My Family Story · 2015. 7. 12. · to My Family Story in memory of Manuel Hirsch Grosskopf - You...

MyFamilyStory

Beit Hatfutsot, Museum of the Jewish PeopleThe International School for Jewish Peoplehood Studies

© All rights reserved to Beit Hatfutsot My Family Story - Introduction • �

My Family Story is dedicated to

Kuky and Sergio Grosskopf for their generous contribution to My Family Story in memory of Manuel Hirsch Grosskopf - You have made it possible to turn a dream into a reality.

The Nadav Foundation, for establishing the International School for Jewish Peoplehood Studies and supporting its continued educational initiatives.

My Family Story is the vision of Martha Mazo, who continues to inspire all of us at Beit Hatfutsot on a daily basis.


PrefaceAs the national center for both Jewish communities in Israel and throughout the world, the mission of Beit Hatfutsot, the Museum of the Jewish People, is to collect and document the story of the Jewish people throughout their history. The central aim of Beit Hatfutsot is to lead the way in creating a deep, educated and active sense of belonging amongst the Jewish people.

In recent years, Beit Hatfutsot has been undergoing an extensive process of renewal and has re-invited the Jewish people, in all their varied shapes, sizes and shades and from every corner of the world, to visit and be exposed to the heritage, culture and values which have been created over the generations of Jewish life. The museum is the only one of its kind in the world and houses a unique core exhibition as well as exciting temporary exhibitions. In addition, Beit Hatfutsot holds the largest and most updated archive of photographs, films, music, and information about the Jewish people, communities, and their genealogy, in the world.

The International School for Jewish Peoplehood Studies (ISJPS) was established in November 2006 through the support and initiative of the NADAV Foundation. The goals of the School are to instill a sense of Jewish peoplehood among the young generation of Jews in Israel and around the world, to foster involvement with and commitment to the Jewish people as part of their Jewish identities, and to place education for Jewish peoplehood on the educational agenda in Israel and in Jewish communities around the world. This educational work is based on the rich exhibitions and databases of Beit Hatfutsot.

For over fourteen years, My Family Story, as Beit Hatfutsot’s flagship project, has played an essential role in connecting world-wide Jewish youth to the story of the Jewish people. At the center of the project stands the My Family Story International Competition in Memory of Manuel Hirsch Grosskopf in which Jewish students from schools and educational institutions from across the globe send their final family research projects and exhibits to the museum to be displayed in a group exhibition and in which they personally take part in a final celebration held at Beit Hatfutsot.

We are proud to present to you the new and updated educational curriculum for My Family Story which was especially developed for Jewish educational institutions around the world as a tool for teachers to support their preparation and facilitation of this exciting and experiential program.

Together, we are partners in this important educational journey which allows the next generation to connect to their roots, heritage and culture - a generation who envisions itself as part of the story of the Jewish people.

We wish you a fruitful educational journey together with your students and we hope to see you here at Beit Hatfutsot in the near future.

Avinoam Armoni,

CEO, Beit Hatfutsot

6 • My Family Story - Introduction © All rights reserved to Beit Hatfutsot

AcknowledgementsShelley KedarDirector of the International School for Jewish Peoplehood Studies (ISJPS)

Sophy TurkeaDirector of Program Development, ISJPS and Director of My Family Story Project Development Team

My Family Story Project Development TeamMartha Mazo, My Family Story Program Coordinator, ISJPS and Facilitator for My Family Story South America, Europe and Israel

Catriella Freedman, Coordinator of Curriculum and Program Development, ISJPS and Facilitator for My Family Story North America

Kate Rosenberg, Coordinator of Professional Development, ISJPS and Facilitator for My Family Story UK, South Africa & Australia

Primary AuthorCatriella Freedman

Contributing AuthorsKate RosenbergSophy Turkea

Educational ConsultantEva Halachmi, Educational Consultant for My Family Story and Facilitator for My Family Story France

Assistant to the Project Development TeamAbra Cohen, Intern, ISJPS

EditingSpanish: Julio Mazo, Martha MazoFrench: Carole Rosenthal Aidane, Eva HalachmiHebrew: Sophy Turkea

TranslationLilach Translations Graphic DesignTrigon Design

IllustratorDorit Maya Gurhttp://doritmg.com

Creative ManagerBoaz Kedar

Web DesignMantis

Video Production 2 Team Video Productions


Genealogical Software Support

Daniel Horowitz, My Heritage

Beit Hatfutsot Professional SupportDennis Allon, Director of Resource Development and External Relations

Zippi Rosenne, Director of the Bernard H. & Miriam Oster Visual Documentation Center

Neta Harel, Graphic Designer

Haim Ghiuzeli, Director of Databases and Collections

Dana Paz Prins, Editor of the Beit Hatfutsot Website

Shula Bahat, CEO of Beit Hatfutsot of America

Gloria Golan, Director of the American Friends of Beit Hatfutsot

The My Family Story team wishes to thank the following volunteers and advisors:Hedvah Anschel, Hemda Goldfinger, Sarita Kanterewicz, Zvi Mintzer, Tova Rozio, Jesse Schneiderman, Riva Bravay, Yaffa Segal, Dr. Amy Svirsky, Hesie Tenenbaum and Rachel Vitale.

CreditsPhotograph of mosaic from ancient Ma’on synagogue by Nikki Davidoff, courtesy of Israel Antiquities Authority.

Photographs of Synagogues, Holy Arks and Mezuzot cases courtesy of The Bernard H. & Miriam Oster Visual Documentation Center of Beit Hatfutsot.

Jewish Communities world maps from Israel: The Vision and the Venture of the Jewish People, CET and Beit Hatfutsot.

Demographic information courtesy of Professor Sergio Della Pergola, The Hebrew University of Jerusalem, 2011.

Original biblical passages from Exodus 2:1-22 (Unit 2, Worksheet #1), Ruth 1:1-19 (Unit �, Worksheet #1), and Leviticus 19:�� (Unit �, Worksheet #2) courtesy of Machon Mamre, http://www.mechon-mamre.org/i/t/t0.htm.

Talmudic passage used in Unit 2, Worksheet #2 is from the Babylonian Talmud, Tractate Chullin 91b. English translation and text vocalization courtesy of Rabbi Abe Weschler, Israel.

� • My Family Story - Introduction © All rights reserved to Beit Hatfutsot

Contents

Introduction ...................................................................................................................................................................................................10

How to Prepare for My Family Story ...............................................................................................................................14

Introductory Letter to Parents ...................................................................................................................................................................21

Introductory Unit .....................................................................................................................................................................................2�

Assignment #1: Who are you? .................................................................................................................................................................2�

Unit One: Who are you? ...............................................................................................................................................................29

Presentation #1: Evidence from the Jewish Past ..................................................................................................................�2

Letter to Parents ........................................................................................................................................................................................................��

Assignment #2: World Map ..........................................................................................................................................................................�9

Assignment #�: Family Tree .......................................................................................................................................................................40

Online Family Tree Instructions ...............................................................................................................................................................41

Comics #1: Young Anthropologists.......................................................................................................................................................42

Comics #2: Young Anthropologists.......................................................................................................................................................4�

Unit Two: Maps and Stones ......................................................................................................................................................4�

Map of Jewish Communities 1��0 ........................................................................................................................................................�2

Map of Jewish Communities 2010 ........................................................................................................................................................��

Text #1: The Birth of Moses ......................................................................................................................................................................�4

Text #2: Fighting Rocks? ..................................................................................................................................................................................�6

Assignment #4: Objects and their Stories ....................................................................................................................................��

Comics #�: Ilan in Egypt ..................................................................................................................................................................................��

Comics #4: Rocks .....................................................................................................................................................................................................�9

Comics #�: Stories and Objects...............................................................................................................................................................60

© All rights reserved to Beit Hatfutsot My Family Story - Introduction • 9

Unit Three (Optional): Ruth Explores her Roots ..................................................................................................61

Text #1: The Story of Ruth and Naomi ...........................................................................................................................................66

Text #2: Learning from the Past ...............................................................................................................................................................6�

Comics #6: Ruth Explores her Roots ..................................................................................................................................................6�

Unit Four: Collecting Sound Bytes........................................................................................................................................�1

Interview Cards ..........................................................................................................................................................................................................��

Assignment #�: Interview Form ...............................................................................................................................................................��

Comics #�: The Interview ...............................................................................................................................................................................�6

Unit Five: Be creative! ........................................................................................................................................................................��

Presentation #2: Representing what’s Important ...............................................................................................................�9

Comics #�: Putting it all Together ..........................................................................................................................................................92

Unit Six: Conclusion ..............................................................................................................................................................................9�

Rubric for assessing and judging ............................................................................................................................................................96

Certificate of Participation ...............................................................................................................................................................................9�


IntroductionYou and your students are about to embark on a journey to the past, an exploration of roots, a project that goes beyond the usual family tree. It is a journey that connects students to their personal stories, to their family stories, and to their story within the greater story of the Jewish People. But your class is not alone in this adventure: while you begin your research, you will be joining students and teachers from Israel and around the Jewish world who are also starting their own family explorations and also participating in My Family Story.

The culminating event of the My Family Story program is an international competition of family Roots Projects featuring those made by your students. Most schools first conduct an in-school competition to determine which project/s will go on to compete internationally. The chosen projects are sent to Beit Hatfutsot where judges will determine the final winners of the competition. All final submissions will be included in a special exhibition at Beit Hatfutsot, and finalists and winners will be eligible for prizes as well as the opportunity to participate in an official ceremony at Beit Hatfutsot in Tel Aviv, Israel, marking the opening of the exhibition and the conclusion to the competition (further details can be found in the next section, How to Prepare for My Family Story).

GoalsThe overall goals and objectives of My Family Story

To connect Jewish students from Israel and around the world to their story and to the larger story of the Jewish people through the creation of a project that reflects the research they conduct as individuals, as a class, and together as families.

To strengthen Jewish students’ sense of belonging and engagement, and therefore identity, with the Jewish people.

To establish a dialogue and engagement between Jews from around the world and Israel through an experiential learning encounter.

My Family Story is My Family Story offers a creative and hands-on method for teaching Jewish heritage, promoting

the historical memory of the Jewish people and creating a sense of Jewish Peoplehood.

An interactive family heritage project.

A sequenced series of lesson plans based on the Project Based Learning teaching technique.

Structured and well defined home based activities.

An opportunity for your students to connect to Jewish peers around the world and in Israel.

An opportunity for your school to highlight student progress and events to the greater local community.

An opportunity for your students’ work to become part of Beit Hatfutsot’s museum exhibition.

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My Family Story offers teachers and schools:

The support of experienced educators from within Beit Hatfutsot’s International School for Jewish Peoplehood Studies who are available for one-on-one advice and support.

The support of Beit Hatfutsot archives and genealogical database and My Heritage software in order to create meaningful family trees both online and in hard copy.

Units of StudyThis handbook includes curricular materials especially developed and produced by Beit Hatfutsot for My Family Story. There are seven units to be conducted in class, four with a suggested duration of two hours. These units are meant to allow for teacher flexibility. They can be presented in smaller parts over many days, or teachers may choose to skip certain activities or suggested discussions. The units are as follows:

Introductory Unit: This opening unit gives administrators and teachers guidance on how to introduce My Family Story to students (and parents).

