottles Reusing plastic reusable bag in a lunch c) Bringing your of sustainability examples d) are All the above ha’guf”? of“shmirat phrase meaning is the 4. the What the land a) Caring for your body b) Caring for animals c) Caring for family for d) your Caring chayim”? of“tsar ba’’alei phrase meaning is the 5. the What the land a) Caring for your body b) Caring for animals c) Caring for family for d) your Caring of practice? which isinagricultural an example of need your for field those 6. the corners Leaving a) Peah b) Orlah c) Shmita d) Yovel apply. Check all that attend? did you classroom) the programs (outside family 7. Ha’Aretz What Min & Learning ___ Cooking Family Trip ___ Farm Trip ___ Market Farmer’s ______Other: of the class outside programs any Min Ha’Aretz in not___ did participate I

To Sustain - ohek UNIT 5 – LESSON 18 Bringing it Together - oufhxk 127 = __

I Strongly I Strongly Agree Agree I Disagree Disagree I Strongly I

Important Important Important Important Important

with the following statement. Check the best answer. the best statement. Check following with the the following are to you. Check the best answer. answer. the best Check are you. to following the = agree = = U N = important for your mealfor your kashrut kashrut relates to eating healthy, torelates eating food sustainable my food choices my food choices connects to issues environmental tradition about tradition the about environment food and packages labels on food comesfrom you eat healthy, sustainable food healthy, sustainable iÉëëçå a. a. food Help prepare/cook Not Somewhat Very After studying from Min Ha’Aretz, I have a deeper understanding of understanding Ideeper have a Min from Ha’Aretz, After studying a. laws/ Jewish dietary e. eat to it's important Why d. tradition How Jewish c. c. tradition How Jewish b. b. of impacts Environmental much you how11. Rate e. Read the ingredient f. whole Eat foods d. Understand Jewish c. c. a Say blessing before b. b. where your Knowfood classroom? outside of the of Min part Ha’Aretz favorite was 9. your What ______how10. Rate 8. You have just completed Min Ha’Aretz. What was your favorite part of Min Ha’Aretz in of Min the Ha’Aretz your favorite part was Ha’Aretz. What Min 8. completed have You just classroom? ______

Family Cooking & Learning Event 29

1 = . Prep. includessetting uptables

= = =káÖÜí Min Ha’Aretz 6:00-8:00 PM : Dinnerbeserved will approximately 6:45. Forchildren, some this Faculty who arecoordinating this event should plan tobegin Family CookingLearning Event& Curriculum This activity doesnot include time forpreparation of oreatingdessert. `ççâáåÖ=C=iÉ~êåáåÖ=bîÉåí `ççâáåÖ=C=iÉ~êåáåÖ = Learnhow stewardshipenvironmental rootedis inJewish tradition Promoteparents andstudents sharing thoughts their individual opinionsand aboutJewish food,text, andthe environment Toexperience eatingthe that food students’ have sprouted Increasewith familiarity preparingandeatingvegetables Facilitate parentsFacilitate andstudents cooking andlearning together

• • • • • c~ãáäó time time aftertheiris dinner hour. few light,A snacks healthy tableon canside a beavailable beforethe served.ismeal Examples appropriateof snacks include: and hummus vegetables(such as celery, broccoli, wholepita; peppers) and wheat crackers andcheeses; freshfruit. about Prep Note Time: about Meal Note Timing preparationsaboutone hour before PMthe 6:00 start time Objectives Objectives Parentsandstudents prepare will the toppings make-your-own for andthe pizzas cutup theingredients for make-your-own salads. miniindividual pizzasAs the cook, the room will betransformed cookingfrom a diningspace. toa first courseA saladsof andcan bemade consumedas the pizzas cool. sproutsThe in used the salads comefromthe classroom sproutingproject. Thesecondhalf theof evening providesspace a for students andparents tolearn together andfromone another. study text A andactivities basedon thisprovide text the context for parent-studentconversations aboutfood, the environment, Judaism. and Overview CookingFamily & Event Learning

c~ãáäó= withandotherfood items on the tables. about dessert: Note the At conclusion evening,thedecideof youmay tohave fresh salad andsorbetfruit availableas parents andchildren talk theandrelax at endthe of evening.

Family Cooking & Learning Event 30

1 ּ ְ בָּ רוך אַתָ ה

ּ ה ינו' אֱלֹהֵ נ'ה “donot yuck my OwnSalads

ּ לֶךמֶ Your - ְ הָ עוֹלָם מוֹצִ הַ יא הָ עוֹלָם

= = ּ Own Pizza & Make & Pizza Own םחֶלֶ ןמִ הָאָרֶץ ןמִ םחֶלֶ =káÖÜí - availablefor everyone toeat. Your - . . `ççâáåÖ=C=iÉ~êåáåÖ = Ask for someoneexplain what to they thisthink means. When toayousay “yuck” food, PizzaPrep &Transform the Cooking to Space Dining minutes) (30 Space

Preparing minutes) to Eat (5 c~ãáäó Baruch atah adonai elohaynu melech ha’olam hamotzi lechem min ha’aretz. hamotzi melech ha’olam elohaynu Baruch adonai atah the earth. from bread forth who brings eternal You, BlessedGod, are

Smallpieces pitaof breadshould be A) Cooking Component: Make A)CookingComponent: Beforesaying the blessing before isthe meal, it goodtime talka to both aboutthe eating atmosphereandthebrachot. of role appropriateisIt for either the coordinatorlead or another thememberof community who comfortableis in front-of-house a facilitate role this portionto theof evening. Eating Enjoying Together Manytheof foods will familiarbe andenjoyed bymanytheof participants; however, some of thefoods will somebenewtheof participants. to participants Some will thatlovefood a othersdon’t like. Encourageeveryone least toat try everything. takesIt about10 times of neweating a forfood anyone(young ortoreally old) learn tolikeit! Tocreate an environment easythat for makes it everyonetoenjoy their food theperson nexttoyou who mightenjoyingisfood the notassame likeit much. theisIt same you idea as,“if have nothing nice tosay, anythingdon’t say all.” at BlessingBefore the Meal Anotherparttogether preparingof toeat theis saying bracha. a of Blessings usway toa give transformsomething dailyis androutine, that like eating, holyinto a action. Tonight was fordifferent many usof becausethis community togethercame transformto dinner into a specialevent. Ask people3-4 toshare theywhat are thankful for inconnection tothe evening and/orthe everyonefood aboutistoeat. Optional:Ask students2-3 toexplain tosproutwhat they thedid sprouts. Studentswill have anopportunity totalk aboutthe sprouts thestudy; however,text during an introduction to wherethe sprouts beforecame they areeaten will allow for everyonetoappreciate their particularsignificance. Togethersay the blessing:following yum!” Asstudents & parents ask them tosignarrive, inandassign pizzathem toa prep table. Remind theparents andstudentstofirst wash their hands. As tables finish their tasks,they should cleanuptheir workandthen their make areatable decorations. Once workareas areclean, thedecorations should beusedtotransform the cooking space into an eatingspace.

Family Cooking & Learning Event 31

ּ וְאָכַלְתָ וְשָׂבָעְתָ ּ ובֵרַ כְתָ פרק פסוק י דבריםח פסוק י ּ ּ אֶת הי אֱלֹהֶ יך הי אֶת

= = ָ / Blessing / meal. Whileaftera this practice will be עַל הָאָרֶץ הַ טֹבָה הָאָרֶץ עַל =káÖÜí

BirkatHamazon ּ אֲשֶׁר נָתַן לָך נָתַן אֲשֶׁר `ççâáåÖ=C=iÉ~êåáåÖ = ToTill Tend andtextTo (10 discussion minutes) Second Course minutes)Second (10 FirstCourse (10 minutes)

Introduction (5minutes) Transform the Dining Space to Learning CleanSpace/ (10up minutes) Benching (5 minutes) Benching (5minutes)

c~ãáäó : : Read the Read text anduse the questions toguide thegroups’ discussion. NOTE:Pass outworksheet

B) Family Learning Component: To Till and To Tend Component:To To Learning and Family B) Till Everyoneshould uphisclean ortables. her individual (Clean upcan happenalso as people finisheatingandbefore benching.)Encourage the students chargeclean-up.totake of Everyoneshould washbowls 1-2 andotherserving pieces. becomefunClean-up a game can asstudents areselected towash the largest or messiest bowl.easier This it make will toget everyonetopitch in.

Whenthecomplete,either ismeal the coordinator or another ofmember appropriate the communityshould say the Pizza time!Pizza Eat andenjoy! familiar to familiar some andnew toothers, beneficialis for everyoneit toframe thecontext theof blessing. Afterthe ismeal Jewish is it andpracticetradition blessing.tosay a basedonThis in text is Deuteronomywhich 8:10 says Asthe pizzas cook, caneveryone their make own salads downandsit toenjoy the first course.the Remind students parentsand sprouts that the were the grownstudents. by

Thefacilitatorfor the event will introduce the secondhalf theof evening,which include will activitiesdifferent based on the Genesis totilltext, andtotend. 2:15 The will firstbe activity doneinsmall groups, orsmall a family as a either can family join another so therefamily are people about4 ineach group. Whenyouhave eaten your fill,thanks give LORD tothe your God for the goodland which He hasgiven you.

Family Cooking & Learning Event 32

ּ ּ וַיִקַ ח הי לֹהִ אֱ ים אֶת הָאָדָם וַיַנִחֵ הו הָאָדָם אֶת אֱ לֹהִ ים הי בראשית

ב : טו

Genesis 2:15 are the same thing. are the same ּ ּ

ּ ּ לְשָׁמְרָ ה בְ גַן עֵדֶן לְעָבְדָה עֵדֶן בְ גַן = = =káÖÜí and lishmora/ lishmora/ and ? ּ ? ולְשָׁמְרָה ּ לְעָבְדָ ה ּ לְשָׁמְרָ ה ּ לְעָבְדָ ה ּ ּ : : `ççâáåÖ=C=iÉ~êåáåÖ = Agree-Disagree ContinuumActivity Reflection (10 minutes) Agree-Disagree ContinuumActivity (15 minutes) Whatmeanto does it workinthe land, toserving incontrast it? Overthe course week, a of students inclass.sprouted What involved caringwere intasks for What laavod/ is Whatlishomra/is How did it feelto Howdid “guard”or “keep” the sprouts? What meantokeep somethingdoes it for tatement 3: Earth is a gift that is meant for the benefit of us all. the of us benefit meant that a gift for Earth is 3: tatement is . c~ãáäó S Allthe participants will return tothe small theygroup were infor the text discussion. Goaround circle ina andspend few minutesa sharing what duringyoulearned the activity thatsurprised youandany other commentsthe statements about that you weren’t able to sharewith thegroup. large youlearn Whatduringdid the last What activity? surprised youaboutmaking choice a along

Statement 1: Human beings own the earth. earth. beingsthe Statement 1: Human own Statement 2: Laavod/ Thefacilitatorwill draw everyone back together. In order tocontinue toreflect on this passage,there anis Agree-Disagree Continuum set up. Alongsigns: five one Totallywallare Agree,Agree, Neutral, Disagree, Totally Disagree Thefacilitatorwill aread statement andeveryone needs tomove infront theof sign that representswhat theyabout thethink statement. Afterthe statement read,is the facilitatorwill peopleask1-2 a fromeach point along tosharecontinuum the their point views.of

thecontinuum? What surprisedyouabout someone else’s choice? 4.

Statement 4: It is not possible for human to both use the land and preserve the and preserve the toland both use possible human not for Statement is 4: It land. 5.

3. thesprouts? What happen would we hadn’t if done it? 2. someone,incontrast to“owning” it? TheLORD Godmanandplaced took him the inthe garden andtendEden,of totill it it. 1

Family Cooking & Learning Event 33

4-5 large4-5 forks 4-5 large4-5 spoons 2 sets 2 tongsof (cheese lettuce) &

Towels Pen Aluminum foil Aluminum Dishsoap Hand soapHand Napkins 50 cups 50 50 forks 50 & knives 50 - 100 plates50 (plates are usedfor preparingthe pizza andaftertoeat the pizza) o o Servingutensils o

• • • • • • • • • •

= =

=káÖÜí `ççâáåÖ=C=iÉ~êåáåÖ = 4-5 pitchers4-5 (fordinks) 1 can 1 opener Measuringcups Measuringspoons 2-3 cheese2-3 graters 2-3 bowls2-3 (forscraps) 10 medium 10 bowls (forveggies & sauce) 3 large 3 bowls (forcheese, sauce & lettuce) 20 kid-friendly 20 knives (extra-thick handles) 20 cutting boards20 4 baking 4 sheets Largeroom: tables chairand for approximately 50 people 2 large 2 ovens (ormore depending on numberguests)of Kitchen:ovenssinks andadequate for hand washing

• • • • • • • • • • • • • • Buildingalarger framework (10 minutes) Closing (10 minutes) c~ãáäó

Materials Facility Requirements Facility Running the Event Running Event the Thankthe tomake theeventwho helped people possible. Thank the parents studentsand for comingandparticipating all evening. the Distribute feedbackformto all participants andask themtoplease few a take minutes tocomplete the form. Announce events. future Encourage everyonetocontinue conversations the gethome, as theyover the dinner table, afterschool, etc.Collect the formfeedbackfrom participants. Inlargeyour a group, sheet receive chartyouwillof paper marker. anda groupAs a brainstormall thetothe answer following question: Inwhat Jewishwaysother does connect tradition us tothe environment? Askeach group topostbrainstorm their onwall. the around Go andhave every group share 1- responses 2 fromtheir brainstorm.

Family Cooking & Learning Event 34

1 1 cans 1 black olives 1 onion 1 1 jar of sun-driedof jar 1 tomatoes 3 peppers, 3 red, yellow,and/or green 2 8-ounce 2 packages whiteof button mushrooms

• • • • •

= =

=káÖÜí worksheet `ççâáåÖ=C=iÉ~êåáåÖ = Maskingtape Otherroom or table decorations Constructionpaper Markers CopiesFeedbackof Form for all participants Tablecloths or place mats Benchers Markers Five signs:Five Totally Agree, Agree, Neutral, Disagree, Totally Disagree Largechart paper ToTill andTo Tend 2-3 ½gallons2-3 orangeof juice Classroomsprouts! pint5-6 bottles Seltzerof 1 bagcelery 1 2 cucumbers 2 5 tomatoes 5 orpints 2 cherry tomatoes 1 bagcarrotsof 1 2 (4-ounce) 2 cans tomato paste heads leaflettuce2 Red 6 (15-ounce) 6 cans saucetomato 1 tablespoon 1 ground pepperblack 1 tablespoon 1 garlic (ifdesired)powder 2 tablespoon 2 oregano dried 2 tablespoon 2 basil dried 4 pounds 4 mozzarella cheese (slightly oz/pita) more 1 than 25 whole 25 wheat pitas+for 2-3 blessing before the meal

• • • • • • • • • • •

• • • • • • • • • • • • • • • •

c~ãáäó

decorationsTable Materials TeachingComponent Materials Spritzers Orange SaladIngredients A note A aboutingredients: The veggies listedbelowaresimply provideto guide intermsa of veggiestypeof topurchase quantities.and Substitutions tothe list areencouraged, particularlyadvantagetotake seasonallyof that areavailablewhen veggies the NightFamily eventbeingis held. Also,please check schoolwith administrators theretofind outif areany allergiesthat youneedtoconsider when buying ingredients. Pizza Ingredients

Family Cooking & Learning Event 35

= = =káÖÜí `ççâáåÖ=C=iÉ~êåáåÖ =

8-10 cutting 8-10 boards 8-10 knives 8-10 1 scrap 1 bowl 5 bowls 5 2 cans 2 black olives 1 onion 1 1 jar of sun-driedof jar 1 tomatoes 3 peppers, 3 red, yellow, and/or green 1 large 1 spoon 8-ounce 2 packages whiteof button mushrooms 2 large 2 bowls 2-3 Cutting2-3 boards 2-3 cheese2-3 graters Measuringspoons 1 can 1 opener 2 (4-ounce) 2 cans tomato paste 6 (15-ounce) 6 cans saucetomato 1 tablespoon 1 ground pepperblack 1 tablespoon 1 garlic (ifdesired)powder 2 tablespoon 2 oregano dried 2 tablespoon 2 basil dried 4 pounds 4 mozzarella cheese (slightly oz/pita) more 1 than

• • • • • • • • • • • • • • • • • • • • • • c~ãáäó Instructions Followrecipe toprepare veggies Instructions Followrecipe toprepare sauce & grate cheese TablePrepping Two: thePizza toppings people 8-10 & Equipment Food TableOne:Making theSauce &Preparing theCheese people4-6 & Equipment Food Setup

Family Cooking & Learning Event 36

1 8-10 cutting 8-10 boards 8-10 knives 8-10 1 scrap 1 bowl 4 bowls 4 1 large 1 bowl (forlettuce)

• • • • •

= = =káÖÜí

`ççâáåÖ=C=iÉ~êåáåÖ = Masking tape Otherroom or table decorations Constructionpaper Markers Pitcher Tablecloths or place matstodecorate Seltzer Bakingsheets Orange juice 1 bagcelery 1 Pita 2 cucumbers 2 5 tomatoes pints5 or 2 cherry tomatoes 1 bagcarrotsof 1 2 heads lettuceleaf2 Red

• • • • • • • • • • • • • • • c~ãáäó topic,Offer a such as planting or cooking, that everyone can byas theybecome inspired createtheir decorations. Instructions Followrecipespritzers tomake TableDecorationSix: Table Materials Instructions Followrecipe towarm pitas TableFive: theMake Orange Spritzers people1-2 & Equipment Food Instructions Followrecipe toprepare veggies TablePrepping Four: thePita people2-4 & Equipment Food 8-10 people 8-10 & Equipment Food

TabletheThree: Prepping Salad

Family Cooking & Learning Event 37

= = =káÖÜí Pita Pizza Recipe Pizza Pita `ççâáåÖ=C=iÉ~êåáåÖ = Openthe cans olives.blackof olives.Slice Place inbowl. up“Make Set Your Own Pizza” buffet. Pita First, the sauce,pita, cheese, toppings. Scoopabout¼cup sauceof onto lightlyandyour pita spread it. bowl. Open sun-driedof jar tomatoes, drain, andarrange inbowl. Peelthe onion. theoff Cutroot andstemends. theCut onion slices. inhalf. Cut Place in bite size pieces.bite Place in bowl. Washthe peppers. inhalf.Slice Removewhitestem andinside “ribs.”Cut the peppers into Placeinbowl. Stir sauce Stir & set aside Gratecheese towel, Withdamp a wipethe mushrooms clean.the off Cut stems andslice mushrooms. Scoopabout½cup mozzarellaof andlightlycheese ontopita spreadyour it. Measureout½tablespoon ground black intopepper sauce reachedcrispness. desired Servewhole, slices.or cutinto pizza.Place pizzainthe preheated oven minutes,for about8 bread or pita until hasthe Sprinkletoppings.veggie 2-3 Coverbaking sheet foil.aluminum with Placethe pitason large a baking sheet andwrite each person’s nameinpen next totheir Measuretablespoonout½ garlic desired)powder into sauce (if Measuretablespoon out1 oregano dried into sauce Measure out1 tablespoonbasil into sauce dried Openthe saucetomato pasteandtomato cans, largeinto empty a bowl Warmthepitasin preheated oven or ina microwaveminute,for 1 or until soft. Preheat oven to425 degrees Fdegrees(220 C). Washyour handswithwarmand water!soap

c~ãáäó 15. 16. 17. 13. 14. 12. 10. 11. 18. 9. 22. 19. 20. 21. 8. 7. 6. 5. 4. 3. 2. 1.

Family Cooking & Learning Event 38

= = Salad Recipe Salad =káÖÜí `ççâáåÖ=C=iÉ~êåáåÖ = Washthe thecelery. off Cuttops andbottoms. intoCut small pieces. Placebowl. ina upthe Set “Make Your Own station” RememberSalad toinclude the sprouts! Alloweveryone astotake much or as littlean of item asthey like. Washthe thelettuce. core. Remove Tear leaves sizepieces.into bite Place inlarge bowl. Washthethe tomatoes. stem. Slice.PlaceRemove inbowl. Washtheoff the very bottomscucumbers. Cut andtops. theCut cucumber inhalf, the longway. intoCut half circles. Placebowl. ina Washyour handswithwarmand water!soap Washthe carrots. theoff Cut very bottoms andtops. intoCut circles. bowl. a in Place Note:Peeling notis necessary youclean if them well. Mostthe of nutrients areright underthe skin andpeeling them removes them.

