Religion & Ethics NewsWeekly

In This Episode

For Educators

Traditions and Transformations – Procedures For Teachers

In This Lesson

Prep — Preparing for the lesson
Steps — Conducting the lesson
Extension — Additional Activities


Prep

Media Components

Computer Resources:

  • Modem: 56.6 Kbps or faster.
  • Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above.
  • Personal computer (Pentium II 350 MHz or Celeron 600 MHz) running Windows® 95 or higher and at least 32 MB of RAM.
  • Macintosh computer: System 8.1 or above and at least 32 MB of RAM.
  • Adobe Acrobat Reader 4.0 or higher. Download the free Adobe Acrobat reader here:
    http://www.adobe.com/products/acrobat/readstep2.html.

Bookmarked sites:

TIP: Prior to teaching, bookmark all of the Web sites used in the lesson and create a word processing document listing all of the links. Preview all sites and videos before presenting them to the class.

Religion & Ethics NewsWeekly Web sites:

Other sites:

  • Judaism 101 , offers a clear, simple guide to all things Jewish. Basic information about most of the topics covered in this lesson can be accessed under the Table of Contents.
  • Jewish Holidays and Festivals on the Net
    http://www.melizo.com/festivals/
    Though there is a little advertising on this site, the stylish, colorful graphics, crisp navigation, and clear information make it worthwhile.
  • Union for Reform Judaism
    http://www.uahc.org/holidays/
    This succinct, informative site presents the Jewish holidays from a Reform perspective.
  • The Klezmatics
    http://www.klezmatics.com
    A Web site about a contemporary klezmer band.
  • Klezmerica
    http://www.klezmerica.com
    A Web site looking at contemporary klezmer music.

Background information for teachers:

  • Teaching Heritage
    This site has a series of lesson plans coordinating with the educational DVD-ROM Heritage: Civilization and the Jews. The DVD-ROM itself leads users through 5800 years of Jewish history via a nine-hour documentary series; over 650 translated and annotated historical documents; 541 map views with over 2250 explanatory essays; over 3600 encyclopedia articles; over 100 interactive multimedia presentations, with over 800 historical images; and a fully word- and category-searchable index of over 7000 multimedia elements.

Materials:

Teachers will need the following supplies:

  • Board and/or chart paper
  • Ideally a screen on which to project the Web-based video clips
  • Organizers of Web resources if computers are not available in the classroom

Students will need the following supplies:

  • Computers with the capacities indicated above
  • Notebook or journal
  • Pens/pencils
  • Visual art materials (e.g., paints or collage images)


Steps

Introductory Activity: Web of Jewish culture

1. To begin, make a brainstorming web to help students organize their thoughts about Judaism. On the chalkboard or chalk paper, write the word Judaism. Ask students to think about words and ideas they associate with Jewish culture, religion, and history and call out their ideas one at a time as you write them around the word Judaism in web form.

Depending on your student population, you may have many students who are familiar with Jewish culture and traditions, or you may have none. This will affect the quantity of ideas and associations that students will generate. If nothing else, students probably think of holidays, such as Hanukkah; foods, such as latkes or bagels; and political/historical associations, such as the state of Israel and the Holocaust.

2. When students have generated as many ideas as they can, review the web and note that it reflects what the group knows about Jewish religion and traditions. Ask students to vote on whether these traditions are religious, or cultural, or both. Next, ask them to consider:

  • What’s the difference between a religious practice and a cultural practice?
  • Do some traditions start out as religious practice, but then become cultural practice?

Learning Activities:

Activity 1: What Are Jewish Traditions?

1. Explain to students that they are now going to learn more about the specific traditions of Jewish culture, thinking about how that culture both endures and is modified over time. Tell them that as they are exploring this, they should be thinking about how their own traditions have evolved, and how the meaning of their own traditions may have changed.

2. Tell students that they will begin by watching a few brief videos about Jewish culture. Ask them to write down answers to the following questions while they watch:

  • What Jewish cultural or religious practice does this piece focus on?
  • What are the key elements or themes of the Jewish traditions in this piece?
  • What kinds of changes or transformations to Jewish traditions are shown in this piece?
  • What do you notice in this video? What questions do you have?

3. Show students the following bookmarked video clips:

(Note: You may want to introduce each segment by reading aloud the transcribed introduction of the Religion & Ethics NewsWeekly anchor.)

4. After showing the segments above, discuss students’ observations and questions.
You can ask the following general questions:

  • What did you notice in the segments we just viewed?
  • What were the segments’ main themes?
  • In what ways do the cultural traditions in these segments exhibit permanence and timelessness?
  • In what ways have the cultural traditions in these segments been changed or transformed to mesh with contemporary ideals and sensibilities?