Unit 1: Who are you? Introducing the concept of how to be a young anthropologist and the character of Ilan Ben Ami and his friends.

Unit 2: Maps and Stones. Join Ilan on a trip to Egypt, find evidence about Moses, learn how even rocks can tell a story.

Unit � (Optional): Ruth Explores her Roots. An optional unit which teachers can use to introduce the complexities and sensitivities surrounding children from interfaith families or parents who are Jews by choice.

Unit 4: Collecting Sound Bytes. Interview personalities from the past. Watch as Ilan talks with King David.

Unit �: Be Creative! Watch a presentation of creative projects from the past. Put it all together.

Unit 6: Conclusion: Submit presentations, written materials and proposals.


Key to symbolsThroughout this curriculum, the following symbols will be utilized in order to clarify how the units flow.

MFS = My Family Story project and competition

Objectives: These describe the goals, objectives and projected outcomes for each unit, and its connection to the previous unit.

Background and suggested triggers for rich classroom discussion including class activity, text study or presentation.

Teacher background and material: Geared towards enhancing teacher knowledge as well as to indicate to the teacher the direction of the unit.

Ilan Ben Ami: Here is where the indicated comics from Ilan should be included. Teachers are provided with the detailed story of Ilan in this curriculum while students are provided with the comics.

Assignment for home: An assignment that may require family assistance to be accomplished at home.

Tips: These are tips or ideas for additional options when time allows.

My Family Story team In addition, teachers and school representatives will have the support of our My Family Story team at the International School for Jewish Peoplehood Studies within Beit Hatfutsot to help them with presentation, content, and any other questions.

Shelley Kedar, Director of the ISJPS: [email protected]

Sophy Turkea, Director of Program Development, ISJPS and Director of My Family Story: [email protected]

Marta Mazo, Coordinator, My Family Story and Facilitator for Latin America, Europe and Israel: [email protected]

Catriella Freedman, Curriculum and Program Development, My Family Story and Facilitator for North America: [email protected]

Kate Rosenberg, Coordinator, My Family Story and Facilitator for UK, South Africa & Australia: [email protected]

14 • My Family Story - How to Prepare for My Family Story © All rights reserved to Beit Hatfutsot

How to Prepare for My Family Story As you have already read in the introduction, the My Family Story program and the seven units of the curriculum allow for a deep and interactive experience for understanding the roots of the Jewish people and the roots of the family. In addition, this program provides the opportunity to participate in the My Family Story International Competition in Memory of Manuel Hirsch Grosskopf of Roots Projects that will take place at Beit Hatfutsot every year in June.

Part I: How to register for My Family Story The fee for the educational materials and participation in the competition is published on the website. (A participating school can choose not to use the educational materials and still participate in the Manuel Hirsch Grosskopf International Competition, but the fee still applies.)

Registration and payment can all be done on the Beit Hatfutsot My Family Story website:

Step one: Complete the registration form and include the details of the person who will be working directly on MFS (including email, skype address and telephone).

Step two: Pay the fee that allows for the use of all educational materials and participation in the competition.

When registration is complete, each educational institution will receive an email receipt. At this point, the appropriate representative (for each country) from the MFS educational staff will be in touch directly with the school’s coordinator and will be available to answer any content or technical questions.

Part II: Including Families in MFS The main objective of MFS is to give students the opportunity to learn about their family and origins. Therefore, we consider it to be very important to involve the school community, the larger community, and, of course, families in the learning process and preparations for participating in the international competition. This can be accomplished on many levels, and we have included a number of suggestions that can assist you in enabling families to be active participants in making the entire experience a meaningful one. The more involved families are in the process, the more successful the educational process will be!

Here are some suggestions to help create the family connection:

A. Letter to Parents [see end of chapter]

Before beginning the MFS program, send parents this letter which not only explains the program and its objectives, but also the importance of parent participation along the way. Invite them to be part of the experience. (Feel free to format as needed.)

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This letter offers parents details regarding the international competition, including who participates and how, what each student is required to prepare in order to participate, how the final project will be displayed, etc.

This letter also gives details regarding home assignments included in the program that require family assistance. If possible, include the dates for when each assignment is due in class.

B. Beginning MFS

We recommend inviting both families and students together for a parent evening at school as an opportunity to introduce MFS simultaneously to both. This is, of course, a great way to emphasize the family aspect of the project and expectations regarding family involvement.

The evening can include a presentation of the project as a whole as well as presenting the objectives of MFS and the rules of the competition.

During this parent night, show the video clip created by Beit Hatfutsot for introducing My Family Story.

If creating such a parent evening is not possible, introduce MFS to students during class (more details in the Introductory Unit), and simultaneously send out information to parents.

Part III: What is the MFS Roots Project? As your students work through the MFS educational materials, students will begin preparing their Roots Projects. Chosen projects will be able to compete in the My Family Story International Competition in Memory of Manuel Hirsch Grosskopf.

A. My Family Story Roots Project-This is a creative/artistic presentation that represents the family story of the participants. Beit Hatfutsot as the Museum of the Jewish People, sees as its mission to create exhibits that represent the many stories of the Jewish people through the ages. Likewise, students participating in MFS should create a presentation that tells their family stories. Beit Hatfutsot encourages participating students to be creative and to find expression for all their ideas and talents in their Roots Projects. These presentations can come in a variety of types:

A written presentation-A family newspaper, a “family roots” album that is decorated and designed with pictures and documents, a family story comics, a mailbox of letters telling about the family, and more creative ideas.

A creative presentation-A creative family game, drawing, sculpture, or a meaningfully decorated presentation.

A media presentation-Writing a family blog, creating a family computer game, a digital album, a movie, music clip (with words and melody).


B. Weight and Size

The Roots Projects presentations that are chosen by each school to participate in the international competition arrive at Beit Hatfutsot from all over the world. Therefore, there is a required limit to the size and weight of each presentation.

The acceptable size of the presentations sent to Beit Hatfutsot can be no more than �2 x 24 inches and 11 lbs (�0 x 60 cm and � kg). If for artistic reasons participants feel stifled by this limit, they can send photos of their work in place of sending the work itself.

Each school is responsible for making sure that the families of the students do not invest exaggerated sums of money in order to create their MFS presentations. Truthfully, the family story is best represented through creativity and depth.

In Unit � (Be Creative!) of the MFS curriculum, a presentation of past MFS projects will be shown to students. Those pictures along with the ideas written here can give students ideas and directions on how to represent one’s family to Beit Hatfutsot, Museum of the Jewish People.

C. Four Criteria for the MFS Project

In order to unify the means of determining what makes appropriate MFS projects worthy of being included in the Manuel Hirsch Grosskopf International Competition, the My Family Story staff has established these criteria:

“Jewish Peoplehood” – The Roots Projects prepared by the participants must touch on at least one of the central concepts of Jewish Peoplehood: Collective Jewish memory; Jewish values; a connection to Israel; Hebrew or Jewish languages; Jewish creativity and/ or Jewish lifecycle.

Depth and Research – When we judge the projects, we want to be able to understand the underlying concepts and ideas behind it, the depth of research and thought which were invested in the project and how it tells the participant’s family story. Likewise, we will be paying great attention to the “Curator’s Words” which is requested of the participants in the final unit of the project: a paragraph which explains the concept behind the project, what it means and why it should be displayed in Beit Hatfutsot, the Museum of the Jewish People.

Aesthetics – The Roots Project, like an artistic installation, must be of aesthetic value and of interest to museum visitors. The aesthetics also include maintaining the size and weight limits of the project, as noted above.

Creativity – We are looking for innovative and new ways of telling family histories and/or stories. In addition, it is important that the means and materials used to represent these stories will encourage interest and curiosity in the project.

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D. How can we send the winning Roots Projects to participate in the competition?

The chosen Roots Projects from each school should be sent to Beit Hatfutsot at the following address:

Beit Hatfutsot

The International School for Jewish Peoplehood Studies

P.O.B �9��9

Tel Aviv, 61�92

ISRAEL

The projects must arrive in Israel during the month of May [please refer to the list of important dates for this year]. Works which do not arrive on time will not be given the opportunity to be viewed by the panel of judges from Beit Hatfutsot.

Upon the completion of the competition and the choosing of winners, the installations will be displayed in an exhibition at Beit Hatfutsot on the day of the final ceremony in June. Only at the end of the exhibition will the projects be sent back to the participating schools. The top 20 projects will remain in the museum and the exhibition for the duration of the exhibition: from the day before the ceremony and through the month of July.

At the completion of the competition and exhibition, the International School for Jewish Peoplehood Studies (ISJPS) will be responsible for returning all projects but will not be responsible for any payments involved in postage. Schools have the option to choose from regular mail, any courier service, or diplomatic post for the delivery and return of their projects. If the school does not make a specific request otherwise, Beit Hatfutsot will use the services of DHL and it is the responsibility of the school to pay all fees incurred.

1� • My Family Story - How to Prepare for My Family Story © All rights reserved to Beit Hatfutsot

Part IV – My Family Story in-school exhibitionHolding a final ceremony for My Family Story at your school

We recommend holding a final ceremony for the families of students and the wider community upon completion of the My Family Story project. Here are a few tips to help you successfully host this event:

Exhibition – The focus of the final ceremony should be an exhibition of the students’ works. Choose a large space (a hall or large classroom) to display the different Roots Projects as if in a museum exhibition. Alongside each installation, place a card with the details of the students and the “Curator’s Words” which the student has written as part of the assignments for Unit �.

Panel of Judges for My Family Story – We recommend inviting a small group of leading figures in your community and/or parent representatives to comprise the panel of judges for the competition. The competition criteria as well as each of the installations in the exhibition are to be presented to the panel (it is also possible to have each student present and explain his/her project in front of the panel of judges).

The Ceremony – The ceremony should be an opportunity to recognize the hard work each student has put into his/her Roots Portfolio and Roots Project as well as an opportunity to announce the winners of the competition (those installations which will be sent to Israel). Each school may choose 1-� works to participate in the Manuel Hirsch Grosskopf International Competition. No more than � projects per school will be accepted. Because so few projects are able to participate in the competition, it is suggested that each school choose � projects which will be sent to Israel to participate in the competition, and an additional � projects of excellence and � projects worthy of mention. Included in the curriculum are Certificates of Participation in My Family Story (see appendix for Unit 6) which are to be handed out to each student at the ceremony.

The ceremony is also an opportunity to include a musical/ dramatic act that is relevant to the story of the Jewish people or to invite central figures from the school and/ or community to make a speech.

Part V – The Manuel Hirsch Grosskopf International Annual Competition The projects which make it to the final competition will be sent to The International School for Jewish Peoplehood Studies within Beit Hatfutsot (according to the instructions noted above).

The Panel of Judges in the Manuel Hirsch Grosskopf International Competition – The panel will consist of members of the My Family Story team, the Director of the ISJPS, the curatorial team at Beit Hatfutsot and prominent Jewish educators. The judges will choose � projects of excellence and � projects worthy of mention, from overseas and from Israel, according to the criteria described above. The winners will be notified in May and announced at the final ceremony which will be held in June at Beit Hatfutsot.

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Prizes – All finalists and projects of excellence (and their participating schools) will be awarded prizes. Further details of the prizes will be released in the near future.

