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Fall 2008

Eimatai
Advisor
Packet

Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Schedule
Sunday, November 9, 2008

8:00 Tefilat Shacharit in Koch Auditorium at 245 Lexington Ave


8:40 Light Breakfast
9:00 Welcome/Rules by Aaron Steinberg
9:15 Address by Rabbi Kenneth Brander
9:45 Icebreakers with Eimatai Advisors
10:20 Lunch
11:00 Board Buses to Block & Hexter
3:45 Arrive at Block & Hexter. Go straight to Tefilat Mincha.
(bags to holding area on porch of dining hall.)
4:15 Session 1 Buzz Group (Personal Values)
[4:15 Faculty Session #1]
5:30 Move into rooms (Advisors give keys to students within their Buzz Groups)
6:15 Dinner, Dining Hall
7:00 Introduction to Student Initiatives, Beit Knesset
7:30 “How to Create a School Initiative”
8:00 School Group Brainstorming
9:00 Tefilat Arvit, Beit Knesset
9:20 Optional Chuggim
10:30 Layla Tov

Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Monday, November 10, 2008

7:30 Boker Tov!


8:15 Tefilat Shacharit, Beit Knesset
9:00 Breakfast, Dining Hall
9:45 Session II Buzz Group (Communal Values)
[9:45 Faculty Session #2]
10:45 Break
11:00 Jewish Economics, Fitness Center
11:45 Break
12:00 School Initiative Planning: Decision Time!
12:15 School pictures by group
12:45 Lunch, Dining Hall
1:30 Tefilat Mincha, Beit Knesset
1:45 Leadership and Team Challenge
[1:45 Faculty Session #3]
3:15 Break
4:30 Eimatai 2.0 – Discussion on using technology for your projects, Rec Hall
5:00 School Initiative Planning: Making the Action Plans
6:00 Dinner, Dining Hall
7:00 School Initiative Planning: Preparing for the Fair Presentation
7:30 Skills and Experiences Round Robin, Rec Hall
8:45 Tefilat Arvit, Beit Knesset
9:05 Bonfire Kumzits
11:30 Layla Tov

Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Tuesday, November 11, 2008

7:45 Boker Tov


8:30 Tefilat Shacharit, Beit Knesset
9:15 Breakfast (Bring Bags and return keys to faculty advisors)
10:00 Session III Buzz Groups (Topics in Patriotism)
11:15 Last Minute Preparations
12:00 Lunch, Dining Hall
12:40 School Initiative fair, Fitness Center
1:15 Conference wrap up, Fitness Center
1:35 Tefilat Mincha and Evaluations, Beit Knesset
2:00 Leave Block & Hexter
6:00 Arrive at Yeshiva University (Wilf Campus)

Have a safe drive home, and make sure you stay in touch with your advisors!!!

C ont a ct U s!

E i m a t a i Le a de r sh ip D e v e l op m e nt Pr oj e ct
5 0 0 W . 1 85t h S t .
CJF S t o refro nt
N e w Yo rk, NY 1 0033
( 2 1 2) 9 6 0- 526 1
e i ma t a i @y u. edu

Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Buzz Group #1
Fall Conference 2008

Buzz Group #1 Individual


By: Simeon Botwinick, Ruthie Braffman, and Gila Cohen

Goal:

Total Time: 55 Minutes

Materials:
• 1 Set of Activity Posters
• 2 Packs of different color Post-it Notes
• 1 Deck of Motivation Cards
• Poster board with Venn Diagram
• Markers
• 1 Deck of Western/Jewish Values Cards
• Blank Index Cards
• Pens

Process:

Trigger (8 minutes):
Place posters on the ground around the group depicting approximately ten different ways
a student may spend their time. Examples are: watching tv, learning torah, doing
homework, playing an instrument, talking on AIM, talking on the phone, spending time
with family, hanging out with friends, playing sports, doing chesed, shopping, and
anything else you can think of.

Once you have the posters lying around, pass out 2 post-it notes of the same color to each
student. Tell the students to write a 1 on one of them, and a 2 on the other. Then tell them
to place the post-its on the posters based on how they think they spend most of their time
ranking 1 and then 2.

Once they have completed the first part, reconvene the group and give out 2 of the other
color post-its to the students. Mark them again 1 and 2, and tell them to place them on the
posters which represent the most important things they think they could be doing.

Once this is completed, move the group back into a circle and begin the discussion.

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Discussion (10 minutes):


There are a dozen different ways to go about this discussion. I am going to lay out a
bunch of options, and please feel free to brainstorm other ways this may work.

Before I begin, keep in mind that the visuals which can be used in this discussion are the
posters that should be very clearly marked with the two colors of post-its. You can trigger
the discussion at any time by asking questions about patterns in the color distribution.