Activity 2: Exploring Jewish Traditions

1. Divide students into groups of 4-6, and ask them to research and report on one of the topics of Jewish culture and traditions below. (Note: Groups can choose or be assigned topics, as long as every topic is covered.)

Instruct each group to review the bookmarked Religion & Ethics NewsWeekly segments together, then assign and carry out further research as decided by the group. The guiding questions for each topic can help groups structure their work.

The Web-based resources listed under each topic will offer students a place to start. However, students should be encouraged to utilize other resources, including print resources and personal interviews with knowledgeable people in the community (e.g., rabbis or Jewish artists).

Transcripts of Religion & Ethics NewsWeekly segments are available on the Web site; guiding questions are provided as student organizers. In addition, students who conduct interviews can use the Tips for Interviewing organizer and the Interview Planning Sheet organizer to help them focus on what they want to learn from the speakers and what questions they will ask.

TOPIC A: The Jewish Nation: Who Are the Jews?

Religion & Ethics NewsWeekly site:

Feature: Secular Jews (November 1, 2002)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week609/feature.html
In this feature, observant and non-observant Jews discuss what it means to be Jewish, religiously and culturally.

Other Web pages:

Judaism 101
http://www.jewfaq.org/toc.htm
This site offers a clear, simple guide to all things Jewish. The following segments can be accessed under the Table of Contents:

  • Under “Ideas,” What Is Judaism? and What Do Jews Believe?
  • Under “People,” Jewish Population; Movements of Judaism in the United States Today; and Ashkenazic and Sephardic Jews
  • Under “People,” The Patriarchs and the Origins of Judaism.

TOPIC B: Jewish Holidays (subdivided below)

TOPIC B1: Hanukkah

Religion & Ethics NewsWeekly sites:

Observances: Hanukkah (December 7, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week514/observances.html
This story offers a basic introduction to the story of the miracle celebrated during the holiday of Hanukkah.

Religious Observance: Hanukkah (November 22, 2002)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week612/observance.html
In this segment, Religion & Ethics NewsWeekly looks at how Jews in different circumstances celebrate Hanukkah. Various novelty menorahs are discussed.

Other Web sites:

Jewish Holidays and Festivals on the Net
http://www.melizo.com/festivals/
Though there is a little advertising on this site, the stylish, colorful graphics, crisp navigation, and clear information make it worthwhile.

Union for Reform Judaism
http://www.uahc.org/holidays/
This succinct, informative site presents the Jewish holidays from a Reform perspective.

TOPIC B2: Rosh Hashanah/Yom Kippur

Religion & Ethics NewsWeekly sites:

Calendar: Rosh Hashanah (September 29, 2000)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week405/calendar.html
In this segment, Religion & Ethics NewsWeekly looks at the intense schedule of the Jewish high holy days. Rabbis comment on the difficulty of preparing for services in a short span of time.

Belief and Practice: High Holidays: Prayer with Cantor Abraham Lubin (September 21, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week503/belief.html
This segment (and its video clip) features an interview and song snippets from Cantor Abraham Lubin. Lubin explains the traditions of Rosh Hashanah and Yom Kippur.

Other Web sites:

Jewish Holidays and Festivals on the Net
http://www.melizo.com/festivals/
Though there is a little advertising on this site, the stylish, colorful graphics, crisp navigation, and clear information make it worthwhile.

Union for Reform Judaism
http://www.uahc.org/holidays/
This succinct, informative site presents the Jewish holidays from a Reform perspective.

TOPIC B3: Passover

Religion & Ethics NewsWeekly sites:

Observances: Passover (April 6, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week432/observances.html
This segment looks at why Jews celebrate Passover, and how non-Jews can learn from celebrations of Passover.

Calendar Feature: Women’s Seder (April 11, 2003)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week632/calendar.html
This segment (which includes a video clip), considers how women have modified the traditional celebration of Passover to incorporate contemporary feminist ideas.

Other Web sites:

Jewish Holidays and Festivals on the Net
http://www.melizo.com/festivals/
Though there is a little advertising on this site, the stylish, colorful graphics, crisp navigation, and clear information make it worthwhile.

Union for Reform Judaism
http://www.uahc.org/holidays/
This succinct, informative site presents the Jewish holidays from a Reform perspective.

TOPIC C: Jewish music

Religion & Ethics NewsWeekly sites:

Feature: Sacred Jazz (July 13, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week446/feature.html
This feature (with video clip) looks at jazz musicians who play music in a synagogue.