“Ilan and his Friends” – On the day of the ceremony and the day before (in June), Beit Hatfutsot invites all participants in the International Competition from Israel and around the world to participate in an educational and experiential gathering (flights and accommodation in Israel is the responsibility of the participant). These activities will allow students who researched their family history from different sides of the world to come together and participate in activities especially designed for them.

First Day Arrival at Beit Hatfutsot

Workshop at Beit Hatfutsot - “The Peoplehood Connection”

Tour of Exhibition - My Family Story

Lunch

Tour of the Core Exhibition in different languages

Theatrical Play

Second Day Arrival at the museum

Background to “The First Hebrew City” and introduction to “The Story of the City.” Division into groups.

Interactive tour through Neve Tzedek: “The Story of the City”

Lunch in Neve Tzedek

“Staying in Touch” concluding session

Final Ceremony of My Family Story at Beit Hatfutsot

In the case that you have additional students who will be arriving in Israel with their families for the summer holidays or for a family visit in Israel, they too are welcome to join us at the Final Ceremony. Please update your contact person from the My Family Story team so we know how many students to expect from each school.


The My Family Story exhibition at Beit Hatfutsot – Out of all the projects which will arrive in Israel from around the world, the panel of judges will choose � installations of excellence, and � projects worthy of mention from overseas and from Israel. All projects sent to Beit Hatfutsot will be on display on the day of the Final Ceremony but only the top 20 projects will be on display at Beit Hatfutsot for a month from the day before the ceremony and through July. Participants whose projects are within the 20 top works will not be able to take their projects at the end of the ceremony, as they will continue to be exhibited at the museum for another month. Beit Hatfutsot takes responsibility for the physical postage of projects back to the school of origin, but the payment of postage is solely the responsibility of the participating school.

Final Ceremony – The official final ceremony for My Family Story and the Manuel Hirsch Grosskopf International Competition will take place at Beit Hatfutsot together with the CEO of Beit Hatfutsot and several other guests of honor from Israel and abroad. The ceremony will include musical and artistic elements as well as the announcement of the competition participants and winners.

© All rights reserved to Beit Hatfutsot My Family Story - How to Prepare for My Family Story • 21

Dear parents of

We are thrilled to announce the opening of My Family Story, an international initiative offered by Beit Hatfutsot, The Museum of the Jewish People in Tel Aviv, Israel.

My Family Story offers an opportunity for your child to learn about their family history and delve into the past of the Jewish People - creating a sense of belonging between your child and the Jewish People. This popular international program has been operating in schools around the world and in Israel for fourteen years.

Through this program your child will:

Research his/her family history

Produce extensive family trees online

Produce creative projects representing his/her family history

Participate in an in-school exhibit displaying all student Roots Projects

Have the opportunity to engage with Jewish students from around the world

Have a chance to participate in the My Family Story international awards ceremony to be held in Israel on June

In order to introduce this project we invite all parents to an opening session on

Please take note of the following dates of the project:

1. Introductory session for parents (and students):

2. Due date for Assignment #1:

�. Due date for Assignment #2:

4. Due date for Assignment #�:

�. Due date for Assignment #4:

6. Due date for Assignment #�:

�. Due date for final project:

�. Launch of exhibition and announcement of competition winners:

9. Beit Hatfutsot International Awards Ceremony (to be held at Beit Hatfutsot, Tel Aviv):

June

We look forward to joining you on this journey into your family’s history.

All the best,

Introductory Unit

24 • My Family Story - Introductory Unit © All rights reserved to Beit Hatfutsot

Introductory UnitApproximate duration: �0 minutes

To introduce My Family Story to your students

To hand out important information for students and parents

To introduce the character of Ilan Ben Ami

To hand out and explain Assignment #1

Recommended Participants

We recommend that My Family Story be introduced to students in the presence of a principal or other administrative official. Students should understand that while My Family Story is a class project, it will culminate with an exhibit that will include parents, the entire student body, as well as representatives from other local Jewish institutions. Therefore it is also an endeavor that affects the school community as well as the larger Jewish community.

Introduce My Family Story Utilize the information presented in the Introduction to this curriculum and the chapter, How to

Prepare for the Project and Competition, in introducing MFS to students.

Introduce and review with students the driving questions of the project. These are questions to keep in mind throughout the program:

Who am I as a Jewish American/ Australian/ Brit/ South African [National of my country]?

What is the Jewish story for how my family came here?

How does the broader story of the Jewish people relate to my personal story?

Tell students about the project and the competition. When the class has completed the material, in class and at home, each student will be expected to create:

A Roots Portfolio - a notebook or album that will present their family tree, their family map, family interviews, photographs and important objects, and a description of themselves, all products they will complete for the duration of the project.

MFS creative project (Roots Project) - a unique presentation of their family story which will be presented in a school wide exhibit, and may have the opportunity to be included in the international MFS competition.

© All rights reserved to Beit Hatfutsot My Family Story - Introductory Unit • 2�

“Curator’s Words”- a written 1-2 paragraph card or letter explaining the significance and meaning of their Roots Project with an eye towards describing why it deserves to be chosen for the My Family Story International Exhibition.

We also recommend that students dedicate a three-ring binder for My Family Story in which they can store their written work, the printed unit material and comics, and information they gather along the way. These binders will help them organize and create their Roots Portfolio at the end of the project.

After explaining the expectations of the project, we recommend screening the movie clip included with the MFS educational materials. This will give students a brief taste of what the My Family Story project and competition are like, and introduce them to Beit Hatfutsot, the Museum of the Jewish People.

Ilan Ben Ami

Hand out the introductory page of Ilan and Friends. Explain that while your class proceeds with the My Family Story project, they will be accompanied by Ilan Ben-Ami and his friends. Ilan’s class from Israel is also working on the My Family Story project, and will also be grappling with some of the same issues as your students. Ilan’s journey is introduced as a medium by which students can understand some of the concepts related to the project.

Meet Ilan! He is a friendly but a little bit of a spacey 13 year old boy-he loves hanging out with his friends, listening to music, and sleeping during class. He can also be very serious, especially when it comes to his friends, and himself!

Hand out Assignment #1: Make clear what the expectations are and when the assignment is due. This assignment affords students the opportunity to think openly about themselves. Avoid suggesting that the objects they bring in be Jewish or academic, etc. At the same time students should understand that there are limits as to what are acceptable items to bring into class (i.e. non-sexual and non-violent).

The day the first assignment presentations are due marks the beginning of Unit One. Good luck!!

Dedicate a wall of the classroom to MFS in order to display student work as the project progresses. Send photos of the wall’s progress to your contact at Beit Hatfutsot; we will post them along with other classrooms from around the world.

AppendixAssignment #1: Who are you?

Introductory Unit

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Assignment #1:Who are you?

Who and what defines who you are?

Is it the food you eat? Your religion?

Your friends, family, the music you love?

Or is it a combination of some or even all of these things?

Your first assignment is to gather objects and items that you feel represent who you are. These can be CDs, photographs, key chains… Write a one page summary describing how these things reflect who you are. In class you will have two minutes to speak to the class about the things that identify you.In addition, create an I-Document (Identity Document) for yourself. Include a photograph and important information about yourself, including the origins and meaning of your name, where you were born, where you live, your favorite hobbies, and your dreams for the future. This will become the first page of your Roots Portfolio.

Expectations: Your written work should reflect that you have thought carefully about your I.D. and the

objects that represent who you are.

Your oral presentation should be clear and concise.

You may choose to bring in no more than two small objects to show during your oral presentation.

Unit OneWho are you?

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Unit One: Who are you?Approximate duration

Presentations and discussion: 1 hour

Presentation #1 and discussion: �0 minutes

Explain Assignments #2 and #�: 10 minutes

Students will present Assignment #1 and hand in their written paragraphs and their I-Document.

Introducing the concept: you are your family’s anthropologist!

Students will see their individual stories as part of a greater story.

When we think of ourselves, we consider ourselves as individuals. But how do others see us, or define us? When others try to understand who we are they tend to overlook our individuality and categorize us as being part of a certain culture or social group. This is demonstrated in this unit by giving students the opportunity to represent themselves as individuals and then to experience how their own representations can be seen as reflecting a collective beyond themselves, as reflected through the concept of the anthropologist.

It is important for the teacher to realize that even individuals consciously or unconsciously present themselves in collective terms so that the individual is always defined by a collective, both by themselves as well as by others. The truth is that a “true” individual with absolutely no roots or connections simply does not exist!

Comics #1: Young Anthropologists In this first comic strip an anthropologist has come to visit Ilan’s class. She explains what she

does: like an archeologist she is interested in finding things from the past and trying to understand what different societies and cultures were like. Unlike an archeologist, she is also interested in the way people are today. She uses evidence to try and piece together the story of a group or people. In fact, she could try and understand what this group of students is like if she could uncover the objects she found in their homes.

She asks for examples from the class. One student says: if you found a piano you would know that someone in the family plays music. Another: if you found lots of tour books you would know that the people in this family like to travel. Another: if you found mezuzot (parchments affixed to doorposts which contain the Shema prayer) on the doors, you would know that the family was Jewish. Ilan imagines his room, with every surface covered with garbage except his bed, and thinks: she would know that I really like to sleep!

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Comics #2: Young Anthropologists The teacher announces that tomorrow the students are going to have a chance to be

anthropologists by seeing what they can figure out about their classmates by studying the objects people bring in.

Ilan thinks to himself, suddenly attentive, yah! An archeologist!

The next day he comes dressed in khaki and a hard hat. Everyone else is dressed normally. Ilan is looking perplexed as his friend Ruth is looking at him, surprised, saying: What are you doing?

What are the goals of an anthropologist? Anthropologists study the way humans are, especially humans from the past.

They are interested in how people behaved, how they were connected with each other, and how they grouped themselves into a society.

Anthropologists are like detectives: they are interested in objects and how the objects can be pieced together to form a picture of what a particular group or society was like. What was their culture like? What was their day-to-day life like?

Anthropologists tend to overlook the individual: they are more interested in seeing how the things they discover paint a picture of a group, of a society, and less how they reflect the interests of a particular person.

Be an anthropologist After introducing the concept of the anthropologist, explain that each student will have an opportunity to play the role of a young anthropologist.

Before the presentations of Assignment #1 begin, the teacher should divide the class into two groups. Group A will present first and Group B will observe, and then both groups will switch.

The anthropology group (Group B) should imagine that the presentations they are about to hear and the objects they are about to see are “evidence.” The young anthropologists should think about how the evidence they watch and see reflects what “these humans” were like.

Each person in the anthropology group should keep the following questions in mind when listening to the presentations (teacher can write these on the board):

Are the objects that people brought in similar to each other?

Do you believe that these people were part of the same or different groups?


If you believe they are from the same group, what group is it?

Do you believe that this group of students could be described as Jewish Americans/ Australians/ South Africans [replace with country in which you live]? Why or why not?

What objects or descriptions would have led you to the conclusion that the group you watched was in fact a group of Jewish Americans/ Australians/ South Africans [replace with country in which you live]?

Now let the groups switch places

We often think of ourselves as in a vacuum, as individuals who stand apart from others. The idea of the anthropologist helps us bring into focus the fact that others often try to understand how we fit into a particular group, what our interests can tell them about a larger society. For those looking in, the way we define ourselves tells them a story that becomes part of who we are: your individual story is actually part of a much bigger story. We are about to embark on an exploration to uncover each of our stories.

