Tamuz 17th - "

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Tipo de recursos: Peula Idiomoa: English

Edad 15 - 17

Cantidad de participantes en el grupo 10 - 40

Tiempo estimado: 45 minutos

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Objetivo del recurso

Goals: The chanichim will understand that and " created different ways for to remember and to continue throughout the ages to hope and pray for its rebuilding. In addition, the chanichim will internalize the idea that its worth pursuing goals that seem far off or that wont necessarily actualize in our own times, because its the people who dream that start and get others to complete the task. For example, even though it seems that one Jew making aliya or teaching about it won't make a big difference, it takes those people to get the weal turning.


Apoyo requerido y Materiales

Accessories and materials:

  1. Bingo boards filled with the different related to the .(below)

  2. Little pieces of paper to cover the bingo boards.

  3. Source sheets with the story of and the carob tree. ( ".)

  4. Cards with information about the following characters:

    • Martin Luther King

    • "

  5. Photos of the characters above.

  6. A bunch of skit props, like beards, pieces of material

  7. 100 paper cups.

  8. A prize for the winner.


Contenidos de los recursos

"

Goals: The chanichim will understand that and " created different ways for to remember and to continue throughout the ages to hope and pray for its rebuilding. In addition, the chanichim will internalize the idea that its worth pursuing goals that seem far off or that wont necessarily actualize in our own times, because its the people who dream that start and get others to complete the task. For example, even though it seems that one Jew making aliya or teaching about it won't make a big difference, it takes those people to get the weal turning.

Accessories and materials:

  1. Bingo boards filled with the different related to the .(below)

  2. Little pieces of paper to cover the bingo boards.

  3. Source sheets with the story of and the carob tree. ( ".)

  4. Cards with information about the following characters:

    • Martin Luther King

    • "

  5. Photos of the characters above.

  6. A bunch of skit props, like beards, pieces of material

  7. 100 paper cups.

  8. A prize for the winner.

plan:

1. Start out with an opening question:

What's the point of fasting on " ?

What is supposed to do to us?

(Focus in on answers that deal with memory of )

2. Chose a and give him a card with a and he has to mime it to the rest of the kids until they get it and fill it out in their bingo boards. The boards deal with the different that have evolved in reaction to the . The kids will get to know new they've never heard of before and realize just how many things that we do and dont do are in reaction to the destruction of .

3. Quick recapture on the fact we have so many of these and ask why they think " created them.

4. Divide the into 4 groups, each group gets a photo and information card on one of the following characters: ,, Martin Luther King , , and ". Each group needs to read up on the character and prepare a skit about the person, while focusing on the goals this person pursued, the difficulties in fulfilling them and the way things worked out in the end. They will then present the skits to the rest of the group.

5. Give out source sheets with translation on and the man planting a carob tree, ( ".) and read through it together.

6. Following the story give out paper cups and ask the to make a pyramid out of cups.

7. Discussion:

  • Why did the guy plant the carob tree, he knew he'd die before he'd see the fruit?

  • Why did Hertzel spend all of his time and energy, and finally his life for something he knew he'd probably not see? Do you think it was worth it?

  • Why now do you think started forming ? Do you think it worked? Do you think it will work?

  • Conclude by saying that not every kid could have been on the top of the pyramid, and that sometimes we need to be the bottom, to do something simple, that wont necessarily make a huge difference but it just as crucial for the success of the whole in the end.

  • " chose to create many that are supposed to keep the memory of the which we have never seen, live in our minds and hearts, with us striving to rebuild it. We say that everyday in out and it comes in during our happy times and sad ones as well. The fact that we all know what was, and are fasting today for the destruction of something that existed 2000 years ago proves the success of "and may we all live to see the rebuilding of the in our times.


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