6. 7. 8. 2. 4. 5. 3. 1. c~ãáäó

Family Cooking & Learning Event 39

= = =káÖÜí Spritzer Recipe Spritzer `ççâáåÖ=C=iÉ~êåáåÖ = Pourpartsequal orangeof andseltzer juice into large a pitcher. andenjoy! Stir Washyour handswithwarmand water!soap

2. 3. 1. c~ãáäó

Family Cooking & Learning Event 40

ּ ּ וַיִקַ ח הי לֹהִ אֱ ים אֶת הָאָדָם וַיַנִחֵ הו הָאָדָם אֶת אֱ לֹהִ ים הי בראשית טו:ב בראשית

Genesis 2:15 Name: ______Name: ּ at does it meantokeep somethingdoes it at for ּ ss.What involved were incaringtasks toserving it?

= ּ = בְ גַן עֵדֶן לְעָבְדָה עֵדֶן בְ גַן =káÖÜí ? ? ּ ולְשָׁמְרָה ּ לְשָׁמְרָ ה ּ Min Ha’Aretz: Family Evening Program Evening Ha’Aretz: Family Min Worksheet לְעָבְדָ ה ּ ּ :

`ççâáåÖ=C=iÉ~êåáåÖ

= c~ãáäó What5 laavod/is

______What3 lishmora/is How did it How2 it did feelto“guard” or “keep” the sprouts? Wh ______forthe sprouts? What happen would we hadn’t if done it? ______someone,incontrast to“owning” it? ______

What4 mean does it to workinthe land, incontrast ______TheLORD Godmanandplaced took him the inthe garden andtendEden,of totill it it. Over1 the course week, a of students inclasprouted

Family Cooking & Learning Event 41

Grade Student Pleaseexplain. th Please explain.

1 2 3 4 N/A 1 2 3 4 N/A 1 2 3 4 N/A 1 2 3 4 N/A YES NO YES NO

Please explain & be as specific as you can. = =

YES NO =káÖÜí Grade Student __ Mother __ Father __(Brother/Sister) Sibling th

`ççâáåÖ=C=iÉ~êåáåÖ =

1 2 3 4

Comments __ Mother __ Father __ (AgeSibling ___) __ (AgeSibling ___) __ (AgeSibling ___) Comments c~ãáäó

Comments

Form Evaluation 1. Who are you? Please check one. __ 6 6. What is your overall rating of program?this (Please circle a number that reflects your opinion) Name (optional): ______Contact information (optional): ______Poor 7. Please add anything else you wouldlike us to know yourabout experience tonight. Fair Good Excellent 7. Do you want to participate in other family education experiences? (Circle one) 5. Were you inspired by something you experienced tonight? (Circle one) Agree-Disagree Continuum Activity 4. Did you learn something new tonight? (Circle one) 2. Who attended from your family? Please check all applythat & include ages of siblings. __ 6 If you missed a session, please circle N/A. Making Dinner Together Eating Dinner Together Text Study: To Till and To Tend 3. Please rate the sessions you attended by circling a number from 1 to 5 (1=poor, 2=fair, 3=good, 4= excellent). Com Comments

Family Cooking & Learning Event 42

CONTACT INFO phone/email(optional)*

= = =káÖÜí `ççâáåÖ=C=iÉ~êåáåÖ = c~ãáäó IGN-IN DATE______Min Ha’Aretz is a pilot project. We are grateful to those parents who provide contact information so that we can ask for additional feedback about your family’s experience in the program.

PARENT NAME

S Farm Trip

= 43 1

= (optional) =

CopiesFeedbackof Form for all participants Clipboards Worksheet Pencils

c~êã=qêáé • • • •

Materials Getting Started Getting Started Findingalocal farm www.localharvest.orgVisit andsearch inyourforlocalfarm area.a There great a varietyis inwhat offers,farm a some only have vegetables andothers have chickens, sheep,goats, cows,honeymore. Manyfarms makingand will allow students picktovegetablesthat can bepart theirof lunch during the Oncevisit. youlocate farm, a sure make toask about appropriateclothing, anddrinks forfood, the trip. Transportation Transportationcoordinationneeds tohappen wellstudentsinadvance theIf of date. trip arearriving indifferent vehicles, themremind the importance arrivingof time soat everyonecan getstarted on activities together. ParentChaperones Ideallythere will chaperonebeone students. tosix for every four Please plan accordingly. Theprovidestrip farm an opportunity for students theirtotake learning fromthe classroomtothe andfarm for thetoinform farm more deeply what they have learning in theclassroom. The goal main the oftrip farm foris the students andparents topersonally experiencesomethe of workthat happensfarm. Depending on ona of the time the year, thiscan include planting seeds, transporting seedlings fromgreenhouses totheor field, evenharvesting. suggestions specific The belowshould beincorporated into the tripfarm wayas tobringa the classroom Ha’AretzstudyMin tothe farm. Overview

Farm Trip

o Farm Trip

= 44

1 ּ ּ וַיִקַ ח הי ב טו:בראשית ב

Genesis 2:15

הָאָדָ לֹהִ אֶ אֱ וַיַ ים ת ם וַיַ ּ ּ

ּ Farm Visit: Day of the Trip of the Visit:Farm Day = = ּ ּ ּ ולְשָׁמְרָ לְעָבְדָ בְ נִחֵ הו גַן עֵדֶן ה ה : : c~êã=qêáé oes working on oes thefarm change youhow think aboutlaavod (till/work) andleshmora (tend/ Introductiontheto Farm Gatherthe group together andintroduce the farmer andwhat activities will bedone during the day. IncorporationMinHa’Aretzof Therenumber area differentof activities andways toincorporate them on the farm.Select oneand or moreactivity inform the farmer about your plans. sample A worksheet alsois provided. Discussion:Planting, Transporting, Harvesting guard/keep)?orwhyWhy not? Discussion:Taking Careof the Animals: Feeding Chickens,Milking Gathering Cows, Honey Oneway toputtza’ar intoba’alei practicehayim toraiseis animals using methods thatnot do causethem any suffering. work What do theanimals do on the Isfarm? this work burden animala the for orjust theanimal’s thefarm job?Is puttingtza’ar ba’alei intohayim practice? TheLORD manGodandplaced took him the inthe garden andtendEden, of till to it it. D

Farm Trip

= 45 1

why.

= they want on yourand farm =

what Whatwill waste?theywith do Activity:Reduce, Reuse, Recycle Whatcan we learnfrom the aboutreducing,farm reusing, andrecycling inour own homes? Whatanimals havewould on they the farm? Howwefamily do are a reduce, reuse, andrecycle? Howdoes the reduce,farm reuse, andrecycle? Dothey produce one vegetabletypeof or many different ones? oneWhyis method moresustainable than other? the Howthey do water their fields? Does uselot a it waterof or little water? Whattheywith do do waste? Doesupandcause build pollution it or it is usedfor manure? Activity:Design OwnYour Farm Whatfruits andvegetables will they grow? Activity:Sustainable Farming

c~êã=qêáé • 3) 2) 1) • •

students Let know that they will share their drawingsfarm with their classmates. They need tothink about Fortobeproductive,farm a they often practice reducing, reusing, andrecycling lot ina of different,creativeways. Forexample, farms reduce waste byturning animalwaste into manure.Farms reuseandcrates boxes againand againinvariety differentof ways. Studentshave reviewed theconcepts reusing,reducing, of inthe andrecycling classroom. Thisanis opportunity connect to the concepts inthelearned classroom towhat happens on thefarm.In addition, parents andstudents, together, can aboutwaysthink topractice these thingsintheir ownlives. Askfor parents children andtheir togethertosit andanswer the questions:following Afterabout5 minutesask few peoplea toshare their thoughts abouthow the reduces,farm reuses,andrecycles.few peoplea Ask toshare their thoughts abouthow they can these do thingsmore intheir ownhomes. Explorewhat areyouvisitingways thesustainable.is farm sustainablemeets theA farm needstheof present makessure abletobeand toalso the needsmeet theof future generations. Whatdoestothe do farm their needsmeet today while makingsure that the future generationsalso their meet needs?

Afterwalking farm,aroundgive the each student blank a paperofpiece andask them to designtheir own farm.

Farm Trip = 146

= = c~êã=qêáé At the At theendofthank visit, the farmers andothers whohelped tomake theevent possible. Thankthe parents andstudentsfor coming and participating.Distribute the feedbackformto all participantsandask them toplease a take few minutescompleteto the form. Announce future events.Encourage everyonetocontinue the conversations as theyover gethome, the dinner table,afterschool, etc. Collect the feedbackformfrom participants.

Closing

Farm Trip = 147 התָחָהפְ התָחָהפְ ימושִׁ, לְשָׁמְרָ ,ה / ּ , lishmora מֵשׁ שׁדָחָ , שׁדָחָ מֵשׁ

farmer one waybeing of more Name: ______Name: et th? g?

Workshe andtoreduce, reuse, recycle Farm Trip Farm = = t za’arba’alei hayim, , ּ לְעָבְדָ ה / / . זויחְמִ c~êã=qêáé artI ּ aavod Writedown few notesa toanswer each theof following questions. ______PartII ______Choose4 one theof concepts aboveandsuggest tothe ______How3 arethe farmers reducing, reusing, andrecyclin ______How2 arethe farmers protectingandguarding the ear ______Howthe1 do farmers treat animals?its ______

Duringyouthe triptoday will farm. a visitingbe Asyouwalk around the farm,think about thefollowing wordsconcepts and aboutinthe classroomthat we learned l respectfulthisof concept. P ר

Farm Trip = 148

Pleaseexplain. Please explain. YES NO YES NO

Please explain & be as specific as you can. YES NO FarmTripFeedback Form

= = 1 2 3 4 c~êã=qêáé __ Mother __ Father __ (AgeSibling ___) __ (AgeSibling ___) __ (AgeSibling ___) 3. Did you do something new today? (Circle one)

Your answershelp to strengthen program. this Feel free to continue your response on the back of this sheet. Today’s date is ______1. Who are you? Please check one. __ Min Ha’Aretz Student __ Mother __ Father __ Sibling (Brother/Sister) 2. Who attended from your family? Please check all applythat & include ages of siblings. __ Min Ha’Aretz Student

4. Were you inspired by something you experienced at the farm? (Circle one) 5. What is your overall rating of program?this (Please circle a number that reflects your opinion) Name (optional): ______Contact information (optional): ______Poor Fair Good Excellent 6. Please add anything else you wouldlike us to know yourabout experience on the farm. 7. Do you want to participate in other family education experiences? (Circle one)

Farm Trip = 149

CONTACTINFO phone/email(optional)*

= = c~êã=qêáé ARENTNAME Min Ha’Aretz is a pilot project. We are grateful to those parents who provide contact information so that we can ask for additional feedback about your family’s experience in the program.

SIGN-IN DATE______P

Farmers’ Market Trip 54

= =

= =qêáé ÉêëÛ==j~êâÉí=qêáé ÉêëÛ=j~êâÉí Clipboards Farmers’WorksheetMarket Pencils

c~êã • • •

Materials Money Themarketwill havefor food plentyofsale. Depending on the culture your at school, studentsshould betoldtobring (maximum) $2-$5 tospend at themarket on snack. a Fruit inseason beless will per fruit,so$2 than students not do needtobring a largeamount of money,andshould bediscouragedso. todo

Getting Started Getting Started Findingalocal market farmers www.localharvest.orgVisit andsearch forlocalmarketinyour a area. is It recommendedto the marketvisit prior to thetrip, either the teacher orparent a chaperone. markets Some havetable a that runis theby markettoprovide moreinformation tothe customers. Checkinwith the marketorganizers tolet them know aboutthe Whilestudentsvisit. this is notrequirement a for a sometimesvisit, organizers will information have additional about themarketthat youwill want toshare with students. Whenthe market,youvisit look aroundforgoodplace a forsnack. nearOftenis parkthe a ormarket other common area. Transportation Thetransportation,typeof suchbus, as a subway, or carpools, when will determine the informationinthe section “Reminders prior toarriving the at market” should bedelivered. Transportationcoordinationneeds tohappen wellinadvance the of date. trip ParentChaperones/ Teachers Ideallythe students beingroups will students 4-6 of per adult.Plan accordingly tohave enoughadults for the amount students.of Farmers’markets arecolorful, vibrant places allow that students systemfood toseelocal a inoperation. tothe visit A local farmers’ marketconnects studentsdirectly with the person whogrowingis andselling andletsfood the students farmers’see a marketinaction. The tripprovidesplatform a forstudents toexplore foodstheof availablevariety therein area andask farmers aboutthe concepts learnedinthe classroom, growingsuch as the environmenttheof foods, whole foods, miles,food much and more. Overview

c~êã

Farmers’ Market Trip 55

: Day ofthe :Trip Day et = = (10 minutes) (10 (10 (10 minutes) Farmers’Mark (20 minutes) (20 (10 (10 minutes) priorto arriving at the market ÉêëÛ==j~êâÉí=qêáé

Remind studentsRemind that the marketopenis tothe publictheyand should berespectful bykeeping their voices lower stayingand together ingroups Announcegroups markettravel depending– on the number chaperones-adult of students divide into groups students4-6 of per adult.The markets may becrowded easieris andit totravel to the standsdifferent in smallergroups. Remind studentsRemind that all thefor is sale,food some stands mighthave samples for the studentstry,to otherwise, thetolookis food but at not totouch

c~êã 1) 3) 2)

Reminders commonFind a areathat slightlyis awayfrom the markettoenjoy a snack straight fromthe farmers’market. Farmers’Market DebriefingVisit Beforereturning toschool, gather circlebig students (orintheir travel ina groups the class if is toolarge). The studentsshould share somethingfromtheir worksheet they found that fascinating/interesting/surprising! Allowstudents tolook the at time produce andfood for items sale around the market. Remind themtofillouttheir worksheets asthe they stands.differenttravel to Enjoysnackyour Introductiontheto Market Uponthearrive at market, gather the students together thetheof at edge farmers’ marketand askstudents into todivide their travel groups. chaperonesThe shouldhandouts,provide pencils,andclipboardseach group. to studentsRemind totravel together. TraveltheMarket

Farmers’ Market Trip 56

1 Fruits

Name: ______Name: sthe at market. otherWhat foodsyou do Worksheet uits you can find at theyoucan uitsat find market.Circle the

ket = = Farmers’Mar

Vegetables ÉêëÛ==j~êâÉí=qêáé c~êã

vegetablesthat andfruit youeat.

There2 lot a food isof besidesfruits andvegetable

Writelist1 alla of the different vegetables andfr find at the at farmers’ find market?

Farmers’ Market Trip 57

Rememberyour questionideas from class.) (

ÉêëÛ==j~êâÉí=qêáé c~êã

Interview4 farmer ora workerfarm the at market.

Draw3 fruitpicture a a of or vegetable.

Farmers’ Market Trip 58

1 Please Please Please

YES NO YES NO YES NO YES YES NO YES

YES NO YES

= = Farmers’ Market Trip Feedback Form Feedback Market Farmers’Trip ÉêëÛ==j~êâÉí=qêáé 1 2 3 4 2 1 3 c~êã __ Mother __ Mother ___) (Age __ Sibling ___) (Age Sibling ___) (Age __ Sibling Father __ __ explain. explain. your opinion) reflects number that circle a (Please program? of this isoverall 6. rating your What Fair Good Excellent Poor market. the at farmers’ experience your about us would know to like you else 7. Please anything add one) (Circle family experiences? inother education want participate 8. to Do you explain. ______(optional): information Contact ______Name (optional):

one) (Circle Market? Farmers’ time 3. a your at first Is this do often you go? Market, how a at Farmers’ time first Ifis your this not one) today? (Circle Market Farmers’ new the at do 4. something Did you you as can. be & Please specific as explain one) the at market? (Circle experienced you inspired by something 5. you Were Your answers help to strengthen this program. Feel free to continue your response on the back of this sheet. this the backsheet. of on your response to continue Feel free program. this strengthen to Your answers help ______date is Today’s Sibling __ Father __ Mother __ Student Min __Ha’Aretz one. check 1. you? Please Who are (Brother/Sister) Ha’Aretz Min of __ siblings. ages & include apply all that check family? Please your from 2. Who attended Student

Farmers’ Market Trip 59

CONTACTINFO phone/email(optional)*

= = ÉêëÛ==j~êâÉí=qêáé c~êã ARENTNAME Min Ha’Aretz is a pilot project. We are grateful to those parents who provide contact information so that we can ask for additional feedback about your family’s experience in the

SIGN-IN DATE______P

Lesson 1 - Worksheet 1 Name

Entrance Card

What are the connections you think about when you hear the words “food” and

“Jews”?

1 - W

Lesson 1 - Worksheet 2 Name

Text Study: Seeds

בראשית פרק א כט: היֹּ אמֶ ר אֱלֹהִ ים הִ ּנֵה ּנָתַתִי לָכֶם אֶת ּכָל עֵשֶׂב זֹרֵ עַ זֶרַע אֲשֶׁר עַל ּפְ נֵי כָל הָאָרֶץ וְאֶת ּכָל הָעֵ ץ אֲשֶׁר בּוֹ פְרִי עֵץ זֹרֵ עַ זָרַע לָכֶם יִהְ יֶה לְאָכְלָה : : לְאָכְלָה יִהְ יֶה לָכֶם זָרַע זֹרֵ עַ עֵץ פְרִי בּוֹ אֲשֶׁר הָעֵ ץ

G-d said, “See, I give you every seed-bearing plant that is upon all the earth, and every tree that has seed-bearing fruit; they shall be yours for food.” Genesis 1:29

1 What is G-d’s initial plan for what people are to eat?

2 How is the word “seed” used in this text?

3 What is the connection between seeds and food?

4 Where does our food come from?

2 - W

Lesson 1 – Worksheet 3 Name

Sprout Farmers: Planting Instructions

Calling all farmers! Sprouts are not only fast and simple to grow, they’re also yummy to eat and a great source of nutrients, such as vitamins, minerals, fiber, and protein to keep you healthy and filled with energy.

1. Introduction Hold a seed in your hand.

The dry seeds you hold in your hand are sleeping. Each seed contains a tiny plant that is waiting for the right conditions to germinate, or start to grow. Seeds wait to germinate until three needs are met: water, correct temperature (warmth), and a good location (in soil, moisture, etc.). Germination can apply to anything as it expands from a small existence or germ. To wake them up all you need to do is give them water or plant them in the ground at the right time of year. A seed that is alive but asleep is called dormant. Sometimes seeds can't be woken up the normal ways and you have to break the dormancy by freezing them or laying them out in the light, but these seeds will wake up with just a soak in cool water. No dirt needed! The class will grow a healthy crop of sprouts in wide- mouth glass jars with cheesecloth stretched over the mouths.

Each seed has its own ideal sprouting time. Depending on which seed is used, after three to eight days they will have grown to ¼ inch up to one inch in length and you can eat them.

Sprouts are very nutrient dense – nutrient density refers to the amount of nutrients per calorie. There are a lot of nutrients in a seed and not a lot of calories.

2. Gather & Examine Materials

Materials • 1/3 cup red sprouting lentils (or other seed) * Note: the beans need room to sprout, do not put more than approximately 1/3 cup in the jar • 1 wide-mouth glass pint jar • 1 piece of cheesecloth cut large enough to cover the jar • 1 rubber band large enough to cover the mouth of the jar

What is cheesecloth? Cheesecloth is a loose woven cotton cloth used in cheese making. We will use it to allow water to drain out of the jar without seeds escaping.

