Ritual Moments as Expressions of Hope

Grades: 4-6
Length: 30 minutes

Introduction:

In this lesson, students will explore different moments in Jewish rituals where hope is expressed. Students will consider the importance of perspective and unity as elements of maintaining hope.

Objectives: 

• Students will give some examples of actions/moments in Judaism that demonstrate hope. 
• Students will consider the importance of perspective and unity as elements of maintaining hope. 
• Students will study Jewish texts that emphasize hope.

Essential Questions:

• How has “tikvah” been sustained throughout the ages/Jewish History? 
• What are some Jewish mantras/statements that demonstrate hopefulness? 

Note: Some of the terms in this lesson may need to be adapted to suit younger students.  

Lesson Sequence

Part 1: Recap

If the teacher has taught the previous lesson, the teacher should briefly recap while highlighting the point that prayer can be an expression of hope, as seen in Shema.

The teacher should introduce this lesson by explaining that we demonstrate our hope at different moments of Jewish practice in the Jewish calendar year. The teacher should emphasize that this lesson focuses on the concept of hope as it relates to national redemption.

PART 2: Ritual Moments – Text Analysis

The teacher should break the students into groups to examine three different “ritual moments/Jewish practice texts” together. (For younger students, the teacher can do this with the whole class). The teacher should ask the students to consider how each of these moments connects to the concept of hope and ask the students to write down their reflections on each text. This can be accomplished using the guided prompts below. 

Moments: 

• The Pesach Seder ends with the song “לְשָׁנָה הַבָּאָה בִּיְרוּשָׁלָיִם” 
• Each week in Havdalah after Shabbat, we recite “לַיְּהוּדִים הָיְתָה אוֹרָה וְשִׂמְחָה וְשָׂשׁוֹן וִיקָר כֵּן תִּהְיֶה לָנוּ” 
• Each month, when we bless the upcoming month, we say
  “מִי שֶׁעָשה נִסִּים לַאֲבותֵינוּ וְגָאַל אותָם מֵעַבְדוּת לְחֵרוּת. הוּא יִגְאַל אותָנוּ בְּקָרוב וִיקַבֵּץ נִדָּחֵינוּ מֵאַרְבַּע כַּנְפות הָאָרֶץ”

Guided Prompts:

• Have you ever heard of or experienced any of these moments before? 
• Do you say any of these texts with your family? 
• What do you think of when you say these texts? 
• Have you experienced any other times when any of these phrases were said?

The teacher should then have the students share their responses with the class. The teacher should also ask the students to identify the common hope found in each of these three texts: the longing for geulah, redemption/salvation. The teacher should define geulah at an age-appropriate level. For young students, for example: the teacher can differentiate between saving someone at a specific moment (e.g. preventing a child from running into the street to catch a rolling ball) versus permanent safety (e.g. never being in danger).  

The teacher should explain that the hope for geulah is not a new hope, but rather one that is centuries old. The teacher should explain that the Anshei Knesset HaGedolah included hoping for national redemption within the context of the Shemonah Esrai. 

PART 3: Hope & Prayer

The teacher should teach the students the berakha from Shemonah Esrai where the prayer for national redemption is mentioned. 

תְּקַע בְּשׁוֹפָר גָּדוֹל לְחֵרוּתֵֽנוּ וְשָׂא נֵס לְקַבֵּץ גָּלֻיּוֹתֵֽינוּ וְקַבְּ֒צֵֽנוּ יַֽחַד מֵאַרְבַּע כַּנְפוֹת הָאָֽרֶץ: בָּרוּךְ אַתָּה הֹ מְקַבֵּץ נִדְחֵי עַמּוֹ יִשְׂרָאֵל

Sound the great shofar for our liberty/freedom, and raise a banner to gather our exiles, and gather us together from the four corners of the earth. Blessed are You, God, Gatherer of the dispersed of His people Israel

The teacher should explain that the language for this blessing is based on even earlier texts, that of prophets like Yeshayahu. (For older students, the teacher can reference Yeshayahu 27:13 and 11:12 as the reference points for this). The teacher should explain that throughout the ages hoping for national redemption has been a cornerstone of religious experience. 

The teacher should discuss the following questions with the students:

• What symbols are referenced here as signs of redemption
• Why do you think hoping for national redemption is important?
• Do you think having hope for national redemption helps people persevere through hard times?
• Why do you think the phrase yachad, unity, is included in the prayer for hope for redemption?
• How do you think the concept of yachad helps with hope?

The teacher should explain that the concept of unity is one that has been emphasized significantly since the events of October 7, 2023. The teacher can reference specific images, quotes, videos, or songs that have emphasized national unity since October 7, 2023. The teacher should connect the idea that unity/connection with others is something that provides people with additional layers of hope.

PART 4: Creative Expression
This can be done in class or as a homework assignment.

Some ideas include: 

• Illustrate “an image of hope.” Each student should select one of the texts learned during the lesson and create an image that represents hope surrounding this text.
• Write a poem of hope surrounding one of the phrases above. 
• Write a journal entry explaining why unity is important following the events of October 7, 2023, and how unity can be encouraged through smaller actions. 

Students can be encouraged to share their creative depictions with the class.