Presentation #1: Evidence from the Jewish PastExplain that around 1600 years ago, people would adorn their floors with elaborate mosaics. Sometimes these mosaics would be purely decorative with designs and embellishments. Other times, people would use the mosaic to reflect the things that were most important or best represented their community, their values, and their story.

When archeologists uncovered one of these floor mosaics from the synagogue in Ma’on in southern Israel, they found that the beautiful mosaic depicted many different objects. Before showing the Presentation, let students guess which objects were found in this mosaic. After letting them offer answers, show the mosaic [Slides � and 4] from Presentation #1.

Which objects do the students recognize?

Which ones do they not?

Review the objects of Jewish origin [Slides 4 &�]: the Menorah (with a three pronged stand, evocative of the Menorah that stood in the Temple in Jerusalem), the lions, the shofar, the inscription with Hebrew letters that is actually in Aramaic. The inscription is a dedication to the community members who donated money to help build this synagogue, and to three individuals in particular who donated the most money. Remind students that this is exactly like the ubiquitous plaques found in every JCC, synagogue, and Jewish school today which honor those who contribute to sustaining these institutions!

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Yet, some of the other depicted objects are not Jewish in origin at all. The plants and animals represent agriculture and wine making, and very similar depictions are found in churches and other structures in the area. These images are Greek in nature. In other words, these objects while not Jewish, still reflect what was important for this particular community.

1600 years ago, a Jewish community wanted to let people know a little bit about themselves. They wanted people to know that this was a Jewish synagogue, but that this community was also part of their surrounding culture. Both parts were important to them. Both became part of their story.

Continue with slides showing synagogues from different historical periods and different Jewish cultures. These models come from the Beit Hatfutsot collection. They are all examples of the complex and creative ways Jews have represented themselves and their stories.

The common feature amongst these synagogues is that there is nothing about their exterior to indicate that they are specifically Jewish. They all resemble structures from their surrounding culture. First ask students to think about what a synagogue should look like.

Then proceed to the first synagogue slide [Slide �], a picture of the synagogue from Kai Feng Fu, China. Built in 116� and rebuilt in 16��, it very much resembles traditional Buddhist temples found in China. This synagogue no longer exists as the community in Kai Feng disintegrated due to family movement and assimilation.

The next synagogue [Slide �], the Tempio Israelito from Florence, Italy, built in 1��2, again shows the influence of surrounding cultures. It has Moorish/Spanish influences as well as a clear influence from the neighboring Duomo, the grand cathedral in Florence.

When looking at the next synagogue [Slide 9], ask students what kind of building this looks like. This synagogue was built in 1626 in Lutzk, Ukraine, and it was built as a fortress for protection. The Jewish community in this town were given permission to build the synagogue by King Sigismund III, but only if they provided their own security against attacks from neighboring countries.

The Ukrainian synagogue stands in contrast with the last model from Elkins Park, Pennsylvania [Slide 10]. This vast structure was designed in 19�9 by the famous American architect, Frank Lloyd Wright. Ask students to comment on the design. The building is intended to resemble Mount Sinai and the giving of the Torah.

While the structures of these synagogues were vastly different from each other, when we look at the inside of a synagogue, there are many more similarities. In every synagogue, one will find the Aron Kodesh (the ark for the Torah scroll), the Bima (the stage where Torah reading takes place), and perhaps a Ner Tamid (a lamp over the ark that remains lit). Ask students to find similar items.


The first interior [Slide 12] is from the Great Portuguese Synagogue in Amsterdam, Holland. Built in 16��, the interior reflects the Spanish/Sephardic influence of the community that came to Holland after the expulsion from Portugal in 149�, while at the same time showing the European influence of Holland.

The second interior [Slide 1�] comes from the synagogue in Cochin, India, built in 1�6� and restored in 1664. Since the community that erected this synagogue came from Spain and not from the older Indian Jewish community, it reflects a complex combination of Indian, English, as well as Spanish influences.

The third interior [Slide 14] is from the Danan Synagogue in Fez, Morocco. Built in the mid 1�th century, it shares many characteristics with the previous two synagogues. However, note the seating arrangement. Rather than having seats that face the Aron Hakodesh or the bima, the benches face away from these usual center points and face each other. Ask students why the seats would be arranged in this way. Perhaps when Jews came to this synagogue it was also an opportunity to socialize and have conversations with each other. This synagogue, like many others, functioned as a Jewish community center as much as it functioned as a religious center.

Conclude with Beit Hatfutsot logo [Slide 1�]. Explain that what the students just saw were all examples of how Jews throughout the centuries and from different places chose to represent themselves-to tell their stories. These representations are all found in the collection of Beit Hatfutsot, the Museum of the Jewish People, the same place that is conducting the My Family Story competition. The museum collects the stories of the Jewish people from all around the world, their family trees, the things they created to represent themselves, and evidence of how they lived their lives. What your students are being asked to do is much the same as what has taken place for hundreds of years: to create a ways of representing their stories.

What is the symbol of Beit Hatfutsot? A Magen David (traditional Jewish star) expressed through a mosaic, a mosaic like the first part of the presentation. The mosaic was a way some Jewish families and communities expressed their stories. But the mosaic also represents a multitude of perspectives, ideas, cultures, and stories. All of them are part of the story of the Jewish people!

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Assignments #2 & #3: Next Steps: Mapping our Origins, Starting our Story

Assignment #2: Maps: Make sure parents receive the parent letter [Appendix] and hand out the small world maps [Appendix]. Instruct students to work with parents or grandparents in order to map out where the different sides of their families came from before they ended up in their current location. Make sure to make clear when the maps are due, and that when complete, these maps should be put in their binders as they will become part of their Roots Portfolio.

Assignment#3: Family Tree: Hand-out instruction sheet [Appendix] for using the My Heritage software. Hand out blank family trees. Students should complete both with family assistance. The software tree will be theirs to enjoy. The hand out should be filled in and brought into class.

Items teachers need for the next unit: A world map and 2 small stickers for each student. If using a smart board, have a world map ready with a way to represent each student.

If time allows, have students represent their family trees in any creative way they want. Have them bring in the trees to decorate the class as a reminder of the project they are working on together. Advise students that the Family Tree will be put into their binders and will eventually become part of their Roots Portfolio. They should make sure that if they decide to decorate it or create a new one that it can eventually fit or be replaced by a photograph of their creation.

Appendix

Letter to parents

Assignment #2: World Map

Assignment #�: Family Tree

Online Family Tree Instructions

Comics #1: Young Anthropologists



© All rights reserved to Beit Hatfutsot

Dear parents and families of My Family Story participants,

Your child is embarking on an exciting journey in exploring your family’s Jewish roots as part of the My Family Story project.

Your child has become your family’s “anthropologist.” With your help and the help of other relatives or friends, he/she has been given the task to uncover the story of the family’s origins. Until now, this journey has taken place within the classroom. At this point we are ready to move the discussion into the home and into the sphere of the family, as the notion of family plays a central role in the My Family Story project. It is at this point that we ask you to take an active role in the facilitation of the next stages of the project.

Assignment #2Your child will soon be returning home from school with a map of the world. The task is to trace your family’s history geographically on this map by marking lines to signify the immigration of your parents and previous generations (no further back than two generations above parent’s generation) until they reached your family’s current destination. This is a task we would like you to do together with your child, and other relatives, if possible, as we are sure that many questions will begin to arise regarding the origins of your ancestors and it can be very powerful to address these issues together.

This task is due on:

Assignment #3Your child has been asked to create a family tree. This tree should go back at least two generations. This is an opportunity to include as many family members as possible. It could be a great excuse to get the family together or something to work on intimately together with your child.

Your child can create a family tree creatively as well as through the My Heritage software. This will ensure an everlasting web-based copy of your family tree which you can share with other members of the family. They too can add further information on their own by entering your family’s account via the My Heritage website. General instructions for the use of the website can be found attached to this letter.

Students should bring their creative family trees back to class on:

Both these assignments will become elements of your child’s Roots Portfolio, which will be one of the final outcomes of this project. We hope you enjoy this collective search into your past and the opportunity to work together with your child in creating a timeless family heirloom.

If you have any questions or comments, please feel free to contact us at the school.

All the best,

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Me

Assignment #3:Family Tree

© All rights reserved to Beit Hatfutsot My Family Story - Unit One: Who are you? • 41

Welcome to the Douglas E. Goldman Jewish Genealogy Center The Douglas E. Goldman Jewish Genealogy Center is the only center of its kind in the world. At the Center, visitors can search a computerized database containing thousands of genealogies of Jewish families from all over the world and can also register precious information and family history in their own family trees, preserving this vital material for generations to come.

Registering your family history at the Center has added benefits. Once your information is recorded, it may elicit connections with other registered users. In fact, you may discover unknown, exciting family ties with other people or families around the world.

Build your Family Tree with MyHeritage.com Building a family tree is easy and free of charge. To get started go to http://www.bh.org.il/database-articles.aspx?494�9 or follow these instructions:

1. Go to http://www.myheritage.com/bhsm Click on the Israeli flag in the bottom right hand corner to change the language to English.

2. Agree to Beit Hatfutsot’s terms & conditions and start entering your own details. Click on GO and a free account will be created for you.

�. Once signed in, you may continue building your family tree, adding photos and other material that will be saved automatically as you proceed.

4. You may continue building your family, adding photos and other material. MyHeritage will keep us updated.

For more information please contact [email protected] or phone +9�2 (�) �4�.��6

http://www.myheritage.com/bhsm

Unit TwoMaps and Stones

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Unit Two: Maps and StonesApproximate duration

Mapping activity discussion: 4� minutes

But where did it all begin, activity and discussion: �0 minutes

Objects tell a story, activity and discussion: 20 minutes

Explain Assignment #4: 10 minutes

Students begin to find their place in the mosaic of the Jewish story.

Each student will show their place on the world map.

The class will see where they came from as a whole and discuss Jewish movement in general.

Students will discover where they came from originally, the importance of their story, and how even the simplest objects can be important.

Hand out and explain Assignment #4.

Assignment #2: Let everyone take out their maps. Give each student two stickers and tell them to print their name on them. Each student should then take turns placing their stickers on the class map on two locations (where parents or grandparents came from-their choice). After every student has taken their turn, continue with the activity:

Does the map show a lot of variety in terms of where your class’s families came from?

Ask why many of the stickers may be grouped around specific locations: Poland, Russia, Morocco, New York, etc…

Some places developed into centers of Jewish life more than others. Why? These were places that may have been friendly to Jewish settlement. Once Jews began to settle there, other Jews felt more comfortable settling there as well.

Compare the class map with the two maps [Appendix]. One shows settlement of Jews in the 1�00s and the other shows the current settlement of Jews. Point out how the class map mirrors [or does not mirror] either of the maps. Also, take note how today the Jewish population has shifted away from Eastern Europe, and Arab and Muslim states. Why is that the case?

The Shoah / Holocaust

The creation of the State of Israel.

The relative comfort and freedom found in North America.

Other reasons?

Login to Google Earth through the MFS website and add your class’ photo to the map. See which other classes are working on MFS and where they are!