Every cluster of questions has a common theme and is a little different than the rest. If
you find one is going well, stick with it. If you’re not getting good responses, move to
another cluster.

Post-it Note Distribution


• Do you notice anything strange or interesting about the way the post-its are
distributed on the posters?
• Are there any posters that have all of one color or all of another color?
• Do any posters have an even distribution of the different post-its?
• What do you think it means that they have such an interesting distribution?

Clustering
• What does it mean if there are some posters with all of one and some posters with
all of another?
• Did anyone in the group put both colored post-its on the same poster?
• What does it say about that person?
• Should we all be striving to have our post-its on the same posters?

Determining Values from Actions


• Can we determine what our values are by how we choose to spend our time?
• Do we always have to spend our time doing things that we think are the most
important?
• Is the way we usually decide to do or not do something have to do with how
important we think that activity may be?

Extra Colors
• What if we were to place a third color of post-its which reflected what we think
our parents would want us to do, how do you think it would compare to the colors
we already used?
• What if we had another color post-it for what our teachers would want us to do?
• What about one for what our friends think we should do?

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Actions and Mitzvot


• What are the kinds of things we considered “important to do”?
• Are all of them things we would define as mitzvot?
• How do we define something as being important to do?
• Is there an objective definition for what is important?

Motivation Game (12 minutes):


The goal of this game is just to start the students thinking about the idea that their actions
originate with motivations. Whether it is a conscious decision or not, they have various
reasons for choosing certain actions and making certain choices over others. This game
allows the students to think about the motivations behind their values and actions. This
game can be applied to any decision- from major life decisions to what they do in their
free time.

Each advisor will be given a deck of cards, on each card there will be a different
motivation—what drives a person to make a specific choice over another, or uphold
certain values over others.

Examples of cards are: interested in reward/ approval from G-d, interested in reward/
approval from parents/ teachers, avoiding punishment from G-d, avoiding punishment
from parents, I do it because my friends do, I just feel like I should…. Etc.

Spread the cards out on the floor, and give the students a minute or two to read them and
think about them. Once they have a chance to read the cards, have each student pick a
card they feel speaks to them.

• Which card represents a motivation that you take into account when making
decisions?
• Which really don’t come into consideration for your decision-making?
• Stress to the students that it’s ok if they don’t all have the same motivations.
Different things motivate different people!

Good vs. Bad Motivations


• Are there some motivations everyone agrees are very important?
• Are there very un-important motivations?
• Are there some motivations that are considered good, others considered bad?
• Is it okay to do something good because of a “bad” motivation (such as—doing
something nice for someone else only so that they return the favor when you need

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something from them).

Internal vs. External Motivations


• Where do these motivations come from?
• Are our motivations internally determined or learned from external sources?
• Do others overly influence us through reward or punishment?
• Should we let them control us?
• Can we completely ignore other people who try to influence us?

Motivation and Values


• Do our motivations for doing things directly reflect what our values are?
• Do all of our values (things that we consider important) come from the right
motivations?
• Do other people control our actions and values?
• Is it okay if they don’t?
• What are some “right” reasons when it comes to values?
- Encourage the students to refer to their cards if they can’t think of
answers.
• When it comes to our day-to-day lives, do we attribute higher importance to
values within Judaism or values of the larger society?
• Can you give an example of each?

Western values vs. Jewish values Game (12 minutes):


Show the group a giant Venn diagram on a poster board. Label one circle as "Western
Values", and Label the other circle as "Jewish Values". In the overlapping space between
the circles label it "Shared Values".

Show the students cards that have different values written on them. For each card, discuss
with the students and have them decide where they think each value belongs: in the
"Western Values" circle, in the "Jewish Values" circle, or in the "shared values" space
(where the circles overlap).

A lot of the discussion can and should ensue as you present each value. Some of the
values listed below have suggested discussions that might enhance the conversation and
participation.

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Examples of Values:
Charity Appreciation Happiness
Freedom of speech Camaraderie Honesty
Honoring parents Control/Power Education/Knowledge
Achievement Conviction Leadership

Different Types of Values


• Are there differences between Western values and Jewish values?
• What are some differences between them?
• What are some similarities?

What are Jewish Values?


• What constitutes a Jewish value?
• Does halacha dictate what Jewish values are?
• Does it come from Jewish history or Jewish Culture?

Basis of Values
• Choose a value that the Eimatai-ers decided is in the "Shared Values" sections:
• When they exercise that value in their life, do they do it because it is a Jewish
Value or as an Western Value?

Dual Identities
• Do you act one way with a teacher in school and another way with your friends?
• Do you think that is hypocritical?
• Is that necessarily a bad thing if it is hypocritical?
• Maybe it is ok to have a Hybrid identity (not having one consistent identity). If so,
Why?
• What does the phrase "Lakol Zman V'et" mean?
• How might this phrase excuse or explain certain behaviors we may be less proud
of?