3 - W

Lesson 1 – Worksheet 3 Name

3. Follow Day One Sprouting Procedure

Yields approximately 1 cup (1/2 lb.) of sprouts per jar

Day 1 1. Put 1/3 cup of red sprouting lentils into each glass jar. 2. Add 2-3 times as much cool water. 3. Mix to assure even water contact for all. 4. Cover mouth of jar with cheesecloth, secured with a rubber band to make rinsing easy! 5. Allow seeds to soak overnight, covered only by cheesecloth. 4. Plan Care Taking Schedule for Day Two – Four

Day 2 6. Drain off the soak water and rinse the beans thoroughly with cool water. Note: Water may be starchy to start. For healthy sprouting, rinse and rinse until water runs clear. 7. Remove cheesecloth and pick out any damaged or broken seeds. 8. Secure cheesecloth over the mouth of the jar with the rubber band. 9. Set on a surface out of direct sunlight and at room temperature (70° is optimal). 10. Rinse (through cheesecloth) 2x daily to keep sprouts constantly damp. Drain excess water. Days 3-4 11. Continue to rinse and drain the sprouts 2 times every day 12. Taste your sprouts once per day. They may taste chalky to start. 13. Repeat steps 10 and 11 until sprouts are ready to harvest, any time between Day 3 and 8. 14. Keep the jars away from light for the first few days. Once seeds/beans begin to sprout, move the jar into light to activate the chlorophyll and turn sprouts green. 15. Stop when beans have sprouted ¼ inch roots and no longer taste chalky. They are edible even before they develop a green tip. Note: Sprouts sprout at different times, so you don’t have to wait for all of them to actually pop a root (sprout) before the harvest.

5. Harvesting Procedure Sprouts are done 8-12 hours after your final rinse. Drain them as thoroughly as possible after that final rinse. The goal during the final 8-12 hours is to minimize the surface moisture of your sprouts; they will store best in your refrigerator if they are dry to the touch.

NOTE: Keeping Sprouts Keep your sprout crop in a container (glass or plastic) and store them in your refrigerator for up to 2 weeks. Place a damp towel above them to keep in moisture. Enjoy!

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Name Lesson 1 – Worksheet 4

Sprouting Seeds Care Plan

Day 2: Morning • Drain off the soak water and rinse the beans thoroughly with cool water. Note: Water may be starchy to start. For healthy sprouting, rinse and rinse until water runs clear. • Remove cheesecloth and pick out any damaged or broken seeds. • Secure cheesecloth over the mouth of the jar with a rubber band. • Set on a surface out of direct sunlight and at room temperature (70° is optimal). • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water.

Seed Caretakers ______

Day 2: Afternoon • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water. • Set on a surface out of direct sunlight and at room temperature (70° is optimal).

Seed Caretakers ______

Day 3: Morning • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water. • Set on a surface out of direct sunlight and at room temperature (70° is optimal). o Once seeds/beans begin to sprout, move the jar into light to activate the chlorophyll and turn sprouts green. • Stop when beans have sprouted ¼ inch roots and no longer taste chalky.

Seed Caretakers ______

Day 3: Afternoon • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water. • Taste. They may taste chalky to start. • Set on a surface out of direct sunlight and at room temperature (70° is optimal). o Once seeds/beans begin to sprout, move the jar into light to activate the chlorophyll and turn sprouts green. • Stop when beans have sprouted ¼ inch roots and no longer taste chalky.

Seed Caretakers ______

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Lesson 1 – Worksheet 4 Name

Day 4: Morning • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water. • Taste. They may taste chalky to start. • Set on a surface out of direct sunlight and at room temperature (70° is optimal). o Once seeds/beans begin to sprout, move the jar into light to activate the chlorophyll and turn sprouts green. • Stop when beans have sprouted ¼ inch roots and no longer taste chalky.

Seed Caretakers ______

Day 4: Afternoon • Rinse (through cheesecloth) to keep sprouts constantly damp. Drain excess water. • Taste. They may taste chalky to start. • Set on a surface out of direct sunlight and at room temperature (70° is optimal). o Once seeds/beans begin to sprout, move the jar into light to activate the chlorophyll and turn sprouts green. • Stop when beans have sprouted ¼ inch roots and no longer taste chalky.

Seed Caretakers ______

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Name Min Ha’Aretz Student Survey (Pre-Curriculum) Date: ______

Grade Number: ______

Please circle one: Female Male

Section 1

1. Circle the whole foods. Popcorn Potato Bread Apple Applesauce Wheat berry Apple pie Peanut butter

2. What is the meaning of the phrase “shomrei adamah”? a) Guardians of the Earth b) Land owners c) Earth movers d) All the above

3. Which is not an example of making a sustainable choice? a) Composting food scraps b) Reusing plastic water bottles c) Bringing your lunch in a reusable bag d) All the above are examples of sustainability

4. What is the meaning of the phrase “shmirat ha’guf”? a) Caring for the land b) Caring for your body c) Caring for animals d) Caring for your family

5. What is the meaning of the phrase “tsar ba’alei chayim”? a) Caring for the land b) Caring for your body c) Caring for animals d) Caring for your family

6. Leaving the corners of your field for those in need is an example of which agricultural practice? a) Peah b) Orlah c) Shmita d) Yovel

Section 2

7. How often do you sit down and eat a meal (breakfast, lunch, dinner, snacks) together as a family (at least 1 parent and 1 child) at home? __ Less than once a week __ 1-2 times a week 7 - W

Name __ 3-4 times a week __ 5-6 times a week __ 7 times a week

8. When you discuss food in your home, what are the top 3 topics you talk about? Check the 3 topics you talk about MOST. __ What’s for dinner tonight __ Where does food come from __ Is the food kosher __ When is it snack time __ Is the food healthy __ Importance of trying new foods __ Other: ______

9. Below are some ways that the choices you make in your home about food and eating may be connected to Jewish tradition. Check all that apply to your family. __ We eat healthy food as part of our Jewish tradition. __ We say blessing(s) at meals. __ We keep kosher. __ Other ways our food at home is part of Jewish tradition:______No, our food at home is not connected to Jewish tradition.

10. Does your family have any meal-time traditions? __ Yes __ No If yes, please briefly describe: ______

Section 3

11. Rate how important the following are to you. Check the best answer. Not Somewhat Very Important Important Important Important a. Help prepare/cook food for your meal b. Know where your food comes from c. Say a blessing before you eat d. Understand Jewish tradition about the environment and food e. Read the ingredient labels on food packages f. Eat whole foods 8 - W

Name

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Lesson 2 - Worksheet 1 Name

Text Study: Travel through “A Good Land”

דברים ח:זי ָ ָ כִ ּי יְקֹוָק אֱלֹהֶ יך מְבִ יאֲ ך אֶ ל אֶרֶ ץ טוֹבָ ה אֶרֶ ץ נַחֲלֵ י מָ יִם עֲ יָנֹת

ּותְ הֹמֹת יֹצְאִ ים בַּבִּקְעָ ה ּובָהָ ר: אֶרֶ ץ ּחִטָ ה ּ ושְׂ עֹרָ ה וְגֶפֶ ן ּותְ אֵ נָה וְרִ ּמוֹ ן אֶרֶ ץ זֵית שֶׁמֶ ן ּודְ בָשׁ : אֶרֶ ץ אֲשֶׁ ר לֹא בְמִסְ ּכֵ נֻת ּ תֹאכַ ל ּבָּה לֶ חֶ ם לֹא

תֶ חְסַ ר ּכֹל בָּ ּה אֶרֶ ץ אֲשֶׁ ר אֲבָ נֶיהָ בַרְ זֶל ּ ומֵ הֲרָרֶ יהָ ּתַ חְ צֹב נְחֹשֶׁ ת: ָ ּ וְאָכַלְתָ ּ וְשָׂבָעְתָ ּ ובֵרַ ּכְתָ אֶ ת יְקֹוָק אֱ לֹהֶ יך עַ ל הָאָרֶ ץ הַ ּטֹבָ ה אֲשֶׁ ר

ְ נָתַ ן לָ ך: For the LORD your G-d is bringing you into a good land, a land with streams and springs and fountains issuing from plain and hill; a land of wheat and barley, of vines, figs, and pomegranates, a land of olive trees and honey; a land where you may eat food without

limitation, where you will lack nothing; a land whose rocks are iron and from whose hills you can mine copper. When you have eaten your fill, give thanks to the LORD your G-d for the good land which He has given you. Deuteronomy 8:7-10

Make a list of all the parts that make “a good land.”

1. Example: Streams 2. 3. 4. 5. 6. 7. 8.

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Lesson 2 - Worksheet 1 Name

1 Which characteristics found in the Torah’s good land do you think are the most important?

2Think of a land you feel connected to (your hometown, Israel, your favorite vacation spot, etc). What characteristics make this a good land?

3 How is the description of your personal good land similar and different from the “Good land” text?

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Lesson 2 - Worksheet 2 Name

Build a Sustainable Farm

Farmers, in Israel and around the world, need many of the characteristics that are found in the “good land” passage to be able to grow the food we eat.

Read the following description about a choice a farmer makes on the farm. Answer the questions and decide which agricultural practice is good for the land.

Seeds

As a new farmer, you need to buy seeds to start a farm.

At “Seed-Saver,” you can buy a 50-pound bag of wheat to plant. After the wheat grows, you are able to save the seeds and use these to plant your crop next season.

At “Seed-Genius,” you can buy a 50-pound bag of wheat to plant that is specially treated to resist pests that might want to eat your crop this year. After the wheat grows, you are not able to save the seeds. Next year you will have to buy your seeds again.

1 Which is good for the land today?

2 Which is good for the land for the future?

3 Which would you pick? Why?

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Lesson 2 - Worksheet 3 Name

Build a Sustainable Farm

Farmers, in Israel and around the world, need many of the characteristics that are found in the “good land” passage to be able to grow the food we eat.

Read the following description about a choice a farmer makes on the farm. Answer the questions and decide which agricultural practice is good for the land.

Crops

As a new farmer, you need to decide how many crops to plant.

At “Mono-Cropper,” you can buy only buy one crop. You decide to just buy lettuce and plant only lettuce on all your land. All the seeds will grow at about the same rate, will need water at about the same time, and will be ready to harvest about the same time. When you finish your harvest, you will have tons of lettuce.

At “Diversify-This,” you are able to buy many different crops. You can plant lettuce, tomatoes, corn, and potatoes. These plants will grow at different rates and need to be harvested at different times. When you finish your harvest, you will have many different foods.

1 Which is good for the land today?

2 Which is good for the land for the future?

3 Which would you pick? Why?

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Lesson 2 - Worksheet 4 Name

Build a Sustainable Farm

Farmers, in Israel and around the world, need many of the characteristics that are found in the “good land” passage to be able to grow the food we eat.

Read the following description about a choice a farmer makes on the farm. Answer the questions and decide which agricultural practice is good for the land.

Irrigation - Watering Your Crops

As a new farmer, you need to decide how to irrigate your fields.

At “Drench-Me,” you can buy a sprinkler system that sprays water over the tops of all of your crops. One large sprinkler can be used that rotates around in a circle and sprays a very large area. You can keep it on wheels and move it around to cover all your fields. Not all of the water will reach the roots where it is needed most.

At “Drip-Me,” you can buy the materials for a drip irrigation system. This system is very water- efficient as the water goes directly to the roots where it is needed most. There is more work to set it up. You need to put tubing alongside all your crops in order to install the system. Sometimes a computer system is needed to make sure all the crops are properly watered without any water waste.

1 Which is good for the land today?

2 Which is good for the land for the future?

3 Which would you pick? Why?

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Lesson 2 - Homework Name

Investigate Sustainability

Below are three websites, one for a farm, Hawthorne Valley, one for a dairy, Ronny Brook, and one for an orchard, Red Jacket. Select one site to visit and answer the questions below.

Hawthorne Valley: www.hawthornevalleyfarm.org Ronny Brook: www.ronnybrook.com Red Jacket: www.redjacketorchards.com

1 Who operates the farm/dairy/orchard?

2 How do they take care of the animals and/or grow their vegetables?

3 Do you think this is a sustainable business? Why or why not?

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Lesson 3 - Worksheet 1 Name

About Planting Seeds …

What I know: What I want to know: What I have learned:

The most interesting fact I learned about planting seeds is:

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Name Lesson 3 - Worksheet 2

Sample Seed Packet: Renee’s Garden Seeds

Packet Back Info Key

2.Quick Planting Chart: Time to plant Sun/Shade Planting Depth Spacing Seed Days to Germination Mature Height 3.Variety name 4. Species name

5. Plant type and bloom season. 6. Instructions for planting 7. Growing notes 8. Thinning or transplant guide

1 What new information did you learn about planting seeds?

2 Fill in the “What I have learned about planting seeds” section of the Planting Seeds handout.

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Lesson 3 - Worksheet 3 Name

Text Study: To Till and to Tend

טו:בראשית ב ּוַיִקַ ּח 'ה אֱלֹהִ ים אֶ ת הָאָדָ ם ּ ּוַיַנִחֵ ּהו בְ גַן עֵדֶ ן לְעָבְדָ ּ ה ּ ולְשָׁמְרָ ּה : :

The LORD G-d took the man and placed him in the garden of Eden, to till it and tend it.

Genesis 2:15

In Genesis 2:15 G-d has appointed us to be shomrei adamah – guardians or keepers of the Earth – "to till and to tend" the garden for all its inhabitants and to insure that we pass on a safe, healthy planet l'dor vador – from generation to generation.

1 What tasks involve humans when caring for the seeds that grow in a classroom or garden?

2 What would happen if we don’t care for the seeds?

3 How do you feel about having to “guard” or “keep” the seeds?

4 What does it mean to keep something for someone, in contrast to “owning” it?

5 What does it mean to work on the land, in contrast to serving it?

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Lesson 3 - Worksheet 4 Name

Text Study: Sow in Tears and Reap in Joy

תהלים פרק קכו פסוק ה-ו הַ ּזֹרְ עִ ים בְּדִ מְעָ ה בְּרִ ּנָה יִקְ ּצֹרו: הָ לוֹ ְ ך יֵלֵ ְך ּובָ כֹה נֹשֵׂ א מֶשֶׁ ְך הַ ּזָרַ ע בּ ֹא יָבוֹ א בְרִ ּנָה נֹשֵׂ א אֲלֻמּ ֹתָ יו : : אֲלֻמּ ֹתָ יו

They who sow in tears shall reap with songs of joy. Though he goes along weeping, carrying the seed-bag, he shall come back with songs of joy, carrying his sheaves.

Psalm 126:5-6

1 What are they doing when they are sad?

2 What are they doing when they are happy?

3 What does the passage say about the process of planting seeds?

4 Since most people are not farmers today, what else do we “sow in tears” and “reap with songs of joy” in our lives today?

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Lesson 3 - Homework Name

Homework

Go online to www.Wikipedia.com, www.weather.com or another online source for weather information. Find out the normal high and low temperatures and precipitation in your area for September.

Example: New York City Normal High: 74 °F Normal Low: 58 °F Precipitation: 4.05 inches

1 Find out the normal high and low temperatures and precipitation for one city in Israel (such as Jerusalem or Tel Aviv) and for one other city in the US.

Israeli City Name: ______Temperature: _____

Another US City Name: ______Temperature: _____

2 How would this affect the growing environment for plants in the two different areas?

Extra Credit: What is the largest agricultural export of the region where the cities are located? How do the environmental conditions of the area affect what is exported?

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iÉëëçå=Q=J=t çêâëÜÉÉí= Name N = Text Study: Treatment of Animals

דברים פרק כב פסוק ד לֹא תִרְ אֶה אֶת חֲמוֹר אָחִ ָיך אוֹ שׁוֹ רוֹ נֹפְלִ ים ּ ְבַּדֶרֶך וְהִתְ ּ ּעַלַמְתָ מֵהֶם הָקֵם ּתָקִ ים :עִמּ וֹ

If you see your fellow's ass or ox fallen on the road, do not ignore it; you must help him raise it.

Deuteronomy 22:4

1 According to this passage, which animals are we required to help?

2 Why do you think the text does not mention raising your own animals?

3 What does this text say about how we should treat animals?

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Chevruta One Examine a Chicken’s Work on a Farm

1 What work does a chicken do on the farm?

2 Is this work a burden for the animal or just the animal’s job?

3 How do you know when a task for an animal is reasonable and when it is a burden?

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Chevruta Two Tza’ar ba’alei hayim & Farm Animal Conditions

Some animals are raised specifically to work on a farm and other animals are raised specifically to become food we eat.

One way we might put tza’ar ba’alei hayim into practice is to raise animals using methods that do not cause them any suffering. Compare the following agricultural practices in the raising of animals to see which ones might fulfill the idea of tza’ar ba’alei hayim.

1 Where do chickens walk around during the day?

2 Some chickens live in cages and others are free-range, which means they are raised without a cage and have access to the outdoors each day. What do you think the Jewish perspective on tza’ar ba’alei hayim would say about free-range animals and caged-animal?

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Text Study: Animals at Work

Jewish law permits the use of animals to perform tasks, such as plowing or carrying heavy loads, that are considered necessary for human life. Tza’ar ba’alei hayim, the prohibition against unnecessary cruelty to animals, does set limits on the use of animals for these types of work.

If a thorn happened to be stuck in the animal's mouth and one threshed with it while it was unable to eat, or if one caused a lion to lie down nearby [thereby frightening the animal]...or if the animal was thirsty and one failed to give it water...all this is forbidden.

Maimonides, Mishneh Torah, Hilkhot S'khirut 13:3

1 What treatment of animals is not permitted according to Maimonides?

2 Based on this reading, is it possible to prevent suffering on a farm?

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Homework

Meatrix Video: Go online to www.themeatrix.com and watch “The Meatrix” video. Write a paragraph answering both of the following questions:

1 What are other examples of farm animal cruelty?

2 What do you think the Jewish perspective on tza’ar ba’alei hayim would say about these practices?

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iÉëëçå=R=J=tçêâëÜÉÉí=N= Name

Entrance Card

The Torah has specific commandments about how to cultivate and harvest crops. A few thinking questions below are in italics. Some information that might help you is beneath each question. Write a paragraph to answer each question.

1 W hy might there be agricultural commandments in the Torah?

Historical data: During the time of the bible, the Israelites were an agricultural people. This means that they were largely (mainly) farmers, that worked the land to get food. We are going to study specific sections of the Torah that have G-d’s commandments that Moses gave to the Israelites in relation to agricultural practices.

2 W hy would we want to study instructions about how to harvest today?

Historical data: These laws have been reinterpreted by Rabbis and scholars—and students!--over thousands of years. The process of studying the texts, asking questions, and coming up with new interpretations of the texts for modern life is a part of Jewish tradition.

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Peah / Corners of Your Field

Peah is the practice of not gathering the crops that are grown on the corners of your field. This law is found in the part of the book of Leviticus, which is also known as the Holiness Code. The Holiness Code includes behaviors that G-d commands the people of Israel to follow. ויקרא פרק יט פסוק ט-י ּובְקֻצְרְ כֶ אֶם קְ תצִ יר אַרְ צְכֶם לֹא תְ ּכַלֶה ּפְאַת ָשָׂדְך לִקְ צֹר וְלֶקֶט קְ צִ ָירְך לֹא לֹא תְ ּלַקֵ ט מְך: וְכַרְ ָ לֹא תְ עוֹלֵל ּופֶרֶט ּכַרְ ָמְך לֹא תְ ּלַקֵט לֶעָ נִי וְלַ ּגֵר ּתַ עֲ זֹב אֹתָם אֲנִי ה’ אֱלֹהֵ יכֶ ם : : אֱלֹהֵ יכֶ

When you reap the harvest of your land, you shall not reap all the way to the edges of your field, or gather the gleanings of your harvest. You shall not pick your vineyard bare, or gather the fallen fruit of your vineyard; you shall leave them for the poor and the stranger: I the LORD am your G-d. Leviticus 19:9-10

1 For whom are the edges of the field?

2 In the space below, draw a square. Draw a line to cut off each corner. Compare your drawing to your partners. Are they the same? Why or why not?

3 Why is there no detail in this passage about the size of the corner?

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4 The passage “ אֲנִי אֱלֹהֵ ה'יכֶ ם ” ” “I the LORD am your G-d” appears at the end of the text. Why would it appear here?

After discussing and answering the questions above, prepare your presentation for the class. Report back to the class on the following three questions:

What does peah mean?

Who benefits from this practice?

Since most students are not farmers, how can we practice peah today?