Feature: Klezmer music (May 18, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week438/feature.html
This feature (with audio clip) looks at the growing popularity of klezmer, a traditional Jewish music which echoes Jewish liturgical music.

Feature: Milken Archive of American Jewish Music (October 10, 2003)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week706/feature.html
In this feature (with video clip), Religion & Ethics NewsWeekly reports on a collection of secular and sacred American Jewish music.

Other Web sites:

The Klezmatics
http://www.klezmatics.com
A Web site about a contemporary klezmer band.

Klezmerica
http://www.klezmerica.com
A Web site looking at contemporary klezmer music.

TOPIC D: Jewish art

Religion & Ethics NewsWeekly sites:

Feature: Sephardic Art (May 30, 2003)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week639/feature.html
This segment (with video clip) considers an exhibit of Jewish artwork created during a period in Spain when Jews, Muslims and Christians lived together harmoniously.

Profile: Artist Deborah Rosenthal (June 29, 2001)
https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week444/profile.html
This profile looks at the work of a contemporary artist who is also an observant Jew.

2. Once students have researched their topic, they can present their research to the group. The format can be that of a traditional research paper, or students might have the option of presenting a play or skit, a rap or a video, or some other more creative performance mode.

Activity 3: Interviewing Guest Speakers

1. To learn more about Jewish culture, interview guest speakers about how they experience and perpetuate Jewish traditions. Volunteer guest speakers can be located within the parent body, school staff, and the larger community. You might contact a local synagogue for help in identifying appropriate speakers. You can publicize this opportunity via a parent letter (see [sample letter]), school and parent newsletters, and local media.

If possible, talk with volunteer speakers ahead of time. Ask them to prepare a presentation about some Jewish tradition that they practice, enjoy or study. Explore with them how best to present these traditions.

Speakers should plan on a presentation of 5-10 minutes followed by “Q and A”. When your speaker or speakers are scheduled, tell the class who will be coming to speak with them. Instruct them to take notes on these presentations, writing down speakers’ names, places of origin, a brief summary of their background, and their answers to students’ questions. Then help students develop general questions to ask each speaker. Possible questions are:

  • What Jewish traditions did you practice as a child? What did those traditions mean to you then?
  • How has your practice of those traditions changed?
  • What do your Jewish traditions mean to you now?
  • Are your cultural traditions connected with your religion, directly or indirectly?

2. Presentations can be videotaped or audiotaped. If the speaker is willing, the interview can also be videotaped. Students should write thank-you notes to speakers.

Activity 4: My Traditions

1. Ask students to write about their own traditions: what they are and how they have changed over time. Explain to them that they are going to think and write about traditions they follow, using the My Traditions organizer. These could be religious traditions (e.g., confirmation), secular traditions (e.g., the 4th of July), school traditions (e.g., annual field trips) or family traditions (e.g., how birthdays are celebrated).

This activity can be done as class work or homework. Finished work can be shared in pairs or small groups, followed by a whole-class discussion.

Culminating Activity 1: Group Poems

1. Ask students to create group poems reflecting their ideas about religious and cultural traditions, related either to Judaism or to their own culture. Have students form groups of five or six. Each group can then choose a theme for their poem, or you can assign one.

2. In each group, each person can write a line or two on a piece of paper. Students can also cull lines from sources; e.g., from the Religion and Ethics feature on contemporary art: “…dreams, myths, a reality that isn’t in the here and now.” Each line should be written on a separate strip of paper so the lines can be arranged and re-arranged easily.

3. When each group has collected the raw material for its poem, members can work together to assemble the lines they gathered into a poem. This will involve sequencing the lines, incorporating repetition if desired. For instance, the line “…dreams, myths, a reality that isn’t in the here and now” could be repeated in the style of a chorus.

Finished poems can be written and photocopied so each group member has a copy.

4. Each group can decide how its poem should be read, with an eye towards creating a presentation that will be engaging and dramatic. Some lines might be read by one person, others by several group members, others by all. Students can move as they read, stepping forward or back, striking poses, or forming different groupings.

Once a group has composed its poem and decided how to present it, students can practice their presentation.

5. Finally, each group can present its poem to the rest of the class.

Culminating Activity 2: Art Project

1. Ask students to create art works reflecting their ideas about religious and cultural traditions, either related either to Judaism or to their own culture. They can work individually, in pairs, or in small groups. This activity can be done in class or as homework.

2. Groups or individuals can state their themes, then choose ways to express their themes artistically. Possibilities include: posters, collages, and three-dimensional presentations, incorporating drawing, painting, photos, and real-life objects.

3. Finished art works can be presented to the class, then displayed.

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