jewish kids exploring the world guide

Check out

the teachers’ section of

www.babaganewz.com!

Prepare to Celebrate Jerusalem with BABAGANEWZ

You are invited to join other Jewisheducators for a conference call onWednesday, April 18, 2007, at 4:00 pmEDT to discuss the articles in thismonth’s issue of BABAGANEWZ and thelesson plans that accompany them. Toparticipate, call 1-888-247-2572 at thedesignated time and enter 9607# whenprompted. Please bring your Iyar copy ofthe BABAGANEWZ magazine and Teachers’Guide with you. Please [email protected] with questions.

Shine the Spotlight on Extraordinary KidsBABAGANEWZ invites educators to share storiesof outstanding young people in schools andcommunities who are involved in a project,program, or initiative that could make aninteresting and inspiring article in a futureissue of the magazine. Write [email protected] with your descriptionof a young person (up to age 18) whoembodies and acts on Jewish values in aunique and compelling way. Check the list ofvalues on the back of the Teachers’ Guideslated for BABAGANEWZ for next year to see if ayoung person you know has the potential to beprofiled in our Kid Power column.

J E W I S H K I D S E X P L O R I N G T H E W O R L D

Iyar 5767/May 2007

CELEBRATEJERUSALEMAccording to the Midrash,Jerusalem is the exact center ofthe world, just as a navel is thecenter of a human body. While thismay not be a geographic truism, itis a statement that speaks to theheart of Judaism. Jerusalem hasserved as the focal point for ourprayers and, as mentioned inIsrael’s anthem, the center of ourdreams as a nation. Our spiritualworld revolves around the sanctityof the city and we train our voicesand hearts to reach Jerusalem andthe spiritual fulfillment, nationalconnections, and sense of unity forthe Jewish People that the cityrepresents.

BABAGANEWZ is a project initiated and funded by The AVI CHAI Foundation and published in partnership with Jewish Family & Life!

Lesson Plans BABAGANEWZ HighlightsW . O . W . • P A G E S 4 – 5

CompassesDesign book covers for Siddurim that depict theguiding compasses in life.

K I D P O W E R • P A G E 6

Efrat Izaks: To the RescueCreate tableau scenes to represent the diversityand beauty of Jerusalem.

T O R A H P A G E • P A G E 7

Jerusalem or BustDiscover how one concentrated point of light canilluminate far reaches.

S P O T L I G H T • P A G E 8

Naomi Shemer: Golden GirlAnalyze the metaphors in a popular song to discover what makes Jerusalem sparkle.

C H E C K I T O U T • P A G E 9

From Zion Comes Torah…and Talking Computers!Compose ads promoting speech recognition software invented in Jerusalem.

P U L L O U T P O S T E R • P A G E S 1 0 – 1 1

Journey to JerusalemResearch a detail of the illustrated Jerusalem map; organize a school-wide Jerusalem Fair tocelebrate the city.

Q U I Z C E N T R A L • P A G E 1 2

What’s Your Tie? Hunt for items to help deepen bonds toJerusalem.

I S R A E L F E A T U R E • P A G E 1 3

A Walk Through History Nominate names of contemporary tzaddikim(righteous people) for street names in Jerusalem.

My1l6v5Wry4 ta3 Wcyc1

TEACHERS’GUIDE

CELEBRATE JERUSALEM

My1l6v5Wry4 ta3 W

cyc1

Sisu et Yerushalayim

A PROJECT OF THE

AVI CHAI FOUNDATION

Find this month’s BABAGANEWZ magazine inside this Guide between pages 8 and 9.

Subscribe for Next YearSee back page for details

TG_iyar.qxd:Layout 1 3/29/07 12:28 PM

creo

Short CutsN A O M I S H E M E R : G O L D E N G I R L

Read the article on pages 6–7 ofBABAGANEWZ. Play “YerushalayimShel Zahav” for your students(available on the jPod atwww.babaganewz.com). Focusstudents’ attention on the factthat Naomi wrote the concludingverse to the song three weeksafter the reunification ofJerusalem. Instruct your studentsto use what they have learned inreading this issue of the magazineto create an additional verse thatreflects Jerusalem in 2007.

Q U I Z C E N T R A L : W H A T ’ S Y O U R T I E ?

Begin by asking students tocomplete the quiz on page 12 of BABAGANEWZ to learn about howthey can connect to Jerusalem.Have each student then create anitem of neckwear either cut out offabric or construction paper. Theyshould decorate their neckwear toexpress their personal

appreciation of Jerusalem.They can look forpictures and quotations

throughout this issue ofBABAGANEWZ or online, draworiginal images, or paste on three-dimensional items that connectthem to Jerusalem throughwordplay or symbolism.

A W A L K T H R O U G H H I S T O R Y

Read the article on pages 13–15of BABAGANEWZ. In the article,Molly mentions carrying her iPodwith her on her walk through thestreets of Jerusalem. Divide yourstudents into small groups.Challenge them to create aplaylist that they would want toaccompany them on a similarwalk through Jerusalem. Theirplaylists can include both secularand Jewish music, but they mustinclude at least ten songs that

would stir them to behave, think,or speak like a tzaddik and/orinspire them to feel connected toJerusalem.

G A T E W A Y S : A C E R E M O N YF O R Y O M Y E R U S H A L A Y I M

Divide the class into seven groupsand assign each group one of thegates of the Old City of Jerusalemmentioned in the article on pages16–19 of BABAGANEWZ. Afterreviewing its part, each groupmust design a postcard from thegate. (Note that the “postcards”can be done on large paper orposter board.) The front of thepostcard should depict the gate orsomething unique to the gate andthe back should include a briefmessage addressed to the Jewish People explaining the significanceof the gate. When groups arefinished, invite each group todisplay its postcard to the rest ofthe class. Then do a dramaticreading of the ceremony with eachgroup doing a choral reading of itssection and you acting as narrator.

Step Into the ValueTo celebrate Yom Yerushalayimthis year, or to put a Jerusalem

spin on your Yom Ha’atzmautfestivities, work with other

U I C K S T A R T ●

Tammie Rapps Teachers’ Guide Editor [email protected]

Being There

When I was in tenth grade, Iwon a city-wide essay contestsponsored by the Bureau ofJewish Education about why weface Jerusalem when we pray.My entry was a fictionalizedletter that a young girl studyingin Israel in June of 1967 wrote toher family as she listened toblasts of a shofar emanate fromthe Old City of Jerusalem.Through my writing, I imaginedthe elation that must haveenveloped Jews everywhere asIsraelis streamed into Jerusalemto pray at the Kotel. As I wrote, Iwas able to transport myself inplace and time to a definingmoment in Jewish history. This28th of Iyar (which falls on May16, 2007, on the secular calendarthis year) marks the 40th

anniversary of the modern-daymiracle I explored in the essay.To celebrate this milestone,BABAGANEWZ transports yourstudents into the world ofJerusalem to hear the storiesthat echo from her gates, tomeet the people who callJerusalem home, and to discoverfor themselves why this goldencity is central to Jewish life. Ihope that as the school yearends, you use the articles andlessons in this issue to remindyour students that they are partof this magically spiritual city,and that even if they have nevervisited Israel, Jerusalem can, infact, live within them.

My1l6v5WryB1 ha5B5h6 hn5V5l4Next year in Jerusalem!

2B A B A G A N E W Z

T E A C H E R S ’ G U I D E

I YA R 5 7 6 7

“And they that lead the many to righteousnesswill be like the stars forever and ever.”DANIEL 12:3

A WALKTHROUGHHISTORY

Molly's argument with herbest friend sends her wandering

through Jerusalem's streets.A S T O RY B Y M A R K H. L E V I N E W I T H S T E P H A N I E G L I C K

P H O T O S B Y S T E P H A N I E G L I C K

s I grabbed myiPod and

stormed out thedoor, I heard my mom

hollering at me: “Think aboutit, Molly, and do the rightthing.” She has been giving methat advice since I was insecond grade; you see, mymother believes in the powerof tzaddikim (righteouspeople). According to theTalmud, there are 36 hiddentzaddikim in the world at alltimes. They spend their liveshelping people, and withoutthem the world would perish.

