pay it forward purim v2 · the students study the book of esther, megillat esther where queen...
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SubmissionTemplateTeachername RonitSchoolname TheTorontoHeschelSchoolProjectname PayItForwardPurimAge/Gradeofstudents Grade7and8TellusaboutyourschoolanditscommunityTheTorontoHeschelSchoolisapluralisticindependentJewishdayschoolfromjuniorkindergartenthroughgrade8inToronto,Canada.AsacommunitybasedJewishDaySchool,itrespectsawiderangeofJewishobservances.TheschoolisnamedforRabbiAbrahamJoshuaHeschelwhoisthereligiousandphilosophicalinspirationoftheschool.HeschelbelievedthatinordertobeagoodJew,onemustfirstbeagoodhumanbeing,concernedwithjustice.Inthisspirit,studentsatTheTorontoHeschelSchoollearntoapplytheteachingsoftheTorahintotheirdailylifebothintheschoolandwithinthecommunityatlarge.RabbiHeschelbelievedthatJewishethicalvaluesmustbeappliedandlivedtoeveryaspectoflife.Describetheheritage,religion,orculturethatgroundsthecurriculum/project/initiativethatyouaresubmittingTheTorontoHeschelSchoolisgroundedinJudaismasitisseenthroughthelensofRabbiAbrahamJoshuaHeschel’swritings.HeschelframedtheJewishimperativeasawholeheartedsearchforjustice.Heschel’suniquecontributiontoJewishthoughtemphasizedthepersonalrelationshipbetweentheindividualandGodandsothestudentsstudyfromoriginaltextandlearntomakemeaningfromtheirheritagethemselvesandtotakestepstowardsjusticeonadailybasis.HeschelsaidthatwhenhewalkedwithRev.MartinLutherKingJr.atSelma,“hislegswerepraying.”Whichvalue(s)areyouhopingtoinspireinyourstudentsthroughthiscurriculum/project/initiative?Theprojecthopestoinspirethevalueofrighteousness(Tzedaka)whichincludes:
1. respectforallpeople,eachmadeintheimageofGod(B’zelemElokim);and2. charitytothosewhoneedhelp.
Identifythesource(s)ofthevalue(s)youareteaching(text,tradition,ritual,practice,story,etc).ThestudentsstudytheBookofEsther,MegillatEstherwhereQueenEstherriskedherlifetosaveherpeople.
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TocelebratetheholidayofPurim,theMegillatellsJewstogive“MatanotL’evyonim”,giftsforthepoorand“MishloachManot,”giftsoffoodforone’sfriends.TheversethatliststhesepracticesisEsther9:22
“ThedayswhereintheJewshadrestfromtheirenemies,andthemonthwhichwasturneduntothemfromsorrowtogladness,andfrommourningintoagoodday;thattheyshouldmakethemdaysoffeastingandgladness,andofsendingportionsonetoanother,andgiftstothepoor.”
Listthelearninggoalsforthisproject
ThestudentswillstudyMegillatEstherinpreparationfortheholidayofPurim; Thestudentswillconsiderthepositiveandnegativepersonalqualitiesofthepeople
inthestoryoftheBookofEsther; Thestudentswilldrawparallelstoleadershipperformancesbyleadersinourtimes; Thestudentswillstepoutsideoftheircommunity,considerhowtohelppeoplein
needaroundthem;theexperiencewillraiseconsciousnesstowardshomelessness,reducethestigmaofhardship,andinspirethestudentstoseekappropriatesolutions;
ThestudentswillthenactandfulfillthelawofMatanotL’evyonimandMishloachManot.
DescribetheprojectTheprojecthasfivephases.
1. OnthedayofPurimitself,whenthegrade7and8studentsreadthemegillahtogetherandworkinsmallgroupstocontemplatethepersonalitiesinthestory,theircharacteristicsandleadershipinsavingtheJewsinPersiafromdestruction.InkeepingwiththeplayfultoneofthecelebrationofPurim,eachgroupcreatesanartinstallationportrayingaselectedPurimcharacterasamoderndayfigure.Forexample,onegroupportrayedKingAchashveroshasRobFord(Toronto’sformermayor).
2. Thechildrencatalyzetheirlearningaboutnoticingandhelpingpeopleinneed,inthePayitForwardPurimProject.ThestudentsareaskedtofindhelpfulsolutionsfromwithintheirowncapabilitiesandskillstocreateandprovidegiftsforhomelesspeopleinToronto.Lastyearthestudentsdecidedtoknitscarvesandbakegranolabars;toactivatetheentireschoolcommunity,theycollectedtangerines,socks,gloves,hatsandbottlesofwaterfromallgrades;theyhadtheyoungerchildrencreatecardswithmessagesoffriendshipandsolidarity.Thegrade7and8studentspackagedthebasketsofMishloachManotinpreparationfordelivery.
