Issue 28
7th Shevat 5764
30th January 2004
Fantastic
First Early Years Conference
Laniado Hospital National Schools Picture Competition
Holiday E-cards From Children Around the World
Senior Educators Program
Vienna and the Jews, 1880-1939
Ilan Ramon - One Year On
New Embassy website for kids is Flash
Purim at BJENY and more
Pesach Links
|
Shalom and welcome to JEDmail 28 Although the UK appears to be in the depths of winter, having been gripped by snow and ice this week, we are about to celebrate the spring. However, as the Chief Rabbi Dr Jonathan Sacks wrote last week of the Jewish people in egypt before the beginning of the plagues, "It is in the darkest night that Israel has its greatest visions. Hope is born at the very edge of the abyss of despair." Examples of this in this issue of JEDmail include a tribute website to Ilan Ramon, as we approach his first Yahrzeit. In addition, a story from Honest Reporting showing the way in which the world press has begun to tear itself up, in an attempt to become even more biased against Israel, but which actually allows us to see and point out their intentions in a very concrete and revealing way. Also note a report of the fantastic First early Years Conference in London, attended by over 250 delegates this month, which we hope will prove to be the pilot for similarly useful educational experiences in the future. JEDMASTER |
Jewish Early Years Conference - 5th January 2004
This Day Conference was the first of its kind for teachers and practitioners
who work in Jewish settings with young children aged 3-5 years. It was
organised by the Agency for Jewish Education's Early Years Department
and sponsored by UJIA.
It was planned to meet a perceived lack of in-service training for those
who work I Jewish Early Years settings. It was felt that they would appreciate
training in two areas; appropriate Jewish education for their young pupils
along with the development of their own professional skills. The Conference
was timed to coincide with the new statutory requirement that all early
years staff complete 4 days in-service training per year.
The 250 delegates from London, Manchester, Leeds and Glasgow received
the programme enthusiastically. They particularly valued training focused
on the specialised teaching requirements for early years - schools usually
target older age groups for their training days. Following from the aims
indicated above, the topics presented included Jewish educational material
as well as general issues of child development.
It was a unique opportunity to listen to world class speakers. Shira Ackerman
Simchovitch, director of the Early Childhood Division of the Department
for Jewish Zionist Education at the Jewish Agency in Jerusalem gave the
Keynote Address on International Perspectives in Jewish Early Childhood
Education, including an introduction to the innovative ideas of Reggio
Emilia in Italy and how they relate to Jewish traditions. She also gave
workshops on bringing Israel to life in Early Childhood settings in the
Diaspora.
Rivy Poupko Kletenik, Director of Jewish Education Services for the Jewish
Education Council of the Jewish Federation of Seattle, presented workshops
that used Talmudic texts to reflect the deep respect and value given by
Jewish tradition to the very youngest learners and their teachers. Rabbi
David Lister, an experienced Limmudei Kodesh teacher and Rabbi of Muswell
Hill Synagogue, spoke about introducing young children to Tefillah and
ensuring their participation. Edna Franklin, a very experienced teacher
of Israeli song and dance to young children, brought out the music in
all her delegates, illustrating how music can enrich Jewish learning and
bring joy as well as contribute to overall development.
Corinne Engel, Co-ordinator of the Resource Centre at the Agency for Jewish
Education, showed how home made resources can enhance the Jewish character
of a nursery or reception class. Diana Rose, Head of Kerem House Nursery,
discussed the issues involved in presenting Sedra stories to very young
children. Sorrel Fisher, Project Manager of the Jewish Studies Curriculum
Partnership and co-author and editor of the Early Years Festival Series,
gave an illustrated talk on strategies for effective storytelling.
Andrea Smollan, Educational Psychologist, presented workshops on promoting
emotional development of young children
Rabbi Malcolm Herman, Director of SEED Programmes, gave the concluding
address on the traditional three key components in Jewish Education.
Delegates
were inspired and motivated by the Early Years focus of this Conference.