Because these tzaddikim areunknown, my mom says thatwe should always act as if wewere one of them.

I wish I could act like thatnow, but I’m furious. I’mfurious at Rachel, who was mybest friend until last week. Sheembarrassed me in front ofeveryone in the drama club,and we haven’t spoken since.But now, Rachel’s dad has askedme to tutor her in algebra. Isaid, “No way!” My mom,though, has a different idea:“Do the right thing,” she said.

I didn’t know what was

13C E L E B R A T E J E R U S A L E M 5 7 6 7 I Y A R B A B A G A N E W Z

Virtual Israel

Don’t forget to check out the T

TG_iyar.qxd:Layout 1 3/29/07 8:54 AM

creo

classes in your school to preparean assembly and fair in honor ofthe holiday. Designate a group ofstudents to perform “Gateways: ACeremony for Yom Yerushalayim”found in this month’s issue ofBABAGANEWZ. Use the slide showavailable online atwww.babaganewz.com/teachers toenhance the ceremony, and choosesongs about Jerusalem (from yourown or your institution’s musiccollection) to accompany the slideshow. In addition, distribute to the

audience copies of the scavengerhunt (available to print atwww.babaganewz.com/teachers)to make the ceremony moreinteractive and to focus theaudience’s listening.

Follow up the ceremony with abustling Jerusalem Fair asdescribed in the lesson plan onpages 10 and 11 of this Guide.Visit www.babaganewz.com/teachersfor creative booth suggestions. Be sure that the fair includestastes of Jerusalem food andchords of Jerusalem music tocreate a Jerusalem atmosphereduring the activity.

CelebrateEnrich your celebration of Iyar’sholidays and Shavuot with thefollowing activities, available atwww.babaganewz.com/teachers:

● Mizrah˙

Wall Hangings—instructions for creating art for theeastern wall in school, synagogue,or home to focus prayer andthought on Jerusalem.

● Unity Bracelets—directions formaking braided bracelets based ona verse from Ecclesiastes 4:12 tosignify the ties that bind the Jewishpeople.

● Building Israel out of IceCream—details for a delicious wayto help your students learn thegeography of Israel.

● Mini-lessons for YomHa’atzmaut, Lag Ba’Omer, and YomYerushalayim—creative approachesfor teaching these significant springholidays.

● Thank You Cards for Shavuot—a craft activity for students to thankthose who have connected them toSinai.

● Shavuot Jewish WeddingSimulation—an activity to teachboth about Jewish weddings andthe marriage of the Jewish Peopleto God upon receiving the Torah.

● Mini-lessons for Shavuot—shortlesson ideas to teach about thefestival of Shavuot.

QNext Year in Jerusalem by Howard Schwartz

Jerusalem is a city thatcaptures the imagination.This beautifully illustratedcollection of 11 timelessstories, folktales, andlegends celebrates theunique spirit of the city inwhich everything is holy,even the dust under one’sfeet. The stories in thiswork also resonate with the amazing sense of both awe andspirituality that Jerusalem inspires in all who visit the center ofthe Jewish world. Use the study guide available to print atwww.babaganewz.com/teachers to prepare activities,discussions, and projects based on this collection.

To order Next Year in Jerusalem, visit www.bababookz.com orcall 1-800-583-2476, option 4.

● I Y A R 5 7 6 7

Hang up the “Journey toJerusalem” poster inyour classroom.

Secure a date andlocation for a YomYerushalayim JerusalemFair.

Recommendexceptional youngpeople for future KidPower articles.

Print the scavengerhunt for the “Gateways”ceremony.

Print the sources tohang around the roomfor the W.O.W. lessonabout compasses.

Order copies of theBook of the Month fromwww.bababookz.com.

Print the worksheetsand sources available atwww.babaganewz.com/teachers.

Purchase the artsupplies necessary forthe book cover collageactivity.

Have a wonderful,restorative summer!

✓IYARTo Do List:

Pressed for Time?

- T I P

Turn to the Torah Page. Invitestudents to engage in adiscussion of the value ofthe month by writing theirown commentary on theverse.

e Teachers’ Section of our web site at www.babaganewz.com/teachers!


creo

QUOTES & QUESTIONS“Long before GPS satellites were invented, humans reliedon compasses to navigate on land. A compass’s needlealways points north, so a traveler can easily figure outwhich way to go.”

Have you ever used a compass before? When? How didit help you?

What are other things you use to figure out which wayto go?

“Since Biblical times, Jews have always prayed facing thedirection of Jerusalem and the beit hamikdash.”

Why do you think it is important that Jews pray towardJerusalem?

How does having a focal point for prayer helpindividuals focus their tefillah? What else might helppeople focus their tefillah appropriately?

Have you ever thought about the fact that all Jews facethe same place when they pray? Do you feel that it unifiesJews in any way?

What would it look like if you could look down upon allthe Jews in the world who were praying? Draw this aerialview on the board.

ACTIVITY: PERSONAL COMPASSES1. Before class begins, hang up the following six Jewish textsaround the room, but do not yet discuss them in any way.

Text #1

SHEMOT 13:21

And God went before them by day in a pillar of a cloud, tolead them on the way; and by night in a pillar of fire, to givethem light; to go by day and night.

Text #2

PIRKEI AVOT 1:6

Make for yourself a teacher.

Text #3

PIRKEI AVOT 1:6

Acquire for yourself a friend.

Text #4

TALMUD BERAKHOT 30A

If a person is standing outside Israel, he or she should turntoward Israel, as it says, “And pray unto You toward theirland” (I Kings 8:48). If a person is standing in Israel, he orshe should turn toward Jerusalem as it says, “And they willpray to God by way of the city You have chosen” (I Kings8:43).

Text #5

SHEMOT 20:12

Honor your father and your mother; that your days may belong upon the land which God, your God, gives you.

Text #6

RABBI BUNIM, HASIDIC TALE

Keep two truths in your pocket, and take them outaccording to the need of the moment. Let one be: “For mysake was the world created.” And the other: “I am dust andashes.”

2. Read the article about compasses on page 3 ofBABAGANEWZ. Use the Quotes & Questions provided aboveto help in the class discussion of the article.

Look up the dictionary definition of a compass. Here isone definition: a device for determining direction bymeans of a magnetic needle pointing to the magneticnorth; any of various other devices that indicate direction.

Ask students to define the word “compass” in their ownwords.

3. Explain to students that they will now do an activityrelated to different compasses in their own lives. They willhave to think metaphorically to consider what leads ordirects them in their own lives.

Their task is to go to each text that is hanging on the walland try to figure out who or what acts as the compass inthe text. Students should complete the compass worksheetshown on the facing page (also available to print atwww.babaganewz.com/teachers) as they read each text.

4. Have a class discussion about the texts, focusing on eachtext individually as well as on all the texts collectively.

QUESTIONS FOR EACH TEXT:

What is the compass (something to show you where togo) this text is referring to?

Is this compass a part of your life? Why or why not?B A B A G A N E W Z


I YA R 5 7 6 7

4

L E S S O N P L A N B Y S E T H G O L D S W E I G

“Compasses”

MAGAZ INE PAGE 3

Students will read an articleabout compasses, the“Jerusalem Compass,” and theidea that everyone praystoward Jerusalem. With thehelp of various Jewish texts,students will explore othertypes of compasses (thingsthat can show where to go) intheir lives. This lesson willthen continue into the nextday as students will gatherpictures at home to create acompass collage that theycan use as book covers fortheir personal Siddurim.

OBJECTIVES�Students will read about the

directions in which compasseslead people and explain how acompass can serve as ametaphor for the forces thatguide people in their pursuits.

�Students will describeJerusalem’s role as a nationalcompass for the Jewish People.

�Students will identify personalcompasses to create a compasscollage to adorn their ownSiddurim.

VOCABULARY

NWW=1 direction

hn5W5=6 intention

jr5z4m1 east

N<2x4m6 compass/zl5oq collage

B Y AV I VA W E R N E R

POLAR OPPOSITES

� The magnetic North Pole indicated by a compass

is actually 1,400 miles away from the geographic

North Pole.

