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Subject: Israeli Cultural Studies |
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1. Topic-
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| Investigating sephardi migration. Noting also, musical and liturgical
differences. |
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2. Content-
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| What was the social context of their lives that led to some of the
ritual practices differences, or the liturgical differences? |
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3. Goals: Aims/Outcomes-
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1. Be fluent in sephardi and ashkenazi ritual and liturgical differences
2.Understand the historical contexts of both groups
3.Understand their (the students) place in this spectrum of Jewish-ness |
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4. Objectives-
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1.Have a fact sheet listing 5 ritualistic differences between ashk
and sephr
2.Find common themes in sphard music and how their histories shaped
that
3.Create a community that is welcoming to both cultures |
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5. Materials and Aids-
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| Cell phones to do research about both ashk and sphard. Speakers
to listen to sphard music that can be plugged into a cell phone. Paper
to write down factoids. Color pencils or pens. |
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6. Procedures/Methods-
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A. Introduction-
1.Reminder of last week map of sephardi migration, and reading piyyutim
and creating piyyutim.
2. Today will do more research on sephardim. History and rituals.
3. Will be able to think how they relate to the ashk sephard divide
and also if they create their own community which aspects of the cultures
do they want included? |
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B. Development-
1.Jaclyn is ashk so as an ashk does not eat rice on Passover; yet
is impacted by sephardic piyyutim during shabbat prayers
2.What's the family history of European Jews that might've led to
various customs.
3.Listen to some sephardi music to get a sense of the flavor of their
culture |
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C. Practice-
1.Begin Cell phone research of sephardic Jews historical context
and also ritualistic practices
2.Explain the connection between historical background and cultural
development. Why does Sephardic music sound the way it does
3.Creating a new community.. What would speak to Sephardic Jews throughout
the year and what about to ashk. Help them write out a vision of how
a synagogue nowadays could look to be welcoming to both groups |
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D. Independent Practice-
1.Each student should list the most important historical experience
that the sephardim went through on the white board.
2.Each student should be able to replicate/lovingly mock a Sephardic
song
3.Each student should be able to be able to think of one think their
own synagogue could do to make sephardim feel more welcome and as
such their own created communities would focus on |
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E. Accommodations (Differentiated Instruction)-
| Let Sarah give a person family background since her family is from
Iraq. and if she doesn't know, let her make one up and share it with
the class about her families migration |
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G. Closure-
1.Fact sheets about history and ritual differences done
2.Created communities that welcome both seph and ashk should have
their general vision laid out. |
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7. Evaluation-
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| If students can explicate the interconnectedness between rituals
or cultural elements like music to historical context |
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