© All rights reserved to Beit Hatfutsot My Family Story - Unit Two: Maps and Stones • 4�

But where did it all begin? Where did the notion of the Jewish people begin-what is our shared story? According to the Torah and our accepted tradition, we became a people at the Exodus from Egypt.

Hand out Text #1 [Appendix]. Read the passage in pairs and answer the questions together. Please note that the English translation provided is not exact. It is intended to be a loose translation in order to be easily understandable by students.

Discuss answers together. Explain that the Israelites are about to become a people-an exceptional event. Since this is such a formative and foundational event, it makes sense that the stories leading up to this event become very important. As the person who led this people out of Egypt, Moses and his life-story also become important.

Moses’ parents, his adopted mother (the daughter of Pharaoh), and Pharaoh himself, as well as his siblings (Aaron and Miriam), all contributed to who Moses became and his ability to lead this enslaved group and make them into a people.

Explain to students that their parents, grandparents, and relatives all have something to do with how they arrived to this place, and contribute to who they are and who they will become. Therefore those original stories become important to figuring out who they themselves are.

Comics #3 Ilan in Egypt Ilan and his friends are given texts from the Torah and other artifacts to try to piece together

what happened at the Exodus.

As they are standing at tables and studying the texts and other objects, they are suddenly transformed to the moment of the Exodus.

It is a place full of action-Egyptians are watching in amazement as the Jews are hustling and bustling in all directions.

Ilan stumbles into a small room.

Here Ilan sees Moses, looking strong but worried.

Moses is saying to Aaron, his brother: I am leaving Egypt for the last time.

Aaron: But this is not the first time you are leaving Egypt.

Moses: But now I know there is no going back-I, we, will never see this land again…

General multitude: We are becoming a people! We are becoming a people!! We will be free!!

Ilan turns away moved…

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In piecing together a larger story, the stories of origin, where people came from and what their experiences were, become crucial to understanding the story itself. A great example is the story of Moses’ origins and the great number of details given about his personal story. His leadership and his connection with the event that created the Jewish people make his origins very interesting and important for the people who came later.

Ask students: What are other personal stories that are important to you because of what they tell about a specific person or a specific event? Answers may even include current popular singers or bands-that’s OK-the point is to demonstrate that we care about the details of a person who is important to us. This can lead to a discussion of how we can be interested in the details of the lives of our grandparents and family because they are also important to us. The personal stories of people from your past tell a larger story–and they also tell YOUR story!

Objects Tell a StoryReview and summarize what happens in the story of Jacob and his dream with your students (Genesis 2�:10-1�). While the dream itself was quite interesting and strange, we are going to focus on a midrash based on this dream.

If time allows, review the entire episode more closely together with students.

Hand out Text #2 [Appendix].

This is a midrash that states that Jacob rested on a pile of rocks. The rocks became animated and started to fight-each one wanted to become the place where the great Jacob laid his head. Eventually, according to the midrash, the rocks merged into one. Why does the midrash imagine inanimate rocks fighting? This is the midrash’s way of explaining why at the beginning of the passage describing Jacob’s dream the Torah says that he laid his head on rocks (Genesis 2�:11), and at the end of the passage the verse only mentions one rock (verse 1�). The midrash wants to know what happened to the rocks.

© All rights reserved to Beit Hatfutsot My Family Story - Unit Two: Maps and Stones • 49

Why would the midrash turn to such a fanciful description? Lead students to the idea that because of this important person, even the simplest objects surrounding him became excited, and in turn, became important.

Look at Comics #4: Rocks together in order to get another perspective on these rocks. This next Ilan story is based on a different passage from the �th century midrashic collection Pirkei deRabbi Eliezer:

Comics #4: Rocks Ilan looks puzzled as he is imagining all these rocks under Jacob’s head fighting and merging

into one.

Ilan as anthropologist wonders… why would all these rocks go crazy like this?

Ilan sees that in the future, this merged rock will become the place of the Holy Temples, the center of Jerusalem, the center of the Jewish world…

Ilan picks up the rock carefully and thinks about how this simple rock has great importance.

How do objects become important? How did the rocks/rock in the Jacob story become important in the midrash? [Because it marked the place that would eventually become the central point for the Jewish people.]

Objects can be important because of:

The specific function they serve [give examples: Shabbat candles, tzedakah box, chanukiah]

Because of the story they tell [a photograph, the cane a grandfather used, a passport used to enter a new country, a Rosh Hashana card]

Or because of the special service it provided [a wooden spoon a great aunt used to stir a special soup, an old typewriter used to write letters, a telephone you use to call your friends when they are sick…]

�0 • My Family Story - Unit Two: Maps and Stones © All rights reserved to Beit Hatfutsot

Comics #5: Stories and Objects Ilan is sitting in his messy room, thinking about how one day he will be famous and people will

want to know all about his life…

He suddenly gets up, takes a bag, and starts putting in all sorts of things: old soccer balls, some crumpled papers, old pens, etc…

Ruth comes in: Ilan, what are you doing?

Ilan: One day I’m going to be famous.

Ruth: So…

Ilan smiles: Well, people are going to want to know everything about me. They’ll want to know the story behind every single one of the things that I touched…

Ruth rolls her eyes.

Assignment #4: Objects and their Stories.

Hand out and discuss this assignment. [Appendix]

Appendix

Map of Jewish Communities 1��0

Map of Jewish Communities 2010

Text #1: The Birth of Moses

Text #2: Fighting Rocks?

Assignment #4: Objects and their Stories

Comics #�: Ilan in Egypt

Comics #4: Rocks

Comics #�: Stories and Objects

Unit TwoMaps and Stones

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Text #1: The Birth of MosesExodus Chapter 2, verses 1-22

Working in pairs, read the following passage from the Torah, and, together, answer the questions below.

א וילך איש, מבית לוי; ויקח, את-בת-לוי. ב ותהר האשה, ותלד בן; ותרא אתו כי-טוב הוא, ותצפנהו

שלשה ירחים. ג ולא-יכלה עוד, הצפינו, ותקח-לו תבת גמא, ותחמרה בחמר ובזפת; ותשם בה

את-הילד, ותשם בסוף על-שפת היאר. ד ותתצב אחתו, מרחק, לדעה, מה-יעשה לו. ה ותרד בת-

פרעה לרחץ על-היאר, ונערתיה הלכת על-יד היאר; ותרא את-התבה בתוך הסוף, ותשלח את-

אמתה ותקחה. ו ותפתח ותראהו את-הילד, והנה-נער בכה; ותחמל עליו--ותאמר, מילדי העברים

זה. ז ותאמר אחתו, אל-בת-פרעה, האלך וקראתי לך אשה מינקת, מן העברית; ותינק לך,

את-הילד. ח ותאמר-לה בת-פרעה, לכי; ותלך, העלמה, ותקרא, את-אם הילד. ט ותאמר לה בת-

פרעה, היליכי את-הילד הזה והינקהו לי, ואני, אתן את-שכרך; ותקח האשה הילד, ותניקהו. י ויגדל

הילד, ותבאהו לבת-פרעה, ויהי-לה, לבן; ותקרא שמו, משה, ותאמר, כי מן-המים משיתהו. יא ויהי

בימים ההם, ויגדל משה ויצא אל-אחיו, וירא, בסבלתם; וירא איש מצרי, מכה איש-עברי מאחיו. יב

ויפן כה וכה, וירא כי אין איש; ויך, את-המצרי, ויטמנהו, בחול. יג ויצא ביום השני, והנה שני-אנשים

עברים נצים; ויאמר, לרשע, למה תכה, רעך. יד ויאמר מי שמך לאיש שר ושפט, עלינו--הלהרגני

אתה אמר, כאשר הרגת את-המצרי; ויירא משה ויאמר, אכן נודע הדבר. טו וישמע פרעה את-

הדבר הזה, ויבקש להרג את-משה; ויברח משה מפני פרעה, וישב בארץ-מדין וישב על-הבאר. טז

ולכהן מדין, שבע בנות; ותבאנה ותדלנה, ותמלאנה את-הרהטים, להשקות, צאן אביהן. יז ויבאו

הרעים, ויגרשום; ויקם משה ויושען, וישק את-צאנם. יח ותבאנה, אל-רעואל אביהן; ויאמר, מדוע

מהרתן בא היום. יט ותאמרן--איש מצרי, הצילנו מיד הרעים; וגם-דלה דלה לנו, וישק את-הצאן.

כ ויאמר אל-בנתיו, ואיו; למה זה עזבתן את-האיש, קראן לו ויאכל לחם. כא ויואל משה, לשבת

את-האיש; ויתן את-צפרה בתו, למשה. כב ותלד בן, ויקרא את-שמו גרשם: כי אמר--גר הייתי,

בארץ נכריה. )שמות ב': א-כב(

�4 • My Family Story - Unit Two: Maps and Stones

1 And there went a man of the house of Levi, and found a wife, also a daughter of Levi. And the woman gave birth to a son; and when she saw that he was healthy she hid him for three months. And when she could no longer hide him, she made him an ark of bulrushes, protected with slime and with pitch; and she put the child inside, and placed the ark in the river. And his sister stood from afar so she could see what would happen to him. And the daughter of Pharaoh came down to bathe in the river with her maidens, and she saw the ark and sent her handmaid to fetch it. And she opened it, and saw the child; and the boy wept. And she had compassion on him, and said: ‘This is one of the Hebrews’ children.’ Then his sister said to Pharaoh’s daughter: ‘Shall I go and call a nurse from the Hebrew women, that she may nurse the child for you?’ And Pharaoh’s daughter said to her: ‘Go.’ And the maiden went and called the child’s mother. And Pharaoh’s daughter said unto her: ‘Take this child away, and nurse it for me, and I will give thee thy wages.’ And the woman took the child, and nursed it. And the child grew, and she brought him unto Pharaoh’s daughter, and he became her son. And she called his name Moses, and said: ‘Because I drew him out of the water.’ And it came to pass in those days, when Moses was grown up, that he went out unto his brothers, and looked on their difficulties;

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and he saw an Egyptian killing a Hebrew, one of his brethren. And he looked this way and that way, and when he saw that no one was there, he killed the Egyptian, and hid him in the sand. And he went out the second day, and, saw two Hebrew men were fighting each other; and he said to them, why are you fighting with each other? And one of them said: ‘Who made you a ruler and a judge over us? Are you thinking of killing me like you killed that Egyptian?’ And Moses was afraid, and said: ‘So everyone knows what I did.’ When Pharaoh heard this thing, he wanted to kill Moses. But Moses fled from Pharaoh, and went to live in the land of Midyan; and he sat down by a well. Now the priest of Midyan had seven daughters; and they came and drew water, and filled their pitchers to water their father’s flock. And the shepherds came and drove them away; but Moses stood up and helped them, and watered their flock. And when they came to Reuel their father, he said: ‘How is it that you returned so soon today?’ And they said: ‘An Egyptian delivered us out of the hand of the shepherds, and moreover he drew water for us, and watered the flock.’ And he said unto his daughters: ‘And where is he? Why did you leave him? Call him, so he may eat bread.’ And Moses was content to dwell with them; and he gave Moses Tzipporah, his daughter. And she gave birth to a son, and they called him Gershom; for he said: ‘I have been a stranger in a strange land.’

1. What title would you give to this passage?

2. Make a list of the details it gives regarding Moses’ life.

�. This passage is a strange one for the Torah. The Torah does not usually offer so many details about a person’s life and background. Why do you think the Torah made an exception with Moses’ story? Why does it offer so many details?