� The first known compass was made in China

over a thousand years ago.

� Scientists believe that the Earth’s

magnetic field flips its north and south poles

every few tens of thousands of years.

OPPOSITES ATTRACT

Long before GPS satellites were invented,

humans relied on compasses to navigate on land. A

compass’s needle always points north, so a traveler can easily

figure out which way to go.

A compass works because of magnetism. As it turns out, the

Earth’s inside is like an enormous magnet. According to one

theory, this is because its core is filled with super-hot

molten (melted) iron under extreme pressure, which forces

it to form into crystals. As a result of the heat radiating

from the Earth’s core and the Earth’s rotation, this iron

turns in a rotating pattern, creating magnetic forces. If

you think of the Earth as having a giant magnet buried

inside of it, then one end of the magnet would be near

the North Pole.

Since a compass’s needle is actually a small magnet

itself, it is drawn to the Earth’s inner magnet. The

principle of “opposites attract” tells us that the south

end of the needle is attracted to the North Pole (or

close to it) and turns itself in that direction.

The magnetic field has to travel nearly 4,000 miles from the

Earth’s core to its surface, making it pretty weak by the time it

reaches a compass. Therefore, the needle on a compass must

be a very light magnet that balances and rotates on a

frictionless point (free of anything that would hold it back

from moving easily); the magnetic field just isn’t strong

enough to move the needle otherwise.

3C E L E B R A T E J E R U S A L E M 5 7 6 7 I Y A R B A B A G A N E W Z

The Right DirectionEven though the Earth’s magnetic field pulls a compass

needle to point north, there’s one compass that seems

to defy the laws of nature. A recent invention, the

“Jerusalem Compass” was designed to point toward the

holy city from anywhere in the world. It’s a useful product

because, since Biblical times, Jews have always prayed

facing the direction of Jerusalem and the beit hamikdash. In

a synagogue, the aron kodesh (holy ark), which houses the

Torah scrolls, faces Jerusalem. And in private homes (in

cities west of Jerusalem, such as in North America), a

beautiful mizrah˙

(“east”) sign adorns the eastern wall to

indicate which way to direct our prayers—to Jerusalem in the

east, the city that God chose.

Compasses

“A person standing in prayer should direct his or her heart toward Jerusalem.”BERAKHOT 30a

movie

Send your studentsto babaganewz.comto view a movieabout compasses.


creo

Would you like this compass to be a part of your life?Why or why not?

GENERAL QUESTIONS ABOUT ALL THE TEXTS:

What were the compasses in each text? [God, teachers,friends, Israel/Jerusalem, parents, yourself]

Can any of these different compasses help you in servicesor when you pray privately? How?

Do you feel that any of these compasses helps to showyou where to go in your life? Which ones? How do thesecompasses guide you?

Do you think that any of these texts should not have beenincluded? Why or why not?

Are there any other compasses in your life that were notmentioned here?

5. Explain to students that at an upcoming lesson (such asthe next time class meets) they will be creating a compasscollage to use as a book cover for their Siddurim. Instructthem to search at home for picturesand/or sayings that represent thecompasses—the entities that guidethem—in their lives. You might alsosuggest that they use at least one of thetexts in their collage.

For the activity, bring newspapers,scissors, glue sticks, rulers, pencils,and large flexible sheets of paper(such as grocery bags) that can formthe basis of the collage. Instructstudents to measure the papercarefully to be sure that it will fittheir Siddurim and will haveadequately-sized edges for foldingover into a book cover. Studentscan then design their compasscollages. Whenever they pray—either in services with a minyanor on their own—they canlook to their collage to givethem guidance.

Text # Who or what is acting as the compass in this text?

How is this compass a part of

your life when you need to know

where to go or what to do?

1

2

3

4

5

6


QUOTES & QUESTIONS “Assisting so many different types of people helps Efratappreciate Jerusalem as the center of the Jewish world. ‘Ican be taking a pregnant h

˙aredi (religious) woman to the

hospital, and then later a pregnant secular woman,’ sherelates. ‘There are small families and big families, somespeaking Yiddish, and some speaking other languages. SoI see the ingathering of the exiles with my own eyes everyday.’”

What do you think that Efrat means when she says thatshe sees the “ingathering of the exiles with [her] owneyes every day”?

What types of people do you think Efrat sees as shevolunteers for Magen David Adom?

“Efrat aids patients while traversing Jerusalem’s narrowalleyways and main thoroughfares, passing by historicaland modern sites with the ambulance siren announcingher arrival. Although she is used to living in a city withhistorical significance, she has recently begun to appreciateJerusalem’s uniqueness.”

What do you think makes Jerusalem unique?

ACTIVITY: FACES OF JERUSALEM1. Ask the class to think about professions and locationsin which people get to meet a diverse group of people(such as bus drivers, doctors, nurses, etc.). Recordresponses for later in the lesson. Explain that the articlethat the class will read is about a teenager who volunteersin a role in which she gets to meet a lot of different people.

2. Read the article on page 4 of BABAGANEWZ, either as aclass or in small groups. Use the Quotes & Questionsabove to help guide the discussion about the article.

3. Study the Jewish texts below. For each, ask students toexplain how Efrat’s experiences relate to the classical source.

TALMUD YERUSHALMI H˙

AGIGAH 3:6

“Jerusalem is like a city in which people are friendlytogether” (Psalms 122:3): a city in which all [the peopleof] Israel are friends....

Why do you think Jerusalem has the power to uniteJews?

According to this text, what is the source of thisunifying power?

Does Jerusalem still function this way today?Why or why not?

If not, does anything possess a similar power inthe Jewish world? How could Jerusalem reclaimthis unifying power?

How do Efrat’s stories reflect theclaim in the text?

PSALMS 128:5

And God will bless you from Zion and you will see the goodof Jerusalem all of the days of your life.

How do you understand “the good of Jerusalem” andGod’s blessing in this verse?

How does Efrat have the opportunity to see the good inJerusalem?

How is Efrat herself part of that good?

BEREISHIT RABBAH 56:10

Avraham called it Yireh (see) as it says, “And Avrahamcalled the name of that place Hashem Yireh (God will see).”Shem called it Shalem (complete) as it says, “And MalkiTzedek, King of Shalem.” The Holy Blessed One said,... “Iwill call it Yerushalayim (Jerusalem) like both of them calledit—Yireh, Shalem—Yerushalayim.

How does this source explain the origin of the name ofJerusalem?

How is each component word evident in Jerusalem?What is God’s view of the Jewish People in Jerusalem?How is Jerusalem complete?

The word “shalem” is derived from the same root asshalom, peace. What is the relationship between the twowords? How do the words apply to Jerusalem?

What view of Jerusalem does Efrat get in her work forMagen David Adom? How does she see completeness?Peace?

4. Return to the question from the Quotes & Questionssection about the different people Efrat meets when shevolunteers. Ask students to think about what they mightwear, what language they would speak, and other guidedquestions. Be cautious not to propagate stereotypes in thisactivity.

5. Divide the class into groups of four or five to createtableau scenes. A tableau is a frozen scene in whichstudents create a “living picture” by standing in differentposes and creating an “image.” These scenes should depictsettings in which many different types of Jerusalemitesmight be encountered. In addition, the tableaux must each

represent one of the Jewish texts about Jerusalemstudied earlier in the lesson. Encourage students

to consider how the setting can bring one ofthe texts to life. Students can make costumesand props to enhance the tableaux.

Invite groups to perform the tableaux for theclass. Have the class guess what is happening

in each scene and which text is beingenacted.

B A B A G A N E W Z


I YA R 5 7 6 7

6

“Efrat Izaks: To the Rescue”

MAGAZ INE PAGE 4

Students will think about thediversity of Jerusalem thatEfrat Izaks encounters in herefforts as a volunteer forMagen David Adom there.Students will then createtableau scenes of otherscenarios in Jerusalem inwhich one could experiencethe diversity of the city.

