unit 1: teshuvah (5.1)
TRANSCRIPT
Unit1:Teshuvah(5.1)
GeneralIntroduction
WhyTeshuvah?Inaworldculturewhere"talkischeap,"where"I'msorry"becomesathrowawayline,theideaofrepentancewithsubstanceiscritical.LearningtomastertheartofTeshuvah(returning)beyondtheHighHolidaytimeframeoffocusedpracticeisapricelesstoolforbuildingandmaintaininghealthyrelationshipsandfriendshipsthroughouttheyear.
Theoverallgoalsinallgradelevelsare:
• TodefinetheprocessofTeshuvah,returning:reviewofone’swholeself,recognitionofthosetimeswhenonemissedthemark(theliteralmeaningofchet),exhibitingsincereremorseforthebreachofgoodbehavior,askingforforgivenessandmakingamendsasmuchaspossible,andplanningtobehaveinsuchawaytobehelpfultoanotherhumanbeing;
• Toapplythe‘teshuvahprocess’ptothelifecircumstancesofthestudentsandtheirfamilies;providingopportunitiesforthemtoconsiderwhatwentwellandwhatdidn’tgosowell.AsHosea(14:2)said“returntoGodandsayforgivewhatisevilandacceptwhatisgood.”
• Learntorecognizethegoodthatwehavedoneandlearningtosummontheenergyandcouragethatittakestomakegoodchoicesagain.
• TogaininsightintohumanbehaviorandhowJudaismrespondstotherealitiesoftheuseandabuseoffreewill;thatweareallcapableofhurtingoneanotherandalsomakingoneanother’slivesbetter.Thereisbuiltintoeveryhumanbeingayetzerhatov,yetzerharah–thisisourlifeforceorenergywhichcanbedescribedasanimpulseforgoodandanimpulseforevil.
• TohelpenrichparticipationinHighHolidayservicesandritualsbyaddingcontentinclassthatwillhelptomaketheritualandsymbolsmoremeaningfulandmoreaccessibleinpractice;and
• TounderstandhowJewishritualsandtextscanserveas"coaches"tohelpimproveourbehaviorandlifewithothers.
Remember:yoursessionscanneverreplaceafamily'sabilitytoliveaholidayoravaluein‘realtime,’einthecontextoftheir‘reallives.’eaThecongregationandfamilymustbeencouragedtoengagethestudents(childrenandadults)inappropriateholidayactivitiesandotherhome-basedrituals.
Unit1:Teshuvah(5.1)DevelopmentalLens:Peers
Considertheattributesoftheaveragefifthgrader(10yearold):• Hasapositiveapproachtolife• Highimportanceofpeerrelationships-healthyfriendshipsandpeerpressureare
influential• Positiveselfesteemisacriticaltoolforhealthydecisionmakingandresistingnegative
peerpressure• Growingindependenceandsenseofresponsibility• Mediauseishighincludingtelevisionandtexting• Increaseintruthfulnessanddependability• Mayhaveanimprovingself-conceptandaremoreacceptingofothers• Maystartformingrelationshipswithteachers,coaches,andcounselors.
(DevelopmentalinformationfromResponsiveClassroom,www.responsiveclassroom.organdpublishedinthebook"Yardsticks:ChildrenintheClassroomAges4-14"fromNortheastFoundationforChildren.)(5.1.1ResponsiveClassroom)
Forthisreason,weareusingthe"peer"lenstoframethisgrade'svalues,andwearefocusingonthestrengthofcharacterrequiredtobeforgivingandtoaskforgivenessoftheirpeers.Howthese5thgraderslearntorelatetoeachothernowcanhavefarreachingeffectsontheirfuturegroupbehavior-inclass,onteams,andinworkgroups.
Genesis(5:1)Thetraditiontellus“Loveyourneighborasyourself”and”wearecreatedintheImageofGod.”WearebornintheimageofGodandouractionsallowustoliveinthelikenessofGod.
Theunitlearninggoalsbuildontheseideas.Wewantthestudenttounderstandhowparticipationinagroupaffectstheirbehavior(forbetterorforworse).Sinceitwillalsoaffectthem,theyhavearesponsibilitytothegrouptomonitortheirbehaviorandtobeconcernedaboutthebehaviorofothers.Thisunitshouldaddressissuesofpeerpressureandgroupcoercion.Wecanthendefinetheprocessofteshuvahasatoolthatempowersthemasindividualstopositivelyinfluenceothersintheirgroups(bygivingthemconcretestepstointerveneinpeerconflictsituations).