Promoting Western Values


• Can you think of examples when Western society/culture is a source of positive
and productive values?
• Are there any examples of how we have incorporated positive Western values into
our Jewish culture?

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• Does it pervert or corrupt our Judaism by incorporating Western values into our
religious lives?

American vs. Israeli Society


• How does secular America compare to secular Israel?
• Is there any difference between the values of these two countries?
• How do they compare to other countries?

Promoting Jewish Values


• Can you think of examples when Jewish culture contributed in a positive way to
Western society?
• Is this something that has always happened, or is it unique to the 20th century?
• Does it pervert or corrupt American values by bringing in ideas from religions?

Wrap up discussion (8 minutes):


• What is the difference between an "American Jew" and a "Jewish American" or a
Canadian Jew and a Jewish Canadian?
• Can we even combine these two terms in any meaningful way, or are they just
placed next to each other?
• Is one of the terms more important than the other?
• Do they have to be balanced?
• What does it mean to live as a Jew in a different country?
• How do you find a balance?
• Do you mix the two? Do you not mix them at all?

Wrap up Game: What’s My Identity? (5 minutes)


As a final activity, give each student an index card, and have him or her write on it what
it means for him or her to be a Jew and an American or Canadian...? Remind the students
that they will discuss this throughout the conference, so they don’t have to have a solid
opinion now.

This will be a working definition for their American and Jewish Identity.

They can address how they balance the two roles, which they consider more important, if
they think one is more important than the other? Encourage the students to carry this card
around with them throughout the conference and refer back to it. You can ask if anyone
wants to share what he or she wrote.

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Buzz Group #2
Fall Conference 2008
Session #2

Buzz Group #2 Jewish Community


By: Shoshana Balk, Aliza Rabinovich, Sion Setton, Uri Westrich and Rena Wiesen,

Goal:

Total Time: 55 Minutes

Materials:
• Aaron’s Getting to Know Me Sheet
• Blank Getting to Know Me Sheets
• Community Institution Sheets
• UJA Mission Statement Sheets
• One Vote Tally Oak Tag
• Markers
• UJA Conflict Cards
• Pens
• Blank 5x8 index cards
• One sheet with all 10 scenarios

Process:

My Many Communities (13 minutes)


The idea of this session is to help the students think about how they define themselves as
being unique from other people, and what communities they associate themselves with.

Explain to the group that you are going to do a little icebreaker. Tell them that they will
have up to 25 seconds to describe themselves however they want to the rest of the group.
The only requirement is that they give their first name, and some other information.

Hopefully the students will have described themselves in different ways. At the very least,
each advisor should give some information that goes to a deeper level of who they are,
and the various associations they have.

Give the example sheet of Aaron’s Getting to Know Me Sheet, and then hand out the
blank sheets for the students to think of many different ways they could use to define
themselves.

Our Many Associations


• How do we define who we are?
• What are the different groups we associate with?

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Session #2

• What does it mean to be a part of these groups?


• How do those associations define who we are?
• Are some of those associations more important than others?

First Round of Introductions


• What sorts of things did people mention in the first round?
• Are those the most important associations we have?
• Why are those the ones everyone mentioned?

Influence of Groups
• Are we influenced by all of these different groups we are a part of?
• Do we act differently when we are in different groups?
• How can we be a part of so many communities without changing our identities to
fit in each one?

Geography and Religion** (IMPORTANT)


• What, if anything, is special about a geographic community?
• What, if anything, is special about a religious community?
• Is it true that your community has an effect on how you view yourself and how the
world views you?
• Are some communities better to be a part of?
• What attributes make those communities better?

Community Building Game (12 minutes):


We each articulated what makes our Jewish Community unique, and now we are going to
see what we all have in common and identify our values as a Jewish community.

Break the group in two, and tell them that they are each going to have to create their own
Jewish community from scratch with limited resources.

• Jewish K-8 School


• Jewish High School
• Synagogue
• Kollel
• Jewish Community Center
• Mikva
• Pizza Shop
• Bikkur Holim Center (soup kitchen, visiting elderly, etc)
• Judaica/Seforim Store
• Kiruv Center
• Jewish Nursery School

Give each group 5 minutes to decide the 3 things they would build if they had the option.

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Session #2

Have each group present to the other which three items they chose, and on what basis
they made those decisions.

• Did the groups come up with similar for the same resources?
• Were the groups’ rationales for choosing similar, but the final decision different?
• What would have happened if the two groups had to make one decision – would it
have been easy?

• Was it difficult trying to come to a consensus?


• Were there conflicting values that different members of the group held?
• How were the groups able to make a decision in the end?
• Was every member of the group happy with the final choice of three?

• How realistic is this game?