OBJECTIVES�Students will learn about the

diversity of the city of Jerusalem.

�Students will demonstrate thisknowledge by creating scenes in which this diversity isrepresented.

VOCABULARY

s>4l6WBm4a6 ambulance

tb3D3n6t4m1 /bD2n6t4m1volunteer (m/f)

Ml2v5 complete

Molv5 peace

L E S S O N P L A N B Y L E O R A S C H A E F E R


creo

ACTIVITY: CITY LIGHTS1. In preparation for the lesson, close the classroom blindsand darken the room as much as possible while leaving thelights on.

Begin the lesson by turning off the classroom lights,leaving the students in a darkened space. After a moment,bring out a lantern-style flashlight (not yet turned on) andplace it on a desk in the center of the room. Turn it ononce it is in place. Invite students to come near the lantern,and distribute a page with the verse from the Torah Pageand the other Jewish texts (available to print atwww.babaganewz.com/teachers). Have them then moveoutward to other parts of the room, evaluating, as theymove, whether they can still read the words on the page.Instruct them to stop when they can no longer read thetexts.

2. Turn the classroom lights back on, and ask students totake their seats. Then debrief from the experiment,discussing how the light from a single source enabled themto see the words in distant parts of the room.

Compare this to the content of the verse on the Torahpage:

ISAIAH 2:3 AND THE TORAH SERVICE

...The Torah will come out of Zion and the word of God fromJerusalem.

How does the word of God come out of Jerusalem?

Do you think this verse pertains only to Torah, or arethere other aspects of Jewish identity for whichJerusalem plays an important part? Why or why not?

Why do you think we started this lesson with anexperiment using light? What in this source can refer tolight?

3. Study and discuss the additional Jewish texts, using theguide questions below.

FROM SHAH˙

ARIT , BLESSING BEFORE SHEMA

May You shine a new light on Zion, and may we all speedilymerit its light.

Explain to your students that Zion is another name forJerusalem.

To what type of light do you think this prayer isreferring?

Why do you think that the prayer asks for a new light?

How can we all benefit from the light that shines on andin Zion?

PSALMS 48:3

The joy of the whole earth is Mount Zion.

What is Mount Zion? In what way is Mount Zion the joyof the whole earth?

How can one place be a source of joy for the rest of theworld?

ISAIAH 60:19

God shall be an everlasting light for you.

JEREMIAH 51:50

Remember God from afar, and let Jerusalem come intoyour mind.

How do these two verses relate to the experiment that wejust conducted?

In what ways do you feel that God, Torah, and Jerusalemare linked? Where do you fit in that chain?

DAVID BEN-GURION

No place in the world, not even Athens and Rome, everplayed as great a role in the life of a nation for so long atime as Jerusalem has done in the life of the Jewish People.

Who was David Ben-Gurion? Why might he have feltthis way about Jersusalem?

Relate this quote to the experiment that we conducted.

4. To conclude the lesson, ask students to think about whatobjects shed light (a candle, flashlight, bonfire, sun, stars,etc.). After they identify objects that shed light, instructeach student to draw one of these objects on a piece ofpaper and decorate it with images of Jerusalem and a lineof Jewish text from this lesson (or from pages 14 and 15 ofthis Guide) that best illustrate how Jerusalem sheds its lighton the rest of the world. Hang students’ artwork in yourschool’s prayer space or in your classroom.

B A B A G A N E W Z


I YA R 5 7 6 7

7

Torah Page

MAGAZ INE PAGE 5

“...The Torah will come out ofZion and the word of God fromJerusalem.” (Isaiah 2:3 andthe Torah service)

In this lesson, students willconduct an experiment usinga lantern, and consider thelight that it generates andsheds on other parts of theclassroom. Using theexperiment as a model, theywill then discuss howJerusalem generates anddiffuses Jewish identity toother parts of the world.

OBJECTIVES�Students will discuss how

Jerusalem holds a focal place inthe Jewish mind.

�Students will identify why, formany people, Jerusalememanates a sense of sanctity.

�Students will articulate how theimportance of Jerusalem to theJewish People can help a Jew toidentify with his or her people.

VOCABULARY

roa light

dq2omh6 td6WQn1 focal point

L E S S O N P L A N B Y M A R I L Y N Z . F I N E

Students can post theirown comments aboutthe Torah Page text onthe message wall atbabaganewz.com.

Isaiah is telling thepeople of Israel that one

day they will live in God’spresence once again. He tellsthe nation of Israel to go back to

the way of prayer and mitzvot.Then God will return to us

as in the past.—Elan Lowenstein,

7th grade

We would like to thank students from thefollowing schools for sharing their thoughtsabout the meaning of this verse with BABAGANEWZ:Ephrata Elementary School, Jerusalem, Israel;Inter-congregational Sunday School, OklahomaCity; Jacobson Sinai Academy in North MiamiBeach, Florida.

This statement says thatthe Torah is how God wants us to

live and it stands as protection for us.I think it will come out of Zion because itis our homeland. It is where we started

and where our roots are, and we have alsoprospered there. As long as we continue tokeep the Sabbath, God will always protect

us and then, with God’s protection, theTorah will continue to thrive in Zion

with the Jewish people.—Evan Traylor,

7th grade

C E L E B R A T E J E R U S A L E M 5 7 6 7 I Y A R B A B A G A N E W Z 5’’I feel a special

attachment to Jerusalem becauseI was born here and have lived here my

whole life. Jerusalem is a holy city to manypeople all over the world—Jewish, Christian, andMuslim. I know that many Jews from all over theworld come here to visit, to study, and to make

aliyah because this is the center of theJewish world. For me, it is a really nice place

to live with a lot of fun things to do andpeople to do them with.

—Noa Voss,4th grade

Somethingthat makes me

attached to Jerusalem is goingto the Western Wall. When I go to

the Western Wall and pray, I canfeel closer to God because it was next

to the Holy Temple. This is an honor forall of the men and women who died for

it and God. I am also attached toJerusalem because I am a Jew.

—Ray Lowenstein,7th grade

Share your thoughtsin our Talkin’ Backsection.

EVER

YTHI

NG’S

RELA

TIVE

BYJO

RDAN

B.GO

RFIN

KEL,

gorf@

jewi

shca

rtoo

n.co

m

hr5ot ax2T2 NoY[1m1 y=1,,,

,My1l5v5Wrym1 ’h rb6d4W

“…The Torah will comeout of Zion and

the word of God from Jerusalem.”

(Isaiah 2:3 and the Torah service)

I’ve never beento Jerusalem before, but

I think that when I go I wouldfeel a connection. It’s not likewhen you go to California for thefirst time, or to New York. It’s areally cool place to be, to see

where the Temple stood. Jerusalemis very special to me.—Alexandra Shuman,

7th grade


creo

QUOTES & QUESTIONS“That’s the beauty of Israel: a word spoken 4,000 years agocan be set beside a word spoken by a child today, and bothhave meaning for me.”

What do you think Shemer means by this statement?What is it that is so meaningful to her?

“Though it is true that the Bible constituted my bedsidereading, I am not a religious writer…. We had a veryintimate knowledge of the Bible because of the way it wastaught. These words are part of my language and part ofmy life, and therefore part of my songs.”

Shemer talks about a deep connection to the words ofthe Bible (and other Jewish texts), however, she alsostates that she is not religious. Does that surprise you?Why or why not?

ACTIVITY: GOLDEN OPPORTUNITIES1. Begin the lesson by playing a word association game.Post the following words on individual pieces of paperaround the room. Instruct students to circulate and oneach page to write the first word that comes to their mindwhen they read the printed word.

gold shofar wall violin

light crown empty bronze

Allow students three minutes to complete the circuit.Discuss some of the associations.

Which word had the most varied responses? Which hadthe most uniform associations?

What do you think the posted words have to do witheach other?

2. Explain that each of these words appears in a song aboutJerusalem, “Yerushalayim Shel Zahav.” Play the song foryour students (available at www.babaganewz.com/teachers)and have them follow along with the lyrics. Visit our website for a link to the words in both English and Hebrew.Discuss:

Have you ever heard this song before? When?

