According to Jewish tradition, Shabbat is a special day. Its uniqueness is expressed (among other things) in the customs and rituals that are traditionally performed over the course of Shabbat. Each family commemorates Shabbat in its own way and integrates these customs in the manner that best suits it.
Introduction
There is a sequence of rituals that traditionally take place over the course of Shabbat and essentially shape its character: This begins with candle lighting to welcome Shabbat; continues with Shabbat prayers, kiddush in the evening and morning, and three festive meals; and ends with a ceremonious farewell to Shabbat – havdalah. These rituals help create an atmosphere that is unique to Shabbat – traditionally referred to as an atmosphere of kedusha (holiness).
Desired Outcomes
Big Ideas
Essential Questions
- How are symbols used in celebrations and holidays?
- Why are holidays, rituals, customs, important to me, my family, and my community?
- Why/how might Jewish practices be meaningful for me even if I don’t define myself as “religious”?
- How do Jewish rituals and practices enrich the way I experience my life and the world?
- What makes time holy?
Knowledge
- Students will be familiar with some of the customs and rituals traditionally associated with Shabbat, as well as when they take place over the course of the day.
- Students will know that customs and rituals have the power to create a unique atmosphere.
- Students will recognize religious objects connected to Shabbat rituals.
- Students will know select prayers and blessings that are part of the Shabbat rituals.
Skills
- Students will know to recite some of the blessings said throughout Shabbat (over candle lighting, wine, etc).
- Students will be able to participate in the havdalah ceremony.
- Students will be capable of expressing what Shabbat signifies for them and their family, and how they would like to commemorate and celebrate Shabbat.
Assessment Evidence
What evidence will students provide to demonstrate that they:
Know the knowledge; Can do the skills; Can respond thoughtfully to the EQs and BIs
Holding a class-wide Kabbalat Shabbat which includes lighting Shabbat candles, reciting the blessing for children, saying kiddush and the blessing of hamotzi over challah.
Holding a class-wide Havdalah.
Learning Experiences
Resources
Teaching Tools
Possible Unit Plan
Possible Unit Opener:
- Divide the students into pairs or small groups and ask them to talk about a personal ritual that they perform on a daily basis, for example, the “ritual” of going to sleep – what activities do they do before going to sleep? As a class, discuss the advantages of these types of rituals – in what way do they benefit us?
- Bring to class some objects that are related to Shabbat (candles and candlesticks, challah and a challah tray, a wine cup, a havdalah set). Ask the students which items are familiar to them and how they are used.
Content Study:
- Teach the resource about candle lighting and discuss the unique properties of candlelight, as well as its power to mark for us a transition from one time to another (i.e. from the mundane to the holy). Study the illustration that shows a family lighting candles and use this to discuss candle lighting as a family experience.
- Teach the resources about kiddush, the blessing said over children and havdalah in order to teach about additional rituals performed on Shabbat. Discuss what is common and similar between the various customs and rituals, and the way in which they help create an atmosphere of holiness on Shabbat.
- For older students, expand further by teaching the hassidic story brought in the Feeling Shabbat resource, which talks about how people are the ones who create an atmosphere of holiness through their actions and the customs they practice.
Unit Closing/Assessment:
Prepare a class-wide exhibit on the subject: What is the role of the various customs and rituals on Shabbat? The students should relate to this question on a personal level and prepare individual presentations – with each presentation including an object, picture or story that represents their own family’s Shabbat experience. The students should talk about the item (for example, where they got it, a memory connected to it, a story about the item, etc.) and explain why the item they brought is significant to their family’s Shabbat experience.