ThevocabularyforRoshHashanahandYomKippurshouldbereviewedandframedasillustrationsofactsofmutualityandresponsibility.SoteshuvahislookingbacktotheImageinwhichwewerecreatedandtotheGodwhocreatedus,tefillahismeasuringourselves(palul)againstourownaspirationsandtheaspirationsofthetraditionforus,andtzedakahistheactivityofhealingtherelationship,Isaiah(54:14)Clearthestones,removeallobstaclesfromtheroadofmypeople-sothatwecanreconnectwithothersagainandstartanew.
OnRoshHashanahandYomKippurwespendagreatdealoftimeindoors,self-reflecting,askingforforgivenessandplanninghowwewanttobeintheyearahead.SukkotonthecontraryisZ'manSimchateinu,thetimeorseasonofourjoy.Thisbecomesthetimewhenwegooutintotheworldandwetryonourgoodintentionsforsize.Sukkot,thefestivalofboothsoffersopportunitiesto,meetwithothers,enjoytheoutdoorsandperhapshelptobuildasukkah,ahutorboothUshpizin,thetraditionofinvitingguestsorvisitorsintoone’ssukkahisagreatopportunityforstudentstotryontheirgoodintentionsforsizeintermsofrelatingwithothers.First,throughhospitality,actswhichcompelustothinkoftheneedsofothersandsecond,byinvitinginpeoplefromthetraditionasmetaphorswhomwecanmodelourselvesafter.Theaimistoleadstudentstobecomemoresensitivetointerpersonalresponsibilitiesthatarethemostvulnerableandthatneedteshuvahtorepair,suchasmitzvotbenadamlechaveiro,mitzvotbetweenpeople–howtotreateachother.
WeencourageyoutofindsongsinHebrewandEnglish,inadditiontothesongswehaveincludedthatspeaktothesepoints.CraigTaubman,DebbieFriedman,DanNichols,RickRecht,MamaDonni(5.1.1Oysongs)andmanyothershavewrittensuchsongs/prayers.
Overview
Enduring UnderstandingOurbeliefsthateverypersoniscreatedintheImageofGodandwearetoloveourneighborsasourselvescompelsustofindthestrengthtostepinandchangeourbehaviorevenwhenitisdifficult.
Essential QuestionsWhatistheextentofmyresponsibilitytoothers?
Unit Learning GoalsBytheendofthisunit,studentswill:
Know:
• Thatduringthistimeofteshuvahweneedtobemindfulofallthatwemayhavedone,thebadandthegoodthingsaswell.Together,thegoodandthebadcangiveuscourageandcompassionwithwhichwestartanew.
• Theirexperienceisvaluable.ThattheyweremadeintheimageofGodandthatotherswerealsomadeinthisimageandshouldbetreatedassuch.
• Mistakesalmostalwayscanberemedied.ThatintheJewishtraditionamisstepiscalleda“chet,”whichmeansmissingthemark,andthatmostmisstepscanbecorrected.
Feel:
• Theyarecapable.
• Theyhaveachoice.
Do:
• Opportunitiestoapplyteshuvahandforgivenessconcepts.
UnitVocabulary
Hebrew Transliteration Translation
marktheChet Missing חטא
guestsorchim Welcominghachnasat אורחים הכנסת
Edah Group עדה
(JewishIsraelofYisrael Communityklal ישראל כללpeople)
b’rit Covenant ברית
Tocheicha Rebuke תוכחה
givingjustprayer,teshuvah/tefilah/tzedakah Repentance, תשובה, תפילה, צדקה
standtonotimperativemoralta'amod thelo לא תעמוד idlyby
sukkahtheinUshpizin Guests אושפיזין
Kickoff QuestionsThestudentsshouldtaketheunitKickoffQuestionssurveyonline.Emphasizethatthematerialscoveredinthequizwillbetaughtduringtheunitanditisoktogetaquestionwrong(aka“missthemark!”).
Lesson Plan Guide Inordertohelpyouunderstandhowactivitiesrelatetotheoverallunitandassistyouinselectingtheappropriateactivitiesforyoursetting,eachactivityhastagsatthebottomthatarerelatedtotheenduringunderstandingaswellastypeofactivity.