What do you think of the tune to the song? How does thetune make you feel?

Does it remind you of anything? If yes, what?

What image of Jerusalem is painted in this song? Howdoes the lyricist create the image?

How is the last section of the song different from the restof it? [Note that the song was written in May 1967, onlythree weeks before the reunification of Jerusalem. The finalstanza was added after the Six Day War.]

Which line do you like best in the song? Why?

How do you understand the chorus of the song?

3. Read the article about songwriter and composer NaomiShemer on pages 6–7 of BABAGANEWZ.

What does Jerusalem symbolize for Naomi Shemer?

What could it mean for Israelis? The Jewish People?

4. Divide the class into pairs to study the following Jewishtexts.

TALMUD NEDARIM 50A

The daughter of Kalba Savu’a betrothed herself to RabbiAkiva. When her father heard this, he vowed that she wasnot to benefit from any of his property. Then she went andmarried Rabbi Akiva in winter. They slept in a straw bin, andhe had to pick out the straw from her hair. He said to her:“If I had the means, I would give you a Jerusalem of Gold.”

Why can’t Rabbi Akiva give a Jerusalem of Gold to hiswife?

Does Rabbi Akiva wish he could give his wife the City ofJerusalem?! What is it that he would like to give her? Whydo you think that was the ultimate gift?

TALMUD SOTAH 49B

What are crowns worn by brides? Rabbah Bar Bar H˙

anahsaid in the name of Rabbi Yoh

˙anan: a golden [Jerusalem].

Why do you think brides wore headpieces with a reliefof Jerusalem carved into them?

PSALMS 137:5–6

If I forget thee O Jerusalem, let my right hand wither; letmy tongue stick to my palate if I do not remember you, if Ido not set Jerusalem above my greatest joy.

How does this text relate to the previous one?

Why do you think we need to remember Jerusalem attimes of joy? What, according to tradition, do we do toremember Jerusalem at times of joy?

Reconvene to discuss how the texts relate to Shemer’s songand how they are echoed in the composition.

5. To conclude the lesson, ask students:

How can Jerusalem be considered golden? Think of theword associations that began the lesson to help you formyour answer.

In what ways is Jerusalem still the crown of gold for theJewish People?

Shemer’s song has a very personal quality to it. What canyou do personally to reflect Jerusalem’s preciousness inyour own life?

B A B A G A N E W Z


I YA R 5 7 6 7

8

“Naomi Shemer:Golden Girl”

MAGAZ INE PAGES 6–7

This article about NaomiShemer provides insight intoShemer’s love for Israel, theHebrew language, and herdeep connection to Jewishhistory. In this lesson,students will explore themetaphors that Shemer usedin her song “YerushalayimShel Zahav” and considerwhat makes Jerusalemsparkle.

OBJECTIVES�Students will analyze the lyrics

to a song about Jerusalem.

�Students will study Jewish textsabout Jerusalem to identify howthe song echoes the texts.

�Students will discuss whatmade Jerusalem golden in themind of the lyricist and how itremains golden today.

VOCABULARY

bh5z5 gold

rt3=3 crown

ryv1 song

Nomz4<1 chorus

L E S S O N P L A N B Y J A M I E H A R R I S - G E R S H O N A N D T A M M I E R A P P S


QUOTES & QUESTIONS “[ALM]…not only will provide a technologicalfoundation for controlling household applicances, but alsowill enhance gaming systems like PlayStation and Xbox.”

Why would this software be so revolutionary forgaming?

Besides the examples given, what other applicationscan you think of for speech recognition software?

“Although ‘the brainpower in Jerusalem is amazing,’Taber wonders if it’s more than mere coincidence thatJerusalem has become a hub of technologicalinnovation. After all, he says, this city ‘has alreadygiven the world an eternal knowledge thatrevolutionized human life.’”

What is the knowledge that Jerusalem has alreadygiven the world? How did it revolutionize humanlife?

How might that “eternal knowledge” relate tothe “amazing brainpower” found in Jerusalem?

ACTIVITY: CREATIVE SPEECH1. Read the “Check it Out” article on pages 8–9of BABAGANEWZ—either as a class or in h

˙avruta

(with a study partner)—and have students list the threemost interesting things they learned. Discuss and share thestudents’ thoughts.

Ask the following motivational question:

When was speech recognition first invented, and bywhom?

Many students will immediately scurry to the article justread for the answer. Allow them to brainstorm as manyanswers as possible.

Next, write “Bereishit 1” on the board and ask:

Why did I just write this up on the board?

2. Study Bereishit 1 (available in Hebrew and English atwww.babaganewz.com/teachers) and ask students to findthe first moment in which speech recognition was used increation. (1:3, “Let there be light.”) Continue:

How did this “speech recognition” work? Did God speak,and then elements suddenly appeared? [There is no“right” answer to this question; it is simply an imaginativeplayground.]

Why did God choose to use language to create the world?[Again, there is no right answer.]

In what ways can our own use of language be creative?

3. Introduce the following text; focus students’ attentionon the end of the verse.

BEREISHIT 2:3

[On that day] God rested from all the work that God hadcreated toce8l6 [la’asot, to do].

Why is “to do” written in the infinitive form? To whomdo you think it refers?

What does this unusual wording teach us about our roleas humans in the world? [God created work for us to doto enter into a creative partnership with God.]

How are the people at Linguistic Agents acting upon themessage of this verse? What tools do they use in thecreative process?

Use the following text to help students provide answersbeyond computer terms:

WEEKDAY AMIDAH

You graciously endow human with wisdom and teachinsight to a mortal. Endow us graciously from Yourself withwisdom, insight, and discernment. Blessed are You, God,Giver of wisdom.

Why do we thank God for granting us wisdom andknowledge?

In what ways does thanking God help shape how wechoose to use our gifts?

What is the source of our wisdom and knowledge?

What does having wisdom and knowledge allow us to do?

How does this blessing relate to the mission of theprevious text? [Humans must use wisdom and knowledgeto engage in the ongoing creative work suggested by thewords “to do.”]

How does this text apply to the article we just read?

4. To conclude the lesson, return to the article and instructstudents to work in groups of three or four to use theirpower of speech to create a jingle or radio ad to promotethe new speech recognition software that Linguistic Agentshopes to launch shortly. Students may sing or speak theirads. The jingles must include reference to the fact that theproduct was invented in Jerusalem and created throughthe use of God’s gift of wisdom.

B A B A G A N E W Z


I YA R 5 7 6 7

9

“From ZionComes Torah...and TalkingComputers!”


This article examines therevolutionary speechrecognition technology that isemerging from a high-techcompany in Jerusalem. Thislesson invites students tothink about the creativepower of speech from aJewish perspective and usethat power to create ads forthe launch of the speechrecognition software.

OBJECTIVES�Students will learn that Israel is

a technological hot-spot fromwhich many importantinventions have come, includingspeech recognition software.

�Students will explore thecreation story in Bereishit 1and analyze the use of voice inCreation.

VOCABULARY

loq voice

bv2j4m6 computer

hy5g4olonk4f3 technology

L E S S O N P L A N B Y D A V I D H A R R I S - G E R S H O N A N D T A M M I E R A P P S

’’‘‘ ...[T]his city ‘has already given the world an eternal knowledge that revolutionized human life.’


CLASSROOM ACTIVITY: HEART AND SOUL1. Display the large poster of “Journey to Jerusalem” for allyour class to see. (The large poster was included forteachers in this shipment of BABAGANEWZ.) Instructstudents to turn to the centerfold of their individual copiesof the magazine for the discussion. Ask your students whatthey notice:

What is your overall impression of the poster?

What image sticks out for you?

What do you see in the poster?

What is surprising or strikes you about what you see?

What questions do you have?

What can you learn about Jerusalem from this poster?

What can you learn about the people of Jerusalem?

Record students’ answers on the board for future reference.

2. Once students have had an opportunity to look at anddiscuss the poster, bring their attention to the line at thetop of the poster that states, “History and modernitycoexist in Jerusalem, the capital of the Jewish state and theheart of the Jewish soul.” Discuss the statement,considering the following questions:

Based on your earlier observations, in what ways dohistory and modernity coexist in Jerusalem? Can youthink of examples from your own experience thatillustrate this coexistence?