There was universal appreciation of the professional expertise of the
speakers and the quality of their presentations. Many delegates wrote
that they look forward to 'the next Jewish Early Years Conference' - some
wanted a two day event.
This was an opportunity to deepen teachers' appreciation of the significance
of their own role in the education and care of young Jewish children and
to bring to the surface, consideration of issues that currently affect
them all. The full hall and the animated responses of the delegates gave
a clear message that the Conference had achieved its aims.
Sandy Potashnick, Avelyn Hass [coordinators]
We are launching a , which will encourage young people to realise their artistic and photographic skills. The competition will be open to all Jewish schools, and it couldn't be easier! Your pupils can submit a photo they have taken - or a picture they have drawn - of Israel.
The winning will be judged by John Rifkin, the award-winning photographer for the Jewish Chronicle, and everyone who enters will get a free Laniado wallet. The winner of each category will receive a certificate, and the overall winner will get a digital camera, and £200 of book vouchers for their school, courtesy of Divrei Kodesh Judaic Book and Gift store in Edgware. This competition is being supported by the United Synagogue's Agency for Jewish Education.
I hope you will be able to promote the competition in your school, and encourage your pupils to enter. Please contact me to let me know how many application forms I should send you. I am enclosing a draft version of the form for your information.
t: 020 8455
4332
f: 020 8455 3236
m: 07812 122 229
e: jonny@laniado.co.uk
w: www.laniado.co.uk
A project of the official Jerusalem website (www.jerusalem.muni.il)
Statement
of purpose:
This interactive project offers an opportunity for children from around
the world to use art and technology to develop and strengthen links with
the holy and modern city of Jerusalem. Children will be connecting with
each other, sharing their personal, creative expression, with Jerusalem
as the inspiration and hub through its windows to the world, the website
of the municipality (www.jerusalem.muni.il)
Process:
Between Central Agency and Jerusalem website
1. Central Agency and Leah agree to a particular holiday
2. At least one week prior to the holiday, Lior is to receive one e-card
from Central Agency, as designed by a child in a constituent school, grade
5+ (card can be e-mailed or fedexed)
Lior posts the e-card at the website, after mounting the child's name,
school, and community.
As an example: Check out the 2003 Hanukkah card from the St. Louis Central
Agency for Jewish Education. Go to (www.jerusalem.muni.il),
select "English " and proceed to the section on e-cards
Process: Between Central Agency and constituent schools
One e-card is to be submitted. Central Agency decides on the selection
process.
Attributes of the card:
1. Card can be hand-drawn or computer-generated. Since the card will be
scanned and reproduced, clarity is a "must."
2. Size: 480 pixels x 250 pixels, or about 3.4 inches by 6.6 inches
.
Agreement:
After the card is posted, Central Agency agrees to promote the project,
specifically mentioning the address of the website (www.jerusalem.muni.il)
How to participate:
Contact Dr. Leah Hakimian (hakimian@netvision.net.il)
English Webmaster at
the website: Lior Shneor (SNLIOR@jerusalem.muni.il)
Website coordinator for this project: Leah Hakimian (hakimian@netvision.net.il)
The program provides generous fellowships for study, living and travel expenses for the participant and his/her family.
Applicants
should have:
- At least a B.A. degree
- A working knowledge of Hebrew & English
- A minimum of four years full-time experience in Jewish education.
- A readiness to work for at least three years in Jewish education in
the Diaspora after completing the program.
For further details and application materials, please contact:
The Senior
Educators Program
The Melton Centre for Jewish Education
The Hebrew University of Jerusalem
Mount Scopus, Jerusalem, 91905 Israel
E-mail: msmelton@mscc.huji.ac.il
Please visit
our web-site on: http://melton.huji.ac.il/
A Flawed Relationship? : Vienna and the Jews, 1880-1939
A series of lectures to be held from 7.30pm - 9.30pm at the Wollstonecraft Lecture Theatre, Bournemouth House, Bournemouth University, 19 Christchurch Road, Bournemouth.
