Series Description

Shabbat Around the World ©

by Tami Lehman-Wilzig

Shabbat Around the World Lesson Plans© Developed By:
Barbara Garber
Idea Input: Tami Lehman-Wilzig


Summary:

The Jewish People form a multicultural nation, with communities located across the globe. Shabbat Around the World introduces students to several interesting and fun Shabbat customs that Jews in different countries have developed to make Shabbat a special day. At the same time it enables students to explore the history, geography and culture of numerous international Jewish communities. By the end of the school year students will gain an appreciation of the Jewish world's diversity; and they will be empowered to enhance their own Shabbat celebration at home by sharing new, unusual customs with their family.

Developed for 3rd- 4th Grades

As a result of this curriculum, what enduring understanding will the students attain?

  • Jews around the world have developed different and unique customs to differentiate Shabbat from the rest of the week.
  • Students will be empowered to introduce/share new, fun and exciting Shabbat customs that can be adapted or added to their family’s weekly celebration.

What essential questions will guide or focus the teaching and learning?

  • Where do Jewish people live today?
  • What are some of the Shabbat customs that different communities observe?
  • How do Shabbat customs relate to the meaning of Shabbat?
  • How did different Shabbat customs originate?
  • Why do people observe Shabbat customs differently/similarly to our own?
  • How can we incorporate different Shabbat customs into our own observance?

What key knowledge and skills will students acquire as a result of this unit?

Students will know:

  • Areas of the world where there are or have been significant Jewish populations
  • Shabbat customs from different Jewish cultures and countries
  • Significance, meaning and origin of different Shabbat customs

Students will be able to:

  • Indicate on a map where Jewish people have lived in the past or are living today
  • Model different Shabbat customs

What evidence will students provide upon completion of the Shabbat Around the World program that they have attained the enduring understandings?

Students will plan and implement a Family Shabbat program in which customs (from the different areas studied) are modeled and shared.

Groups of students (determined randomly or by interest) will be involved in a class project that models/implements different customs that the students have learned about.

Suggestions include:

  • Shabbat ‘fair’ using presentation boards (this is a teacher-directed activity requiring a checklist of information to be included; e.g. description and representation of the custom, maps, pictures, recipes and food samples)
  • Class play (student groups: writing script and playbill; set; costumes; publicity)
  • Movie (student groups: writing; filming; editing)
  • Kabbalat Shabbat service and family dinner (student groups will be responsible for incorporating different customs into this program; cooking; invitations; set-up)
  • Kabbalat Shabbat and family dinner shared by families in different homes, with students responsible for incorporating one or two newly-learned customs into the celebration

LEARNING ACTIVITIES and MATERIALS/RESOURCES follow in EVERY STORY UNIT

 

For more information contact Tami Lehman-Wilzig