Redeeming Captives:
The Mitzvah of Pidyon Shevuyim
OUR ISRAELI MIA'S:
PROCEDURE
SECTION 1 (approx. 1 Hour): INTRODUCTION
1) Begin this section by asking questions about being held captive:
- Do you know of times when Americans have been held captive or hostage?
(Some answers may include: American MIA's/POW's in Vietnam; Western
hostages held in Lebanon and Iran, such as Terry Anderson; U.S. dipolomats
serving in other countries who have been taken hostage, such as in Yemen,
November, 1993.)
- What kind of problems are created for a family when one of its members
falls into captivity? What are the potential problems and risks to the
prisoner? (These include such issues as: physical and psychological
abuse, physical and emotional stress, the issue of remarriage, the issue
of not knowing what lies in your future/the future of your loved one...)
- How do these factors make you feel about someone who is held prisoner
or hostage?
As you begin this discussion, write down on a blackboard or large paper
their feelings and/or concerns about people who are held captive. Continue
by explaining what it means when a soldier is held as a "prisoner of war"
or one who is "missing in action". (If you are familiar with the Vietnam
War, take the opportunity to explain the impact that American POW's/MIA's
had on the American public.)
2) Proceed by explaining Judaism's emphasis on the importance of freedom:
It is expressed throughout Jewish sources, as expressed in such themes
as the Exodus from Egypt, the victories celebrated at Chanukha and Purim,
and the establishment of the State of Israel. Indeed, the creation of
the Jewish State fulfilled Zionists' hope to live as "a free people, in
our land, the Land of Zion and Jerusalem". (Hatikvah)
Explain to the students that Judaism is more than a way of believing,
but a way of living you life. Paint out that mitzvot BEIN ADAM L'CHAVEIRO
(mitzvot regarding the relationships between people) are not simply "good
deeds", rather, they are religious imperatives. They are expressed through
ritual and through social justice, as it is commanded that we should "seek
peace and pursue peace".
3) Explain to the students that they are going to hear three different
monologues. They will be about Israel's four MIA's, but will be presented
from the perspectives of three different people. They are provided in
this unit. The teacher should choose three students to "act out" these
monologues in front of the whole class. It is highly recommended that
the students be chosen before the lesson begins so that they have time
to prepare. Encourage them to read the monologues dramatically.
The monologues are written from the perspectives of
- Miriam Baumel, a parent of one of the MIA's ,
- an Israeli soldier, and
- an American Jewish high school student.
Each character feels that s/he has a responsability to speak out on behalf
of the MIA's. The teacher should introduce each speaker, one at a time,
to the entire class. When the three speakers are finished, briefly discuss
the students' reaction to each one:
- How do you react to this speaker? How did s/he make you feel?
- Did you identify with anything that s/he said? If so, what? If not,
why couldn't you identify with the speaker?
- Is this a Jewish issue? Why or why not?
Be aware that students who have not visited Israel may not feel a specific
"connection" to Israel. This age groups often has trouble articulating
how they relate to Israel. If you feel that this is an appropriate time,
encourage a brief discussion to find out how the students feel about Israel
and Israelis. Points to discuss may include: Jewish Peoplehood - being
a part of a people; sharing a common history and destiny; Jewish continuity;
etc.
4) Closure: After the presentation of the monologues and its ensuing
discussion, discuss the events concerning the soldiers' capture. Hand
out "San Diego Jewish Times" article.
Show areas mentioned on a map of the Middle East, particularly, Israel,
Syria, Iran, and Lebanon (and its security zone).
Optional: An alternative would be to show Free Our Sons video. Then,
distribute copies of "San Diego Jewish Times". After a brief discussion,
have the students write and share their own "dramatic monologues" - their
perspectives as American Jewish youth. When they have completed their
monologues, have some of them present their work to the class.
SECTION 2 (1 Hour): STUDY OF CLASSIC TEXTS IN
CHAVUROT
Checklist: Handouts A through F.
-
- Divide students into four groups (I, II, III, IV). Each group
will be assigned a text to study. Distribute all of the text study
handouts to the whole class. Specify which group starts studying
with which handout:
Group I studies Handout A
Group II studies Handout(s) B & C
Group III studies Handouts D
Group IV studies Handout E
- b] Within each group, the students will read and discuss the
text(s) given and answer questions provided (they should write their
answers on separate answer sheet). Teachers should supervise the
groups to insure constructive progress. Be sure to reserve a room
large enough for the students to break up into groups comfortably.
If more than one class participates, set up two parallel sets of
groups of four to keep each group small. (20-30 minutes)
- When each group finishes its discussion, divide the class into four
new groups. Each new group should have at least one representative from
each of the original four groups. The students will then proceed to
teach each other the text that they discussed in their original groups.
Go from group to group to show interest, support and to provide guidance.
(20-30 minutes)
SECTION 3: CONCLUSION (30 minutes)
- Reconvene the entire class. Have each group provide a representative
to briefly outline or provide highlights of his/her group's discussion.
Ask the students: How do you feel about what we have learned?
- 2) Ask students: "What did we learn?" Now that all of the students
studieed the texts, presented, facilitate a discussion among the whole
class. What were the students' reactions to the plight of the MIA's?
How does the Jewish tradition shed light on this modern problem? How
do the students feel about responding to this issue as an American Jew?
What are the factors which drive them to take action?
SECTION 4: ACTION
A key goal of this unit is to take action. Explain to the students that
inherent in Judaism is the call to action. Jewish sources encourage us
to take what we have learned and translate that information into action.
Hand out the following materials:
MIA Action Fact Sheet
Paper, envelopes, and pens for students to write letters to officials.
Multiple copies of MIA order forms from AZM. Encourage students to implement
a fundraiser for a Zionist organization, their youth group, the synagogue,
etc., by selling MIA dog tags and buttons.
Have the class write letters to the members of your synagogue's board
of trustees, asking them to join the campaign for Israel's MIA's. Also,
encourage them to write about the MIA's to their community newspapers
and synagogue bulletin/newsletter. Make sure to tell how people can take
action. (See fact sheet)
Give directions on how to write to their representatives in Congress
(Parliament) and in their synagogues. (See below.)
HELPFUL HINTS FOR WRITING LETTERS
Show the students the proper format for writing a letter. Be sure their
return addresses are on it and that they write in pen.
In the first paragraph, the students should introduce who they are (members
of a synagogue, class, youth movement, etc.) and why they are writing
this letter.
The second paragraph should include specific facts about the MIA's. Include
the MIA's names, how long they have been missing, sources from the lesson
that they learned, why they are concerned about the MIA's, etc...
The third paragraph should request action from the representative, board
member, or other individual.
Ask U.S. government officials to continue to pressure the Syrian and
Iranian governments to provide information on the MIA's.
Ask your community leaders to initiate letter-writing campaigns as well.
Encourage people to wear AZM pins and dog tags to raise awareness. (See
fact sheet.)
The fourth and final paragraph should thank the representative for his/her
time and consideration of the letter.
It is important that the student write neatly or print: illegible handwriting
will prevent the letter from being read.
A Unit for Jewish Schools & Groups prepared by Fred Greene American
Zionist Movement
Tuesday, December
19, 2000 16:25:09
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