This course will examine the relationship between Vienna and its Jews at arguably its most critical juncture, when there was a cultural and scientific explosion of Jewish talent on to the wider scene against a backdrop, however, of virulent anti-semitism.
No previous knowledge of the period will be assumed, but a short preparatory reading list will be available for those who want to delve further. The lectures will be given by a specially assembled team of experts led by Dr Mark Levene, Reader in Comparative History at the Parkes Centre for the Study of Jewish/non-Jewish Relations at the University of Southampton. Nadia Valman and Andrea Reiter are members of the academic staff of the University of Southampton and Mickey Yudkin teaches for the faculty of Continuing Education at Birkbeck College, University of London.
The course will be presented on six Tuesday evenings, commencing on February 10th and concluding on March 16th. Presentations will be followed by ample time for questions and discussion. The programme is as follows:
Tuesday 10 February 2004: Fin-de-Siècle Vienna
Mark Levene will introduce the course and set out the sociological and political background.
Tuesday 17 February 2004: Perceptions
Nadia Valman will talk about Jewish identity (including Jewish self-hatred) among Viennese Jews. She will look at literary and other texts by figures like Max Nordau and Theodor Herzl.
Tuesday 24 February 2004: World of Security versus Changes
Andrea Reiter will relate selected literary texts to the historical situation. She will focus on poems by Hugo von Hofmannstahl and Karl Kraus and on the latter's mammoth play The Last Days of Mankind.
Tuesday 2 March 2004: Dream and Reality
In this lecture, Andrea will focus on paintings and music in turn-of-the-century Vienna, in particular on the artists of the Secession, and on the music of Schönberg and Mahler.
Tuesday 9 March 2004: Freud and his Circle
Mickey Yudkin will discuss Freud's reponse to antisemitism and to his own Jewishness. She will also talk about some of his Jewish colleagues in the field of psychoanalysis.
Tuesday 16 March 2004: End of an Era
Mark Levene will draw together some of the threads of discourse which have emerged during the last five weeks and put them in the wider European and Jewish context.
The cost
of the course is £20 for six sessions or £4 per session. If
the number of applications exceed the places available, preference will
be given to those taking the full course. You can register either by filling
out the tear off registration form below or phoning Sam Elsey on 01202
504202 to reserve a place. Places on the course will be confirmed only
when the fee has been received.
On the site, visitors can now find close to 300 Organizations and Gmachs in Israel and around the world, who assist in all categories of daily and Jewish life.
Because the site is aimed at the global Jewish Community as well, visitors also have the option of adding new Organizations and Gmachs to the database, in order to assist on the community level.
In addition, "World of Chesed" aims to bring Chesed to a P2P level - Peer-to-Peer, where people can offer assistance on a special message board, or if needed- look for assistance.
"World of Chesed" will Be"H soon be launching educational programs world-wide to emphasize the importance of Chesed and to setup community-based networks of chesed.
We urge you to come and see what you can offer your community - today! For info: info@chesed.info or visit us at: www.chesed.info
Feel free to pass this information along to others.
Yeshar Koach!
"World of Chesed" is a joint project of Torah MiTzion Kollels, the World Mizrachi Organization and Bnei Akiva Olami.
We Remember
A year after the Columbia shuttle tragedy, we remember the smiling face
of Ilan Ramon z"l against the images of the disaster. We recall his
courage, dedication and congenial personality, and we seek ways in which
to commemorate his life.
Many of us
attended memorial ceremonies for Ilan Ramon and the NASA team a year ago;
we signed memorial books, wrote to the families, marveled at the images
from Space, and planted trees in Israel in accordance with Ilan's own
call to the public.
Click to Plant http://192.116.234.203/kkl/index.asp
As the successful US Mars probe begins exploring the red planet, and questions about manned or unmanned space exploration are tentatively broached again, we pause and marvel at the miracle of life and our world, the value of life itself, respect for life and the greatest aspirations of humankind. Ilan Ramon grasped the immensity of the richness of life and touched infinity, as a person and a leader. We pay tribute and remember him in admiration and sorrow a year after his death, may his memory be blessed and his example be handed down through the generations.