And he took from the stones of the place (Genesis 2�: 11), and then it says, and he took the stone (in verse 1�). Says Rabbi Yitzchak, this teaches that all the stones gathered to one place and each one said: “I want to be the one upon whom the righteous one puts his head.” It is taught that all the stones were merged (lit., swallowed) into one.

Translation by Rabbi Abe Weschler used with permission.

Text # 2: Fighting Rocks?Babylonian Talmud, Tractate Chullin 91b

Read the following passage and discuss together in class.

תלמוד בבלי, מסכת חולין דף צא עמוד ב

כתיב ויקח מאבני המקום וכתיב ויקח את האבן

אמר רבי יצחק מלמד שנתקבצו כל אותן אבנים

למקום אחד וכל אחת ואחת אומרת עלי יניח

צדיק זה ראשו. תנא וכולן נבלעו באחד.

�6 • My Family Story - Unit Two: Maps and Stones

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Assignment #4:Objects and their Stories

As your family’s anthropologist, you have already mapped the story of your family, and have shown the geographical location of your family origins. Now your task as anthropologists is to find the important objects from your family story. In discussion with parents, grandparents, and/or other relatives, find the objects and photographs that hold great importance or tell a part of your family story.

Expectations: Keep a record of all the objects and photographs, take photos of the objects and

include the photos, objects, and their descriptions in your binder. These will become part of your Roots Portfolio.

Choose one object and photograph that you will show to the class and be prepared to describe its significance and meaning to you personally.

Write a short caption or paragraph describing the object and photograph that you bring to class. This caption will be included in your Roots Portfolio. Describe why you chose this specific object and photograph. What story does it tell?

Bring in your binders for your teacher to check on the date it is due.

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Comics #3: Ilan in Egypt

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Comics #4: Rocks

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Unit Three (Optional)Ruth Explores her Roots

Comics #5: Stories and Objects

אבא

אמא

Unit Three (Optional)רותRuth Explores her Roots

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Unit Three (Optional): Ruth Explores her RootsApproximate Duration

Activity and discussion: one hour

Through the story of both the biblical Ruth and Ilan’s friend (also called Ruth), students will become sensitive to the reality facing children of Jews by choice, or children of interfaith marriages.

Students will explore the Jewish imperative to treat those with varying Jewish backgrounds with sensitivity and respect.

Students will understand that the story of every Jew, irrespective of their background, is part of the greater story of the Jewish people.

The reality for many Jewish American/ Australian/ South African [Replace with the country in which you live] families today is that their family story is not straightforward. Many students may have parents who are Jews by choice, or have maintained their religious affiliations outside of Judaism but support their children receiving a Jewish education or upbringing. This is a unit especially designed not just for teachers who feel that additional material is necessary for addressing the conflicting emotions some of their students may feel, but for teachers who wish to emphasize the need for sensitivity on the part of all students when interacting with other Jews who have backgrounds different from their own.

Ruth and Naomi. Hand out Text #1 [Appendix]. Have students read the text together in pairs.

Review the details of the story.

What was Naomi’s connection with Ruth and Orpah?

Why did Naomi decide to leave Moab?

Why did Ruth insist on staying with Naomi?

How do you think Ruth felt when Naomi decided to leave Moab? How do you think she will feel when she gets to Israel?

Ruth, who was originally not part of the Jewish people, still became a great Jewish hero and the great grandmother of King David, a very important person in Jewish history. Now read the story of Ilan’s friend, Ruth.

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Comics #6: Ruth Explores her roots While the rest of the class is excitedly talking about how they saw their ancestors leaving Egypt,

Ruth feels dismayed. She thinks to herself: But my mother’s family was not there.

She again feels this way when Ilan and the rest of the kids are filling in both sides of their family tree. Half of her tree is not Jewish and remains blank. Tears begin to fall from her face.

Suddenly she is transported to an image of an old woman travelling with a younger woman-both are supporting each other with their arms around each other as they make their way to a village.

Naomi: Ruth, you should really go home, go back to your people! My son, your husband, has died-you have no reason to stay with me!

Ruth: When I married him, I also became a part of you! I cannot leave you - your people are my people! Your home is my home! Your God is my God! I will never leave you - do not try to convince me!

They both cry, and continue to walk together.

Our Ruth is shocked - this was the original Ruth!

She sees that eventually this Ruth will marry Boaz, have a baby, and will eventually become the great grandmother of the great King David.

Suddenly she finds herself back in her room, and her mom comes in and gives her a hug.

Ruth’s mom: that is why we called you Ruth. You come from two people, and like Ruth, your story is as much a part of the Jewish story as all other Jewish stories.

Even though Ruth did not have a traditional Jewish story, her story became extremely significant for the Jewish people and for the Jewish story as a whole. What lessons can we learn from the Ruth story?

Not everyone has the same Jewish story, and the same background.

We learn from the Torah that even people who were not born to Jewish parents or raised in a Jewish environment have had a huge influence on the Jewish people and the Jewish story: Abraham and Sarah, Moses (who grew up in an Egyptian home) and of course, Ruth. Like Ruth, every person has the choice to create their personal Jewish story and to impact the greater Jewish story.

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Optional Activity: Text #2 [Appendix]The Torah repeats a number of times the idea that we must be sensitive to the stranger.

According to this passage, why must Jews be so sensitive to those who are new?

Why do you think the Torah repeats this idea so many times?

The Torah describes the plight of the stranger. Who would you describe as a stranger? (Someone who is new to a town, to your school/class, a convert to Judaism)

Why does the Torah insist that even thousands of years after the Exodus from Egypt, Jews will continue to see themselves as though they themselves were freed from slavery?

Do you identify with the Exodus from Egypt?

How does identifying with this event change the way you behave towards others who feel like strangers?

Teachers can use the passage from this text sheet as a way to broaden the discussion from above. According to our tradition, because of our origins, as slaves in a strange land, all Jews must be especially sensitive to how Jews by choice or people who are new to a Jewish community must feel. This biblical statement can spur a discussion of how to be sensitive to Ruth and her situation.

Appendix

Text #1: The Story of Ruth and Naomi

Text #2: Learning from the Past

Comics #6: Ruth Explores her Roots

Unit Three (Optional) Ruth Exploresher Roots

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Text #1: The Story of Ruth and NaomiRuth Chapter 1, verses 1-19

English translation is not exact to the text.

א ויהי, בימי שפט השפטים, ויהי רעב, בארץ; וילך איש מבית לחם יהודה, לגור בשדי מואב–הוא

ואשתו, ושני בניו. ב ושם האיש אלימלך ושם אשתו נעמי ושם שני-בניו מחלון וכליון, אפרתים–

מבית לחם, יהודה; ויבאו שדי-מואב, ויהיו-שם. ג וימת אלימלך, איש נעמי; ותשאר היא, ושני בניה.

ד וישאו להם, נשים מאביות–שם האחת ערפה, ושם השנית רות; וישבו שם, כעשר שנים. ה וימתו

גם-שניהם, מחלון וכליון; ותשאר, האשה, משני ילדיה, ומאישה. ו ותקם היא וכלתיה, ותשב משדי

מואב: כי שמעה, בשדה מואב–כי-פקד יהוה את-עמו, לתת להם לחם. ז ותצא, מן-המקום אשר

היתה-שמה, ושתי כלותיה, עמה; ותלכנה בדרך, לשוב אל-ארץ יהודה. ח ותאמר נעמי, לשתי

כלתיה, לכנה שבנה, אשה לבית אמה; יעשה )יעש( יהוה עמכם חסד, כאשר עשיתם עם-המתים

ועמדי. ט יתן יהוה, לכם, ומצאן מנוחה, אשה בית אישה; ותשק להן, ותשאנה קולן ותבכינה.

י ותאמרנה-לה: כי-אתך נשוב, לעמך. יא ותאמר נעמי שבנה בנתי, למה תלכנה עמי: העוד-

לי בנים במעי, והיו לכם לאנשים. יב שבנה בנתי לכן, כי זקנתי מהיות לאיש: כי אמרתי, יש-לי

תקוה–גם הייתי הלילה לאיש, וגם ילדתי בנים. יג הלהן תשברנה, עד אשר יגדלו, הלהן תעגנה,

לבלתי היות לאיש; אל בנתי, כי-מר-לי מאד מכם–כי-יצאה בי, יד-יהוה. יד ותשנה קולן, ותבכינה

עוד; ותשק ערפה לחמותה, ורות דבקה בה. טו ותאמר, הנה שבה יבמתך, אל-עמה, ואל-אלהיה;

שובי, אחרי יבמתך. טז ותאמר רות אל-תפגעי-בי, לעזבך לשוב מאחריך: כי אל-אשר תלכי אלך,

ובאשר תליני אלין–עמך עמי, ואלהיך אלהי. יז באשר תמותי אמות, ושם אקבר; כה יעשה יהוה לי,

וכה יוסיף–כי המות, יפריד ביני ובינך. יח ותרא, כי-מתאמצת היא ללכת אתה; ותחדל, לדבר אליה.

יט ותלכנה שתיהם, עד-בואנה בית לחם; ויהי, כבואנה בית לחם, ותהם כל-העיר עליהן, ותאמרנה

הזאת נעמי.

And it came to pass in the days when the judges judged, that there was a famine in the land. And a certain man of Bethlehem in Judah went to live in the field of Moab with his wife and his two sons. The name of the man was Elimelech, and the name of his wife Naomi, and the name of his two sons Mahlon and Chilion. And Elimelech, Naomi’s husband died; and she was left with her two sons. They married women from Moab: the name of the one was Orpah, and the name of the other Ruth; and they lived there about ten years. And Mahlon and Chilion both died and the woman was left without her two children or her husband. Then she arose with her daughters-in-law, that she might return from the field of Moab; for she had heard that God had remembered God’s people in giving them bread. And she went forth out of the place where she was, and her two daughters-in-law with her; and they went on the way to return unto the land of Judah. And Naomi said to her two daughters-in-law: ‘Go, return each of you to your mother’s house; God should deal kindly with you… God should help you find rest, each of you… Then she kissed them; and

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they cried and wept. And they said to her: No! We will return with you to your people. And Naomi said: ‘Turn back, my daughters; why should you go with me? Turn back, my daughters, go your way; for I am too old… no, my daughters; for it makes me sad for your sakes, for God is against me.’ And they cried and wept again; and Orpah kissed her mother-in-law; but Ruth held unto her. And Naomi said: Look, your sister-in-law is going back to be with her people, and with her gods; go with her!’ And Ruth said: Do not force me not to leave you, and keep me from following you; for wherever you go, I will go; and wherever you live, I will live; your people are my people, and your God my God; where you die, will I die, and there I will be buried. And when Naomi saw that she was insistent to go with her, she stopped speaking. So they went until they came to Bethlehem.

Text #2: Learning from the past is part of the Jewish storyLeviticus (Vayikra) 19:��

לג. וכי-יגור אתך גר, בארצכם–לא תונו, אתו. לד כאזרח מכם יהיה לכם הגר הגר אתכם, ואהבת לו

כמוך–כי-גרים הייתם, בארץ מצרים: אני, יהוה אלהיכם

�� And if a stranger comes to stay with you in your land, you shall not do any harm or wrong to him. �4 The stranger that stays with you shall be to you as though he was home-born among you, and you shall love him as you love yourself; for you were strangers in the land of Egypt: I am the LORD your God.