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3. Oneevening,students,parentsandteachersmeetattheschoolandreceivetrainingfortheirengagementwithstreetdwellers.ThefacilitatorsalsoprovidemapsandroutesindowntownTorontoandafacilitatoraccompanieseachsmallgroupastheygooutintothestreetsofToronto.
4. Walkingthegivenrouteinasmallgroup,thestudentcomesuponastreetdweller,engagesthehomelessperson,introduceshimself/herselfandofferstwogiftbaskets.Thestudentexplainsthatonebasketisfortherecipienttokeepandthesecondistogivetoanotherrecipientwhowillappreciateit.Thisprocesscontinuesuntilwholerouteistravelled.
5. Thenextdayinclasstheteacherleadsthestudentsthroughaguidedreflectionabouttheirexperienceandwhattheylearned.
Describetheevidenceofimplementationthatyouaresubmitting.Thismayincludestudentwork,photographs,documentedclassconversations,oranythingthatshowsthelearningofthechildren.Evidenceincludedis:
Photostakenthroughouttheproject’simplementation; Reflectionsfromthreeperspectives:astudent,aparent,andoneofthefacilitators
oftheeveningprogram.
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ReflectionsontheExperience“Itfeltgoodseeinghomelesspeoplesmilingwhenwegavethemthebagsoffoodandblankets.Itisimportanttogivetootherpeople,andatPurimwhenwegivemishloachmanottoourfriendswecanalsogivetopeopleinneed.”“Icametoappreciatehowotherpeopledon’thaveasmuchaswedo.Andbygivingthemsomethingweweredoingsomethinggoodforthem.Wegotintointerestingconversationswithpeopleonthestreetsandlearnedsomuchaboutthem.”“Ilearnedalotaboutthepeopleandhowdifferentitisforthem.Itwasrewardingtoseethesmileontheirfaceswhenwegavethemthebags.Someofthemaskedformorethanonetogivetotheirfriends.ItiscooltoseehowourJewishtraditionscanhelpgivethesepeoplemeaning.” ~Grade7students“Iwishtoextendmygratitudetothosewhoorganizedthisevent,includingHeschelstaff,thestudentsformakingsuchwonderfulgiftbasketsandthefront‐linevolunteerswhohelpeddeliverthegifts.Thisexperiencewasmeaningfulonmanylevels.Manyofus(parentsandstudents)goingintoit,feltnervousaboutwalkingthecoldstreetsofdowntownTorontoandinitiatinginteractionswithhomelesspeople.Itwasawonderfulawakeningtoseehowwarm,friendlyandappreciativepeopleweretoreceivethesegifts.Itwasalsoamazingtoseethateventhoughthepeoplewemetdonothavemuch,theystillretaintheirsenseofcommunitybysharingtheirgiftswithothersandtellinguswhereelseonthestreetwemightfindpeoplewhowouldreallyappreciatethepresents.Onegentlemanpreferredtochatandtellhisstoryandeventhoughhewaslivinginashelter,feltweshouldsavehisgiftforsomeonewhohadevenlessthanhim.ItwasextremelyIronicthattheonlypersonwhowasbundledup,lyingonastreetcornerandinmyopinionlookingthemostdesperateofthehomelesspeoplelastnightwasinfactJewish.Andsoitwasanightwherewewereallremindedhowpowerfulourpreconceivednotionscanbeandnotonlyhowthatcanaffectthelivesofothers,butjustasimportantly,howlimitingthatcanbeforustoo.Bytheendoftheeveningdespitethefrigidtemperatures,manyofusdidnotfeelthecoldasmuchaswedidinthebeginning.Thatmighthavebeenasresultofdispellingthemythsandsheddingourfearaswellasthewarmthgeneratedfromwithinbythegiftofgiving.” ~Parent
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“Itwasareallygreatexperiencetoworkwiththestaff,studentsandparentsattheschool.Ourteammanagedtogiveawayall35MishloahManotbasketsanditwasareallypositiveexperienceforourgroup.Someofthehighlights:1. WemetWarren,aJewishhomelessguywho"lives"onthecornerofSpadinaand
Queen.Hewasverytouchedbythemishloahmanotandblessedtheteacherandtherestoftheteam.
2. WegaveoutacoupleofmishloahmanotsoutsideofayouthshelterjustwestofSpadinaonQueen.Wethenwalkedawayand2teenagerswhowerestayingattheshelterfollowedusandshylyaskedusformishloahmanotsaswell.TheyweresogratefulandblesseduswithahappyPurimblessing.
3. Oneofthebighighlightsformewastoseehowthekidsinthegroupactedsomaturely,askedgreatquestionsandreallyseemedtoenjoythemselves.”
~Facilitator
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