With NASA and the world, we mark the memorial on Sunday, 1st February 2004.
The Yahrzeit (azkarah, or Hebrew calendar memorial day) falls on Shabbat (Saturday) the 21st February, although it is traditionally customary to mark the first yahrzeit on the day of burial (8th Adar), which will be on March 1st this year.
Using the well-known "Srulik" character, this website guides younger children through the History, Geography and symbols of Israel. The display is colourful and the text simple and short. There is actually more here than first appearsd to be the case. The symbols area includes a transliterated Hatikvah with its own soundtrack to sing along and learn with, the geography area includes a number of well-known places and insights into them. The history area is an innovative hopscotch board and contains some usefully concise information, ideal for a bit of straightforward research on the topic. Although the intro begins in the USA, the remainder of the site is completely relevant to all.
For anybody interested in some cross-curricular work, this article from Honest reporting is not just about anti-Israel bias in the press, but how the press uses itself to twist the knife even more.
As Edited by...'The Herald Tribune'
Evelyn Gordon
January 27, 2004
Anyone puzzled by the vast difference between European and American attitudes
toward Israel ought to spend some time comparing two newspapers: The New
York Times and the Paris-based International Herald Tribune.
That may seem like an odd statement, since the IHT is owned by the Times
and most of its articles are Times reprints ? or at least, so the reader
would assume, as they are credited to the Times and appear under Times
reporters' bylines.
But it turns out that IHT editors often "improve" the Times
copy a bit. The adjustments are minor in terms of the amount of text changed,
yet sufficient to give the reader a completely different understanding
of events.
I discovered this only last month, having never before thought to compare
an IHT article to its Times original. What sparked the discovery was a
piece in the IHT's December 27-28 edition, entitled "Israeli
tactics assure future bombings, Palestinians assert" and credited
to the Times. The article's main thrust was that the Israel Defense Forces
believes its two-pronged anti-terror campaign ? construction of the separation
fence and frequent raids aimed at arresting terrorists and destroying
bomb-making facilities ? has significantly reduced the number of successful
attacks.
But the article also claimed that the December 25 bombing at the Geha
Junction ended a three-month period that "seemed to be a sort of
unofficial cease-fire. In that time, Palestinian radical groups carried
out no suicide bombings."
This struck me as outrageous, since a cease-fire implies that no attacks
were attempted ? whereas, according to IDF statistics, there were no fewer
than 22 attempted suicide bombings during that time, all foiled by Israel's
security forces. But when I checked the article on
the Times Web site in preparation for an angry letter to that paper,
I discovered the following:
·The Times never referred to this period as a cease-fire.
· The Times explicitly mentioned that "numerous terror attempts"
had been made during this period and were thwarted by Israel; that entire
paragraph was cut from the IHT piece.
· The Times did not say that Palestinians "carried out no
suicide bombings," giving the false impression that they attempted
none; it merely said, correctly, that no bombings took place.
Moreover, the Times article carried a very different ? and far more accurate
? headline:
"Bombing after lull: Israel still believes the worst is over."
The result is that the average Times reader came away with the following
impression: Israel's military activity produced three months in which
no Israelis were killed, despite "numerous terror attempts."
This activity is thus saving Israeli lives, and therefore potentially
justifiable.
But the IHT reader received the opposite impression: Neither the fence
nor the raids were justified, since there was an "unofficial cease-fire"
and Palestinians were not committing attacks in any case. Moreover, since
no attempts took place during this period, Israel's activity did not save
a single life.
In short, rather than preventing bombings, Israel is, as the IHT headline
asserts, "assuring future bombings" by persecuting the Palestinians
for no reason.
The IHT later published a letter from me on this subject, but again with
crucial distortions. One sentence was cut altogether: "The version
of the article that appeared in The New York Times did mention that 'numerous'
attempted attacks were thwarted during this period and did not refer to
it as a 'cease-fire.'"
