The Jewish calendar is always exciting: Shabbos every week, Rosh Chodesh each month, various Yomim Tovim, and several fast days.
For many kids (and adults!), especially those past bas/bar mitzvah, fast days can be challenging. We've all heard these:
I'm hungry! 🤯
How do I relate to events from so long ago? 🤔
Why should I fast? 🤨
It's not in the Torah! 😠
Why am I "being punished" for something from thousands of years ago?
This lesson plan helps students better understand the Jewish approach to the fast days in the Jewish calendar.
Start with the basics
Ask the students:
Who can tell me the names of the fast days in the Jewish calendar?
In what months of the Jewish calendar do they appear?
(Write the names of the fast days on the board, poster, or screen.)
Then ask the students:
Who can tell me what each fast day stands for?
Which fast days are from the Torah and which ones are Rabbinical?
Group research
Divide the class into groups. Give each group a different fast day. Give them a few minutes to research the fast day's historical background and customs.
Have each group present their "fast day" to the class.
Watch the video
Now the students can watch the Torah Live video "Fast Days."
After watching the video, ask the students:
Which fast day do you find the most challenging and why?
It's interesting to hear which fast days students find the most challenging. Not everyone shares the same opinion.
Ask them: What techniques have they found to help them get through a fast day?
The bigger picture
Now it's time to discuss the bigger picture.
Draw a little circle on the board or poster. Inside it, write "ME."
Now draw another circle around that circle, and in it write "My Nation."
Every Jew is unique and special. We're also part of a larger community: Hashem's chosen nation to represent Him in the world. Everything we do is connected to being part of something greater than ourselves. 🌟
You can share the Gemara in Ta'anis 11a with them:
תָּנוּ רַבָּנַן בִּזְמַן שֶׁיִּשְׂרָאֵל שְׁרוּיִין בְּצַעַר וּפֵירַשׁ אֶחָד מֵהֶן בָּאִין שְׁנֵי מַלְאֲכֵי הַשָּׁרֵת שֶׁמְּלַוִּין לוֹ לָאָדָם
וּמַנִּיחִין לוֹ יְדֵיהֶן עַל רֹאשׁוֹ וְאוֹמְרִים פְּלוֹנִי זֶה שֶׁפֵּירַשׁ מִן הַצִּבּוּר אַל יִרְאֶה בְּנֶחָמַת צִבּוּר
The Sages taught in a baraisa: When the Jewish people are in distress, and one of them separates himself from the community and does not share in their suffering, the two ministering angels who accompany a person come and place their hands on his head, as though he was an offering, and say: This person, so-and-so, who has separated himself from the community, let him not see the consolation of the community.
Ask your students: What does it mean to separate yourself from the community? Is it living on a far away island? Or maybe even doing something in your own home that separates you spiritually from the community?
This can spark a fascinating discussion about the community's role in our students' lives. They can explore when they feel connected or disconnected, and talk about ways to strengthen their ties with the community and the nation as a whole.
B'hatzlacha!
We'd love to hear how you're teaching about fast days in your classroom! 🙏