What does it mean that Jerusalem is both capital of theJewish state and heart of the Jewish soul? What in theposter supports this idea?

What are the implications of this statement for ourunderstanding of and relationship to the city? What canthis teach us about how Jews relate to and perceiveJerusalem?

Levi Eshkol, the second prime minister of the State ofIsrael once said, “Every Jew has a personal Jerusalem inhis/her heart.” How does this statement relate to the oneat the top of the poster?

Describe your personal Jerusalem.

3. To further explore these issues, study the followingJewish texts about Jerusalem. Focus the discussion on therole of Jerusalem in Jewish consciousness and Jewish

identity, challenging the students to consider how thisinforms their own understanding of the importance ofJerusalem in Jewish tradition and in their personal lives.

PSALMS 137:5–6

If I forget thee O Jerusalem, let my right hand wither; letmy tongue stick to my palate if I do not remember you, if Ido not set Jerusalem above my greatest joy.

According to this text, what should happen to thepsalmist if he or she forgets Jerusalem?

What is the significance of the hand? The tongue? Whatdo they tell us about Jerusalem’s significance for theauthor?

According to the psalmist, what place should Jerusalemhave in one’s life? What does it mean that Jerusalemshould be set above one’s greatest joy?

Why do you think Jerusalem is so important to thepsalmist?

ZECHARIAH 8:4–5

So God said: Old men and old women shall yet dwell in thestreets of Jerusalem…. And the streets of the city will fillwith boys and girls at play.

What is the vision of Jerusalem described in this text?

What feeling does this scene evoke?

What is the hope for Jerusalem according to thispassage? What does this teach about how we shouldunderstand this city?

What in the poster alludes to the content of this verse?

WEEKDAY AMIDAH

And to Jerusalem, Your city, may You return in compassion,and may You rest within it, as You have spoken…. Blessedare you, God, Builder of Jerusalem.

What are we asking for in this blessing of the Amidah?Why do you think that this prayer is included in theweekday Amidah?

What does it mean for God’s presence to dwell inJerusalem? What would that look like? Feel like?B A B A G A N E W Z


I YA R 5 7 6 7

10

“Journey toJerusalem”

MAGAZ INE CENTERFOLD

PAGES 10–11

This poster depicts many ofthe unique and intriguingsites that reveal Jerusalem’sdistinctive character. Thelesson plan outlines twoactivities. The first invitesstudents to explore their ownfeelings about Jerusalem andto learn about one of thesites on the poster. Thesecond activity is designed tobe a longer-term project inwhich students use the siteson the poster to help themorganize a school-wideJerusalem Fair celebratingthe city’s historical,recreational, religious,cultural, and spiritualrichness.

OBJECTIVES�Students will learn about

important places in Jerusalem.

� Through Jewish texts and classdiscussions, students willexplore Jerusalem’ssignificance for Judaism andthe Jewish People and in theirown lives.

�Students will research specificareas in Jerusalem.

VOCABULARY

h<5m6 map

rye1 city

roza2 area

hn5Wkv4 neighborhood

bojr4 street

dyr1y5 fair

L E S S O N P L A N B Y A B I G A I L U H R M A N


Do you see the fulfillment of this prayer in our days?How? If you do see the fulfillment of this prayer, whatexactly are you asking for when you say this tefillah?

4. Explain to your students that they will now have anopportunity to zoom in on one location on the Jerusalemposter. Either individually or in pairs, they will choose alocation about which they want to learn more. Studentscan research their chosen locations using the Internet,Jerusalem travel books, or other reference volumes fromthe library. Then, students should create a detailed pictureof their site, incorporating the information they learnedinto their drawing. In addition, students should write asentence or two about why this site interests them andhelps them connect to Jerusalem.

When they have completed their detailed drawings,students should share their drawings and what theylearned with each other. Then, mount their work on abulletin board around the “Journey to Jerusalem” poster,connecting their drawings to the location on the posterwith a string or paper strip.

EXPANDED SCHOOL-WIDE ACTIVITY: JERUSALEM FAIR 1. Begin the lesson as above (steps 1, 2, and 3), guidingstudents from viewing the poster through the text study.

2. Secure a date and location for a school-wide JerusalemFair run by your class. An appropriate time might be YomYerushalayim which falls on May 16th this year, celebrating40 years of reunification of Jerusalem.

3. Explain to your students that they will now have theopportunity to learn about one area of Jerusalem in depth.In groups of four, students will work to create a JerusalemFair for the rest of the school based on select sites from theposter. Each group will be responsible for designing andcreating a booth about its site. At their booth, the studentsshould prepare an activity that relates to their site.

IDEAS FOR BOOTHS

If students focus on Ein Kerem and Hadassah Hospital,they may choose to create a booth in which visitors do anart project designing their own Chagall windows usingtransparencies, tissue paper, and white glue. For a boothdevoted to Mah

˙aneh Yehudah, students may plan a spices

taste test or a fruit toss. A booth representing the Kotelmay have two parts, one at which visitors write notes to besent to Jerusalem and placed in the Wall and a second partin which people use fabric and art supplies to create a“brick” for a school-constructed Kotel. To represent thecentral bus station, students can plan a relay race gettingparticipants from one end of the room to the nextincluding a variety of challenges, such as carryinggroceries, lifting a stroller, or having a fare card punched,or students can create an intricate maze to get travelersfrom point A to point B. See a list of additional suggestedbooths at www.babaganewz.com/teachers.

Encourage students to think creatively. Instruct them tomake a timeline for how the booth can be organized in theallocated time and to keep a detailed list of what they willneed for their booth. Explain how much time will bededicated to the project in class and what parts will have tobe done at home.

In addition to an activity, the students also need to teachthose who visit their booth about their location. To do this,they can either create a travel brochure of their site or aposter advertising their site. They should include factsabout their site and why it’s an important spot to visit inJerusalem.

4. Before the school fair, be sure to give your students anopportunity to share their booths with each other and tryout each other’s activities.

5. On the day of the fair, give the students time and spaceto set up their booths, and then let the fun begin! You maywant to have Israeli music playing in the background, timefor Israeli dancing, and/or some Israeli snacks. Enjoy!

ILLUSTRATIONS BY AVI KATZ


ACTIVITY: THE HUNT IS ON!1. Begin class by making a list together of things that thestudents consider beautiful. Instruct students to close theireyes. Tell them to concentrate on their sense of smell, andthen to name things that smell beautiful. Next, tell themto concentrate on their sense of touch, and then to namethings that feel beautiful. Do this again with their sense ofhearing. Ask the students to open their eyes and look atthe list. Discuss:

What does it mean for something to be beautiful?

How do you feel when you see, smell, hear, or touchsomething beautiful?

What other qualities do you associate with beauty?

Instruct students to close their eyes one more time. Thistime, ask the students to think about feelings that arebeautiful.

What experiences are beautiful?

What feelings are beautiful?

What ideas are beautiful?

2. Read the following text:

TALMUD KIDDUSHIN 49B

Ten measures of beauty descended on the world—ninewere taken by Jerusalem, one by the rest of the world.

What do you think this text means?

Does it only refer to the physical beauty of Jerusalem?Why or why not?

What makes Jerusalem different from other places?

3. Have students complete this month’s quiz on page 12 ofBABAGANEWZ. Students may complete the quiz in themagazine itself or online at www.babaganewz.com andprint out their answers.

Invite students to reflect, either in writing or through classdiscussion, on their results:

Do you think your results are accurate? Why or why not?

What does it mean to connect most deeply to history, tophysical beauty, or to spirituality?

What parts of the other two categories are alsoimportant to you? How are these categories connected?

What parts of Jerusalem most represent what thecategories find to be beautiful and important about thecity?

Do you feel connected to Jerusalem? If yes, how? If not,why not?

Why is it important to feel connected to Jerusalem?