Another sentence ? "according to Israeli army statistics, Palestinians
attempted to carry out 22 suicide bombings during this time" ? was
replaced by "according to one count, Palestinians attempted to carry
out more than 20 suicide bombings during this time."
Thus the IHT cut both of the sources I cited for my assertion that attacks
were attempted ? the Times and the IDF ? and substituted an unsourced
"according to one count." That leaves the reader with the impression
that I have no source ? I cannot even say according to whose count ? and
my assertion is therefore not credible.
Since this episode, I have discovered that the IHT often subtly alters
Times copy to make its readers dislike Israel more.
On January 2, for instance, the
Times ran an article stating that in 1973, the Nixon administration
considered invading three Arab countries "if the [oil] embargo, imposed
by Arab nations in retaliation for America's support for Israel in the
1973 Middle East war, did not end." The
IHT altered this to state that Nixon planned to invade "if tensions
between Israel and its Arab neighbors continued to escalate after the
October 1973 Middle East War or if the oil embargo did not abate."
Moreover, the IHT erased the statement ? repeated twice in the Times article
? that the embargo was due to America's wartime support for Israel, substituting
the statement that it was imposed "to try to pressure the United
States and other Western countries to force Israel to withdraw from Arab
land."
Thus the Times reader concludes that Nixon was angered by an Arab action,
the embargo, which was retaliation for an American action ? wartime support
for an ally. Israel was clearly involved, but this was primarily an Arab-American
dispute.
The IHT reader, in contrast, concludes that Nixon's main concern was not
the Arab action, but "tensions between Israel and its Arab neighbors";
the embargo gets only second billing. Moreover, the embargo was aimed
not at American policy, but at a mysterious Israeli seizure of Arab land
whose background ? the fact that it was captured in a defensive war ?
is never explained. In short, the entire crisis was Israel's fault.
Very few people know more about Israel than what they learn from the media.
It is therefore not surprising that readers fed on a diet of such subtle
distortions view Israel as the villain.
Unfortunately, in Europe the IHT's behavior is the norm rather than the
exception.
Jacob Richman's J site offerings for Tu B'Shvat www.j.co.il
Jewish Trivia Quiz: Tu B'Shvat
Which fruit
is used to make wine ?
When did Kabbalists originate the Tu B'shvat Seder ?
How many glasses of wine are drunk at the Tu B'Shvat seder ?
What branch of a tree did the dove bring back after the flood ?
How many days does the Hebrew month of Shvat have ?
What is associated with both Chanukah and Tu B'Shvat ?
In Israel, what happens to trees starting on the 15th of Shvat ?
Since 1901, how many trees has the Jewish National Fund planted
in Israel ?
According to the Torah, which fruits did the spies bring to the
children of Israel in the wilderness ?
The above
questions are examples from the multiple choice
Flash quiz. There are two levels of questions, two timer settings.
Both kids and adults will find it enjoyable.
Tu B'Shvat
Clipart
Whether you need a picture for your child's class project,
a graphic for your synagogue, Hillel or JCC Sukkot
announcement, the Jewish Clipart Database has the pictures
for you. You can copy, save and print the graphics in
three different sizes.
Multilingual
Word Search Game: Tu B'Shvat
Enter the Multilingual Word Search game and choose the
language you would like to play in: English, Hebrew or
Russian. There is an easy mode for the kids and a harder
mode for us big kids. Each game is randomly generated.
You can even print out a blank game (and the solution page) for
offline playing. The easy mode was simple? Try the hard mode in
a foreign language with the timer on. Remember that looking at the
solution page is a last resort :-)
My Hebrew
Song Book - Tu B'Shvat Hebrew songs (with vowels)
for viewing and printing. All songs are in graphic format so you
do not need Hebrew installed to view or print them.
The J site
has something for everyone, but if that is not
enough, I posted on my website 60 links about Tu B'Shvat,
from history and customs to graphics and recipes.
Site languages include English, Hebrew, Russian, Spanish,
French, Portuguese, German and Italian.
