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Religion See other Religion Articles Title: Religious Issues in your Child's Public School - Activities that Teach About CHANUKAH Religious Issues in your Child's Public School A Guide For Jewish Parents Activities that Teach About Chanukah A Short Historical Background of Chanukah Chanukah symbolizes the value of religious freedom and the importance of respecting diverse religious faiths. In the year 168 BCE (Before the Common Era), the Hellenistic Syrians, led by King Antiochus, tried to impose the Greek culture on the Jews of Syria by desecrating the Temple and by forbidding them to practice their faith. Judah, the Maccabee, and a small group of Jews fought the Syrian Army. After a three-year war, the Maccabees won and the Jews regained their political and religious freedom. Introducing Students to Chanukah A great place to start would be with the meaning behind the holiday: people fighting for what they believe against great odds. You might want to facilitate a discussion with the students, asking for ideas about other stories with the same message (a secular example might be the book The Little Engine that Could). This will open up the class to a more specific discussion of what this message means for Jews. The Symbolism of Chanukah Explain that once the Jews drove their enemies from the land, they had to burn oil in the temple menorah (candelabra) in order to keep the temple functioning. Only one day's supply of uncontaminated oil remained. Because the oil continued to burn for eight full days, Jews saw this as a miracle and, therefore, celebrate Chanukah by lighting candles on a menorah for eight nights. Foods and Games of Chanukah Activities that Teach about Passover Food and Games of Passover http://www.adl.org/issue%5Feduca...s/activity%5Fchanukah.asp + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Foods and Games of Chanukah Once the history is explained, you could follow up with some games and activities. This will accomplish the second goal of sharing culture in a fun-filled way. One great way to have fun and learn about a cultural event is by sharing food dishes. Explain why oil is the motif of Chanukah Making latkes (potato pancakes) from the food processor to the frying pan to serving them with applesauce and sour cream is one way to do just that. Another option is to bring in sufganiot (jelly doughnuts). Explain that oil is the motif of this holiday, and point out how oil is used in each of these recipes. Comparing latkes to sufganiot is also a great way to bring up the issue of diversity that exists within a particular religious group or ethnicity. Another fun option is to bring in dreidels and demonstrate the traditional game associated with the holiday. Show the class how the spinning top has a different Hebrew letter on each of its four sides: Nun, Gimmel, Hay and Shin. Explain that these letters make up an acronym, which translates to "A Great Miracle Happened There." (You may want to remind them that the miracle is that the oil lasted so much longer than would have been expected.) In order to play, the players put something into the pot (money, chocolate coins, raisins or nuts). If the dreidel stops on Nun, the player who spun the top gets nothing. If it falls on Gimmel, the spinner gets everything in the center. On Hay, the player takes half. Finally, if it lands on Shin, the player must add to the pot. Another fun activity is making your own, edible dreidels. You can make them by putting a thin pretzel into the top of a marshmallow. Turn the marshmallow, dab peanut butter on the bottom and then attach a chocolate kiss. http://www.adl.org/issue%5Feduca...ctivity_chanukah_food.asp + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Activities that Teach About Passover A Short Historical Background of Passover The symbolism of Passover is found in its emphasis on freedom and equal rights. Passover retells the story of the Hebrew people's liberation from slavery in ancient Egypt. According to Exodus, the Jews were enslaved by the Egyptians. The Pharaoh, who was the King of Egypt, was afraid that the slave population would grow too strong, so he ordered that every Hebrew baby boy be killed. Moses, a baby at that time, would have been killed but was spared when his mother hid him. After his sister Miriam placed him in a floating basket on the Nile, Moses was discovered by an Egyptian princess who raised him as a prince of Egypt. Moses gave up the princely life to lead his people out of bondage to freedom. Middle School: Start with what the Students Already Know Generate interest by beginning with some universal connections. Begin by asking what they recall about ancient Egypt. Or ask the class for a definition of slavery. Brainstorm the different examples of slavery that they've studied in history class. Compare and contrast the slavery of the Hebrews in Egypt and the slavery of the Africans in the Americas. 