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Shikcha / Leaving sheaves

Shikcha is the practice of not returning for forgotten bundles of cereal crops or fruit after a harvest. Cereal crops include grains such as wheat, maize (corn), barley, and rice. Shikcha is one of the laws governing the nature of forgetting. דברים פרק כד פסוק יט כִ ּי תִ קְ צֹר קְ צִ ָירְך ָבְשָׂדֶך ּוְשָׁכַחְתָ עֹמֶר ּבַּשָׂדֶה לֹא תָ שׁ ּוב לְקַחְ ּתוֹ לַ ּגֵר לַ ּיָתוֹם וְלָאַלְמָ נָה יִהְ יֶה יִהְ יֶה וְלָאַלְמָ נָה לְמַעַ ן יְבָרֶ ָכְך הי אֱלֹהֶ ָיך בְּ כֹל מַעֲשֵׂה יָדֶ ָיך : :

When you reap the harvest in your field and overlook a sheaf in the field, do not turn back to get it; it shall go to the stranger, the fatherless, and the widow -- in order that the LORD your G-d may bless you in all your undertakings. Deuteronomy 24:19

1 What does this passage say you should do if you do not gather all the food the first time?

2 Those in need would watch the farmers gather their harvests and wait for the forgotten sheaves. What is the difference between this and gathering tzedukah (charitable giving)?

3 What are the similarities between shikcha and tzedukah?

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4 Since we are no longer farmers in the biblical land of Israel, what can we do to practice the spirit of this tradition?

After discussing and answering the questions above, prepare your presentation for the class. Report back to the class on the following questions:

What does shikcha mean?

Who benefits from this practice?

Since most students are not farmers, how can we practice shikcha today?

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Orlah / First Fruits

Orlah is the practice of not eating the fruits from a fruit-bearing tree for its first three years. The fruits of the fourth year may only be eaten in Israel, and from the fifth year on, we may eat and enjoy its fruits. ויקרא פרק יט פסוק כג-כה וְכִ י תָ ּבֹאו אֶל הָאָרֶץ ּ ּונְטַעְתֶם ּכָל עֵץ מַ אֲכָל וַעֲרַ ּלְתֶם עָרְ לָ תוֹ אֶת ּפִרְ יוֹ שָׁ לֹשׁ שָׁ נִים יִהְ יֶה יִהְ יֶה שָׁ נִים שָׁ לֹשׁ לָכֶ ם עֲרֵ לִ ים לֹא יֵאָ כֵל נָה: ּ ּובַשָׁ הָרְ בִ יעִת יִהְ יֶה ּכָל ּפִרְ יוֹ קֹדֶשׁ הִ ּ ּלולִ ים לַ יקֹוָק נָה: ּ ּובַשָׁ ישִׁתהַ חֲ מִ ּ תֹאכְ ּלו אֶת ּפִרְ יוֹ לְ הוֹסִ יף לָכֶם תְּ ּבואָ תוֹ אֲנִי אֱלֹהֵ ה’יכֶ : ם

When you enter the land and plant any tree for food, you shall regard its fruit as forbidden. Three years it shall be forbidden for you, not to be eaten. In the fourth year all its fruit shall be set aside for jubilation before the LORD; and only in the fifth year may you use its fruit -- that its yield to you may be increased: I the LORD am your G-d. Leviticus 19:23-25

1 What are the three different phases of eating (or not eating) from fruit trees?

2 If there was a fruit tree outside your home and you could not eat the fruit for 4 or 5 years, how would you feel when you were finally able to eat those foods again?

3 Orlah is an example of self-control. If you are an apple farmer and can’t eat or sell your fruit for 5 years, how would it feel? Why?

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4 The passage “ אֲנִי אֱלֹהֵ ה'יכֶ ם ” ” “I the LORD am your G-d” appears at the end of the text. Why would it appear here?

5 Since there is plenty of fruit available and we don’t have to delay the pleasure of eating fruit, what can we do to practice the spirit of this tradition?

After discussing and answering the questions above, prepare your presentation for the class. Report back to the class on the following questions:

What does orlah mean?

Who benefits from this practice?

Since we don’t have to delay eating a particular fruit, how can we practice orlah today?

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Choose one of the agricultural texts we studied in class today. Based on this text…

1 How can you practice this concept in your everyday life?

2 How can you practice this based on the plants that are growing in the classroom? (If the class is not growing plants, how can you practice this based on the food choices your family makes in your home?)

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Agricultural Origins of the Jewish Holidays

By Professor Gary Rendsburg

The three Jewish holidays of Pesah (Passover), Shavu‘ot (Weeks), and Sukkot (Booths) commemorate major events in Israel’s early history. Pesah recalls the exodus from Egypt; Shavu‘ot celebrates the giving of the Torah at Mt. Sinai; and Sukkot evokes the wandering in the desert. While this information is correct, if we trace the historical origins of these festivals, we discover that all three began as agricultural observances.

Pesach is associated with the barley harvest, which occurs in the early spring; Shavu‘ot is associated with the wheat harvest and the ripening of the first fruits, both of which occur in the early summer; and Sukkot is the great fall harvest festival, celebrated after all produce has been gathered from the fields (note that many cultures in the world have such a holiday; for example the Canadian and American Thanksgiving feasts). These three holidays, accordingly, were markers for the ancient Israelite farmers, with their strong ties to the land – and remember that the vast majority of the people in ancient Israel were engaged in the growing of crops and the production of food.

Rendsburg is the department Chair of the Jewish Studies Department at Rutgers University. Source: http://jcarrot.org/the-agricultural-origins-of-the-jewish-holidays/

1 What is the connection between the Jewish holidays of Pesach, Shavu’ot and Sukkot and agriculture?

2 Why do you think Jewish holidays are connected to harvest times?

3 After experiencing the grinding of wheat berries, which is just one piece of the process to make bread, has this changed how you think about the Jewish holidays that are connected to harvest times? Why or why not?

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From the Sages: No Torah, No Flour

R. Eleazar b. Azariah said, zh:d erp ,uct ,fxn vban

Where there is no Torah, רַ בִּ י אֶלְעָ זָר בֶּ ן עֲ זַרְ יָה אוֹמֵ ר, There is no decency in human relations. Where there is no decency in human relations, ְ אִ ם אֵ ין ּתוֹרָ ,ה אֵ ין ּדֶרֶ ך אֶרֶ ץ; .there is no Torah

אִ ם אֵ ין ּדֶרֶ ְך אֶרֶ ץ תוֹרָה, אֵ ין ּ . Where there is no wisdom, There is no awe [of G-d].

אִ ם אֵ ין חָכְמָ ה אָה, ;אֵ ין יִרְ ,[Where there is no awe [of G-d האִ ם אֵ יִרְ ין אָ חָכְמָה, .אֵ ין .There is no wisdom

Where there is no understanding, אִ ם אֵ ין ּדַעַ ינָה,ת ;אֵ ין בִּ .There is no knowledge אִ ם אֵ ין בִּ דַעַת,ינָה אֵ ין ּ . ,Where there is no knowledge There is no understanding.

אִ ם אֵ ין קֶמַ ח תוֹרָה, אֵ ין ּ ; ,Where there is no flour אִ ם אֵ ין ּתוֹרָ ה קֶמַח, .אֵ ין .There is no Torah Where there is no torah, There is no flour. Pirke Avot 3:17

1 What does the final line of this passage mean to you? ______

2 What else might the word “flour” mean in the last line? ______

3 What else might the word “Torah” mean in the last line? ______4 What does the final line of this passage mean to you? ______

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Name iÉëëçå=S=Ó=tçêâëÜÉÉí=P= Guide to a Wheat Berry

What is a wheat berry? A wheat berry is a whole grain, which means it contains the bran, germ, and endosperm.

What are the three parts of a whole grain?

Bran is the hard outer layer that protects the seed. Bran is a good source of fiber, B vitamins, and minerals.

Endosperm provides the energy in the form of carbohydrate and protein. The part of the wheat grain that is found in white flour is primarily the endosperm.

Germ is the inner nourishment for the seed and is a good source of antioxidants, vitamin E and B vitamins.

What is the difference between whole wheat flour and white flour? Whole wheat flour is usually brown because it contains all three parts of the wheat berry, bran, endosperm and germ. White wheat flour is missing the bran and germ (and thus many nutrients) and loses the brown color.

http://www.mainebread.com/images/wheat_diagram_big.jpg

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Homework

Read the passage from Pirkei Avot 3:17 again and your response to the final line.

Did this lesson change how you would answer this question? Why or why not?

______

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Entrance Card

What are five examples of ‘Jewish’ foods and why are these foods ‘Jewish’?

Jews have lived in almost every country in the world, and have absorbed local food traditions wherever they went. By eating different Jewish foods, we can trace the Jewish people’s journeys across continents and centuries. Jewish cuisine tells the story of an uprooted, migrating people. Differences in Jewish foods arose because Jews in different countries were using the ingredients that grew close to them. With Jewish people cooking over the world, there is a huge diversity of Jewish foods.

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Jewish Food Around the World

1 What is similar between the recipes?

2What is different between the recipes?

3Are you surprised that some people consider these foods “Jewish”?

4 What are the similarities or differences between these foods and the Jewish foods you wrote down on your Entrance Card?

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Yemenite Charoset

Yemenite Jews are those Jews who live or whose family has lived in Yemen, on the southern tip of the Arabian peninsula. The immigration of Jews into Yemen can be traced back to about the beginning of the second century CE, but between June 1949 and September 1950 almost the entire Jewish population left Yemen for Israel. Most Yemenite Jews now live in either Israel or the United States. Only a few remain in Yemen, and most of them are elderly.

1 lb. dried raisins ¼ cup chopped walnuts or 8 oz. pitted dates pecans ¼ cup sugar 2 cups water

Put raisins and dates in a bowl and cover with water. Let stand one hour. Add the sugar and whirl the mixture in a blender, a few spoonfuls at a time, or divide the mixture in thirds and place in a food processor. Transfer the chopped fruits to a heavy saucepan and let simmer over low heat until the fruits are cooked and the liquid is absorbed. It should take about 20 minutes. Remove from the heat and place in a jar.

Venetian Charoset

Venetian Jews are those Jews who live in or are from Venice, a city in northern Italy. Many Jews visited and worked in Venice beginning in the 10th century CE; and at its peak time, around 1650, the Venetian Ghetto (where the Jews were forced to live) housed about 4,000 people. Before World War II there were still about 1,300 Jews in the Ghetto, but 289 were deported by the Nazis and only seven returned. Today, the Ghetto is still a center of Jewish life in Venice, with five synagogues, a yeshiva, and Judaica shops.

1½ cups chestnut paste 2 tbsp poppy seeds ½ cup pine nuts ¼ cup dried apricots 10 oz dates, chopped ½ cup chopped walnuts grated rind of one orange ½ cup brandy 12 oz. figs, chopped ½ cup chopped almonds ½ cup white raisins Honey to bind

Combine all ingredients, gradually adding just enough brandy and honey to make the mixture bind. Other Italian charoset recipes include mashed-up bananas, apples, hard- boiled eggs, crushed matzah, pears, and lemon. – Joan Nathan, The Jewish Holiday Kitchen

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Moroccan Charoset

Moroccan Jews settled in Morocco, located near the northern tip of Africa that is closest to Spain, after the destruction of the Temple in 70 CE. The Jewish population in Morocco has been a vibrant and active population, but after the founding of the State of Israel, many of the 265,000 Moroccan Jews emigrated to Israel and the United States. As of 2004, Morocco had a population of about 4,000 Jews; meanwhile Israel is home to nearly 1,000,000 Jews of Moroccan descent, around 15% of the nation's total population.

1¾ cups dates ½ cup raisins 1¾ cups dried figs 2 tbsp powdered sugar ¼ cup wine 1 tsp cinnamon 1 cup almonds ½ tsp nutmeg

Pit and chop dates, and chop figs. Then throw it all in the food processor and chop into a paste! Optional: roll charoset into little balls to serve. – Carly, Peeling a Pomegranate

Ashkenazi Apple-Nut Charoset

Ashkenazi Jews trace their lineage back to the medieval Jewish communities of Eastern Europe, and their traditions have developed to be distinctly influenced (to varying degrees) by interaction with surrounding peoples, such as the Germans, Poles, Czechs, Slovaks, Kashubians, Hungarians, Ukrainians, Lithuanians, Latvians, Belarusians and Russians of contemporary Eastern Europe. Today, Ashkenazi Jews make up 80% of Jews worldwide, and 6 million of the 7 million Jews living in the United States.

2 Granny Smith apples 2 cups almonds, chopped ½ cup sweet Passover wine 2 tsp cinnamon

Peel, core, and dice apples. Chop nuts (should be slightly smaller pieces than the apples). Add wine and cinnamon; adjust quantities to taste! – Edith Stevenson

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Israeli Charoset

Israeli Jews either live in Israel or have had family in the Middle Eastern state since Israel’s founding in 1948. Currently, Jews account for 76.4% of the Israeli population, and many of them are recent immigrants. Between 1974 and 1979 nearly 227,258 immigrants arrived in Israel, about half being from the Soviet Union. This period also saw an increase in immigration to Israel from Western Europe, Latin America, and the United States. A trickle of immigrants from other communities has also arrived, including Indian Jews, Ethiopian Jews, and others.

2 apples, chopped 6 bananas, mashed 4 tsp candied orange peel, chopped 1 lemon, juiced and grated 1 cup walnuts, chopped 1 orange, juiced and grated Matzah meal 1¼ cups dates, chopped Cinnamon 1 cup red wine Sugar

Blend the fruits and nuts. Add wine. Add as much matzah meal as the mixture will take and still remain soft. Add cinnamon and sugar to taste. Mix well and chill before serving. – Shayla Kosky

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Exit Card

Write a paragraph about Jewish foods around the world by completing the following sentence:

Different Jewish foods are found in different places because…

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Homework- Kitchen Survey

Check out the food in your refrigerator and kitchen cabinets. Using the list on the next page as a guide, write a list of 5 foods in your house that can be grown in the region in which you live. Write a list of 5 foods that do not grow in your region.

Foods that grow where I live: Foods that do not grow where I live:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Of the foods that do not grow in your region, where do you think these foods come from?

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Foods Grown in the Northeastern United States

Spring Vegetables

asparagus arugula dandelion parsnips beets beet kale peas broccoli bok choy mustard greens radishes cabbage chard turnip rhubarb cauliflower collard lettuce spinach fiddleheads cress mushrooms sprouts

Fruits

apples strawberries

Vegetables Summer beets celery lettuce scallions broccoli cucumbers mushrooms sprouts cabbage eggplant okra summer squash carrots garlic onions sweet corn cauliflower green beans peppers tomatoes

Fruits apricots cherries peaches melons plums blackberries blueberries nectarines raspberries

Autumn Vegetables garlic turnip potatoes beets pumpkins greens horseradish broccoli arugula kohlrabi radishes Brussels sprouts beet leeks rutabaga cabbage bok choy lettuce scallions carrots sprouts chard mushrooms cauliflower collard onions sweet potatoes daikon kale parsley turnips fennel mustard greens parsnips winter squash

Fruits Apples Asian pears grapes raspberries cranberries pears

Vegetables Winter rutabagas beets horseradish leeks shallots cabbage Jerusalem mushrooms turnips carrots artichoke parsnips winter squash garlic kale potatoes kohlrabi

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Text Study: The Laws of Kashrut - Texts

דברים פרק יד פסוק ג-ח

אלֹ תֹאכַל ּכָל ּתוֹעֵבָה זֹאת: הַבְּ הֵמָה אֲשֶׁר ּ תֹאכֵ ּלו שׁוֹר שֵׂה כְשָׂבִ ים וְשֵׂה עִ ּזִים יָל: אַ ּ ּוצְבִ י וְיַחְ ּמור וְאַ ּקוֹ וְדִ ישׁ ֹן ּותְ אוֹ וָזָמֶר וְכָל: בְּ הֵמָה מַפְרֶ סֶת ּפַרְ סָה וְשׁ ֹסַעַת שֶׁסַע ּשְׁתֵי פְרָ סוֹ ת מַעֲלַת ּגֵרָה בַּבְּ הֵמָה תָהאֹ ּ ּ תֹאכֵ ּלו אַך: ְ אֶת זֶה לֹא תֹאכְ ּלו מִמַּעֲלֵי הַ ּגֵרָה

ּומִמַּפְרִ יסֵ י ּהַפַרְ סָה ּהַשְׁ ּסועָה אֶת הַ ּגָמָל וְאֶת הָאַרְ נֶבֶת וְאֶת ּהַשָׁפָן ּכִי מַעֲלֵה גֵרָה הֵמָּה הֵמָּה גֵרָה מַעֲלֵה ּופַרְ סָ ה לֹא הִפְרִ ּיסו טְמֵאִ ים הֵם לָכֶם וְאֶת: הַ חֲזִיר ּכִי מַפְרִ יס ּפַרְ סָ ה ּהוא וְ לֹא גֵרָה טָמֵא טָמֵא גֵרָה וְ לֹא ּהוא לָכֶם מִבְּשָׂרָם לֹא תֹאכֵ ּלו ּובְ נִבְלָתָם לֹא תִ ּ ּגָעו :

“You shall not eat anything abhorrent. These are the animals that you may eat: the ox, the sheep, and the goat; the deer, the gazelle, the roebuck, the wild goat, the ibex, the antelope, the mountain sheep, and any other animal that has true hoofs which are cleft in two and brings up the cud -- such you may eat. But the following, which do bring up the cud or have true hoofs which are cleft through, you may not eat: the camel, the hare, and the daman -- for although they bring up the cud, they have no true hoofs --

they are unclean for you; also the swine -- for although it has true hoofs, it does not

bring up the cud -- is unclean for you. You shall not eat of their flesh or touch their

carcasses.”

Deuteronomy 14:3-8

דברים פרק יד פסוק ט-י אֶ ת זֶה ּ תֹאכְ ּלו מִ ּכֹל אֲשֶׁר בַּמָּ יִם ּכֹל אֲשֶׁר לוֹ סְ ּנַפִ יר וְקַשְׂקֶשֶׂת ּ תֹאכֵ ּלו וְכֹל: אֲשֶׁר אֵ ין לוֹ סְ ּנַפִ יר וְקַשְׂקֶשֶׂת לֹא תֹאכֵ ּלו טָמֵא ּהוא לָכֶם :

“These you may eat of all that live in water: you may eat anything that has fins and

scales. But you may not eat anything that has no fins and scales: it is unclean for you.”

Deuteronomy 14:9-10

דברים פרק יד פסוק יא-יח ּכָ ל צִ ּפוֹר טְ הֹרָה ּ תֹאכֵ ּלו וְזֶה: אֲשֶׁר לֹא תֹאכְ ּלו מֵהֶם הַ ּנֶשֶׁר ּוְהַפֶרֶס וְהָעָ ּזְנִיָה אָה: וְהָרָ וְהָרָ אָה: וְאֶ ת הָאַ ּיָה וְהַדַ ּ ּיָה לְמִ ּינָה וְאֵת: ּכָל עֹרֵב לְמִ ינוֹ וְאֵת: בַּת הַ ּיַעֲ נָה וְאֶת ּהַתַ חְמָס וְאֶת וְאֶת ּהַשָׁחַ ף וְאֶת הַ ּנֵץ לְמִ ּינֵהו אֶת: הַ ּכוֹס וְאֶת הַ ּיַנְשׁ ּוף וְהַתִּ נְשָׁמֶ ת וְהַקָאָת: ּ וְאֶת הָרָ חָמָה הָרָ חָמָה וְאֶת וְאֶ ת ּ ְהַשָׁלָך ידָה: וְהַ חֲסִ וְהָאֲנָפָה לְמִ ּינָה וְהַ ּ ּדוכִ יפַת ּוְהָעֲטַלֵף : :

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“You may eat any clean bird. The following you may not eat: the eagle, the vulture, and the black vulture; the kite, the falcon, and the buzzard of any variety; every variety of raven; the ostrich, the nighthawk, the sea gull, and the hawk of any variety; the little owl, the great owl, and the white owl; the pelican, the bustard, and the cormorant; the stork, any variety of heron, the hoopoe, and the bat.”

