Category Archives: PS Upper

Secondary Sources: Our Relationship to Nature – PS, MS

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Secondary Sources: Relationship to Nature

Deuteronomy 20:18-19

19 When you besiege a city for many days to wage war against it to capture it, you shall not destroy its trees by wielding an ax against them, for you may eat from them, but you shall not cut them down. Is the tree of the field a man, to go into the siege before you?

יטכִּי תָצוּר אֶל עִיר יָמִים רַבִּים לְהִלָּחֵם עָלֶיהָ לְתָפְשָׂהּ לֹא תַשְׁחִית אֶת עֵצָהּ לִנְדֹּחַ עָלָיו גַּרְזֶן כִּי מִמֶּנּוּ תֹאכֵל וְאֹתוֹ לֹא תִכְרֹת כִּי הָאָדָם עֵץ הַשָּׂדֶה לָבֹא מִפָּנֶיךָ בַּמָּצוֹר:

20 However, a tree you know is not a food tree, you may destroy and cut down, and you shall build bulwarks against the city that makes war with you, until its submission.

כרַק עֵץ אֲשֶׁר תֵּדַע כִּי לֹא עֵץ מַאֲכָל הוּא אֹתוֹ תַשְׁחִית וְכָרָתָּ וּבָנִיתָ מָצוֹר עַל הָעִיר אֲשֶׁר הִוא עֹשָׂה עִמְּךָ מִלְחָמָה עַד רִדְתָּהּ:



D’Var Torah

Harriet M. Levine, Woodlands Community Temple, White Plains, NY
http://www.reformjudaism.org/learning/torah-study/shoftim/protect-trees-protect-our-world

While the verses themselves deal specifically with cutting down trees during war, the Sages extended their meaning to cover all forms of wasteful destruction. They taught that anyone who deliberately wastes our resources, either natural or man-made, violates the law.

For over 3,000 years Jews have been concerned about the environment. Although these instructions are specifically directed to the care of fruit trees during war, the lesson gleaned from them has far-reaching implications for life on this planet. Our ancestors understood that life depends upon preserving the land. Although they didn’t use words like “ecology,” “global warming,” or “environmental crisis,” they clearly understood and respected these concepts.

  • How, in this age of technology, can we ensure that we don’t do more damage to our natural resources-our drinking water, our rivers, the soil, or the air?
  • How do you care for your environment within the school/institutions you are part of? Could you reduce wastage of resources further? If so, how?

Activity: Handmade Midrash: ‘This is the sign of the covenant’ – UPS, MS, HS, A

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Activity: Handmade Midrash: ‘This is the sign of the covenant’

12 And God said: ‘This is the sign of the covenant which I set between me and you and all living creatures that are with you, for all ages to come: יב  וַיֹּאמֶר אֱלֹהִים, זֹאת אוֹת-הַבְּרִית אֲשֶׁר-אֲנִי נֹתֵן בֵּינִי וּבֵינֵיכֶם, וּבֵין כָּל-נֶפֶשׁ חַיָּה, אֲשֶׁר אִתְּכֶם–לְדֹרֹת, עוֹלָם.
13 My bow, I set in the cloud, so that it shall serve as a sign of the covenant between Me and the earth יג  אֶת-קַשְׁתִּי, נָתַתִּי בֶּעָנָן; וְהָיְתָה לְאוֹת בְּרִית, בֵּינִי וּבֵין הָאָרֶץ

Make a ‘Handmade Midrash’ that draws on how you understand this text in light of the distinctions you explored in your community of inquiry. Make your midrash from colored construction paper by tearing forms out of the paper and sticking them onto a background sheet of paper.



Handmade Midrash
is a process of interpretation developed by Jo Milgrom. Her process has a number of stages:

  1. Text Study
  2. Creation of an artwork
  3. Discussion in small groups
  4. Reflective writing on what you can learn through looking at what you created more carefully.
  5. Return to the text
  • The artwork is created through tearing paper and attaching it to a background. It is not about creating a realistic kind of picture, but capturing ideas and representing them – often through symbolic representation –the torn paper represents ideas in relation to one another. It doesn’t require you to be ‘good at art’ as you can represent ideas through abstract shapes, a blob, color, etc.
  • After you have created your midrash, divide into small groups to share what you have done and what it means. Here what other people see in what your midrash. Describe what was the hardest and easiest elements to do, what role color plays in your midrash, why you placed things where you did, how the parts relate to one another, etc.

After the discussion, take some time to do some reflective writing. You might like to think about some of the following prompts: Did anything surprise you in what you constructed? In what people saw in it? How did the ideas come together? How does what is happening in the picture relate to your own feelings and thoughts about the world you live in? How does it relate to your own feelings and thoughts about the Divine human connection?

Discussion Plan: Starting Something and Keeping it Going – PS

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Discussion Plan: Starting Something and Keeping it Going

Is there a difference between these things, if so, what is the difference?

  • Setting a rule that says “do not enter the room without knocking”
  • Remembering to keep the rule that says “do not enter the room without knocking”
  • Starting a friendship
  • Keeping that person as a friend
  • Earning a name for being fair
  • Remembering to always be fair
  • Keeping a name for being fair once you have it

What is the difference between…

  • Putting a sign on the door to show visitors that they shouldn’t enter without knocking.
  • Putting a sign on the door to remind visitors that they shouldn’t enter without knocking.
  • Putting a sign on the door to remind yourself that you shouldn’t let visitors in unless they have knocked on the door first.

