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Class Activity Idea - Fast Days

The Jewish calendar is always exciting—Shabbos every week, Rosh Chodesh each month, various Yomim Tovim, and several fast days.

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Written by Yisroel
Updated over a week ago

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 the following:

  • 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 will help students better understand the Jewish approach towards the fast days in the Jewish calendar:

Ask the students:

  1. Who can tell me the names of the fast days in the Jewish calendar?

  2. In what months of the Jewish calendar do they appear?

(write on the board/poster/screen the names of the fast days)

Then ask the students:

  1. Who can tell me what each fast day stands for?

  2. Which fast days are from the Torah and which ones are Rabbinical?

Divide the class up into groups

Each group is given a different fast day, given them a few minutes to do some research on the fast day - historical background and customs.

Have each group present their "fast day" to the class.

The students can now view 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 will be interesting to hear from the students which fast days they find the most challenging as not everyone will share the same opinion.

Ask them - what techniques have they found to help them get through a fast day?

Now it's time to discuss the bigger picture:

Draw on the board/poster - a little circle and in that little circle write "ME"

Now draw another cirlce around that circle and it in write "My Nation"

Every Jew is unique and special, yet 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 with them, the Gemara in Ta'anis 11a:

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 from you how you're teaching about fast days in your classroom🙏

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