Deuteronomy 14:11-18

דברים פרק יד פסוק כא ָ לֹא תֹאכְ ּלו כָל נְבֵלָה לַ ּגֵר אֲשֶׁר בִּשְׁעָרֶ יך ּ תִתְ ּ ּנֶנָה ּוַאֲכָלָה אוֹ מָ כֹר נָכְרִילְ ּכִי עַם ָ קָ דוֹשׁ ּאַתָה לַ היאֱלֹהֶי ך לֹא תְ ּבַשֵׁל ּגְדִי בַּ חֲלֵב אִ ּמוֹ :

“You shall not eat anything that has died a natural death; give it to the stranger in your community to eat, or you may sell it to a foreigner. For you are a people consecrated to the LORD your G-d. You shall not boil a kid in its mother's milk.”

Deuteronomy 14:21

Vocabulary

Abhorrent: Repulsive, disgusting Cleft: Crack, gap Consecrated: Holy; Made Holy Degenerate: Deteriorate, disintegrate

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The Laws of Kashrut

What can you eat? What can’t you eat? Other rules

1 What are other Kashrut practices that are not listed here?

2 What about Kashrut affects Jewish Life?

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Text Study: Rabbinic Commentary on Kashrut

תלמוד בבלי מסכת חולין דף קה עמוד א רַמַאָ חִר אדַסְב בָּכַאָ: שַׂל אָ-ר ּסו גְכוֹאֱר לֶ ל ּ הינָבִ גְ, ּ ינָבִ מו-ה ּ ּתָ בָּכוֹאֱר לֶ רשַׂל . . רשַׂל בָּכוֹאֱר לֶ

R. Hisda said: If a person ate flesh he is forbidden to eat [after it] cheese, if he ate cheese he is permitted to eat [after it] flesh. BT Kodoshim, Chullin 105a

1 What does R. Hisda say about eating dairy and meat?

2 Does this relate to Deuteronomy 14:21? Why or why not?

רמב"ם הלכות מאכלות אסורות פרק ט הלכה כח מִ י שֶׁאָכַ ל בָּשָׂ ר בַּתְ ּ ּחִלָ ה, בֵּ ין בְּשַׂ ר בְּ הֵמָ ה בֵּ ין בְּשַׂ ר -עוֹ -ף לֹא יֹאכַ ל אַ חֲרָ יו חָלָ ב עַ ד שֶׁ ּיִשְׁ הֶ ה בֵּ ינֵיהֶ ן ּכְדֵ י שֵׁ ּעור סְ עוֹדָ ה אַחֶרֶ ת, ּוְהוא כְ ּמוֹ שֵׁשׁ שָׁ עוֹ :ת ּמִפְ נֵי הַבָּשָׂ ר ּשֶׁלְבֵ ין ּ הַשִּׁ ,נַיִם שְׁאֵ ּ ינו סָ ר בְּקִ ּּנוחַ .

One who eats meat first—whether it's meat from an animal or a bird—one doesn't eat dairy afterwards until there has been between them enough [time] to have another meal, and that is around six hours before the meat between the teeth has degenerated from cleansing. Rambam, Hilchot Maachalot Asurot 9:28

1. What does Rambam say about eating dairy and meat?

2. Does this relate to Deuteronomy 14:21? Why or why not?

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Homework

Write a paragraph about the relationship between the laws of kashrut and your community.

How do the laws of kashrut affect your community (Jewish, school, home, etc)?

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Lesson 9 - Worksheet 1 Name

Apple-Apple Sauce-Apple Pie: Part A

1 Just by looking at these foods, what is the difference between these items?

2 The apple is a whole food. What do you think is the definition of a whole food?

3 Which is the least whole food? Why?

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Apple-Apple Sauce-Apple Pie: Part B

Ingredients: Ingredients: Apples, Ingredients: Apple filling (corn

Apple high fructose corn syrup, dextrose, high fructose corn

syrup, corn syrup, syrup, cracker meal, partially

water, and ascorbic hydrogenated soybean oil,

acid. modified wheat starch, dried

apples, malic acid, natural and

artificial apple flavor, sugar, pectin soy lecithin), enriched wheat flour, 1 Circle all the ingredients you recognize as foods partially hydrogenated soybean in the packaged apple pie. In the apple pie, are the oil, corn syrup, high fructose corn ingredients you recognize as food also whole syrup, sugar, dextrose, salt, foods? cinnamon, leavening (baking soda, sodium acid pyrophosphate, mono-calcium phosphate), corn starch, niacinamide, reduced iron, vitamin A palmitate, pyridoxine 2 Circle all the ingredients you recognize as foods hydrochloride (vitamin B6), in the applesauce. In the applesauce, are the riboflavin (vitamin B2), thiamin ingredients you recognize as food also whole hydrochloride (vitamin B1), and foods? folic acid.

3 What is the difference between packaged apple pie and applesauce?

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Ingredient Cheat Sheet

1. Baking soda- a type of salt used in baking for leavening (Leavening)

2. Cinnamon

3. Corn starch- is the starch of the maize grain, commonly known as corn. It is also grown from the endosperm, or white heart, of the corn kernel

4. Corn syrup- syrup made mainly from the sugar of corn starch. Its major use is in commercially-prepared foods as a thickener and for its moisture-retaining properties which keep foods moist and help to maintain freshness (Apple Filling)

5. Cracker meal- packaged, crushed crackers used for topping casseroles and baked vegetables, or for breading meats or fish (Apple Filling)

6. Dextrose- a type of sugar (Apple Filling)

7. Dried apples- apples that have been dried, either naturally or through use of a machine, such as a food dehydrator (Apple Filling)

8. Enriched wheat flour- flour with vitamins and minerals that have been added

9. Folic acid- forms of the water-soluble Vitamin B9. These occur naturally in food and can also be taken as supplements

10. High fructose corn syrup- any of a group of corn syrups which have undergone enzymatic processing in order to increase their fructose content and are then mixed with pure corn syrup (100% glucose) to reach their final form (Apple Filling)

11. Malic acid- organic compound, is the active ingredient in many sour or tart foods. Malic acid was first isolated from apple juice (Apple Filling)

12. Modified wheat starch- reduced iron (iron is essential to all living organisms) (Apple Filling)

13. Monocalcium phosphate- used in the food industry as a leavening agent to cause baked goods to rise. Because it is acidic, when combined with an alkali ingredient – commonly sodium bicarbonate (baking soda) or potassium bicarbonate – it reacts to produce carbon dioxide and a salt. The carbon dioxide gas is what leavens the baked good. (Leavening)

14. Natural and artificial apple flavor (Apple Filling)

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16. Reduced iron- is often added to foods such as breakfast cereals or "enriched" wheat flour (where it is listed as "reduced iron" in the list of ingredients)

17. Partially hydrogenated soybean oil- the common name for a type of unsaturated fat, may be monounsaturated or polyunsaturated. Most trans fats consumed today are created industrially through partial hydrogenation of plant oils — a process developed in the early 1900s and first commercialized as Crisco in 1911. The goal of partial hydrogenation is to add hydrogen atoms to unsaturated fats, making them more saturated. These more saturated fats have a higher melting point, which makes them attractive for baking and extends their shelf-life (Apple Filling)

18. Pectin- a white to light brown powder used mainly in food as a gelling agent in jams and jellies. Today it is also used in fillings, sweets, as a stabilizer in fruit juices and milk drinks and as a source of dietary fiber in foods (Apple Filling)

19. Pyridoxine hydrochloride (vitamin B6)- one of the compounds that can be called vitamin B6

20. Riboflavin (vitamin B2)- an easily absorbed micronutrient with a key role in maintaining health in humans and animals

21. Salt

22. Sodium acid pyrophosphate- a buffering agent used to aid leavening in baked goods (Leavening)

23. Soy lecithin- an emulsifier (e.g.- keeps cocoa and cocoa butter in a candy bar from separating) (Apple Filling)

24. Sugar (Apple Filling)

25. Sugar

26. Thiamin hydrochloride (vitamin B1)- also known as vitamin B1 and aneurine hydrochloride, is one of the B vitamins

27. Vitamin A palmitate- a common vitamin A supplement

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Corn Worksheet

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Bean Worksheet

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Rice Worksheet

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Wheat Worksheet

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The Story of Rabbi Moshe

It was the custom of Rabbi Moshe of the city of Kobrin in Poland to hold discussions at the breakfast table. One morning, one of his students asked, “Rabbi, where is G-d?” Rabbi Moshe said, “Do you want to know where G-d is?” and he took a piece of bread from the table and held it so that everyone could see it and said, “Here is G-d.”

Based on story included in To Till and to Tend: A Guide to Jewish Environmental Study (New York: COEJL). Original citation: G- d in Search of Man, Abraham Joshua Heschel, 1955.

1 Is bread a whole food? How are humans involved in making bread?

2 Keeping in mind your answer to the last question, why do you think he chose a piece of bread?

3 Do you think Rabbi Moshe could have chosen something else from the breakfast table (an egg, a pitcher of milk)?

4 Would the story be different if Rabbi Moshe held up a whole food?

5 What does this story say about the processing of food?

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Homework

Record what you ate for dinner. For each food, rate it on a scale of 1 – 5, from whole food to very processed food.

1 = Whole food: just as it is found in nature 5 = Very processed: looks nothing like the foods it comes from

1 Overall, how do you rate your dinner?

2Are you able to tell where the food came from?

3 What would Rabbi Moshe say about your meal?

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Banana Bread: Food Miles

White flour comes from wheat, a grain grown by farmers the world over. In the US, wheat is grown on the northern and southern Great Plains: the Dakotas, Montana, Minnesota, Nebraska, Kansas, and Oklahoma. More of Salt, a mineral, is primarily found the earth is covered by wheat than any other food crop. underground in rock form or dissolved Enough wheat is grown yearly to fill a freight train in the world's oceans and some lakes. stretching around the world two and one-half times. Table salt and kosher salt are made by driving water into a solid salt deposit (in a mine). Sea salt is evaporated sea water.

Baking soda that we use for cooking is made artificially from salt (sodium chloride) and limestone 1 ½ cups all purpose flour (calcium carbonate). Add this to batters as a leavening agent, to Cinnamon is the dried bark of various laurel trees produce the gas that make cakes, 1 ½ teaspoons baking soda that can be ground or rolled into sticks. True muffins, and quick breads rise. cinnamon is native to Sri Lanka. The cinnamon

used in North America is from the cassia tree 1/4 teaspoon salt which is grown by farmers in Vietnam, China, Indonesia, and Central America.

1/2 teaspoon cinnamon Chocolate comes from beans that grow in pods on cacao trees. Cacao Walnuts grow on walnut trees grow in humid, tropical regions 3/4 cup semisweet chocolate chips trees. California farmers near the equator in Africa, South produce all of the walnuts America and Asia. Most of the world's grown commercially in the cocoa beans are grown on farms in United States. Ghana, Nigeria, and the Ivory Coast. 3/4 cup walnuts, toasted, chopped

1/2 cup (1 stick) unsalted butter, room temperature

Most sugar comes from sugar-cane, a tropical grass which Butter is made from milk that comes from 1 cup sugar grows on farms mainly in India, Africa and Brazil. Raw sugar cows living on dairy farms. It is produced is made where the sugar cane grows and white sugar is by churning cream until the fats separate made from the raw sugar in the country where it is needed. from the liquid (buttermilk). Butter is 2 large eggs essentially the fat of milk.

1 cup mashed ripe bananas Eggs come from hens that live on farms. “Free range” hens are allowed to roam around instead of being 2 tablespoons fresh lemon juice cooped up in coops all day. Poultry farms are found in most states.

Bananas don’t grow on trees. They 1 ½ teaspoons vanilla extract grow on plants related to orchids in warm, wet climates including India, Ecquador, Costa Rica, Colombia, and the Philippines. With stalks 25 feet high, they're the largest plant on earth without a woody stem. Lemons grow on trees in tropical and sub-tropical climates and can’t survive in frost or very cold temperatures. Lemons we eat in the U.S. are mostly grown by farmers in California and Arizona. Vanilla comes from the vanilla orchid, which grows in Madagascar and other islands in the Indian Ocean. This tropical vine grows up the sides of trees and produces long seed pods, or “beans,” that contain thousands of tiny black seeds used to make extract. Next to saffron and cardamom, vanilla is the world’s next most expensive spice.

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Text Study: Our Sphere of Obligation

The support of oneself comes before anyone else. A person is not obligated to give tzedakah until a basic livelihood has been attained. After that is support of parents, then the support of grown children, then siblings, then all other relatives, then neighbors, then

members of one’s local community, then

members of other communities.

– Shulchan Aruch, Yoreh Deah 252:3, Rema

1 According to the text, who is the most important person to help? In what order should you help everyone else?

2 What might be some reasons to help people in this order?

3 Like banana bread, many foods (and ingredients) we use and eat come from all over the world. Based on this passage, what kinds of food choices might support the plan for help shown in this passage?

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Banana Bread: Nutrition Facts

Serving Size 1 slice (2.85 oz) 1 What portion is one serving of Servings Per Container About 12 banana bread? Amount Per Serving Calories 350 Calories from Fat 150 %Daily Value* Total Fat 17g 26% Saturated Fat 4.7g 23% 2 How many calories are in one Cholesterol 22mg 7% serving? Sodium 212mg 8% Total Carbohydrate 49g 16% Dietary Fiber 2g 8% Sugars 32g 3 How many servings are in the Protein 4g whole loaf of bread? Vitamin A 1% Vitamin C 5% Calcium 1% Iron 12% *Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs. 4 How many calories are in the Calories: 2,000 2,500 whole loaf bread? Total Fat Less than 65g 80g Sat Fat Less than 20g 25g Cholesterol Less than 300mg 300mg Sodium Less than 2,400mg 2,400mg Total Carbohydrate 300g 375g Dietary Fiber 25g 30g 5 How many grams of fat are in Ingredients: All purpose flour, bananas, sugar, one serving of bread? chocolate chips, walnuts, eggs, butter, vanilla extract, lemon juice, baking soda, cinnamon, salt, natural flavor

6 If you ate a 2,000 calorie diet, what percent of the total amount of fat for the day is in one serving of banana bread?

7 How many grams of sugar are in one serving?

8What percentage of calcium do you get in one serving?

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Banana Bread Recipe

BANANA BREAD WITH CHOCOLATE CHIPS AND WALNUTS Makes 1 loaf

1 ½ cups all purpose flour 1 ½ teaspoons baking soda 1/4 teaspoon salt 1/2 teaspoon cinnamon 3/4 cup semisweet chocolate chips 3/4 cup walnuts, toasted, chopped 1/2 cup (1 stick) unsalted butter, room temperature 1 cup sugar 2 large eggs 1 cup mashed ripe bananas 2 tablespoons fresh lemon juice 1 ½ teaspoons vanilla extract

Preheat oven to 350°F. Butter a 9x 5x 2½ -inch metal loaf pan. Then dust with flour, knocking out excess.

Whisk first 5 ingredients in medium bowl to blend.

Beat butter in large bowl until fluffy. Gradually add sugar, beating until well blended. Beat in eggs 1 at a time. Beat in mashed bananas, lemon juice and vanilla extract. Beat in flour mixture. Spoon 1/3 of batter into prepared pan. Sprinkle with half of nuts and chocolate chips. Spoon 1/3 of batter over. Sprinkle with remaining nuts and chips. Cover with remaining batter. Run knife through batter in zigzag pattern. Bake in the middle of the oven until golden brown and tester inserted into center comes out clean, about 1 hour 5 minutes. Cool loaves in pans on a rack 10 minutes, then turn out onto rack. Turn loaves right side up and cool completely.

Cooks' note: Banana bread keeps, wrapped well in plastic wrap, at room temperature 2 days or frozen 1 month.

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1 What information on the nutrition label is similar to the information in the recipe?

2 What information is found on the nutrition label that is not found on in the recipe?

3 What are the advantages of the recipe?

4 What are the advantages of reading a label?

5 What information is there in the recipe or label about where these foods came from?

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Homework

Create your own “Nutrition Facts” Label for Banana Bread.

If you were creating a label for Banana Bread, but you could only include 5 types of information about the nutrition and ingredients, what 5 things would you choose? What are the 5 main things you think we should know about packaged foods? Make a list of your top 5 priority items (such as grams of fat, or the origins of the ingredients) and write a sentence about each one explaining why you think it is important.

On my Banana Bread Label, I would include…

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Food Blessings

Before eating bread:

ְ ְ בָּ ּ רוך ּאַתָ ה ה' אֱלֹהֵ ּינו מֶלֶ ך הָ עוֹלָ ם הַ ּמוֹצִ יא לֶחֶ ם

.מִ ן הָאָרֶ ץ Baruch atah adonai elohaynu melech ha’olam hamotzi lechem min ha’aretz.

Blessed are You, eternal G-d, who brings forth bread from the earth.

Before eating non bread foods made from wheat, oats, rye, barley, and spelt:

ְ ְ בָּ ּ רוך ּאַתָ ה ה' אֱלֹהֵ ּינו מֶלֶ ך הָ עוֹלָ ם בּ וֹ רֵ א מִ ינֵי .תנוֹזוֹמְ Baruch atah adonai elohaynu melech ha’olam borei minei m’zonot. Blessed are You, eternal G-d, who creates many kinds of nourishment.

Before drinking grape juice or wine (but not eating grapes or raisins):

ְ ְ בָּ ּ רוך ּאַתָ ה ה' אֱלֹהֵ ּינו מֶלֶ ך הָ עוֹלָ ם בּוֹרֵ א ּפְ רִ י גָהַ ּ ּפֶ .ן

Baruch atah adonai elohaynu melech ha’olam borei p’ri hagafen. Blessed are You, eternal G-d, who creates fruit of the vine.

Before eating fruit from a tree and certain vines (grapes, raisins, apples, oranges, walnuts, almonds, but not bananas or peanuts—and not juice):

ְ ְ בָּ ּ רוך ּאַתָ ה ה' אֱלֹהֵ ּינו ּמֶלֶ ך הָ עוֹלָ ם בּוֹרֵ א ּפְרִ י הָעֵ ץ. Baruch atah adonai elohaynu melech ha’olam borei p’ri haetz. Blessed are You, eternal G-d, who creates fruit of the tree.

Before eating produce that grew from the earth (most vegetables, rice, corn, bananas, pineapple and berries—but not juice):

בָּ ּ ְרוך ּאַתָ ה ה' אֱלֹהֵ ּינו ּמֶלֶ ְך הָ עוֹלָ ם בּוֹרֵ א ּפְרִ י

.המָדָאַהָ Baruch atah adonai elohaynu melech ha’olam borei p’ri ha’adamah. Blessed are You, eternal G-d, who creates fruit of the earth.

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Before eating anything else (milk, meat, eggs, candy, potato chips):

בָּ ּ ְרוך ּאַתָ ה ה' אֱלֹהֵ ּינו ּמֶלֶ ְך הָ עוֹלָ ם ּשֶׁהַכָ ל נִהְ יֶה

.בִּדְ בָ רוֹ Baruch atah adonai elohaynu melech ha’olam she’hakol n’hiyeh b’dvaro. Blessed are You, eternal G-d, through whose word all things come into being.

1 What is the blessing we say for eating an apple?

2 e? What is the blessing we say for drinking apple juic

3 What are the differences between these two foods?

4 Notice that when you think about which prayer to say, you’re thinking about how the food you ate grew and how it was prepared. Why do we thank G-d for trees, vines, and the soil when we are eating foods?

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Text Study: Wait- What was that Bracha?