1. Universal Connections You might want to bring in a tape of the gospel song "Go Down Moses" since it links both experiences. Another approach uses art as a focus. Start by bringing in various prints depicting religous events. This could lead to cross-cultural discussions of the Spring-season holidays. It could also lead to a discussion of how art has depicted events and ideas of cultural importance throughout the ages. A third approach could use music as a background. Bring in a tape of traditional Passover songs, perhaps even accompanied by copies of the lyrics for all of the students. The words and meanings of such traditional songs as "Chad Gadya" and "Dayenu" offer a wonderful starting point for the story of Passover. Or, you could make the discussion a truly inclusive one. If you bring in three or four distinctive Haggadahs (children's, feminist, interfaith, etc.), you can discuss with the class the variety of ways in which the story of Passover is told. Try to find differences and similarities in the wording. Point out that the style of the story may change, but the symbols of the holiday remain constant. Perhaps the students could come up with ideas about why the authors chose to include different selections in their Haggadahs. Working with Younger Students Begin by asking the students if any of them have seen the Dreamworks animated movie "Prince of Egypt." Tell the students that the movie is a version of the Passover story that you are here to tell today. Ask them what they remember from the movie. If there is a globe or map in the classroom, have them identify Egypt and Israel. Use the different Haggadahs to discuss what a Seder entails and to explain to story of Passover. You could also bring several Haggadahs and explain that there are various ways to tell this story just as there are with some fairy tales. But point out that this is not a fairy tale: it is what the Jewish people consider a part of their history. Using the Haggadah, briefly go through what a Seder entails, stopping to tell the story and explain all the symbolic items on the table, including those on the Seder plate. For a more contemporary approach, consider including some of the newer traditions, such as Miriam's Cup, which holds water, unlike Elijah's cup which holds wine. Explain that we would not have been able to celebrate freedom without the help of such brave women as Miriam, Moses' sister, who stayed by the water's edge to ensure baby Moses' safety. Another tradition that many new Seders include is a prayer that is said in memory of the six million Jews who perished during the Holocaust. Once the history is explained, you could follow up with some games and activities. This will accomplish the second goal of sharing culture in a fun-filled way. One activity will have the class constructing pyramids. They will love having a hands-on experience with another culture. The teacher will be pleased that this is a good small motor activity and an early exposure to geometry. Prior to presenting this activity, you will need to prepare construction paper squares and triangles. You will need five 5" squares. Leave one as is. Fold the other four in half to form rectangles and then (while holding the rectangle by the fold) cut it from the lower right to the upper left, producing four folded triangles plus plenty of recyclable scraps. For each child in the classroom you will need to clip together a square (the pyramid's base) and four triangles (the sides of the pyramid). In class, the children can construct their pyramids by using the square as the foundation and taping each triangle to the base to form the pyramid's sides. If sand is available, they can place some glue on their structure and sprinkle sand on it to add to its "authenticity." http://www.adl.org/issue%5Feduca...nts/activity_passover.asp + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Foods and Games of Passover Another great way to have fun and learn about a cultural event is by sharing food dishes. Bringing in a family Seder plate with the symbolic foods will also provide an opportunity to explain the significance of each of the symbols. Engage all the senses by providing a sampling of each of these foods to the students so that they can actually get a "taste" of Passover. # Seder Foods Charoseth # Mazto It would be an added dimension if you could provide a variety of charoseth to demonstrate how regional foods and traditions have modified this aspect of the holiday. Another fun project has the students making their own snack by creating cream cheese and jelly matzo sandwiches, or making charoseth using equal measures of almonds, dates, pecans, golden raisins and a splash of kosher grape juice. Grind all of the ingredients well in a food processor. Have the children form the mixture into balls and roll in cinnamon to make it look like a muddy brick. Explain that this is a treat that originated in Morocco, in the north of Africa. Another fun activity incorporates the tradition of searching for the affikomen. Share with the class how children are kept involved in what can sometimes be a long evening with a hunt for the affikomen (hidden at the beginning of the evening, the affikomen is the middle of the three symbolic pieces of matzo). Hide an affikomen in the classroom and award a prize to the student who finds it. A wonderful way to incorporate all of these activities into your visit would be to break the class up into groups, so each group could complete a different project simultaneously. http://www.adl.org/issue%5Feduca...ctivity_passover_food.asp + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + This follows on the heels of the ADL's mandates for celebrating a Christless Christmas in American schools: Chanukah Q. My child's teacher asked me to present *** Chanukah to the class. What is legal and appropriate? A. It sounds like the teacher is laying the groundwork for **** Lisa to feel special in a positive way, while simultaneously providing all of the students with an understanding that religious differences are to be appreciated, not rejected. It is also admirable that she asked you to present to the class, rather than placing the responsibility on your daughter. The basic guideline you need to remember is that the public schools can teach about religion as long as they do not preach religion. Adults -- whether they are teachers, administrators, community leaders or parents -- must be careful to distinguish between teaching about a religious holiday and actually celebrating that holiday....... Q. Should a teacher ask students to explain their religious holidays to their classes? A. It is always problematic when students are put on the spot and asked to explain a religious or cultural tradition: they may feel uncomfort-able and may not have sufficient information to be accurate. In asking a student to explain, the teacher also sends a message that Chanukah is too "exotic" for anyone but Jews to understand. There are many great books on Chanukah that the teacher can consult in order to be prepared to explain the holiday. Q. What is excessive when it comes to +++ Christmas decorations on handouts and in the classroom? A. First, it is important to note that while Christmas trees, Santas, wreaths, wrapped gifts, and reindeer are commonly used as Christmas decorations or symbols, the courts have decided that they are secular symbols of the season. Nevertheless, their inordinate usage is inappropriate. Talk to the teacher about the plethora of Christmas decorations on the homework assignments. Explain that while you understand that displaying such graphics on workbook assignments is legal, such excessive use makes you and your child feel uncomfort-able. Suggest alternative winter decorations, including snow flakes, gingerbread houses, and mittens that may be more inclusive. Q. Is it appropriate for teachers to hold Christmas parties and to allow those who don't observe to be excused? A. The students are being told, in effect, "Come to a fun party with gifts, food, and games, or go to the library for the afternoon." While legal, this party is insensitive to those students who do not celebrate Christmas. With a few adjustments, this party can be a positive experience for all of the students. Instead of celebrating Christmas, the party can celebrate the winter season or a variety of holidays. In addition to having Santa Claus pictures to color, there should also be non-holiday coloring choices. Finally, since receiving gifts from Santa Claus is a Christian tradition, it is inappropriate in the public school classroom. An option that is true to the spirit of the winter holidays might be encouraging children to write to merchants, or other children, seeking donations for children who lack any toys....." Q. Is it appropriate for a teacher to assign compositions with religious themes such as "What Christmas Means to Me"? A. The teacher's assignment assumes that all children find Christmas meaningful. This is inappropriate because it appears to endorse one religion over another. It is illegal for the teacher, who is an authority figure, to demonstrate a preference for any particular religion. I suggest that you use the situation to increase the teacher's sensitivity to religious diversity and to stress the importance of assigning topics that allow children to choose between a variety of secular and religious projects, i.e., "What Does Christmas/Chanukah/Kwanzaa/Winter Mean to You?" It is important to remember, however, that there may be a legal difference between an assignment initiated by the teacher and a topic selected voluntarily by a student........ Religious Issues in Your Child's Public School A Guide for Jewish Parents A Publication of the Anti-Defamation League http://www.adl.org/issue_education/guide_parents/print.asp Q. Is it appropriate for a teacher to assign compositions with religious themes such as "What Christmas Means to Me"? A. The teacher's assignment assumes that all children find Christmas meaningful. This is inappropriate because it appears to endorse one religion over another. It is illegal for the teacher, who is an authority figure, to demonstrate a preference for any particular religion. I suggest that you use the situation to increase the teacher's sensitivity to religious diversity and to stress the importance of assigning topics that allow children to choose between a variety of secular and religious projects, i.e., "What Does Christmas/Chanukah/Kwanzaa/Winter Mean to You?" Are we to assume then, with the great emphasis on Chanukah teaching, that all children find Chanukah meaningful? Does this not endorse one religion over another? Not in the minds of the blind and hypocritical Pharisees at ADL, I guess.
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JEWS RULE THIS PLANET!
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