The web address is:
http://www.jr.co.il/hotsites/j-hdaytu.htm
http://www.bjeny.org/erc_Purim.asp?dept=EducationalResources
http://www.holidays.net/purim/story2.htm
Mask template-King Achashversosh
http://www.holidays.net/purim/king.htm
Mask template-Esther
http://www.holidays.net/purim/esther.htm
Mask template Haman
http://www.holidays.net/purim/haman.htm
Hand-made gregger instructions
http://www.holidays.net/purim/craft01.htm
The Story of Purim is comprised of a scene-by-scene audio play, with accompanying pictures in colouring book form. You can download all of the pictures for use as colouring sheets, to create a wall display with pupils writing the appropriate sections of text for each picture in their own words. You could then use the audio play as either a trigger to the writing or as a fun review on completion. Well worth a listen
http://www.shemayisrael.co.il/purim/purim_play/index.htm
This is the zip file for the colouring bookpictures. See above.
http://www.shemayisrael.co.il/purim/purim_play/purim-bk.zip
Illustrating connections between Chanukah and Purim - between the Gregger and the Dreidel, between the story of Joseph (that we read at Chanukah time) and Purim. For a class who already have the basics firmly cemented,this makes for an interesting bit of analysis, centring on the balance between prayer and action.
http://www.wzo.org.il/en/resources/view.asp?id=118
Analysis of characters in the story - an in depth view, using some midrash and a little logical deduction, gives us a little more understanding of the characters and their motivations, eac in their own context.
http://www.wzo.org.il/en/resources/view.asp?id=127
Understanding Purim as a point of change in the way that the Jewish people would relate to Hashem in the future. Although this begins by comparing Chagei Tishri with later festivals, the main sections dealing with Purim give us yet another insight into what is hidden behind the mask of Purim.
http://aishdas.org/asp/purim.html
Purim Syllabus Checklist
http://www.jajz-ed.org.il/festivls/purim/pusyl.html
Teaching units for Purim - a collection of texts as background to topics and suggested exercises and activities. The age range is really quite broad so choose with care.
http://www.jajz-ed.org.il/festivls/purim/
Online Purim Quiz 10 noisy Questions - good, online fun. Takes a little time for the quiz to appear.
http://www.jajz-ed.org.il/50/act/quiz/purim.html
60 Second Megillah
http://www.aish.com/holidays/purim/60_second_megillah_overview.asp
Jokes on Audio
http://www.aish.com/holidays/purim/jokes_you_can_tell.asp
A good collection of Purim songs . The texts include English translation and Ashkenazi transliteration (some teachers may need to make small adjustments to these. There are accompanying audio files using Real Player. Again these are in Ashkenaz pronunciation so may be appropriate for you or maybe just as a guide for teachers to remind them of how the tune fits the words prior to teaching it.
http://www.aish.com/holidays/purim/songs.asp
A host of different Purim articles for many age-groups, linked to the quiz. See below.
http://www.ou.org/chagim/purim/default.htm
This Purim quiz provides basic, intermediate and advanced levels. The answers can all be found amongst the articles in the Purim section of the OU site. Could be a good exploratory semi-web-quest activity.
http://www.ou.org/jewishiq/purim/enter.htm
From the OU Page. A well-written piece on this idea, that could be adapted for class discussion or other activity
www.ou.org/chagim/purim/everyday.htm
This is a good summary of this concept and an interesting direction to take pupils in, discussing their outward behaviour versus inner thought, motivations and feelings.
www.ou.org/chagim/purim/disguises.htm
This
sitemap shows the subjects covered in the study area. Each section examines
an aspect of Pesach (and later Lag B'omer and Shavuot) in simple, informative
language. The activities are ideas for teachers.