4. Divide students into three groups—one group for eachresult in the quiz—to participate in a Jerusalem scavengerhunt. Each group should try to find at least five itemsaround the school that can represent its quiz results: thehistory, physical beauty, or spirituality of Jerusalem.Encourage students to be creative; they can bring literalitems (such as a Siddur with the Amidah’s blessing forJerusalem) or they can bring items that connect bywordplay or symbol to their idea of Jerusalem. Designateup to ten minutes for the “hunt.”

Once the students have assembled their items, they shouldpresent them to the class as their “Beauty of Jerusalem”exhibit, displaying the items and explaining theirsignificance.

How are appreciations of history, spirituality, and beautyall connected?

Look back at the list you made at the beginning of class.Which of the items there are ones that you find beautifulbecause they’re an important part of your history?

Which ones have to do with the way you connect to Godand holiness?

B A B A G A N E W Z


I YA R 5 7 6 7

12

“What’s Your Tie?”

MAGAZ INE PAGE 12

This quiz invites readers tofind the way that they canconnect to Jerusalem. In thislesson, students willparticipate in a scavengerhunt to discover the things intheir everyday lives that canhelp them demonstrate andstrengthen their bond to theholy city.

OBJECTIVES�Students will discuss different

ways of appreciating beautyand explain how they recognizebeauty in the world.

�Students will express theirpersonal appreciation ofJerusalem.

VOCABULARY

r-vq4l1 to tie

rv3q3 knot

rv3q3 connection

yp1-y beauty

hy5r4ofs4yh1 history

L E S S O N P L A N B Y S A R R A A L P E R T

If you had to write a report abouta famous Jew, you’d most likelychoose to research:

David Ben-Gurion, the firstprime minister of the State ofIsrael.

The stained-glass artist MarcChagall.

Rashi, who wrote the mostfamous commentary on Torah.

You are never too busy to:

Admire a beautiful flower.

Listen to stories about the oldendays.

Talk to God about what bothersyou.

For a friend’s surprise birthday party,you would most likely volunteer to:

Give the d’var Torah.

Prepare a this-is-your-life presen-tation for your friend.

Arrange the room and decoratethe tables.

Your favorite song on theBABAGANEWZ jPod is:

“We’ve Got a StrongDesire” by Shlock Rock,because it retells thehistory of the Jewishpeople.

“King Without a Crown” byMatisyahu, because it talks aboutGod’s love and mercy.

“Through Heaven’s Eyes” fromThe Prince of Egypt, because itconveys beautiful images of atapestry, mountain, and goldendesert sand.

Your favorite Jewish holiday is:

Yom Kippur, because it’s whenyou feel the closest relationshipwith God.

H˙anukkah, because the lights of

the menorah are exquisite.

Pesach, because you love hearingthe story of the Exodus.

When relatives come to visit, thefirst thing in town you show them is:

A historical monument inthe park.

An art museum downtown.

The synagogue to which yourfamily belongs.

You have the most questions about:

Things in nature, like how apeacock’s feathers can be so colorful.

Your family’s history and whoyour ancestors were.

The meaning of life and yourpurpose in the world.

4

7

6

5

3

2

1

MOSTLY RED: Bowtie. You love learningabout history, whether in school or on yourown. Jerusalem is filled with thousands ofyears of Jewish history, going back to thecreation of the world when Adam wasformed from the earth of Jerusalem(Bereishit Rabbah 14:8). Your love for thepast can connect you to the Jerusalem ofthe present and future.

MOSTLY GREEN: Gucci necktie. You admirebeauty all around you, from nature to fineart. You can connect to Jerusalem throughits unparalleled splendor. After all, “tenmeasures of beauty were given to theworld. Nine were taken by Jerusalem andone by all the rest” (Kiddushin 49b).

MOSTLY BLUE: Tallit. You are a veryspiritual person, with strong beliefs andfaith in God. You will feel the greatest tie toJerusalem as a sacred city—the holiestplace on earth and the “place which Godchose to rest God’s name there” (Devarim12:11).

“I am your child, Jerusalem. Jerusalem is mine.”“JERUSALEM IS MINE” BY KENNY KAREN

Take thisquiz online.

�CHECK OUTYOUR SCORE

12 B A B A G A N E W Z I Y A R 5 7 6 7 B A B A G A N E W Z . C O M

TieYourWhat

,s

B Y AV I VA W E R N E R

NEW

SCO

M/J

UPI

TERI

MAG

ES


creo

QUOTES & QUESTIONS“…[M]any streets in Jerusalem are named for inspiringtzaddikim, and you can feel their presence with every stepyou take.”

Molly felt very inspired by the walk she took. How doyou think Molly felt the presence of the tzaddikim on herwalk?

Can you recall a journey you have taken that wasinspirational? What was inspiring about it?

Molly finds a very diverse group of tzaddikim on herwalk. Discuss some of their outstanding qualities. (It isinteresting to note that the tzaddikim represented in thestory span centuries.)

Have you ever met a tzaddik?

“When friends hurt your feelings, do what you can to stoptheir behavior, but don’t stop loving them.”

How is it possible to keep caring for someone who hurtyour feelings? Why is that a value?

Have you ever changed your behavior to be moreconsiderate to someone you love?

How is this realization an example of striving to be atzaddik?

“I explained to Dahlia how I had started a conversationwith the spiritual heroes of the Jewish past….”

How can you enter a similar conversation, even withoutthe streets of Jerusalem to guide you?

ACTIVITY: AND THE NOMINEES ARE...1. To begin the class, distribute the following Jewish textto your students. Divide the class into study partners toread the text and answer the questions that accompany it.

TALMUD BABA BATRA 75B

The Holy Blessed one originally intended to give Jerusalema fixed size…. The ministering angels said to the HolyBlessed One, “Ruler of the Universe, You created manycities in Your world for the nations of the world and You didnot give them a specified measure in length or width; YetJerusalem, with Your name in its midst, Your Temple in itsmidst, and righteous people in its midst, You want to give aspecified measure?”

According to this text, how is Jerusalem different fromother cities around the world?

In what ways did the angels ask that God not limitJerusalem?

Why do the angels think that Jerusalem’s size shouldnot be limited?

Considering that Israel is a small country and thatthere is a finite amount of space for the cities andtowns in the country, how do you understand thistext? In what metaphorical ways might Jerusalemnot be limited?

Discuss the text with the class. Ask students if anyone hasvisited Jerusalem. Encourage students who answer yes toshare their experiences: Did they feel holy there? Spiritual?Or was it like any other city?

2. Once the class has discussed Jerusalem, read the article“A Walk Through History” on pages 13–15 ofBABAGANEWZ, using the Quotes & Questions above toguide your discussion about the article.

3. Molly talks about tzaddikim throughout history. Withthe class, create a working definition of a tzaddik.

Instruct students to imagine that a city-planningcommission in Jerusalem is meeting to select names fornew streets that have been developed in the city. Studentsmust each identify a modern-day tzaddik and write a briefletter to the commission nominating the tzaddik forconsideration. As an alternative, students can create andfill out mock applications for street naming. The letters orapplications must include the person’s name, location, andexplanation of how he or she acts as a tzaddik.

L E S S O N P L A N B Y D E V O R A H K A T Z

B A B A G A N E W Z


I YA R 5 7 6 7

13

“A Walk ThroughHistory”


This article describes a walktaken through the streets ofJerusalem. While Molly leaveshome angry and frustratedwith her best friend, it is aninspiring walk in Jerusalemthat allows Molly to reflect onthe many righteous peoplewho are memorialized instreet names in the holy city.In this lesson, students willlearn about the beauty ofJerusalem and thesignificance of some of itsstreets.

OBJECTIVES�Students will identify how one

can draw strength fromtzaddikim (righteous people)through the ages.

�Students will nominatecontemporary figures from Jewishlife for new street names.

VOCABULARY

bojr4 street

lY2f6l4 to walk

tWdyd1y4 friendship

byr1 quarrel

‘‘’’

...[M]any streets in Jerusalem arenamed for inspiringtzaddikim, and you can feel theirpresence with everystep you take.