EnduringUnderstandings:Thesearewaysforyoutofilterwhichsectionsfitintothegoalsyouaretryingtoacheivemorespecifically.FortheTeshuvaunittheyinclude:
• Loveyourneighbor• Ritualreminders• Findingstrength• Changingbehavior• Personalgrowth
Tags:Thesearecategoriesoftypesoflearning/activitiesineachsectionoraspecificJewishtopic
Unit Lesson Overview 1. Beingapartofanygrouprequiresawarenessaboutourinteractionsandrelationships
withothersinthegroup.TheHighHolidayseasonoffersritualsandsymbolstoremindustorecognizeourmistakesandtheirimpactonothers.
2. Beingamemberofagroupgivesyoutheresponsibilitytorecognizeandspeakupwhenthegroup’sbehaviorhasgoneastrayandrequiresreflectionandchange.
3. TheholidaysofTishreiprovideustheopportunitytoappreciatediversityamongpeopleandunderstandhowwecanimproveatwelcomingotherpeoplebasedontheirindividualneeds.
4. Byengaginginreflection,wecanmakechangewithinourselvesandothersanddemonstrateourneedtoberesponsibleforoneanother.
Week1:Teshuvah(5.1.1)HavurahorOnlineClass
Beingapartofanygrouprequiresawarenessaboutourinteractionsandrelationshipswithothersinthegroup.TheHighHolidayseasonoffersritualsandsymbolstoremindusto
recognizeourmistakesandtheirimpactonothers.
Teachers:ThelinkstotheresourcesinShalomLearningwillworkfromthisdocumentwhenyouareconcurrentlyloggedin.Otherwise,thenameoftheresourceisgiven.
SuggestedSettingTheHavurah1sessionisyouropportunitytointroducethetopicofthemonthtobothstudentsandparents.SincefamilyengagementisacriticalcomponenttothesuccessofallShalomLearning'sgoals,carefulplanningoftheHavurahsessionsiscritical.Thechoiceofvenuecanenhancetheactivities.Forteshuvahinthefall,wesuggestasitewherefamiliescandoapplepicking(RoshHashanah),vegetablegleaning(Sukkot),agrouptashlich2nearastream,and/orwhereyoucanholdapartycelebratingtheJewishandacademicnewyears.Anotheroptionishelpingtobuildasukkahforalocalgrouphomeoraseniorlivingresidence.Usethisexperienceasapromptfordiscussionsaboutbeingsensitivetotheneedsofothersandtogroupdynamics–harnessingthecourageandenergytobeourselvesamidstagroupandtohavepositiveimpactonthegroup.
LearningGoals• Studentswillgettoknowalittlebitabouttheirclassmatesandgetusedtothe
ShalomLearninginterface.
• StudentswillassociateRoshHashanawithanewbeginningandachancetolearnfrompastmistakes.
1Achavurahorhavurah(חבורהHebrew:"fellowship",pluralchavurot)isasmallgroupoflike-mindedJewswhoassembleforthepurposesoffacilitatingShabbatandholidayprayerservices,sharingcommunalexperiencessuchaslifecycleevents,orJewishlearning2TashlichisaJewishritual,performedontheafternoonusuallyofthefirstdayofRoshHashanah,inwhichtheparticipantssymbolicallycastofftheirsinsbygatheringalongthebanksofariverorstreamandrecitingprayerofrepentance.Seehttp://www.chabad.org/holidays/jewishnewyear/template_cdo/aid/564247/jewish/What-is-Tashlich.htm(5.1.1Chabad)
• StudentswilllearnaboutsomeoftheRoshHashanaritualsincludingblowingtheshofar,eatingsymbolicfoods,tashlich.Studentswillunderstandthesymbolismofactionsandseethemasacatalystforpersonalchange.
• Studentswillreflectontheirownbehaviorandthepotentialthatanewbeginninghasto
offer.
MistakesHappen!TimeAllotment10minutes
Teacherbeginsadiscussionoffixingmistakesbypresentingthefollowingscenario.
ThereareonlytwominutesleftinthebigsoccergameandAbigail’steamisdownbyone.AbigailgetstheballandmakesaperfectpasstoherteammateSherrywhoisstandingrightinfrontofthegoal.Sherrykickstheballbutitbouncesoffofthegoalpostanddoesn’tgoin.Gameover.Afterthegame,AbigailtellsBrendathatSherryisaterribleplayer.BrendatellsSherrythatAbigailsaidthatabouther.NextdayinschoolSherryrefusestospeaktoAbigail.