תוספתא מסכת ברכות פרק ד הלכה ד If they brought before him types of ּ ֵהִביאוְלָפָניו ִמ ֵינ י ְתָרֵגיָמה ְ ְמָבֵרךֲעֵליֶהן desserts, he recites over them the ''ּבֹוֵרא ִמ ֵינ י ִּכָּס ִני'', ַעל ַהְזּ ָרִעים ּהוא אֹוֵמר blessing, ‘Creator of types of sweets;’ over

''ּבֹוֵרא ִמ ֵינ י ְזָרִעים'', ְוַעל ַּהְד ָׁשִאים ּהוא אֹוֵמר edible seeds he recites, ‘Creator of types of seeds;’ and over other herbs he recites, ּ ''ּבֹוֵרא ִמ ֵינ י ְד ָׁשִאים'', ְוַעל ַהְיָרקֹות ּהוא אֹוֵמר Creator of types of herbs;’ and over‘ ''ּבֹוֵרא ְּפ ִרי ָהֲאָדָמה.'' ַר ִּבי ְּיהו ָדה אֹוֵמר greens he recites, ‘Creator of the fruit of '' ָּּברו ְך ַּמְצִמ ַיח ָהֲאָדָמה ּבְדָברֹו. the ground.’ Rabbi Judah says: [He recites,] ‘Blessed are You at Whose word '' ַר ִּבי ֵמִאיר אֹוֵמר: ֲּאִפל ּו ָרָאה ֶאת ַּהַפת .’the earth sprouts

ְואֹוֵמר ' ָּברו ְך ֲא ֶׁשר ָּבָרא ֶאת הַפת זו, ַּכָמה ּ ּ ּ Rabbi Meir says: Even if one saw a loaf [of ִהיא ָנָאה', ּזו ִּבְרָכ ָּתה. bread] and said, ‘Blessed are You Who ְ ָרָאה ֵאת ַּהְת ֶאִנים ְוָאַמר '' ָּּברוך ֶׁש ָּבָרא ֶאת created this loaf, how nice it is,’ that ַּהְת ֶאִנים ַּהְל ּלו, ַּכָמה ָנִאין ֵהן'', ּזו ִּבְרָכ ָתן. serves as its blessing. If one saw figs and said, ‘Blessed are You Who created these figs, how nice they are,’ that serves as ַר ִּבי יֹוִסי אֹוֵמר: ּכׂל ַהְמ ַּׁשֵנה ִּמַמ ְט ֵּבַע ֶּׁשָט ְּבעו their blessing. ֲחָכִמים ִּבְבָרָכה - לֹא ָיָצא. Rabbi Yose says: Anyone who departs – Tosefta Brachot 4:4-5 from the formula which the sages established for blessings has not fulfilled his obligation.

1 Which rabbis agree that one should say the traditional food blessings?

2 Which rabbis agree that one does not need to say the traditional food blessings?

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3 List at least 3 reasons that one would agree with Rabbi Yose.

4 List at least 3 reasons that one would agree with Rabbi Meir.

5 Do you agree with Rabbi Meir or Rabbi Yose?

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Mindful Meditation Passage

תלמוד בבלי מסכת ברכות דף לה עמוד ב רַמַאָ חֲבִּר בָּינָנִי פַא ר ּ ּפַ א כָ: ּ מִנֶהֱנֶל הַ הַה הַלָעוֹן בְּזֶם בְּלֹה כָרָא ה כָרָא בְּלֹה בְּזֶם הַלָעוֹן הַה מִנֶהֱנֶל הַ כְּ ילואִ ּ גוֹ לְזֵ דׁקָהַל ּ בָשׁ ּרו ְך ּהו וא ּ יִתסֶנֶכְ לאֵרָשׁ .

R. Hanina b. Papa said: To enjoy this world without a benediction is like robbing the Holy One, blessed be He, and the community of Israel.

BT Berachot 35b

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Homework

Write at least 4 sentences to answer each of the following questions.

Read the following passage.

תוספתא מסכת ברכות (ליברמן) פרק ד הלכה א יִלֹ אָעוֹטְא כְדָם ם ּ ּלו שֶׁם עַ ךרֵבַיְד ְ שֶ מַאֱנֶ הָ'להר ורֶאָ ץ ּ האָלוֹמְ ּ . .

One does not taste anything until he blesses, as it says “The world and all that fills it is G-d's.”

Tosefta Brachot 4:1

1 Do you agree or disagree with this statement? Why or why not?

2 Did the apple slice taste different than other apple slices during the food meditation activity? Why or why not?

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Motzi

ְ ְ בָּ ּ רוך ּאַתָ ה ה מֶ' אֱלֹהֵ ינו ּ לֶ ך הָ עוֹלָ ם הַ ּמוֹ מִחֶצִ יא לֶ הָאָרֶץם .ן Blessed are you, O Lord, our G-d, sovereign of the Universe who brings forth bread from the Earth.

1. Why do we bless G-d for bringing forth bread from the earth?

2. Who else could we thank for the bread?

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Text Study: Bigger than an Olive

When bread is served as part of a meal, the Birkat HaMazon, the blessing after we eat, is said after the meal. When bread is not served, a shorted prayer is recited. Rabbi Joseph provides a commentary on what size bread needs to be present in order to require the Birkat HaMazon to be recited.

אָמַ ר רַ ב יוֹסֵ ף: הַ אי חֲבִ יצָ א דְ ּ אִ ית בֵּ ּ יה ּ פֵ ּרורִ ין ּכַ זַיִת, בַּתְ ּ ּחִלָ ה מְ בָרֵ ְך עָלָ יו "הַ מוֹצִ יא לֶחֶ ם ְ ְ מִ ן הָאָרֶ ץ" ּולְבַ ּסוֹ ף מְ בָרֵ ך עָלָ יו שָׁ לֹשׁ בְּרָ כוֹ ת. דְ ּ לֵ ית בֵּ ּ יה ּ פֵ ּרורִ ין ּכַ ּזַיִת, בַּתְ ּ ּחִלָ ה מְ בָרֵ ך "עָלָ יו בּוֹרֵ א מִ ינֵי מְ זוֹ נוֹ ת" ּולְבַ ּסוֹ ף בְּרָ כָ ה אַחַ ת מֵעֵ ין שָׁ לֹשׁ . אֲמָ ר רַ ב יוֹסֵ ף: מְ נָא אֲמִ ינָא לָ ּה נְיָא– ּדְתַ : הָ יָה עוֹמֵ ד ּומַקְרִ יב מְ ּנָחוֹ ת בִּ ּירושָׁלַ יִם אוֹמֵ ר: בָּ ּ ְרוך שֶׁהֶ ּ חֱיָינו וְקִ ּיְמָ ּ נו וְהִ גִ יעָ ּנו ְ לַ ּ זְמַ ן הַ ּזֶה. נְטָלָ ן לְאָכְלָ ן מְ בָרֵ ך "הַ מוֹצִ יא לֶחֶ ם מִ ן הָאָרֶ ץ". וְתָ נֵי עֲלָ ּ ה ּ ּוְכולָ ן ּפוֹתְתָ ן ּכַ ּזָיִת . .

Rabbi Joseph said: If in a soup there are pieces of bread as big as an olive the blessing said before it is “who brings forth bread from the earth,” and the blessing said afterwards is the full Birkat Hamazon (which includes three blessings). If there are no pieces as big as an olive in it, the blessings said before it is “Who creates various kinds of foods,” and after it is Al Hamechiya (a shorter grace after meals which summarizes three blessings). Said Rabbi Joseph: Whence do I derive this? Because it has been taught: If one is in the act of making a meal-offering in Jerusalem, he says, “Blessed is the one who has kept us alive and preserved us and brought us to this season”. When he takes them up in order to eat them, he says the blessing, “Who brings forth bread from the earth”. And it was taught in connection with this [story], that the offering was broken into fragments of the size of an olive.

Talmud Bavli, Masekhet Brachot 37b

1. How large must a piece of bread be in order to say the Birkat HaMazon after the meal?

2. In what city did the offering that determined the size of bread at a meal take place?

3. What size was this person’s offering?

4. What reason does Rabbi Joseph give for the size requirement?

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Challah for Hunger

Bread in its various forms is a staple in the Jewish tradition. One woman, Eli Winkelman, while in college decided to use the weekly baking of challah bread as a way to change the world. Here is her story:

During college, Eli Winkelman and a few other students were baking challah together for fun. They baked challah from a traditional recipe that Eli’s mom used. They also made challah with chocolate chips, cinnamon and raisins, and peanut butter. The friends were having a good time, and more people kept joining them, and even more people wanted to eat the challah. When they realized that there was a huge demand for challah among their friends, Eli asked if the students could use the school’s dining hall kitchen to bake enough challah to sell on campus. When the kitchen staff agreed, Challah for Hunger was started.

The students began baking hundreds of loaves of challah and selling them on campus every Friday. The profits went to a charity, American Jewish World Service, to help people in Darfur, a state in the country of Sudan, the biggest country in Africa. Challah for Hunger wanted to help the people in Darfur because the people there were being attacked; some kids even got separated from their families and never found them again.

Since the profits from the challah sales were going to help people, the students wanted to let the customers know about what was happening in Darfur. They put information about Darfur out on their sales table. Customers could learn about the people’s suffering in Darfur and write to their Congressperson or even call the White House to ask that the government help the people there. Customers who did an act of advocacy were able to save a dollar on their challah.

Students on the campus started to tell their friends about Challah for Hunger, and soon other students on other campuses were baking challah and selling it to raise money for Darfur. As of May 2008, there are six chapters of Challah for Hunger, and the idea continues to spread.

1 How does Challah for Hunger raise money?

2 What do you think of this program? Is this a good thing to do with challah? Why or why not?

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Homework

Ask another member of your family (parent, sibling, grandparent, etc) about their memories about bread. Ask the question, “What is one memory you have about eating challah (or another Jewish bread – matzah, pita, etc)?”

Write a paragraph about their bread memory.

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Five Facts on Hunger in New York City

o 1.2 million New Yorkers will turn to soup kitchens or food pantries in 2007 for some or all of their meals, including 348,000 children and 144,000 elderly.

o Of these 1.2 million New Yorkers:

a. 34% must choose between paying for food or paying for utilities or heating fuel. b. 34% must choose between paying for food or paying their rent or mortgage bill. c. 22% must choose between paying for food and paying for medicine or medical care. d. 30% are in poor health.

o During 2003-2005, an average of 1,256,000 of the city's residents - one in six - lived in households that could not afford to purchase enough food, according to United States Department of Agriculture data.

o According to an annual survey of local hunger, the number of people served by the city's charitable food pantries and soup kitchens rose by an estimated 11% in 2006, on top of an estimated 6% increase from 2004-2005.

o The fastest growing population using pantries and kitchens is families whose

parents are working at or near minimum wage salaries.

1How many New Yorkers visit soup kitchens or food pantries in 2007?

2What might you not be able to pay for if you had very little money?

3How would your life be different if you had very little money?

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Text Study: Open Your Doors

משנה מסכת אבות פרק א משנה ה יוֹסֵי בֶּ ן יוֹחָ נָן אִישׁ ּיְרושָׁלַ יִם אוֹמֵ ר, יְהִי בֵ יתְ ָך ּ פָ ּתוחַ לִרְ וָחָ ה , וְיִהְ ּיו , ּעֲנִיִים בְּ נֵי בֵ יתֶ ָך.

Yosi ben Yochanan of Jerusalem said, Let your house be opened wide and let the poor be members of your household. Pirke Avot 1:5 1 Is this practical for today, given that you are in New York City, 2008?

This IS practical, because… This is NOT practical, because…

2 What does Jewish tradition teach us about our responsibility towards others?

?יוֹסֵי בֶּ ן יוֹחָ נָן אִישׁ ּיְרושָׁלַ יִם How might people be able follow the advice of 3

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Homework

Go online and find a food bank or soup kitchen in your area.

1 What is the name of the food bank or soup kitchen?

2 Read about the food bank or soup kitchen online. Write a paragraph summarizing the work the food bank or soup kitchen does. What did you learn that surprise you?

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Entrance Card

Why are Jewish people required to say a blessing after they eat?

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=====iÉëëçå=NQ=J=tçêâëÜÉÉí=O = Name Text Study: Give Thanks

דברים פרק ח פסוק י ָ ּוְאָכַלְתָ ּוְשָׂבָעְתָ ּ ובֵרַ ּכְתָ אֶת הי אֱלֹהֶ יך עַל הָאָרֶץ הַ ּטֹבָה אֲשֶׁר נָתַן ְ לָ ך :

When you have eaten your fill, give thanks to the LORD your G-d for the good land which He has given you. Deuteronomy 8:10

1 What does this source say about why one is required to say a blessing after they eat?

2 Is this different from what you wrote in the entrance card? How so?

3 Why do you think we are commanded to do this?

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oefnd z kx a oefnd zkxa Blessings after the Meal

aeh meie zayl mi n§lŸg§M Epi«id ,oFI¦v z©ai W z` i!i aEW§A ,zFl£r%O%d xi W ,miFB©a Ex)n`Ÿi f` ,d P x Ep«,pFW§lE Epi«¦R wFg)U `¥lOi f` Epi«id ,Ep«O¦r zFU£r©l i!i li C!b d .d¤N«6` m¦r zFU£r©l i!i li C!b d ,d¨r)n c§A mi¦r)xŸG%d .a:b«:P©A mi wi¦t<`©M ,Ep«6zi¦a)W z` i!i d¨aEW .mi g6n)U d P x§a `Ÿa i `ŸA ,r%x« G%d KW«n `6UŸp dŸk¨aE K¥l,i KFld .Ex«Ÿv) wi d P x§A wi d P x§A .eizŸOªl<` `6UŸp on Shabbat and holidays – Psalm 126 A song of ascent: When God restored the exiles, we were like dreamers. Then our mouth filled with laughter and our tongues with joyous song. Then it was said among the nations: “God has done great thing for them.” God has done great things for us. And so we rejoiced. Return our exiles, God, as You return streams to the Negev. Those who sow in tears will reap in joyous song. Though one weeps will planting the measure of seed, one will return home with joyful song, bearing sheaves of grain.

.c¤r e m¨lFr§l FW)cw m6W xUÄ l¨M K6xäie ,i¦R x¤A%c!i i!i z©N d)Y i¦M ,aFh i¦M ii©l EcFd .D iEl§l%d ,m¨lFr c©r!e dY©r6n ,D i K6xä!p Ep)g«Bp<`Be .Fz¨N d)Y l¨M ©ri« n)WBi , i!i zFxEa!B l¥N%n!i i n .FC)q%g m¨lFr§l We praise You, God, Ruler of the universe, Who sustains the entire world with goodness, kindness and mercy. God gives food to all creatures, for God’s love is everlasting. Through God’s abundant goodness we have never been in want; may we never be in want of sustenance for the sake of God’s great Name. God sustains all, does good to all, and provides food for all of the creatures whom God has created. We praise You, God, Who provides food for all.

.K6xä!p i%zFA%x :onfn .m¨lFr c©r!e dY©r6n KxŸa)n i!i m6W i d!i :oiaeqnd o pÄ%x!e o pxn zEW)x¦A .m¨lFr c©r!e dY©r6n KxŸa)n i!i m6W i d!i :onfnd .FNX n Ep§l«©k`W (Epi«6d÷H`) K6xä!p ,i%zFA%x!e .Epi«ig FaEh§aE FNX n Ep§l«©k`W (Epi«6d÷H`) KExÄ :oiaeqnd .Epi«ig FaEh§aE FNX n Ep§l«©k`W (Epi«6d÷H`) KExÄ :onfnd .Fn)W KExäE Èd KExÄ Friends, let us bless. May God’s name be blessed now and forevermore. May God’s Name be blessed now and forever more. With your consent, teachers and friend, let us bless the One (God) whose food we have eaten. Blessed is the One (God) whose food we have eaten and through whose goodness we live.

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Name FaEh§A FNªM m¨lFrd z` o G%d ,m¨lFrd K¤l«n Epi«6d÷` , i!i dY%` KExÄ .FC)q%g m¨lFr§l i¦M xUÄ l¨k§l mg«¤l o6zFp Èd ,mi n

däFh dC)ng ux«` Epi«6zFa<`©l Y§l«%g!p dW l©r ,Epi«6d÷H` i!i ,L§N dcF«p Ep«zi c§tE ,mi«%x§v n ux«`6n ,Epi«6d÷H` i!i ,Ep«z`¥vFdW l©r!e ,däg)xE L)zxFY l©r!e ,Ep«6xU§a¦A Y)n«%zgW L)zi x§A l©r!e ,mi cä£r zi¥A n ,Ep«Y!pBpFgW cq«g e o6g miI%g l©r!e ,Ep«Y§r%cFdW Li«TMg l©r!e ,Ep«Y)c%O¦NW l¨k§aE mFi l¨k§A ,ci nY Ep«zF` q,p)x©t)nE o f dY%`W oFfn z©li¦k<` l©r!e .d¨rW l¨k§aE z¥r We thank You for having given a lovely, good and spacious land to our fathers; for having liberated us from the land of Egypt and freed us from the house of bondage; for Your covenant which You have sealed in our flesh, for the Torah which You have taught us; for the laws which You have made known to us; for the life, grace and loving kindness which You have bestowed upon us, and for the sustenance with which You nourish and maintain us continually, in every day, every season, and every hour.

K%xÄ)zi ,KzF` mi¦k)xä)nE ,K¨l mi cFn Ep)g«Bp<` ,Epi«6d÷H` i!i ,lŸM%d l©r!e ,Y§r«äU!e Y§l©k`!e ,aEz¨M©M .c¤r e m¨lFr§l ci nY i%g l¨M i¦t§A L)n W KExÄ .K¨l o%z« p xW<` däŸH%d ux«`d l©r Li«d÷H` i!i z` Y§k%x¥aE .oFfO%d l©r!e ux«`d l©r , i!i dY%` For all of this, God, we thank You and praise You. May Your name be praised by every living being forever, as it is written in the Torah: “When you have eaten and are satisfied, praise God for good land which God has given you.” We praise You, God, for the land and its nourishment. \ \ oFI¦v l©r!e ,L«xi¦r mi«©lWEx!i l©r!e ,L«O©r l6`x)Ui l©r ,Epi«6d÷H` i!i ,m6g%x lFc B%d zi«©A%d l©r!e ,L«gi W)n ceC zi¥A zEk§l%n l©r!e ,L«cFa§M o©M)W n ,Ep«6q!p)x©R ,Ep«,pEf ,Ep«¥r)x ,Epi«¦a` ,Epi«6d÷H` .ei¨l¨r L)n W `x)wPW WFcT%d!e ,Epi«6zFx¨v l¨M n dx6d)n Epi«6d÷H` i!i Ep«¨l gBe)x%d!e ,Ep«6gie)x%d!e ,Ep«¥l§M§l©k!e `÷!e ,mc e xUÄ zBp)Y%n i6ci¦l `÷ ,Epi«6d÷H` i!i ,Ep«¥ki x§v%Y l%` ` p!e dWFc)T%d ,dgEz§R%d ,d`¥l)O%d L)c i§l m ` i¦M ,mz` e§l%d i6ci¦l .c¤r e m¨lFr§l m¥l¨Mp `÷!e WFa,p `øW ,däg)xd!e Have mercy, God, on Israel Your people, and on Jerusalem, Your city, and on Zion the abode of your glory, and on the royal house of David your anointed, and the great and holy House that is called by Your Name. Our God, our Father, ten and nourish us, sustain and maintain us, and grant us relief, our God, from all our troubles. God, do not allow us to become dependent on gifts or loans from flesh and blood, but rather on Your full, open and generous hand, so that we will never be humiliated or put to shame.

zayl i¦ri¦a)X%d mFi zBe§v n§aE Li«zŸe§v n§A Epi«6d÷H` i!i Ep«¥vi¦l

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iÉëëçå=NQ=Ó=tçêâëÜÉÉí=P= Name ,Li«:p¨t§l Èd yFcw!e lFc B d:f mFi i¦M .d:G%d WFcT%d!e lFc B%d zÄ%X%d i!i Ep«¨l %gi«pd L!pFv)x¦aE ,L«:pFv)x zBe§v n§M dä

,Ep«¥M§l%n ,Epi«¦a` ,l6`d ,m¨lFrd K¤l«n Epi«6d÷H` i!i dY%` KExÄ Ep«¥rFx ,aŸw£rBi WFc)w Ep«6WFc)w ,Ep«6x§vFi ,Ep«¥l<`FB ,Ep«6`)xFA ,Ep«6xi C%` Èd mFi e mFi l¨k§AW ,lŸM©l ai h6O%d!e aFH%d K¤l«O%d ,l6`x)Ui d¥rFx Èd ,Ep«¥l)nFb Èd ,Ep«¨ln!b Èd .Ep«¨l ai hi,i Èd ,ai h6n Èd ,ai h6d d¨kx§A ,dg¨l§v%d!e d¨l¨S%d gBe«x§lE mi n

May the Merciful One reign over us .c¤r e m¨lFr§l Epi«¥l¨r KFl)ni `Ed ,on

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May the Merciful One enable us to .`¨A%d m¨lFrd i,I%g§lE %gi« WO%d zFni¦l Ep«¥MBf!i `Ed ,on

lFC!b n ~ li C!b%n .m¨lFr c©r Fr)xBf§lE cec§l Fgi W)n¦l cq«g dU«Ÿr!e ,FM§l%n zFrEW!i l¨M l©r!e Epi«¥l¨r mFlW dU£rBi `Ed ,einFx)n¦A mFlW dUŸr .o6n` Ex)n `!e ,l6`x)Ui On the Sabbath: God is a tower of victory On Weekdays: Who grants great victories and shows kindness to the anointed one, David and his descendents forever. Creator of peace above, create peace for us and all the people Israel, and let us say, Amen.