Discussion Plan: Running from, Running to – UPS, MS

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Discussion Plan: Running from, Running to

  1. When you run away, do your problems run with you?
  2. Is it possible to run away without leaving home?
  3. Is hiding from someone a kind of ‘running away’?
  4. If people know where you are going, are you still running away?
  5. Do we ever have a duty to run away?
  6. If you are running away from something, are you always running to something else?
  7. If you are running to something, are you always running away from something else?
  8. If you see a friend or child and run toward them, are you running from anything?
  9. Can you think of some circumstances when running away would be a sensible thing to do? (if so, what might they be?)
  10. Can you think of some circumstances when running away would be a brave thing to do? (if so, when might that be?)
  11. Can you think of some circumstances when running away would be the wrong thing to do?
  12. Can someone else decide for you that you should run away, or is it only something you can decide for yourself? Why? Why not?

Exercise: Good Reasons for Leaving – UPS, MS

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Exercise: Good Reasons for Leaving

Do you think the following are good reasons for leaving? Explain why or why not.

  1. You leave the room because your brother refuses to give you the video game.
  2. You stop being someone’s friend because you discover she/he stole something from you.
  3. You run away because your brother is constantly making you feel bad about yourself.
  4. You run away because your sister hits you when you do something to annoy her.
  5. You change schools because your teacher tells you that you aren’t bright.
  6. You leave your friend’s sleep-over because some of the kids are drinking alcohol.
  7. You leave home because your mother hits you when you do something that upsets her.
  8. You stop taking swimming classes because the swim instructor insists that you wear a bathing cap.
  9. You leave the softball team because you think your coach treats girls and boys on the team differently.
  10. You leave camp because you are lonely.
  11. You leave camp because you are bored.

Intertextual Sources: Deciding when to leave – Reasons not to leave – UPS

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Intertextual Source:  Deciding when to leave – Reasons not to leave

Look up these further references in the Tanach: What do they tell us about reasons people have for leaving and reasons they have for staying?

  1. Bereshit 30:25 – 31:18 – Ya’akov decides to leave Laban.
  2. Ruth1:12-19 – Story of Ruth. Orpha decides to leave Naomi, but Ruth decides to stay with her.

Activity: Interview about what we eat – PS

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Noach-Eating-Meat-Bird-Image

Activity: Interview about what we eat

Interview two people in your family or community about the following:

  1. Is there any kind of food that you personally choose not to eat? Why not?
  2. Do you think that what you eat affects your health?
  3. Do you think that what you eat affects your mood?
  4. Is there anything you can know about a person from looking at what they eat?
  5. Do you eat meat? Why or why not?

Discussion Plan: The connection between who we are and what we eat – UPS, MS, HS

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Discussion Plan: The connection between who we are and what we eat

  1. If a person likes rare or raw meat, do you think they are likely to be more aggressive than someone who likes their meat well done? Why / Why not?
  2. If a person likes sweet things, do you think they are likely to have a sweet nature? Why / why not?
  3. Is there such a thing as ‘comfort food’? What does this mean?
  4. Is there such a thing as “Junk food”? What does this mean and why do we eat it?
  5. Is there such a thing as “soul food”? What does this mean?
  6. Do you think that what you eat affects your health? If so, give some examples.
  7. Do you think that what you eat affects your mood? If so, give some examples.
  8. If you eat healthy food are you likely to be more healthy? Why / why not?
  9. In what ways is what we eat connected to our culture?
  10. Do you think that someone who eats according to the practices of their culture has a stronger cultural identity than someone who does not? Why/why not?

Discussion Plan: Deciding what we eat -UPS, MS, HS, A

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Discussion Plan: Deciding what we eat

  1. Is there any kind of food that you personally choose not to eat? Why?
  2. What makes certain foods attractive to you – such that you want to eat them?
  3. What makes certain foods unattractive to you – such that you don’t want to eat them?
  4. Do you eat the same range of food now as you did 5 years ago?
  5. Do you eat the same range of food now as you did when you were a baby?
  6. Can people’s diets change, even when they are adults? Can you give an example?
  7. Can you look at what someone eats and draw any conclusion about their values?
  8. Do you think that what you eat or don’t eat can make you a better person?

Discussion Plan: Deciding what we should eat – UPS, MS, HS

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Discussion Plan: Deciding what we should eat

  1. Do you think parents should control what food their two year old child eats?
  2. Do you think your family should control what kinds of food you eat?
  3. Are there food you can eat too much of?
  4. Are there foods you can eat too little of?
  5. Are their kinds of food that it is hard to stop eating once you start?
  6. Are there animals you don’t think we should eat because it is wrong to kill them?
  7. If you raise an animal and look after it – would it be wrong to eat it? (Would this be the same if you lived on a farm?)
  8. In many ways, animals are like people – is that a reason not to kill them?
  9. Think of eating an animal’s eye – yuk! Why does this sound gross?
  10. Are there foods (like sushi, pizza, falafel, gefilta fish) that you associate with certain countries or cultures?
  11. How much do you think that your own culture decides what it is possible for you to eat?