Discussion:
• WhatmistakedidAbigailmake?• Howcanshetrytofixhermistake?• Didanyoneelseinthestorymakeamistake?• Wereallmistakesmadeequal?• Dotheyallhavethesamesolution?• Canyouthinkofanyotherscenarioslikethisonewheremistakesweremade?• Howmightthosescenariosbechangedtofixthemistakes?
(Additional15minutesforin-personclass)Studentscanbebrokenupintogroupsoffour.Twomembersofthegroupcancomeupwithandactoutascenarioandtheothertwomemberscandiscussthemistake.Alternatively,theclasscanbrainstormscenariosandtheteachercanassigneachonetoagrouptodiscuss.
ConnectiontoEnduringUnderstanding:Loveyourneighbor,personalgrowth
Tags:skits,discussion,mistakes
LearningfromMistakesTimeAllotment:10minutes
Video:FormerAppleCEOJohnSculley:YouLearnfromYourMistakes,NotYourSuccesses(5.1.1JohnSculley)
JohnSculleydiscussesthattorunasuccessfulbusiness,itiscrucialtolearnfromyourmistakes.Heexplainsthateveryonemakesmistakes,thekeytosuccessistolearnfromthemfornexttime.Thisisanimportantideainunderstandingteshuvaasapositivesteptowardsgrowth.EveryonewillmakemistakesbutRoshHashanaandteshuvaremindustolearnfromourmistakes.
Discussion:
• Whydosomepeoplenotwanttoadmitthattheyhavemadeamistake?• Howcanrecognizingthatyoumadeamistakehelpyoubecomeabetterperson?• Inthevideo,JohnScullysaysthatthemarkofagoodentrepreneuris“nevergiveup.”
Howdoesthisapplytoteshuva?• Canyouthinkofatimethatyoumadeamistake?• Wasithardforyoutorecognizethemistake?• Howmightyoubehavedifferentlynexttime?
ConnectiontoEnduringUnderstanding:findingstrength,changingbehavior,personalgrowth
Tags:video,discussion,mistakes
Teshuva–RootsoftheWordHavurahandOnline
Timeallotment10minutes
Writetheword תשובה/teshuvaonawhiteboardoronbutcherpaperordisplayslideonthescreen.Doesanyoneknowwhatthiswordmeans?
Highlightthelettersשובinthemiddleofתשובה.ExplainthattherootofthewordinHebrewoftenshowsanessentialqualityoftheword.Therootofwordteshuvais שוב–return/again.
Inpersonclassactivity:Everyonestandupandmovetoadifferentpartoftheroomandhighfivesomeoneontheway.NowRETURNtoyourseat.
Onlineactivity:StandupandgogetsomethingfromanotherpartoftheroomandthenRETURNtothecomputer.
Discussion:
• Whywasitimportantforyoutoreturntoyourseatafteryougotup?• Withoutyourreturn,wouldwehavebeenabletokeepgoinginourclass?• Whenyoumakeamistake,doyouneedtodoanythingtocontinueon?• Whydoyouthinkthatweusethewordforreturnwhenwetalkaboutfixingour
mistakes?• Whatarewereturningtowhenwedoteshuva?
o “ToGod”:HowmightweshowGodthatwearedoingteshuva?o “Toourgoodselves”:Whataresomewaysyoutrytobeagoodperson?How
mightwedoteshuvaforourselvestogetbacktothesethings?o “Toourcommunity”:Whyisitimportanttorememberthatwearepartofa
community?Howmightwedoteshuvaforourcommunity?
ConnectiontoEnduringUnderstanding:personalgrowth,changingbehavior,findingstrength,loveyourneighbor
Tags:Hebrew,discussion
BrainBreak:HokeyPokeyTimeAllotment:3minutesClass:HavurahandOnline
RoshHashanaRitualsTimeAllotment:5minutesClass:HavurahandOnline
DoingTeshuvaisrepresentedintheritualsandsymbolsofRoshHashana.
WhydoyouthinkeachofthesesymbolsispartofRoshHashana?
HowdothesesymbolsmakeusthinkaboutTeshuva?
IfyouwoulddoteshuvaonRoshHashana,howcoulditchangeyouryear?