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Comics #6: Ruth Explores her Roots

Unit FourCollecting Sound Bytes

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Unit Four: Collecting Sound BytesApproximate Duration

Object and photograph sharing: 4� minutes

Learning about interviewing: 1� minutes

Interviewing Jewish leaders from the past and present: 40 minutes

Explaining Assignment #�: 10 minutes

Students will understand how the objects they and their classmates chose represent their story.

Students will learn how to conduct an interview.

The class will have the opportunity to relate to Jewish leaders from the past.

Students will see that the stories from their own past should be treated with the same respect as the stories of Jewish leaders from the past: both are part of the greater Jewish story.

Students will understand the expectations and format for Assignment #�.

Assignment #4: Be sure to check that students have included the required material in their binders. Remind them that the photographs, object pictures and descriptions will be included in their Roots Portfolio.

Break the class into groups, and have each person from each group present their chosen object and photograph to each other. Each presenter should first hold up their object to the rest of the group and ask them if they can guess what the object is and what its significance is. Then, they should proceed to present briefly each of their objects and photographs. [Give the students a time limit, and make sure the time limit is being followed while you observe the groups.]

Ask students to reflect on the process of finding objects.

1. Who did they talk to in order to figure out which object to bring to class? If they spoke to grandparents or other relatives, ask them to reflect on what this was like.

2. Were there similarities between the objects and photographs that students brought in?

�. Did the objects and photographs tell similar or very different stories? How were they similar or different?

4. Were students able to guess what the story was behind the objects and photographs before hearing the actual story?

Ask students their opinion as to which was the most unusual or surprising object and/or photograph.

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Assignment #5: Interviews

As their family anthropologists, your students have mapped their family origins and they have found the important “artifacts” from their family story. Now it is time to introduce the most complex assignment, where students will discover their personal narrative. Through interviews with family, neighbors, or any significant people who can relate important information related to their family story of origin, students will discover the oral story of where their family came from and how things led to who they are today.

Ask students to briefly describe what constitutes a good interview.

Tell students that for this assignment they can choose to interview at least three people who are familiar with their family story. Sometimes they will choose parents and grandparents. But for some students, close relatives are not an option or are not available. You should encourage students to think beyond the immediate circle: sometimes there are good friends or neighbors who also can shed light on a family story. Have students write a list of at least three people they think will make important interviewees. Now have them read the Ilan story:

Teachers can show students clips of a newspaper interview, or a video clip of Oprah Winfrey or Larry King conducting an interview. Discuss the interviewer’s method and why it was effective.

Comics #7: The Interview Ilan goes back in time to the time of King David.

As he arrives, suddenly, he looks around, recognizes King David’s residence, and takes out his clipboard.

He enters King David’s chamber, takes a seat next to King David while David is in the middle of a meeting. Everyone looks at Ilan shocked with his impudence.

Ilan (not waiting for the King to permit him to speak): Hey, Dave, what’s up?

The King looks at him with anger.

Ilan: What? I just wanted to ask you some questions: who was your mom, dad, brothers, any good stories, tell all, come on….(going on and on).

Ilan’s teacher appears behind a wall and whispers to Ilan with anger: Ilan! That is not the way to interview the great King David—go back to class and figure out how to interview him with respect.

Ilan looks embarrassed, and disappears.


Ask students to generate a list that you can write on the board describing what Ilan did wrong. Ideas should include the following:

He interrupted King David while he was busy with important matters.

He did not address King David with respect.

Instead of asking him general questions to spark King David’s interest in speaking to Ilan, he began asking him specific questions that could not spark a conversation.

He did not come prepared to listen.

Now think about how Ilan could have done the interview right (add these to the list on the board):

Set a time to speak (make an appointment)

Be prepared with open-ended questions. It would be better if he had had a list of topics that he wanted King David to speak about and allow him to elaborate on these topics.

Speak with respect

Focus on making the speaker comfortable

Come prepared to listen/show the interviewee that you are listening—don’t interrupt!

Interviews with Jewish leaders [Use interview cards in Appendix]:Students will now use these tips to interview figures from Jewish history. Choose some students to prepare themselves to take on the roles of great figures from the past. Give those students cards that describe who they will be. Break the rest of the students into groups that will interview each one of these characters. Have these students discuss a list of topics they want to ask their interviewee, and discuss how they will conduct the interview. While the interviews are being conducted, observe each group, giving tips and ideas for how to make the interview most effective.

When the interviews are complete, ask students to add tips to the list already generated. You could also add:

Come with a recording device that will allow you to listen more completely.

Ask lots of follow up questions: (You said this, what did you mean by that? Can you tell me more?)

Keep a record of each of your interviews: who they are with, the date, the location.


Continue to describe Assignment #�. Hand out the Interview Forms. Students should use these forms to keep a record of each interview and to help them develop a list of questions and topics that they wish to address during the interview. Remind students to keep in mind the tips discussed in class in order to conduct a productive and respectful interview of each person.

If possible, students should video tape their interviews, and include a disc of the interviews in their Roots Portfolio.

Students should review their interviews and summarize in detail what occurred, focusing on what they discovered about their relatives and about their family story. These written records should be kept in their binders — they will become part of each student’s Roots Portfolio.

Make sure your students bring in their binders and all of their research on the same day that they bring in their interview summaries.

Appendix

Interview cards

Assignment #�: Interview Form

Comics #�: The Interview

Unit FourCollectingSound Bytes

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• Miriam, daughter of Amram and Yocheved, was Moses’ and Aaron’s sister. Her grandfather, Amram’s father, was Levi.

• Miriam was the first woman in the Bible to be noted as a prophet: according to tradition, Miriam foresaw that her parents were to give birth to a man who would bring about the Jewish People’s redemption.

• During the time of Moses’ birth, there was an order to kill all new born Jewish babies, but Yocheved concealed Moses for three months. After this time, she realized it was impossible to keep hiding him, so she placed him in a reed basket and put it in the Nile. Miriam watched from afar to see that her baby brother was kept safe. It was Miriam who saw that Moses’ basket was found by Pharaoh’s daughter as she came down to the river to bathe.

• Miriam was also known as creative and she led the Israelite women in song and dance when they had escaped the Egyptian forces that drowned at sea after Moses parted the Red Sea.

• Miriam was punished by God for speaking against Moses and gossiping about him with their other brother, Aaron. God later pardoned her after Moses prayed for God to heal her but she had to leave the Israelite camp for twelve days until she was completely better.

• Miriam died in the desert before she reached the land of Israel.

Miriam

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David

• King David was known as a warrior, a poet, and a musician.

• David was the eighth and youngest son of Yishai, who was from the house of Judah, and also a descendent of Ruth the Moabite.

• When Samuel, the prophet, came to Beit Lechem to anoint the next King of Israel, he was not interested in any of Yishai’s original seven sons; it was the red-headed, ruddy, handsome and young David who was called in from the fields to accept the kingship.

• David first met King Saul when the king learned that David was skilled in playing the lyre and Saul invited David to play music for him. When David showed his immense strength by killing the giant Goliath, Saul invited David to command Saul’s troops.

• King Saul became violently jealous of David when he saw how successful he was in the battlefield and attempted to have David killed. Until David himself became King, he spent many years hiding from Saul and fighting Israel’s enemies.

• After he became King, David fell in love with a married woman, Batsheva. Together they had a son, Solomon. David promised Batsheva that Solomon would be the next king. The prophet Nathan announced that it was the role of David to fight and shed blood and the role of his son Solomon to build a temple to God.


Rambam

• Moses Ben Maimon, known as Rambam or Maimonides, was one of the great Torah scholars of the Middle Ages. He was the son of Maimon and was born in Cordoba, Spain in 11�� and died in 1204 in Egypt.

• He was a rabbi, physician and philosopher in Morocco and Egypt. Rambam famously was the first person to organize all of Jewish law into an easy-to-read code, which he called the Mishneh Torah. He also wrote one of the great philosophical books of Judaism, Guide to the Perplexed.

• In 114�, Jews of Cordoba were faced with a choice to either convert to Islam or leave the city. Rambam’s family chose exile and moved to Fez, Morrocco with a stop in the Holy Land. The family eventually settled in Fostat, Egypt around 116�.

• His brother, David, was given all the family’s savings to invest in trade overseas, but died aboard a ship to India together with all the family’s wealth. Following his death, which had a great impact on his brother Rambam, Rambam was forced to practice the medicine which he had studied in Cordoba and Fez in order to bring in an income for the family. Rambam’s skill as a doctor eventually led him to serve as the personal doctor to the sultan (prince) of Egypt.

• He and his wife had one child, Avraham, who was recognized as a great scholar, and who succeeded Rambam as community leader and as court physician.

• Rambam died in 1204 in Egypt, where he was buried, but shortly after, his remains were reburied in Tiberias, Israel.

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Donna Gracia

• Dona Gracia Nasi was born in 1�10 to a family of Spanish Jews who fled to Portugal because of the Inquisition. In Portugal they became crypto-Jews, Jews who converted to Christianity because of the Inquisition, but who continued to practice their Judaism secretly.

• At 1�, she married Francisco Mendes Benveniste, a successful merchant, and also a crypto-Jew, whose business she would eventually co-own with his brother.

• She was a shrewd businesswoman and continued to support Jewish causes and help Jews throughout Europe even though she was not openly Jewish. Her funding enabled the Bible to be translated into Spanish, resulting in the famous Ferrara Bible.

• Due to her commitment to Judaism, she was forced to stay one step ahead of the Inquisition, fighting for her life and assets, moving from Portugal to Antwerp to Italy, and eventually settling in the Ottoman Empire, where she was able to finally be openly Jewish.

• In 1��6, Dona Gracia organized a commercial boycott of the port city of Ancona to show support for her fellow Jews who had been arrested by the Church for practicing their religion openly.

• In the 1�60's Dona Gracia and her nephew, Joseph Nasi, petitioned the sultan for a contract that would enable them to build a Jewish settlement in Tiberias. With her help, the settlement thrived for a time as a safe haven for Spanish and Portuguese refugees.

• She died in 1�69 before she could see her dream of a Jewish homeland become a reality.


Theodore

Herzl• Herzl was born as Binyamin Zev Herzl in 1�60 in Budapest, Hungary, to German

speaking parents Jeanette and Jakob Herzl.

• Herzl grew up as a fully assimilated child from a secular family and was a lawyer and journalist by trade.

• As a journalist in Paris he covered the anti-Semitic court case of Dreyfus, a Jewish French army captain who was falsely accused of spying for Germany. Herzl was witness to the crowds of people chanting “Death to the Jews” outside the court room which influenced the development of his ideas about a Jewish state for the Jewish people.

• He wrote about his ideas for a future Jewish homeland in two books: The Jewish State and Old New Land.

• He dedicated his life to promoting the idea of a Jewish state and met with many important dignitaries including the German Emperor, Wilhelm II, and the Sultan of Istanbul, Sultan Abdulhamid I, in order to gather support for his cause.

• Herzl married Julie Naschauer, the daughter of a wealthy Jewish businessman in Vienna and had three children – Paulina, Hans and Margaritha (Trude) who all died tragically.