,Ea«¥rx!e EWx mi xi¦t§M .ei`6xi¦l xFq)g%n oi6` i¦M ,eiWFc)w i!i z` E`x!i .FC)q%g m¨lFr§l i¦M ,aFh i¦M ii©l EcFd .aFh l¨k Ex)q)gBi `÷ i!i i6W)xFc!e g%h§ai xW<` x¤a«:B%d KEx¨A .oFvx i%g l¨k§l ©ri«¦A)U%nE ,L«c i z` %g«6zFR wi C©v i zi« `x `÷!e ,i Y!p«%w f mBb i zi«id x©r«Bp .Fg%h§a n i!i d id!e , ii©A FO©r z` K6x¨a!i i!i ,o6Yi FO©r§l fŸr i!i .mg«¨l WT©a)n Fr)xBf!e ,a f¡r:p .mFlX©a .mFlX©a Revere God, you who are God’s holy ones. For those who revere God suffer no want. Those who seek God will not lack anything that is good. Give thanks to God, for God is good; God’s loving-kindness endures forever. Open Your hand and satisfy ever living thing with favor. Blessed are those who trust in God, and God will become their security. I was young, I have grown older and I have not seen the righteous forsaken, nor their children begging for bread. May God grant strength to God’s people and bless God’s people with peace.

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Harachaman Reflection

1 Circle the two Harachaman blessings that are most important to you. May the Merciful One be extolled in .ux«`äE mi«%nW©A K%xÄ)zi Èd ,on

2 Why are these two most important to you?

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Creating Your Own Harachaman

Now that you have read examples, think about what is important in your life and write your own Harachaman prayers. Consider your own life as a student, son/daughter, Jewish person, sister/brother, citizen of the world.

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Homework

1 Talk with your family about the Harachaman prayers that are in the Birkat Hamazon and the ones that you wrote yourself.

2 Together, write a family Harachaman and decide when you want to say it.

3 What is your family Harachaman?

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Entrance Card

1 Read the following verse from Ecclesiastes:

קהלת פרק א פסוק ז ּכָ ל ּהַנְחָלִ ים הֹלְכִ ים אֶ ל הַ ּ יָם וְהַ ּיָם אֵ ּ ּינֶנו מָלֵ א אֶ ל מְ קוֹם ּשֶׁהַנְחָלִ ים הֹלְכִ ים שָׁ ם הֵם שָׁבִ ים לָלָכֶ ת . .

All streams flow into the sea, yet the sea is never full; to the place from which they flow the streams flow back again. Ecclesiastes 1:7

2 Draw a picture or pictures of what is being described in the box below.

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The Water Cycle

1 Compare your drawing to the chart below. How does your drawing compare with the chart?

2 Do you think the ancient Israelites understood this cycle?

Source: http://community.seas.columbia.edu/weatherstation/fuse.php?id=16

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Text Study: Bal Tashchit

רמב"ם הלכות מלכים פרק ו הלכה י

וְ לֹא הָאִ ילָ נוֹ ת בִּלְבָ ד, אֵלָ א ּ כָל הַמְּשַׁבֵּ ר ּכֵלִ ים, וְקוֹרֵ עַ בְּ גָדִ ים נְיָן, וְהוֹרֵ ס בִּ יָן, וְסוֹתֵ ם מַעְ , וְסוֹתֵ ם מַעְ יָן, וְהוֹרֵ ס בִּ נְיָן, ּומְאַבֵּ ד מַ אֲכָ לוֹ ת ּדֶרֶ ְך הַשְׁ חָתָ ה בְּ-- ית-לֹא"עוֹבֵ ר תַ שְׁחִ ."

And not only trees, rather whoever who breaks vessels, or tears garments, or destroys a building, or clogs a well, or does away with food in a destructive manner violates the negative mitzvah of bal tashchit. Rambam, Hilkhot Melakhim 6:10

1 In this passage, what is being destroyed?

2 Are the items destroyed parts of the natural world or the human built world?

3 When you reduce, reuse, recycle, how are you preserving human made items?

4 When you reduce, reuse, recycle, how are you preserving natural cycles?

5 Is bal taschit about the human world, the natural world, or both? Explain your answer.

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Homework

Think about how your family practices bal tashchit in your own home. Consider all the different ways your family does not harm, as related to food and/or other areas of life.

1 Where does your family practice bal tashchit

2 In what ways do you conserve or waste resources?

3 Where can you improve your practice of bal tashchit?

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Text Study: The Amount to Eat

Part 1 Answer the following question for each text. What is the wisdom of the quote?

A. אָ כוֹ ל וְשָׁ תוֹ , כִ ּי מָחָ ר ּנָמות Let us eat and drink; for tomorrow we shall die. -Isaiah 22:13

B. Eat to live, do not live to eat. -Rabbi Abraham ibn Ezra

C. Work before eating, rest after eating. Do not eat ravenously, filling the mouth gulp after gulp without breathing space. -Maimonides

Part 2 Place a “W” next to the quote that you think is most wise and an “A” by the quote that you agree with most. Why do you think the quote you put a “W” next to is the wisest?

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Super-Sized Beverages

Instructions:

1 Calculate the number of teaspoons of sugar inside your soda.

Total grams of sugar divided by 4 = how many teaspoons of sugar are in your food

2 Follow the directions for your group.

G roup One: Receives a picture of an 8 ounce soda. There are 26 grams of sugar inside. How many teaspoons are inside?

Group Two: Receives a picture of a 12 ounce soda. There are 39 grams of sugar inside. How many teaspoons are inside?

Group Three: Receives a picture of a 20 ounce soda. There are 65 grams of sugar inside. How many teaspoons are inside?

3 Gather the following materials: clear cup, bowl of sugar, teaspoon

4 Measure out the number of teaspoons of sugar that are in your soda into the clear cup.

5 In groups, show the amount of sugar in your cup to your other classmates.

6 Record your reaction to this investigation

7 Based on the wisdom explored at the start of the lesson, what is your recommendation about drinking soda?

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Homework

Open your refrigerator at home and look to see what beverages you have inside. For every drink in your refrigerator, look to see how many grams of sugar it has. Fill out the chart by rating the amount of sugar in each drink as low, medium, or high, according to how many grams of sugar are in a serving of every drink. Then, for every drink, answer the question, how often should you drink this beverage? (Every day, few times a week, rarely).

0-10 grams = Low 11– 44 grams = Medium 45+ grams = High

Amount of Sugar How often should you drink this?* Beverage (Low, Medium, High) (Every day, few times a week, rarely)

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Text Study: Created in G-d’s Image

בראשית פרק א פסוק כז ּוַיִבְרָ א אֱלֹהִ ים אֶ ת הָאָדָ ם בְּ צַלְ מוֹ בְּ צֶלֶ ם אֱלֹהִ ים בָּרָ א אֹתוֹ זָכָ ר ּונְקֵבָה בָּרָ א אֹתָ ם:

And G-d created man in His image, in the image of G-d He created him; male and female He created them. Genesis 1:27

1 What do you think the Torah means when it is written that people are created in G- d’s image?

2 S hmirat ha’guf is the obligation to care for our bodies or to guard our bodies. How should we care for our bodies if we are created in G-d’s image?

3What is one decision you made today about food or exercise that reflects this value?

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Text Study: Don’t Hold It In!

הוֹאִ יל וַהֲוָיַת הַ ּ ּגוף בָּרִ יא וְשָׁלֵ ם ה, מִדַרְ ּכֵ י הוא' ּ , שֶׁ הֲרֵ י אֵ י אִפְשָׁ ר שֶׁ ּיָבִ ין אוֹ יֵדַ ע חוֹלֶה, ּוְהוא -- צָרִ ְיך אָדָ ם לְ הַרְ חִ יק עַצְ מוֹ מִדְ בָרִ ים הַמְּאַבְּדִ ין אֶ ת הַ ּגוף, ולְ הַנְהִ יג עַצְ מוֹ בִּדְ בָרִ ים הַמַּבְרִ ים ּ ּ ּ הֶן;הַמַּ חֲלִ ימִ ים וְאֵ ּ ּלו :

The body being healthy is one of the ways of the Lord, for it is impossible to understand or know the knowledge of the Creator while unwell. Therefore, one should keep away from things which destroy the body, and accustom oneself to healthy and curing matters, which are as follows.

לְ עוֹלָ ם לֹא יֹאכַ ל אָדָ ם, אֵלָ א ּכִשְׁ ּהוא רָ עֵ ב יִשְׁתֶה; וְ לֹא ּ , אֵלָ א ּכִשְׁ ּהוא צָמֵ א . וְאַ ל יַשְׁ הֶ ה נְקָבָ יו, ְ ְ וְאַפִ ּ ּלו רֶ גַע אֶחָ ד, אֵלָ א ּכָ ל זְמָ ן ּשֶׁצָרִ יך לְ הַשְׁתִ ּין אוֹ לְ הָסֵ ך אֶ ת רַ גְלָ יו יָדיַ, עֲ מֹד מִ ּ .

One should never eat unless one is hungry, nor drink unless one is thirsty, nor should one hold oneself back for even a single moment from relieving oneself, for whenever one feels the need to pass water or to defecate, on should do so immediately.

Maimonides, Mishneh Torah,Hilchot Deot 4:1-2

1 According to this text, why should someone care for his or her body?

2 What are Maimonides’ recommendations for a healthy body?

3 If we are unable to follow these recommendations all the time, are they still valuable? Why or why not?

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A Personal Commitment to Care for My Body

The Academy of Pediatrics recommends the following healthy behaviors. Review the behaviors and circle one that you would like to bring into your daily life. Then answer the questions below to create your own shmirat ha’guf commitment.

Academy of Pediatrics Recommends (5-2-1-0-8)

5- Children and adults should eat at least 5 servings of fruits and vegetables daily.

2- Limit your non-school related screen time (TV, video games, computer, etc.) to less than 2

hours per day. 1- School age youth need at least 60 minutes (1 hour) per day of moderate to vigorous activity, spread throughout the day. 0 – School age youth should have 0 sweetened drinks and sodas on most days 8 – School age youth should have at least 8 hours of sleep every night

1 How often do you do this behavior right now? (Circle one) - Everyday - 4 – 6 times a week - 1 – 3 times a week - Less than once a week

2 How many days a week do you want to start doing this behavior? (Circle one) - Everyday - 4 – 6 times a week - 1 – 3 times a week - Less than once a week

3 At what time in the day will you start doing this behavior? (Circle all that apply) - Breakfast time - Before school - Lunch time - During school - Snack time - After school

- Dinner time - Evening

What will you do to support this behavior? (Example: Instead of staying up late to watch TV, I will go to bed earlier)

Create Your Personal Shmirat ha’guf Commitment

I will follow the Academy of Pediatric Recommendation to:

I will do this by (state how often, what time of day, and what you will do to support the

behavior):

Your Signature: ______Witness Signature: ______

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Homework

1 Share your personal commitment with your family and ask them to make the same pledge.

2 Write a paragraph about how your family can support you in keeping your commitment and how you can help support other people who want to make the same commitment as you.

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Entrance Card

What are the connections you think about when you hear the words “food” and “Jews”?

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Final Project – Preparation

The final project gives you an opportunity to share what you have learned with others. During

the final project preparation, you will select a topic and determine how you want to teach others

about this topic.

Many of the topics studied during this curriculum can be placed into the following major

categories:

Caring for the Earth

Caring for our Bodies

Caring for Animals

Jewish Laws & Food Traditions

1. Choose one of the major topics from above and then a specific way you learned about this

concept. For example, if you pick “Caring for our Bodies,” one way that you studied this was by

learning about eating whole foods.

Major category: ______

Specific concept: ______

2. If you had to teach this concept, how would you do it? There were a lot of different ways to

learn about the relationship between food and Jewish tradition, from hands-on projects, to

small group discussions, to web research. The final project provides an opportunity for the class

to present their views on the relationship between food and Judaism visually, orally, or in

writing.

What would a picture of this relationship look like?

What would a photo of this relationship look like?

What would a recipe of this relationship look like?

What would an interview look like and who would it be with?

I plan to teach the concept I selected by: ______

3. Turn this page over and write a paragraph describing your final project plan.

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Min Ha’Aretz Student Survey (Post-Curriculum) Date: ______Grade Number: ______Please circle one: Female Male

1. Circle the whole foods. Popcorn Potato Bread Apple Applesauce Wheat berry Apple pie Peanut butter

2. What is the meaning of the phrase “shomrei adamah”? a) Guardians of the Earth b) Land owners c) Earth movers d) All the above

4. What is the meaning of the phrase “shmirat ha’guf”? a) Caring for the land b) Caring for your body c) Caring for animals d) Caring for your family

5. What is the meaning of the phrase “tsar ba’’alei chayim”? a) Caring for the land b) Caring for your body c) Caring for animals d) Caring for your family

6. Leaving the corners of your field for those in need is an example of which agricultural practice? a) Peah b) Orlah c) Shmita d) Yovel

7. What Min Ha’Aretz family programs (outside the classroom) did you attend? Check all that apply.

___ Family Cooking & Learning ___ Farm Trip ___ Farmer’s Market Trip ___ Other: ______I did not participate in any Min Ha’Aretz programs outside of the class

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8. You have just completed Min Ha’Aretz. What was your favorite part of Min Ha’Aretz in the classroom? ______

9. What was your favorite part of Min Ha’Aretz outside of the classroom? ______

10. Rate how important the following are to you. Check the best answer. Not Somewhat Very Important Important Important Important a. Help prepare/cook food for your meal b. Know where your food comes from c. Say a blessing before you eat d. Understand Jewish tradition about the environment and food e. Read the ingredient labels on food packages f. Eat whole foods

11. Rate how much you agree with the following statement. Check the best answer. After studying from Min Ha’Aretz, I have a deeper understanding of I Strongly I Strongly Disagree I Disagree I Agree Agree a. Jewish dietary laws/ kashrut b. Environmental impacts of my food choices c. How Jewish tradition connects to environmental issues d. How Jewish tradition relates to eating healthy, sustainable food e. Why it's important to eat healthy, sustainable food

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סיור שבעת המינים - Tour of the Seven Species1 By Lev Metz Enduring Understandings: ¥ Each of the seven species noted in Deuteronomy 8:8 has symbolic significance, unpacked throughout the Bible. ¥ By exploring the seven species, we can uncover deep Jewish connections to food, the natural world, God and the land of Israel. Overview: Participants will be divided into groups of at least two, and along with their partner(s) visit seven stations for 5-7 minutes each. Each station corresponds to one of the seven species, and has 1) an example for them to taste 2) nutritional information about it 3) at least one quote where it appears in the Bible and 4) questions or an activity based on the quote. The facilitator will introduce the seven species, announce when to rotate stations and check in on participants. This program can be adapted for use by teens, adults or families. Depending on the needs of the educator, it can also be used to reinforce skills in looking up or translating verses of biblical text, or the intricacies of proper blessing recitation. Background: Shiv'at HaMinim) are seven types of fruits and שבעת המינים :The Seven Species (Hebrew grains enumerated in the Hebrew Bible as being special products of the Land of Israel. The seven species are: Wheat, Barley, Grapes, Figs, Pomegranates, Olives, and Dates. These seven species are customarily eaten on Tu Bishvat, Sukkot, and Shavuot. In halakha (Jewish law), they are considered more important than other fruits, and a special blessing is recited after eating them. Additionally, the blessing prior to eating them precedes those of other food items, except for bread. The First Fruits offering in the Temple in Jerusalem was brought from the Seven Species. Set Induction: (5-10 minutes) The following quote is written on a post-it or the board, in Hebrew and English:

1 This is a variation on a program developed for the 7th grade students at Milken Community High School, by Lev Metz and Ann Sanguinet.

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Have one or several participants read the passage out loud. Ask them: ¥ Based on the context, what is the purpose of listing these seven species? (They are special to the land of Israel, showing its “fruitful” nature and ability to sustain a luxurious diversity of produce. Also, they are signs of the land’s goodness.) ¥ Are there any surprises to you about this list? (Potentially the presence of barley, grape vines rather than grapes, olive oil rather than olives, or honey rather than dates, etc.)

¥ Why were these seven species chosen to represent the land’s goodness? How would we begin to answer that question based on Jewish tradition? (Look at how these species are referenced in other parts of the Tanakh, and taste them along the way.) Seven Stations Activity (5-7 minutes each plus one minute transitions, 42 - 56 minutes total): Participants go around the stations in groups of 2 or more, reading the information about each species, tasting it, and discussing the relevant biblical quotes. For more detailed information, see the “menu” handouts. If incorporating the appropriate blessings for each species:

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Conclusion (5 minutes): Ask the participants:

¥ What is one new thing you learned about one particular species? ¥ Why do you think these species were chosen to represent the land’s goodness? ¥ How can you incorporate these species into your own lives? If there is time, recite the special blessing for eating the Seven Species (when bread is not not present):

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MD - 4 (דבש) תמר - (DATE (HONEY Facts

Dates ripen and are harvested in the late summer and naturally preserve their sweet taste if left in a dry, airy place. There are male and female date palms, though only the females produce fruit. Often they need to be pollinated by hand. Date palms can produce fruit yearly for more than 100 years. In Biblical times, dates were made into honey by mashing them and mixing them with water.

Quotes

“The righteous bloom like a date-palm… in old age they still produce fruit; they are full of sap and freshness, attesting that the Lord is upright, my rock, in whom there is no wrong.” - Psalms 92: 13-16

Questions

Describe a date-palm tree. What other qualities do you think it has in common with a righteous person? Dates were prized because of their sweetness. What are the sweetest things in your life?

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Developed by Lev Metz שערה - BARLEY Facts

Barley ripens in the early spring, and is harvested during the month of Nissan. During Biblical times, an omer - a bound bundle of barley sheaves - was brought to the Temple every day between the holidays of Pesach and Shavuot. In addition to Israel, roasted barley played an important role in the diet of ancient Greeks, Romans and Tibetans. Most of the barley harvest today is now used for animal feed, beer production and “pearl barley” - the innermost part of the grain. Quotes

“And you shall count for yourselves seven complete weeks… bringing the uplifted barley offering… you shall count fifty days.” - Leviticus 23:15-16

“Gideon came there just as one [Midianite] was narrating a dream to another. ‘Listen,’ he was saying, ‘I had this dream: There was a commotion - a loaf of barley bread was whirling through the Midianite camp. It came to a tent and struck it, and it fell; it turned upside down, and the tent collapsed.’ To this the other responded, ‘That can only mean the sword of the Israelite Gideon son of Joash. God is delivering Midian and the entire camp into his hands.’” - Judges 7:13-15

Questions

Rashi says that the Midianite’s dream of the barley bread was a reminder of the omer offering between Passover and Shavuot. Why do you think the people of Israel are like a bread of barley? What does this have to do with the counting of the omer?

MD - 6 Developed by Lev Metz גפן - GRAPE VINE Facts

Grape growing is the largest food industry in the world. There are more than 60 species and 8000 varieties of grapes, all of which can be used to make juice and/or wine. Because grapes ripen at the end of the summer and beginning of fall, their vines were also cut and used in the building of the family sukkah.

Quotes

“The trees said to the grape-vine, ‘You come and reign over us.’ But the vine replied, ‘Have I stopped yielding my new wine, which gladdens God and men, that I should go and wave about the trees?’” - Judges 9:12-12 “When [the spies] reached the wadi Eshcol [in the land of Israel], they cut down a branch with a single cluster of grapes, and it had to be borne on a carrying frame by two of them.” - Numbers 13:23

Questions

According to the rabbis, though one says the borei pri hagafen (on the fruit of the vine) blessing over wine or grape juice, one says borei pri ha’etz (on the fruit of the tree) over the grapes themselves. Why do you think this is? What do grapes symbolize on Shabbat or Passover, and why do we pour out some of our grape juice or wine during the recitation of the 10 plagues during the seder?