http://www.bus.ualberta.ca/yreshef/pesach/sitemap.html
The playroom features games including a Pesach quiz based on the study
area, find the Afikoman and hit Pharoah
http://www.bus.ualberta.ca/yreshef/pesach/playroom.html
A group of Pesach quizes and brain-teasers to print out or work out on
screen
http://www.torahtots.com/holidays/pesach/pesgames.htm
A fun multiple choice quiz on Pesach. Although this is a competition,
you could get pupils to answer the questions and then highlight the quiz
section only. By Going to the Print menu and choosing "Selection",
only the quiz and answers will be printed. Remember to tell them to put
their name in and include it in the highlighting process.
http://www.kosherzone.com/kidtrvia.htm
Jewish agency Lesson units on Pesach-includes an interesting simulation
game
http://www.jajz-ed.org.il/festivls/pesach/index.html#dept
Songs
reggae songs about Pesach. Worth reading through and maybe adding one
to this years Pesach songbook.
http://www.reggaepassover.com/songs.html
Pesach songs, based on Beatles songs
http://www.lehrercommunications.com/pesachsongs.htm
Pesach songs based on some old favourites
http://www.sfjcf.org/jholidays//holidayinfo/passover-songs.html
Some Pesach songs - transliterations and translations. This could save
you a lot of typing. Highlight, copy and paste into your wordprocessor.
http://www.geocities.com/Paris/Bistro/1150/lyrics/j-pesach.html
Aimed at foundation stage / KS1teachers, these pages include the song
lyrics and an accompanying sound file to hear how the song is sung.
http://www.jcca.org/thisnewmonth/nisanact.htm
In case you missed it, click here to download this song that was popular(?)
a couple of years ago
http://www.fruitfull.com/matzah5.wav
In case you missed this, here are the words to the song above
http://members.tripod.com/~jewishjokes/matzah-mambo-5.htm
Fantastic poems in rhyme about each section of the Haggadah. Excellent
for foundation, KS1 and lower KS2
http://www.acs.ucalgary.ca/~elsegal/Uncle_Eli/Eli.html
Plays
A group of intersting plays that could be used in class, on syage, as
part of the model Seder…Some editing may be necessary so highlight
the play and paste it into your Wordprocessor. (You will need to open
your wordprocessor before you copy.)
http://www.jkador.com/haggadot.htm
Video
Study guide for using "The Prince of Egypt". This guide is under
no illusions that there are major differences between the film and Torah
versions. In fact it capitalises on them to inspire and trigger discussoin
on a range of important issues. Ideal for upper primary and Secondary.
http://www.princeofegypt.com/en/study/htmls/pdf/dorff.pdf
In-Depths
An analysis of Chad Gadya. Intersting stuff about the last song of the
seder
http://www.ohr.org.il/special/pesach/kidstuff.txt
Shiurim on Pesach at the Virtual Beit Hamidrash of Yeshivat Har Etzion
http://www.vbm-torah.org/pesach.htm
Choose basic, intermediate or advanced, to see articles that pupils pupils
could use for research on topics. Every level has an accompnyingquiz.
See the link below.
http://www.ou.org/chagim/pesach/default.htm
Quiz on three levels, to accompany the OU articles above
http://www.ou.org/jewishiq/pesach/enter.htm
Audio Shiurim on Pesach, mostly for teacher research
http://www.613.org/pasclass.html
Games
Ten plagues relay races
http://www.uscj.org/usy/pb/kten.htm
Foundation stage games/activities for Pesach, including making a package
to act out all 10 plagues, building the pyramids game…
http://www.jcca.org/thisnewmonth/nisanact.htm
A selection of print and play mazes and games for Pesach
http://www.billybear4kids.com/holidays/pesach/pesach.htm
Art
and images
A selection of artwork representing the Four sons as discussed in the
Haggadah. Taken from the "A Different Night" Haggadah.
http://www.haggadahsrus.com/4childrenGallery1.htm
Some free Pesach clipart
http://www.bitsela.com/passover.htm
coloring sheets
http://www.coloring.ws/passover.htm
Please send us:
Any ideas and resources that you think would be useful for other educators.
Any comments
that you have about JEDmail.
JEDMASTER
jedmaster@aje.org.uk