STEP

HAN

IE G

LICK


14

“COMPASSES”

SHEMOT 13:21And God went before them by day in a pillar of a cloud, to lead them on the way;and by night in a pillar of fire, to give them light; to go by day and night.

PIRKEI AVOT 1:6 Make for yourself a teacher.

PIRKEI AVOT 1:6Acquire for yourself a friend.

TALMUD BERAKHOT 30AIf a person is standing outside Israel, he or she should turn toward Israel, as it says,“And pray unto You toward their land” (I Kings 8:48). If a person is standing inIsrael, he or she should turn toward Jerusalem as it says, “And they will pray to Godby way of the city You have chosen” (I Kings 8:43).

SHEMOT 20:12Honor your father and your mother; that your days may be long upon the landwhich God, your God, gives you.

RABBI BUNIM, HASIDIC TALEKeep two truths in your pocket, and take them out according to the need of themoment. Let one be: “For my sake was the world created.” And the other: “I am dustand ashes.”

“EFRAT IZAKS: TO THE RESCUE”

TALMUD YERUSHALMI H˙

AGIGAH 3:6“Jerusalem is like a city in which people are friendly together” (Psalms 122:3): a city in which all [the people of] Israel are friends....

PSALMS 128:5 And God will bless you from Zion and you will see the good of Jerusalem all of thedays of your life.

BEREISHIT RABBAH 56:10Avraham called it Yireh (see) as it says, “And Avraham called the name of that place Hashem Yireh (God will see).” Shem called it Shalem (complete) as it says,“And Malki Tzedek, King of Shalem.” The Holy Blessed One said,... “I will call itYerushalayim (Jerusalem) like both of them called it—Yireh, Shalem—Yerushalayim.

TORAH PAGE

ISAIAH 2:3 AND THE TORAH SERVICE...The Torah will come out of Zion and the word of God from Jerusalem.

FROM SHAH˙

ARIT , BLESSING BEFORE SHEMA

May You shine a new light on Zion, and may we all speedily merit its light.

PSALMS 48:3The joy of the whole earth is Mount Zion.

ISAIAH 60:19God shall be an everlasting light for you.

JEREMIAH 51:50Remember God from afar, and let Jerusalem come into your mind.

DAVID BEN-GURIONNo place in the world, not even Athens and Rome, ever played as great a role in the lifeof a nation for so long a time as Jerusalem has done in the life of the Jewish People.

S O U R C E S T O S T U D Y

This page contains sacred texts; please treat it respectfully.


“NAOMI SHEMER: GOLDEN GIRL”

TALMUD NEDARIM 50A The daughter of Kalba Savu’a betrothed herself to Rabbi Akiva. When her father heardthis, he vowed that she was not to benefit from any of his property. Then she wentand married Rabbi Akiva in winter. They slept in a straw bin, and he had to pick outthe straw from her hair. He said to her: “If I had the means, I would give you aJerusalem of Gold.”

TALMUD SOTAH 49BWhat are crowns worn by brides? Rabbah Bar Bar H

˙anah said in the name of Rabbi

Yoh˙anan: a golden [Jerusalem].

PSALMS 137:5–6If I forget thee O Jerusalem, let my right hand wither; let my tongue stick to my palateif I do not remember you, if I do not set Jerusalem above my greatest joy.

“FROM ZION COMES TORAH…AND TALKING COMPUTERS!”

BEREISHIT 2:3[On that day] God rested from all the work that God had created toce8l6 [la’asot,to do].

WEEKDAY AMIDAH

You graciously endow human with wisdom and teach insight to a mortal. Endow usgraciously from Yourself with wisdom, insight, and discernment. Blessed are You, God,Giver of wisdom.

“JOURNEY TO JERUSALEM”

PSALMS 137:5–6If I forget thee O Jerusalem, let my right hand wither; let my tongue stick to my palateif I do not remember you, if I do not set Jerusalem above my greatest joy.

ZECHARIAH 8:4–5So God said: Old men and old women shall yet dwell in the streets of Jerusalem….And the streets of the city will fill with boys and girls at play.

WEEKDAY AMIDAHAnd to Jerusalem, Your city, may You return in compassion, and may You rest within it,as You have spoken…. Blessed are You, God, Builder of Jerusalem.

QUIZ CENTRAL: “WHAT’S YOUR TIE?”

TALMUD KIDDUSHIN 49BTen measures of beauty descended on the world—nine were taken by Jerusalem, oneby the rest of the world.

“A WALK THROUGH HISTORY”

TALMUD BABA BATRA 75BThe Holy Blessed one originally intended to give Jerusalem a fixed size…. Theministering angels said to the Holy Blessed One, “Ruler of the Universe, You createdmany cities in Your world for the nations of the world and You did not give them aspecified measure in length or width; Yet Jerusalem, with Your name in its midst, YourTemple in its midst, and righteous people in its midst, You want to give a specifiedmeasure?”

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


The culminating moments of so many of ourpractices recall the city of Jerusalem. On YomKippur and Pesach, we conclude the

respective services with the heartfelt cry of “Nextyear in a rebuilt Jerusalem!” Weddings, similarly,end with one of the most evocative sounds inJudaism—the shattering of the glass—thatreminds us of the destruction of the Holy Temple.Even the mundane act of painting a hometraditionally ends with leaving one section of thework undone to remember the same event.Jerusalem figures prominently in our religious andspiritual lives; we express our yearnings for the cityand the idyllic visions of redemption connected toit at times of our greatest joy. How, though, shouldwe act upon the reminders of Jerusalem thatpunctuate our lives? The holiday Yom Yerushalayim(celebrating the June 1967 reunification ofJerusalem) provides us with a blueprint forrebuilding our connection to the city, God, and ourpeople. Situated on the calendar several weeks afterYom Ha’atzmaut, Yom Yerushalayim reminds usthat, while it is important to have an independent

country, we cannot lose sightof the soul of our land and the sanctity that itrepresents. Furthermore, eight days after YomYerushalayim, we celebrate Shavuot, commemorat -ing God’s gift of the Torah to us. On the eighth dayafter we celebrate the unity of the modern andancient sections of Jerusalem, we rejoice in our brit(covenant) with God and recommit ourselves to theTorah. The juxtaposition of Yom Yerushalayim andShavuot reinforces the idea expressed by theRopshitzer Rebbe, “By our service to God, we buildJerusalem daily. One of us adds a row, another onlya brick. When Jerusalem is completed, redemptionwill come.”

B A B A G A N E W Z


I YA R 5 7 6 7

16

PROPOSED THEMES for5768/2007–2008

Tishrei 5768/September 2007tyv1p4oj hr5yj1B4Beh

˙irah H

˙ofshit

Making Choices

H˙eshvan 5768/October 2007

rWBd1h6 j6=-Koah

˙Hadibbur

Power of Speech

Kislev 5768/November 2007bofh6 tr6=5h6Hakarat HatovAppreciation

Tevet–Shevat 5768/December 2007–January 2008la2r5c4y1 Xr3a3 tb6h8a6Ahavat Eretz YisraelLove of the Land of Israel

Adar One 5768/February 2008Myq1-la3 Ml3x3Tzelem ElokimIn God’s Image

Adar Two 5768/March 2008hw5q4T1TikvahHope

Nisan 5768/April 2008hr5osm4h6 tl3v3l4v6Shalshelet HamesorahChain of Tradition

Iyar 5768/May 2008Molv5ShalomPeace

Iyar’s Torah for Teachers

Special Renewal PricingSoon you will receive information about renewing your BABAGANEWZ subscription for theupcoming school year. Respond by May 15th to take advantage of a special $9.99

EARLY BIRD OFFER! After this date our new subscription price will be $11.99.

Remind your Education Director today thatyou want BABAGANEWZ for the

2007–08 school year.

BABAGANEWZ is planning anexciting year filled with

Jewish values, culture, text, andtraditions—a wonderful resourcethat makes teaching easier and

learning more fun.

BABAGANEWZ is a nonprofit project of The AVI CHAI Foundation and

JFL Media (Jewish Family & Life!)

www.babaganewz.com


jewish kids exploring the world guide

Documents