Last year, Hillel Day School 8th graders participated in the Technion North American Rube-Goldberg competition. Siyyum students prepared for this project through an integrated Jewish Studies-Science Project Based Learning unit that explored creativity, innovation, and wisdom through the lens of Pesach. Out of the hundreds of videos submitted for this competition, Hillel Day School was awarded two of the finalist positions. Below are three youtube videos: the Technion competition announcement and two finalist videos submitted by the Hillel Day School 2015 graduating class. All three of these videos can be found on the Technion's Youtube page.
Lesson 1
Class Notes:
Lesson 2
Class Notes:
Instructions: Below is a blank Seder Plate. Please fill in our Ke'ara to the best of your memory.
|
Tunic |
כְּתֹ֣נֶת |
|
They slaughtered |
וַֽיִּשְׁחֲטוּ֙ |
|
A goat |
שְׂעִ֣יר עִזִּ֔ים |
|
They dipped |
וַיִּטְבְּל֥וּ |
1. You may recall that the Israelites moved down to מצרים because of a man named יוסף, the beloved son of יעקוב who was sold by his brothers to merchants. What important event in יוסף's life does this pasuk mention?
2. With this knowledge in mind, what item on קערת הפסח might this pasuk reference? Explain your reasoning.
|
They embittered |
וַיְמָרְר֨וּ |
|
Their lives |
חַיֵּיהֶ֜ם |
|
With mortar and brick |
בְּחֹ֨מֶר֙ וּבִלְבֵנִ֔ים |
|
Ruthlessly |
בְּפָֽרֶךְ |
3. This pasuk describes the way that בני ישראל were treated in מצרים. What were בני ישראל forced to do?
4. With this knowledge in mind, what three items on קערת הפסח might this pasuk reference? Explain your reasoning.
5. Please write a one-sentence summary of the passage above.
6. With this knowledge in mind, what item on קערת הפסח might this pasuk reference? Explain your reasoning.
7. Please write a one-sentence summary of the passage above.
8. With this knowledge in mind, what item on קערת הפסח might this pasuk reference? Explain your reasoning.
Class Notes:
Lesson 3
Class Notes:
(6) “Seven days you shall eat unleavened bread, and on the seventh day there shall be a festival of the LORD. (7) Throughout the seven days unleavened bread shall be eaten; no leavened bread shall be found with you, and no leaven shall be found in all your territory.
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You will not see |
וְלֹֽא־יֵרָאֶ֨ה |
|
Bread |
חָמֵ֗ץ |
|
Leaven |
שְׂאֹ֖ר |
|
In all of your territory |
בְּכָל־גְּבֻלֶֽךָ |
1. Restate the content of pasuk 6 in your own words.
2. Carefully examine pasuk 7. What is odd about this pasuk?
3. What question should we ask?
(ב) חמץ של נכרי שעבר עליו הפסח מותר בהנאה. ושל ישראל אסור בהנאה. שנאמר (שמות יג, ז) לא יראה לך שאור:
(2) If there exists chamets of a gentile, which [was in existence] during Pesach, it is permitted to benefit from it [after Pesach]; but [if it were] of an Israelite, it is forbidden to benefit from it [after Pesach], as it is stated (Exodus 13:7), "And there shall not be seen any leaven to you."
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A gentile (non-Jew) |
נכרי |
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Which existed (was already made) during Pesach |
שעבר עליו הפסח |
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You are allowed to benefit from it |
מותר בהנאה |
|
You are forbidden |
אסור |
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For it says |
שנאמר |
4. Consider the following scenario: פסח ended two days ago and you want to purchase bread for your household from the local bakery.
a) Based on this משנה, are you allowed to purchase and consume bread that was baked during פסח at a non-Jewish bakery? Why or why not.
b) Based on this משנה, are you allowed to purchase and consume bread that was baked during פסח at a Jewish bakery? Why or why not.
5. Based on your answers to #4, what does the ruling of this משנה encourage Jews to do?
Lesson 4
Class Notes:
(ה) משקרב העומר יוצאין ומוצאין שוק ירושלים. שהוא מלא קמח וקלי. שלא ברצון חכמים. דברי רבי מאיר. רבי יהודה אומר. ברצון חכמים היו עושים. משקרב העומר הותר החדש מיד. והרחוקים מותרים מחצות היום ולהלן. משחרב בית המקדש התקין רבן יוחנן בן זכאי שיהא יום הנף כולו אסור. אמר רבי יהודה והלא מן התורה הוא אסור. שנאמר (ויקרא כג, יד) עד עצם היום הזה. מפני מה הרחוקים מותרים מחצות היום ולהלן. מפני שהן יודעין שאין בית דין מתעצלין בו:
(5) Once the omer was offered, they used to go out and find the market of Jerusalem already full of flour and parched grain [of the new produce], [though this was] against the will of the Sages, [these are] the words of Rabbi Meir; Rabbi Judah says: they were acting [in accordance with] the will of the Sages. Once the omer was offered, the new grain was permitted immediately, but for those that lived far off it was permitted only after midday. After the Temple was destroyed Rabbi Yohanan ben Zakkai decreed that it should be forbidden throughout the day of the waving. Rabbi Judah said: Is it not forbidden [in such a case] by the Torah, for it is said, “Until this very day?” (Leviticus 23:14) So why was it permitted for those that lived far away from midday [when the Temple stood]? Because they know that the court would not be lazy regarding it.
1. Background: What was Yom Henef?
2. Based on the first paragraph, what was regularly found in the market?
3. Consider your previous answer. Why would this be a problem?
4. Examine the third paragraph. What was the difference between those living around the Temple and those who lived far away?
5. Consider your previous answer. Why might this be a problem?
6. What did Rabbi Yohanan ben Zakkai התקין?
7. In your opinion, why did he make this תקנה?
Pesachim 114b
רב יוסף אמר צריך שני מיני בשר אחד זכר לפסח ואחד זכר לחגיגה
types =מיני
8. According to this passage, what are the two types of בשר on the ke'ara?
9. Consider each בשר. How does the word זכר change or enhance our understanding of the בשרים?
Lesson 5
Instructions: Without mentioning specific names, please think about the most successful student you have ever met. In the space below, write down what you think was the key to this individual's success.
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Endow/give |
חונֵן |
|
אנשים |
לֶאֱנושׁ |
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From you |
מֵאִתְּךָ |
= דַּעַת
= בִּינָה
= הַשכֵּל
Lesson 6
Class Notes:
|
The tribe of |
לְמַטֵּ֥ה |
|
I will fill him |
וָאֲמַלֵּ֥א |
|
Intelligence |
וּבִתְבוּנָ֥ה |
|
Craftsmanship |
מְלָאכָֽה |
1. Who was בְּצַלְאֵ֛ל?
2. What unique qualities does he have?
|
Founded |
יָֽסַד |
|
Established |
כּוֹנֵ֥ן |
3. Consider our previous conversations about creativity. How do these two passages enhance our understanding?