Developed by Lev Metz MD - 7 רמון - POMEGRANATE

Facts

Pomegranates ripen in late summer and, if left on the tree, will crack to expose the seeds hidden inside. The ancient rabbis compared the Torah to a pomegranate, believing it to have 613 seeds, the same as the number of mitzvot. In many cultures it’s a symbol for fertility. Perhaps because of the crown at the top of the fruit, the pomegranate was chosen by David as the symbol of his royal family. Quotes

“Your lips are like a crimson thread, your mouth is lovely, your brow behind your veil is like a pomegranate split open.” - Song of Songs 4:3 “So Hiram finished all the work that he had been doing for King Solomon on the House of the Lord… the four hundred pomegranates for the two pillars.” - 1 Kings 7:40-42

Questions

Describe a pomegranate. Why do you think that is was a symbol of beauty in Biblical times? Where might you now find the shapes of pomegranates in a synagogue? Why do you think they are used this way?

Developed by Lev Metz MD - 8 תאנה - FIG Facts

Fig trees produce two crops each season: the first ripening is in midsummer, and the second is at the beginning of fall. Because they rot so quickly, they are often enjoyed dried. The rabbis compared the fig to the Torah because every part of the fig is used - there is no shell to peel or seed to spit out. Just as with Torah, no part of the fig is wasted or extra.

Quotes “In the days to come… every man will sit under his own vine or fig tree, and no one shall disturb him.” - Micha 4:1-4 “All the days of Solomon, Judah and Israel from Dan to Beersheva dwelt in safety, everyone under his own vine and under his own fig tree.” - 1 Kings 5:5

Questions

Based on these quotes, what emotions were associated with the fig tree? Where do you feel safe, where “no one would disturb” you? What helps you to feel this way? Describe the taste of the fig.

MD - 9 Developed by Lev Metz (שמן) זית - (OLIVE (OIL Facts

Olives can be harvested from early fall through early winter. Olive trees can live for over 1,000 years and continue to produce fruit. Olive oil was the fuel source for the great menorah lit in the Temple and played an important role in the diet of our ancestors. Olives themselves cannot be eaten directly off of the tree - they must be pickled first.

Quotes

“The Lord named [Israel] ‘lush olive tree,’ fair with beautiful fruit.” - Jeremiah 11:16 “But I am like a thriving olive tree in the house of God; I trust in the faithfulness of God forever and ever.” - Psalms 52:10

Questions

In both of these quotes, the people of Israel (or the individual) are compared to olive trees. Why do you think that is? What qualities of olive trees would you like to embody? What is your favorite dish made with olive oil?

Developed by Lev Metz MD - 10 חיטה - WHEAT Facts

For thousands of years, wheat has been a main crop throughout Israel, Egypt and Mesopotamia. Today it is the world’s major crop for food production. Wheat ripens during the spring. As we count the omer from the start of Pesach, we also see the growth and ripening of the wheat, which was harvested and offered on Shavuot in the Temple as part of the Festival of First Fruits (Chag HaBikkurim). When ground into flour and baked into bread, wheat represents the partnership between human beings and God.

Quotes

“[God] endows your realm with well-being, and satisfies you with choice wheat.” - Psalm 147:14 “When you enter the land to which I am taking you and eat of the bread of the land, you shall set some aside as a gift to the Lord…. You shall make a gift to the Lord from the first yield of your baking, throughout the ages.” - Numbers 15:18-21

Questions

Why would God choose wheat as the gift to bring us satisfaction? Why does God want bread to be our gift? What do you think it symbolizes? What role does bread play in your Jewish life?

Developed by Lev Metz MD - 11 GlossaryGlossaryGlossary

AbhorrentAbhorrentAbhorrent – Repulsive, disgusting refers to unnecessary destruction. According to jewishnaturecenter.org, our rabbis American Academy of Pediatrics ––– An understood that wartime is the most difficult organization of 60,000 pediatricians situation, so if a person obeys bal tashchit committed to the attainment of optimal during wartime, they should be able to follow physical, mental, and social health and well- it at all times. The law of bal tashchit therefore being for all infants, children, adolescents, and applies to every aspect of our lives at all times. young adults. Learn more at www.aap.org. In more recent times, bal tashkhit has been applied as an environmental principle for its AgricultureAgricultureAgriculture – The practice of cultivating the emphasis on waste reduction. soil, producing crops, and raising livestock. BerachotBerachotBerachot ––– tr. “Blessings,” but in the Talmud, Aser T’aserT’aserAser – This is the Jewish concept of this is the first tractate of Seder Zeraim (tr. tithing. There is a story in the Gemara, Ta’anit “Order of the Seeds), which is the first book of 9a, which explains why it goes by this term, the Mishna. Seder Zeraim contains an array of with “aser” repeated: Rabbi Yochanan met discussions pertaining primarily to prayer Reish Lakish's young son [and asked him], “Tell (particularly regarding the Shema and the me what verse you learned today.” The boy Amidah) and agriculture, yet only Berachot is answered, “‘You shall surely tithe...’ (Deut. focused on prayer, while the majority of Seder 14:22). Why aser t’aser (why the repetition)?” Zeraim concentrates on agriculture. It is Rabbi Yochanan responded: “Tithe so that you reasoned that the contents of Seder Zeraim become rich.” The word t'aser is similar to parallel the Jewish value of saying blessings tit'asher, “become rich.” over food: just as one would not eat before saying a blessing over one’s food, one also Babylonian Talmud (BT) – The word talmud would not study laws pertaining to sustenance literally means "teaching," but especially in before studying laws regarding blessings over regard to the Talmud, it denotes also that sustenance. "learning." The Talmud is a record of rabbinic discussions pertaining to Jewish law, ethics, Besiege ––– Surround, blockade. customs, and history. The Talmud has two components: the Mishnah (c. 200 CE), a written BrachaBrachaBracha – tr. “blessing.” Refers to any type of version of Oral Law; and the Gemara (c. 500 Jewish blessing from blessing food, to blessing CE), a discussion of the Mishnah and related children, to blessing the new month. writings. Two works like this survive today, Bran ––– The hard outer layer of grain which, both dated to between the 3rd and 5th centuries along with germ, is an integral part of whole CE, but when the Talmud is referred to, that grains. When bran is removed from grains, a usually means the Babylonian Talmud, or portion of nutritional value is lost. Bran is rich Talmud Bavli. The other is the Jerusalem in dietary fiber and omega fatty acids, and it Talmud, or Talmud Yerushalmi. contains significant quantities of starch, protein, vitamins, and dietary minerals. Bal tashchit ––– tr. “do not destroy.” This is a basic ethical principle from Deuteronomy CalorieCalorieCalorie – A unit of measurement that helps 20:19–20. In its original context, this law refers calculate the heat-producing qualities of food to issues around wartime and forbids the (i.e. energy). cutting down of fruit trees. However, in rabbinic law, the definition of bal tashchit CharosetCharosetCharoset – A mixture of apples, wine, spices, expands to include other types of damage, and various other ingredients eaten during such as the wasting of lamp oil, the tearing of Passover to symbolize the mortar that the clothing, the chopping up of furniture for Israelite used to build when they were slaves in firewood, or the killing of animals. Bal tashkhit Egypt. In Song of Songs, the Jewish people are compared to apples, pomegranates, figs, dates, walnuts and almonds; and although many Consecrated ––– Holy, made holy. recipes for charoset have developed in Jewish communities through the years, these six Degenerate – Deteriorate, disintegrate. ingredients tend to be the main ingredients used in Charoset (Gemara, Pesachim 116a). Deuteronomy – The fifth book of the Torah; in Additionally, the Gemara teaches that we Hebrew known as Devarim (tr. “things”). should add spices to the Charoset to remind us of the straw used in the mortar in Egypt, for DormantDormantDormant – Asleep, inactive. prior to being ground up, what becomes a spice is long and stringy, resembling straw, so Ecclesiastes ––– Known in Hebrew as Kohelet, charoset generally has some prominent spice this book is thought to have been written in it. For these reasons, many charoset recipes around 250 BCE by an unnamed, unknown share common ingredients, such as apples and author. According to Talmud, the point of spices, and they have developed in this way Ecclesiastes is to state that all is futile under the based on text rather than the local ingredients sun. One should therefore ignore physical that might be available. pleasures and put all one's efforts towards that which is above the Sun. This is summed up in Chlorophyll – The green pigment in plants the second to last verse: “The end of the (what makes the plant green) that allows matter; all has been heard. Fear G-d, and keep photosynthesis to occur. his commandments; for that is the whole duty of everyone.” In traditional Judaism, CleftCleftCleft – A crack or gap. Ecclesiastes is read either on Shemini Atzeret or on the Shabbat of the Intermediate Days of Compost ––– An organic material that can be Sukkot (by Ashkenazim). It is read on Sukkot as used as a soil enhancement or as a medium to a reminder to not get too caught up in the grow plants. It is created by combining festivities of the holiday. organic, nitrogenous materials (such as yard trimmings, food wastes, manure) in proper EndospermEndospermEndosperm ––– Tissue produced in seeds. The ratios with bulking carbon agents (like wood Endosperm surrounds and encases the chips, paper matter). Natural composting is a embryo, providing nutrition in the form of form of biological decomposition, and starch. In grains, the endosperm is usually happens naturally as vegetation falls to the ground into flour along with the rest of the ground. The material slowly decays, and seed in order to make bread. deposits minerals and nutrients back into the soil. These nutrients are necessary for new Equilibrium – Balance. growth. According to the United States Environmental protection agency, compost Fiber – The indigestible portion of plant foods can suppress plant diseases and pests; reduce that move food through the digestive system, or eliminate the need for chemical fertilizers; absorbing water and easing defecation. The promote higher yields of agricultural crops; term “roughage” refers to the same thing. facilitate reforestation, wetlands restoration, and habitat revitalization efforts by amending Food BankFood Bank – A place where food is donated contaminated, compacted, and marginal soils; and then made available to those in need. cost-effectively remediate soils contaminated Meals are not served. by hazardous waste; remove solids, oil, grease, and heavy metals from stormwater runoff; and Food miles – The distance a food or food provide cost savings of at least 50 percent over product travels from the time of its harvest or conventional soil, water, and air pollution production until it reaches the consumer. remediation technologies, where applicable. For more information, visit GemaraGemaraGemara ––– From the Aramaic work gamar, tr. epa.gov/epaoswer/non-hw/composting/. “study” or “learning by tradition,” this is the part of the Talmud that contains rabbinical MineralsMineralsMinerals – Inorganic substances that are commentaries and analysis of the Mishnah. It is required for plant and animal health, but only thought to have been published about 500 CE. in minute quantities.

GenesisGenesisGenesis – The first book of the Torah, in MishnahMishnahMishnah ––– tr. “repetition,” from the verb Hebrew known as Bereshit (tr. “in the shanah , or “to study and review.” A major work beginning”). of Rabbinic Judaism, and the first written form GermGermGerm – A small mass of living substance that is of the Oral Torah. It was debated between 70- able to develop into a larger organism. 200 CE by the group of rabbinic sages known as the Tannaim and redacted by Judah haNasi GerminateGerminateGerminate – To begin to grow. Plant around 200 CE. It was written down and germination is usually recognized by the redacted at this time because, according to the sprouting of a seed. Talmud, because of persecution, it was feared that oral traditions would be forgotten. At the InorganicInorganicInorganic – Describes matter that is derived time, the Oral Torah was not a composition of from an organism that is not alive, such as coal, new laws, but a collection of existing stone, sand, petroleum, and water. traditions.

Isaiah, Book of ––– A book of the Tanakh, MitzvotMiMiMitzvottzvottzvot – tr. “commandments,” usually refers contained in Nevi’im (tr. “prophets”), that is to any of the 613 commandments in the Torah, thought to have been written by the prophet but it can be generally used in regard to any Isaiah in the late 8th century BCE. Some of the act of human kindness. many themes that Isaiah addresses in this work are the connection between worship and Moshe ben Maimon ––– A rabbi, physician, and ethical behavior; idolatry and Canaanite philosopher who lived in Spain during the 12th worship; monotheism; G-d’s omnipotence; and century CE, Maimonides’ Mishneh Torah, the establishment of G-d's kingdom on earth, compiled around 1170 CE, is considered his with rulers and subjects who strive to live by most important work. He is one of Judaism’s the will of G-d. more important philosophers, writing multiple important works, including the formative JubilationJubilationJubilation – A joyful occasion or special Guide to the Perplexed. A statue of him sits in festivity that marks some happy event. Cordoba, Spain, the city where he was born.

KosherKosherKosher, kasherkasherkasher – According to Jewish law, NumbersNumbersNumbers – The fourth book of the Torah, in something that is kosher is “fit” or “proper.” Hebrew known as Bamidbar (tr. “in the The verb, to kasher, is the process of making desert”). something to be fit or proper. NutrientNutrientNutrient – A food or chemical that an LeviticusLeviticusLeviticus – The third book of the Torah, in organism needs to live and grow. Hebrew known as Vayikra (tr. “and he called”). Leviticus consists of a series of legal rules and Organic – Describes matter that is derived priestly rituals, and it describes the terms of the from a living organism (plant or animal). covenant with G-d. OrlahOrlahOrlah ––– The practice of not eating the fruits MaimonideMaimonideMaimonidesMaimonidesss ––– The Greek name of Moshe ben from a fruit-bearing tree for its first three years. Maimon. The fruits of the fourth year may only be eaten in Israel, and from the fifth year on, we may eat Mindfulness – A state of being aware with all and enjoy its fruits. This agricultural law comes five senses. from Leviticus 19:23-25.

Pe’ahPe’ahPe’ah ––– The word peah is from the root payot, which is the word used for the practice of men not cutting their side locks of hair; however, in Sheaf, sheaves – A bundle of the stalks and agricultural terms, pe’ah refers to the practice ears of wheat, rye, or other grain, bound of not gathering the crops that are grown on together; a bundle of grain or straw. the corners of one’s field. This law is found in Leviticus 19:9-10, which is the part of the book ShikchaShikchaShikcha ––– The agricultural practice of not that is also known as “the Holiness Code,” returning for forgotten bundles of cereal crops which includes behaviors that G-d commands or fruit after the harvest. Cereal crops include the people of Israel to follow. This part of grains such as wheat, maize (corn), barley, and Leviticus also includes the well-known rice. Shikcha is one of the laws governing the commandment to “love one’s neighbor as nature of forgetting. It is derived from oneself” (Lev. 19:18). Deuteronomy 24, which begins with rules about divorce and marriage and ends with Photosynthesis – The process by which plants laws about agriculture. In between these convert sunlight to energy, with the help of seemingly separate ideas is the connection of water and carbon dioxide. acting justly and righteously towards the poor, strangers, widows, and the fatherless; for, as Pirke AvotPirke Avot ––– tr. “Ethics of the Fathers.” A the text reminds the reader as the last verse of tractate of the Mishnah composed of ethical this chapter, “you yourself were once a slave” maxims of the Rabbis of the Mishnaic period. as well (Deut. 24:26). The tractate consists of six chapters, the first five of which contain sayings attributed to Shmirat Ha’Guf – The obligation to care for sages such as Simon the Just (3rd century our bodies. Maimonides (Mishneh Torah, B.C.E.) and Judah haNasi (3rd century C.E.), Hilchot Deot 4:1) sums up the traditional redactor of the Mishnah. These sayings deal perspective: “Since maintaining a healthy and with proper ethical and social conduct, as well sound body is among the ways of G-d – for one as the importance of Torah study. The tractate cannot understand or have any knowledge of includes popular rabbinic sayings, such as "If I the Creator if one is ill – therefore one must am not for myself, who will be for me? If I am avoid that which harms the body and [only] for myself, what am I? And if not now, accustom oneself to that which is helpful and when?" (Avot. 1:14); and, "It is not up to you to helps the body become stronger.” From Rabbi complete the work, but neither are you at David Sandmel, “treating the body as sacred liberty to desist from it" (Avot 2:21). space is…integral to our understanding of being created b’tzelem elohim, in the image of PlowPlowPlow ––– To turn, break up, or work soil so as to G-d. From the perspective of shmirat ha’guf, make it soft and aerated in preparation for kosher food, fit and proper food to bring into planting. Also refers to the tool that turns, the sacred space of the body, is food that, at breaks up, and works soil. the least, will not harm the body and, ideally, is beneficial to the body. The Talmud discusses ProteinProteinProtein – A substance in plants and animals the benefits of both garlic and honey, but that is considered vital for all life. A variety of warns that eating meat and fish together is different proteins exist in the human body, dangerous.” outside of the proteins that we consume on a daily basis. Proteins are essential in supportive Soup Kitchen – A place where hot and cold tissue, antibodies for immune defense, and meals are prepared and distributed on site. enzymes for metabolism. SowSowSow ––– To plant or scatter seeds. Rambam ––– An acronym used to refer to Moshe ben Maimon – RRRabbiR MMMosheM bbbenb MMMaimon.M SSSuperSuperuperuper----sizedsizedsizedsized ––– Originally used as a marketing technique, coined in the mid-90s, by ReapReapReap – To clear, cut, or gather something, McDonald's, the idea was that for a customer usually a crop for a harvest. could dramatically increase the size of his or her meal very cheaply. Popular culture soon adopted the term to mean, “make something Deuteronomy introduces this concept, as the better by making it bigger.” However, Super entire chapter revolves around the rules that Size Me, a film by Morgan Spurlock, changed G-d commands humans obey to honor their this. In this well-known film, he began relationships with other people, plants, associating this term with obesity. After the animals, and G-d. Regarding animals in film’s release, the term became negative. particular, one should not ignore stray animals that you know to belong to your fellow, nor Sustainability – A practice that is capable of should one plow “an ox and an ass together” meeting the needs of the present without (Deut. 22:10). According to this chapter, it is compromising the ability of future generations also unjust to take a mother bird and her to meet their needs as well. The practice can eggs/young at once – one should take the be in place now and in the future without the eggs/young, but not the mother (Deut. 22:6). risk of depleting resources. ViViVitaminsVitaminstaminstamins – Organic substances that are TanakhTanakhTanakh – An acronym that represents the required for plant and animal health, but only combined books of TorahTTT (the Penteteuch), in minute quantities. Nevi’imNNN (Prophets), and KetuvimKKK (Writings). WWWaterWater cycleater cycle – Describes the continuous TithingTithingTithing ––– This term commonly refers to the act movement of water above, on, and below the of giving one tenth of one’s income away. In surface of the Earth. It is able to move in this Judaism, this concept is known as aser t’aser. cycle by changing state between liquid, vapor, and ice at various points through the water TorahTorahTorah – tr. “teaching,” “instruction,” or “law.” cycle. Considered the most important and the most sacred text in Judaism, it consists of the Five WieldWieldWield – Use, handle effectively. Books of Moses, otherwise known as the Pentateuch or Chumash: Genesis (Bereshit), WetnurseWetnurseWetnurse – A woman who breast feeds a baby Exodus (Shemot), Leviticus (Vayikra), Numbers that is not her own. (Bamidbar), and Deuteronomy (Devarim). Wheat Berry ––– An unprocessed, whole kernel ToseftaToseftaTosefta – tr. “supplement.” Thought to have of wheat. been compiled shortly after the redaction of the Mishna, for the Tosefta follows a similar White flourWhite flour ––– A key ingredient in bread, white structure to the Mishna and usually agrees flour is ground wheat. Unlike whole wheat with what the Mishna has to say. However, the flour, white flour is made from the endosperm Tosefta is considered less authoritative than of the wheat berry only. the Mishna, usually acting (as its name indicates) as a supplement to the Mishna. Whole wheat flour ––– A key ingredient in Much debate surrounds the issue of the bread, whole wheat flour is made from the Tosefta’s authorship, and though arguments entire wheat berry, including the bran, that it was put together by Rav Hiyya bar Abba endosperm, and germ. were once strong, no authoritative conclusion has ever been drawn, making this still an Yield – The return from an investment, for actively disputed point. example, the food produced from the seeds planted; or give way. Tza’ar ba’alei hayim ––– The prohibition against unnecessary cruelty to animals. Jewish law permits the use of animals to perform tasks, such as plowing or carrying heavy loads, that are considered necessary for human life, but this law sets limits on the use of animals for these types of work. Chapter 22 in Thank you to our funders, without whom none of this work would have been possible.

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