• Herzl died in 1904 at the age of 44 in Austria, where he was buried. In 194� his remains were moved to Israel.

• He is known today as the father of Modern Zionism.


• Golda Meir was born as Golda Mabovitch in 1�9� in Kiev, Russia to Blume Neiditch and Moshe Mabovitch.

• She was the fourth Prime Minister of the State of Israel.

• As a child her family moved to Milwaukee in the U.S. where she grew up and went to school.

• As a teenager she met and later married Morris Meyerson, a young Zionist. The two of them made Aliyah and went to live on Kibbutz Merhavia in the Jezreel Valley.

• Golda played a significant role in the political life of pre-state Israel and was one of the twenty-four signatories of the Israeli Declaration of Independence.

• Golda served as the first ambassador to the Soviet Union and upon her return in 1949 was voted in as Labor Minister in the Israeli Knesset. She served in the Israeli Knesset until 19�4.

• In 19�6, Meir served as Foreign Minister and in 1969, she became the fourth Prime Minister of Israel - its only female Prime Minister to date.

• She served as Prime Minister during the Yom Kippur War in 19��.

Golda Meir


• Steven Allan Spielberg was born in 1946 and is one of the most influential movie makers in the history of cinema.

• Spielberg was born in Cincinnati to Leah Adler and Arnold Spielberg who later divorced. Spielberg moved with his father to Saratoga, California after the divorce.

• He directed and produced films such as Jurassic Park, Indiana Jones and Schindler’s List.

• He has won many awards for his films including Best Picture and Director for Schindler’s List, Saving Private Ryan and Munich at the Academy Awards.

• His production of Schindler’s List influenced him to contribute to Holocaust survivors and to fund the largest Holocaust research and database organization. He also started a foundation to recognize righteous individuals who helped save Jews during the Holocaust.

StevenSpielber

g


Assignment #5: Interview Form

Date of Interview: Method for recording interview:

Name of Subject:

Relationship to Interviewer:

Birthplace: Where she/he grew up if different:

Birth date:

Name of Family Members:

Mother Father:

Siblings:

Others:

Description of lifestyle growing up (wealthy, poor, hospitable, isolated, merry, sad):

Description of special family customs:

Description of Jewish practice:

Special family stories from childhood, adolescence, other periods:

Continue with other topics you wish to explore or that arise in conversation. Attach additional sheets to this form and include them in your binder. Compose a summary of this interview when it is complete.

My Family Story - Unit Four: Collecting Sound Bytes • ��


Unit FiveBe Creative!

Comics #7: The Interview

Unit FiveBe Creative!

�� • My Family Story - Unit Five: Be Creative! © All rights reserved to Beit Hatfutsot

Unit Five: Be Creative!Approximate duration

Review and discussion of interviews: 40 minutes

Presentation #2: Representing What’s Important and discussion of requirements: �0 minutes

Time for brainstorming and review of Roots Portfolio: �0 minutes

Students will have the opportunity to discuss the interview process.

Students will review the requirements for the school exhibit as well as the Manuel Hirsch Grosskopf International Competition.

Students will see examples of Roots Projects from previous My Family Story competitions.

Students will have an opportunity to review their Roots Portfolio with their teacher and brainstorm ideas for their Roots Project presentation.

Assignment #5: Students turn in interview summaries to teacher.

Give an opportunity for students to reflect on the interview process. How effective was it? Were the interviewees willing to talk? How were you able to find out the information you were looking for? Was the interview process a good way for them to find out about their family story? Ask students to share an interesting story or fact that was revealed during one of their interviews.

Tell students: You have been your family’s anthropologists: you have mapped your story geographically, you have uncovered important artifacts, and you have pieced together your narrative: your oral family story. Now it’s time to put it all together!

Comics #8: Putting it all Together Ilan and his class are bringing in their projects.

Ilan comes dressed in a tuxedo, and no project.

Ruth [holding her project — a small model of herself, each part representing a different aspect of her family]: What kind of project did you make, Ilan?

Ilan: Oh, my project will for sure win, and will for sure convince the judges to include it in the exhibit!!

Ruth: What is it?

Ilan: Well, it’s dynamic, it’s vocal, it’s handsome, it’s me!

© All rights reserved to Beit Hatfutsot My Family Story - Unit Five: Be Creative! • �9

Ruth looks perplexed. Ilan: I realized when I started working that really, I’m irresistible. How can they resist hearing my family’s amazing stories from the source himself?

Ruth: But how can you submit yourself? You’ll be thrown in with all the rest of the projects until they’re judged.

Ilan reveals a large bag: No problem, I packed enough sandwiches!

Presentation #2: Representing what’s Important

This Presentation is intended to help students think about how to present their family story. It begins with an overview of how Jews represent what is important to them.

Slide 2 & �: The first two slides are of mezuzah cases (which contain the parchment with the Shema prayer). Slide 2 shows a marble mezuzah cover from Alibag, India.

Slide �: A mezuzah cover designed in copper and silver from Spain.

Slide 4 & �: Examples of the Aron Hakodesh (the ark that holds the Torah scrolls). The first (Slide 4) is an Aron Kodesh from Sardinia, Italy. The second (Slide �) is one from Copenhagen, Denmark.

These slides show examples of how Jews creatively store what is most important to them: the Torah and the Shema.

Slide 6: A picture from a recent exhibit at Beit Hatfutsot of portraits representing Jewish cultural heroes. Ask students to identify who they can!

Top row, left to right [subject (artist)]:

1. Albert Einstein (Andy Warhol)

2. Woody Allen (Hanoch Pevin)

�. Martin Buber (Andy Warhol)

4. Theodore Herzl (Ido Shemi)

�. Gertrude Stein (Andy Warhol)

6. Chaim Brenner (Yigal Tumarkin)

Bottom row, left to right:

1. Groucho Marx (Hadas Reshef)

2. Sigmund Freud (Andy Warhol)

�. Shoshana Damari (David Tartakover)

4. Golda Meir (Andy Warhol)

�. Franz Kafka (Yigal Tumarkin)

6. Louis Brandeis (Andy Warhol)

This slide demonstrates yet another way one can creatively represent a story: through an artistic portrait of a figure who the artist considers important or iconic.

The remaining slides are from MFS Roots Projects students have submitted over the years. Discuss with students what is creative and meaningful about these depictions.

90 • My Family Story - Unit Five: Be Creative! © All rights reserved to Beit Hatfutsot

Now is your chance!! Give time in class to brainstorm about a presentation format. Review with students the requirements. We suggest that teachers utilize the concluding unit as an opportunity for students to bring in their materials to share with the teacher and each other before the school exhibit. Let students know what day they should bring in their materials and review with them the information and criteria described in How to Prepare for the Project and Competition, while highlighting the following details:

Their Roots Project should creatively represent their family story by following these four criteria (described more fully in How to Prepare):

Jewish Peoplehood

Depth and Research

Aesthetics

Creativity

Roots Projects sent to Beit Hatfutsot should be limited to �2 x 24 inches and 11 lbs (�0 x 60 cm and � kg). [If this proves to be a serious limitation for some students, they can send in photographs of the project.]

The Roots Portfolio can be a decorative or creatively developed binder, folder or notebook which contains what the students have been collecting in their three ringed binders. The Roots Portfolio should include:

I-Document page describing their personal details.

Their family map with one paragraph summary.

Their family tree with one paragraph summary.

Pictures of the objects that represent their family story and photographs.

Interview forms and summaries of their interviews. They can include an audio or visual record of the interviews as well.

A 1-2 paragraph “Curator’s Words” describing the significance and uniqueness of this project and why it should be chosen to be part of the My Family Story exhibit at Beit Hatfutsot, the Museum of the Jewish People.

Appendix

Comics #�: Putting it all together

Unit Five

Unit SixConclusion


Unit Six: ConclusionApproximate duration

Time for each student to present their MFS Presentations to the class—depends on number of students.

Discussion of the entire project: 20 minutes

Students will present their MFS Roots Projects to each other.

Students will have the opportunity to see the variety of presentations that are possible.

Students will reflect on the My Family Story project.

MFS Roots ProjectsStudents can have fun presenting their projects to each other. If time allows, they can even read their “Curator’s Words” to each other as well. Teachers can also review the proposals and suggest corrections using the rubric for assessment and judging below. This rubric [Appendix] can also be useful for judges who review the presentations during the school exhibition.

My Family StoryNow that the project is complete, this would be a good opportunity for the class to reflect on the whole process. Ask students:

What was your favorite part of the project?

Which part of your roots exploration was most surprising? (Where your family came from? An unusual object?)

How would you describe this project to a friend who is not familiar with My Family Story?

You did it! You learned about your past, you uncovered your family roots, you discovered your story!

94 • My Family Story - Unit Six: Conclusion

Unit SixConclusionAppendix

Rubric for assessing and judging

Certificate of Participation


Unit 6: RubricRubric for assessing MFS Roots Projects

This rubric can be used by teachers and judges to assess the quality of each participant’s My Family Story Roots Project. Here is the definition of the criteria:

“Jewish Peoplehood” – The Roots Projects prepared by the participants must touch on at least one of the central concepts of Jewish Peoplehood: collective Jewish memory; Jewish values; a connection to Israel, Hebrew or Jewish languages; Jewish creativity and/ or Jewish lifecycle.

Depth and Research – When we judge the projects, we want to be able to understand the underlying concepts and ideas behind it, the depth of research and thought which was invested in the project and how it tells the participant’s family story. Likewise, we will be paying close attention to the “Curator’s Words,” which is requested of the participants in the final unit of the project: a paragraph which explains the concept behind the project, what it means and why it should be displayed in Beit Hatfutsot, the Museum of the Jewish People.

Aesthetics – The Roots Project, like an artistic installation, must be of aesthetic value and of interest to museum visitors. The aesthetics also include maintaining the size and weight limits of the project, as noted in the criteria (How to Prepare and Unit 6).

Creativity – We are looking for innovative and new ways of telling family histories and/or stories. In addition, it is important that the means and materials used to represent these stories will encourage interest and curiosity in the project.

Criteria 1 Point 2 Points 3 Points 4 Points 5 Points

Jewish Peoplehood

Depth and Research

Aesthetics

Creativity

Total Points

96 • My Family Story - Unit Six: Conclusion


Item Points

I-Documents

Family Map

Family Tree

Objects and descriptions

Photo/s and descriptions

Interview Forms

“Curator’s Words”

Additional Comments:

Total:

Roots Portfolio and Curator’s Words Here is a checklist to assess whether the student has included everything necessary in his/her Roots Portfolio. A student may receive one point for including the item, 0 points for omitting the item, and 2 for excellent presentation. The “Curator’s Words” should be presentable, concise, and convincing.

My Family Story - Unit Six: Conclusion • 9�

My Family Story

תעודת השתתפות

Certificate of Participation

This certificate of participation is presented to

____________________________________________

in recognition of all of your efforts in completing

the My Family Story program.

By researching and understanding your family’s origins

you have discovered your part of the Jewish story.

May your Jewish story continue to grow and develop and we hope to see you in Israel, at Beit Hatfutsot, in the near future.

כל הכבוד!

School:.................................................................... Date:..............................................................

Signature:..............................................................

The International School for the Studies of Jewish Peoplehood within Beit Hatfustot.

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