Symbolism:
• AppleinHoney–LookingforwardtoasweetnewYear • FishHead–Hopetobea“head”andnota“tail.”Thismeansweshouldbeleaders,not
followers,weshouldhavegoodnessinourlives,notdifficulties. • Pomegranate–Thepomegranatehasmanyseedsandwehopetohavemanygood
deedsinthenewyear
ConnectiontoEnduringUnderstanding:ritualreminders
Tags:food,discussion,RoshHashana,rituals
StepstoTeshuvaTimeAllotment:10minutesClass:HavurahandOnline
MosesMaimonidesdefinedTeshuvaashavingfourparts:
• Recognizeyourmistake• Regretwhatyouhavedone• Apologize/confessesandtrytomakeitright• Makeaplansoyouwillnottodoitagain
Discussion:
• Whydoyouthinkeachpartisimportant? o Whatdoesitmeantoregretsomething?Howdoyouknowwhenyouregret
something? o Whyisitimportanttosayoutloudwhatyouhavedone?Howdoesitaffect
you?Howdoesitaffectotherpeople? o Whataresomewaysyoucantryandremembernottomakethesame
mistakes? • Howwouldthesethreestepshelpapersondoteshuva?
ConnectiontoEnduringUnderstanding:findingstrength,changingbehavior,personalstrength
Tags:discussion,text
VirtualTashlichTimeAllotment:15minutesClass:HavurahandOnline
TashlichisanotherRoshHashanaritualinwhichwesayaprayernexttowaterandsymbolicallythrowoursinsintothewaterbytossingpiecesofbread.Itrepresentsthatwearestartingtheyearfresh.Itisanothermethodoflookingatourpastmistakesandhavinganewbeginning.
Activity:
ShowthisbriefvideoexplainingTashlich.
https://youtu.be/JmlPBP3fC1k(5.1.1TashlichARoshHashanahTradition)
TashlichistheHebrewwordfor“castingoff/throwingoff”.Anearlyexampleofthiscustom,carriedoutbyBabylonianJewswastosenda“sin-filled”containeroutintothewaters.KurdistaniJewsthrewthemselvesintothewaterandswamaroundtobecleansedoftheirsins.
Dividetheclassintogroups.Askeachgrouptocreateanewritualthatcansymbolizethecastingoffofthewrongsthattheyhavecommittedinthelastyear.
Studentscancreateareadingoraprayertoaccompanytheirritual,includeritualitemsandexplanationsofhowtheyrelatetothethemesoftashlich.
ConnectiontoEnduringUnderstanding:personalgrowth,changingbehavior,findingstrength,ritualreminder
Tags:tashlich,ritual,writing,activity
RoshHashanaPartywithSymbolicFoodsTimeAllotment:15minutesClass:Havurahonly
JoinotherHavurahgroupsataRoshHashanahpartyandeatthesymbolicfoods,usingtheyehiratzonformulas
http://torah.org/learning/yomtov-roshhashanah-vol1no38a/ (5.1.1 Yehi Ratzon)
https://www.jewishvirtuallibrary.org/jsource/judaism/species.htmlWhichofthesefoodscanhelpusthinkaboutourbehaviorswheninagroup?Challengeparentsandstudentstocomeupwiththeirownyehiratzonpunsrelatedtogroupbehavior,usinganyfoodorobjecttheywish.
ConnectiontoEnduringUnderstanding:changingbehavior,ritualreminder
Tags:food,ritual,yehiratzon,family,RoshHashana
WrapUpTimeAllotment:3minutes
• Everyonemakesmistakes,butyoucanbecomeagreatpersonifyoudon’tgiveupandfixyourmistakes
• RoshHashanaritualsremindusthateveryyearwehaveanewbeginningandcanfixourmistakes
• Nextweek:Teshuvacanhelpyoubeabetterfriend!
TableTalkWhatisamistakeyoumadethatyouwishyoucouldgobackandfix?Discuss!
MyShalomLearningActivity
ThisweekwetalkedaboutteshuvaandstartingfreshfortheNewYear.Agreatwaytohaveafreshstartiswithyourfriends.Pleasewatchthefollowingvideoclip:“Youneverhadafriendlikeme”fromAladdin–inHebrew!
Link-https://www.youtube.com/watch?v=gJ5x7t_23BE
DiscussionQuestionstoanswer:
1.Canyoudescribeoneoccasioninwhichyouactedlikeagoodfriend?
2.Whataboutyouractionsshowedthatyouwereagoodfriend?