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The Structure of the Seder
Exercise and Creative Writing, Transparency
1. The First The kiddush is said over the first Kiddush - the
Cup - of the four cups; everyone must drink mitzvah of
Kiddush at least over half the cup (leaning). declaring the
day a holy day.
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2. The Second a. i. The invitation to guests. Preparations
Cup - Ha lachma. [This is the for the
bread]. mitzvah of
telling the story.
Telling ii. The child asks Mah nishtanah.
the Story [Why is this night different?]
iii. The first answer to the child:
Avadim hayinu [We were slaves]
iv. The obligation to tell the
story [Even if we are all wise]
v. The meeting at Bnei Beraq and
the story of Rabbi Eliezer.
vi. The discussion of the rabbis at
the meeting: 'I am as if
seventy years old'.
vii. The Torah speaks of the four
sons.
viii. When to relate the story.
[From the New Moon?]
ix. The second answer to the child:
'Originally our ancestors were
idol worshippers'.
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b. i. "Go and learn what Laban tried The mitzvah
tried to do.' of telling the
story of the
Exodus.
ii. Slavery in Egypt. 'The
Egyptians treated us
wickedly.'
iii. The Exodus. 'G-d brought us
out of Egypt.'
iv. God punished the Egyptians
-- Rabbi Jose the Galilean.
v. Pesach, matzah and maror as
symbols of the Festival --
'Rabban Gamliel used to say.'
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c. i. The Hallel -- 'Therefore are Thanks and
we obliged to thank...' praise to
ii. The Blessing of the Redemption
-- G-d, 'Who redeemed us and
our fathers...'
iii. Drink the second cup (leaning).
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3. The Third i. Wash hands and bless 'Al netilat yadayim'.
Cup netilat yadayim'.
The Meal ii. Bless Hamotzi The meal (This
itself is a
iii. Bless Al akhilat matzah and mitzvah).
eat 'the volume of a large
olive' (leaning).
iv. Bless Al akhilat maror and
eat 'the volume of a large
olive'.
v. Hillel's sandwich -- eat
'volume of a large olive'
of matzah (from the bottom
one) with 'volume of a
large olive' of maror
together.
vi. Eat the meal.
vii. Eat 'volume of a large
olive' of matzah from the
afikoman.
viii. Say Grace After Meals.
ix. Drink the third cup (leaning).
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4. The Fourth i. Words of vengeance -- Shefokh The Complete
Cup - hamatekha. Hallel.
Completing
the Hallel ii. Praise: Complete 'The
Egyptian Hallel' (Psalms
113-119) and 'The Great
Hallel' (Psalm 136), Nishmat,
and the closing blessing.
iii. Drink the fourth cup (leaning).
iv. Acceptance: Finish the evening
with songs.
Exercises:
1. Visual Aid:
The above table can be made as a transparency or wall chart for
reference during study and student use.
2. Research for older students
[Double or triple session]
- Prepare the above chart and duplicate files 1 and 2 as lists.
Mark off the above chart as follows: Section One - 1, 2a;
Section Two - 2b; Section Three - 2c; Section Four - 3, 4[i]-[iii];
Section Five - 4[iv].
- Divide the class or group into five sub-groups, each of which
will focus on one section of the Haggadah.
The assignment is to find the expression of the aims and goals
of the Seder in each group's section of the Haggadah. The
study can be charted either chronologically or thematically,
but all groups must use the same chart format!
Notes should be written as to the manner in which each goal
is achieved or message conveyed, and how successfully this
is done.
- Review. Charts, if large enough, should be hung on the wall.
Otherwise, photocopy each group's work for the others.
- Which were the most commonly expressed messages/goals?
- Which were least commonly found?
- Give some outstanding examples of their expression.
- Which messages and texts seem most relevant today?
Why?
- What new elements of the Haggadah and the Seder came
to light in this study? [individual responses]
3. Creative Writing
[Advance preparation and 2-3 sessions]
Aims: a. Enhance relevance of the messages of Pesach
and the Seder by transference of the context to immediate
family and community; b. Enhance the involvement of participants
in the Haggadah and the Seder through a creative form
of expression.
Materials: Chart, as above Albums for final version
Writing materials Photocopies of family photos or scanner
for dtp
Procedure:
- Explain that the assignment is to recreate a modern
context for the experiences and values in the traditional
account by bringing in elements from our own family
sagas, from our community's history. Divide group
as for exercise, above; go through the structure of
the traditional Haggadah before they split up to work.
- Groups should have time to discuss how they are going
to start some advance preparation in their own families.
Below are some ideas for different sections of the
Haggadah, based on the use of parallels.
Avadim hayinu - A story about our own families
escaping to freedom, seeking a new life
The four sons - The different choices made by
our families/ communities under different circumstances.
Find four options, if possible
OR
Dilemmas and controversy in the community about
future challenges and how to respond to them.
Slavery - Survival in difficult times.
Hallel - Expressions of thanks and gratitude
Songs - Compose your own songs; bring traditional
family melodies, anecdotes...
and so on...
- Two sessions for creative writing, plus an editorial
meeting to finalize layout.
- Production, duplication.
- Review, presentation to other groups [selections only!]...
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