• Do you think that real communities go through these challenges when they are
growing?
• Do all members of real communities have truly shared values?
• How do you think your community grew the way it did with a relatively diverse
Jewish population?

Now that we have identified what the core values of a community are, the next activity
will question and test these values when they are faced by US society. Now that we've
established what is important to us as Jews in our community, how do we reconcile those
values with the American community's values?

Model UJA Game (20 minutes):

“Congratulations! You have been elected to be on the board of your state’s UJA
federation– part of the United Jewish Communities – an organization that gets thousands
of dollars from different donors to be used for many different projects, locally and
globally.”

Hand out copies of the UJA mission statement:

Welcome to your local Jewish community… in action.


Whether people seek to enrich their Jewish lives or simply need help, our community is
ready. We help older adults with senior adult day care, Kosher Meals-on-Wheels or
expert long-term care. We support Jewish education at day schools, regional high
schools and congregational schools, and we are training a new generation of educators.
We offer counseling services, respite care and special needs education. We assist those
looking for work or exploring new careers. We deepen connections with Jewish life
through educational, cultural and recreational activities. We offer resources in
synagogue Federation relations, social action, community relations and advocacy.

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Session #2

We take action, as a community, to help Israel during these challenging times. Through
gifts made to our Annual Campaign we support social, educational and health care
programs throughout Israel, provide meals, after school programs, medical care and
other vital services. We help resettle emigrés from around the world who seek a new life
of freedom and opportunity. And, wherever else Jews are in need — from Belarus to
Buenos Aires, in a total of 60 countries — we help with social services, training,
medicine, and other assistance.

“Several cases have already sprung up that need immediate attention. As part of an
American state (and receiving some funding from the U.S. government), you feel the
desire to give money to American causes. Still, you are a Jewish federation, and of course
you want to help out your own brothers first. Caught in this American-Jewish tension,
your council needs to decide: in each instance, how will you distribute the money you are
given?”

For each case, each council (2-3 groups of 4-5 students each) will confer and decide. The
votes will be marked or noted on a poster board. After each of the ten cases (or however
many you choose to do), discussion should take place explaining why each group voted
the way they did.

1. Conflicting Rallies

A local human rights group is organizing a march on the state capitol to demand that the
state divest from companies that cooperate or benefit the Sudanese government. You
have already been informed that three local churches will be attending, along with other
religious groups. You have been approached to encourage the Jewish community to
attend this rally.

Scheduled for the same day is a visit from the secretary of state to a local University.
Members of the Jewish community are interested in using this opportunity to demand that
the US put pressure on Hamas to free Gilad Shalit. The UJA has been asked to sponsor
and attend this rally.

What do you do?

2. Blood Drive

You have been approached by Magen David Adom, and were informed that they now
have the resources, WHO permission, and customs permission to transport donated blood
from the United States to Israel. They would like to partner with you for semi-monthly
blood drives in your JCC.

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Session #2

For the last 8 years, the Red Cross has been running a regularly scheduled blood drive in
your community, and many members of the Jewish community donate at this drive.

Do you partner with MDA, or direct your community members to the Red Cross?

3. Supporting the Arts

The UJA has budgeted 5% of its annual expenditures to supporting the Arts. Should the
money be used only to support Jewish artists, or are all artists eligible for funding?
Should preferential treatment be given to artists who explore Jewish themes regardless of
their personal religion?

Should money be spent opening a gallery in the JCC to host local Jewish artists, or
should it be sent to the city’s Art Museum to keep its exhibits up to date?

4. Local Jewish soup kitchen vs. Downtown Homeless Shelter

Due to the recent economic downturn, a number of members in the Jewish community
have had difficulty providing basic necessities to their families. Considering the scale of
this problem, there are also rising poverty and homeless rates among the general
population as well.

You could open up a kosher soup kitchen/pantry in a location near the JCC, and
hopefully people would feel comfortable coming to get food for their families.

You also know that the downtown homeless shelters are in desperate need of expansion.
The increase in the number of people sleeping on the streets over the last 6 months has
been starkly noticeable.

You can only afford to fully fund one of these programs. What do you do?

5. Pardons for Criminals

U.S. President Bill Clinton is about to leave office, and has the power to pardon anyone
he wishes before he goes. A group of Jews were jailed two years ago due to involvement
in some illegal business dealings. There is a member of the UJA Board who is close to
President Clinton, and some members of the board want him to plead with the President
to grant these men clemency.

The Board member was troubled: on one hand, these men broke the law and deserve a
prison sentence. On the other hand, how can he refuse to help his fellow Jews?

He has asked the board to help him make the decision. What should he do?

6. High School Green Ranking

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Session #2

The local newspaper is ranking all of the local high schools, private and public, according
to how environmentally friendly they are. Your neighborhood just began building the
first Jewish high school and are faced with a dilemma:

The school will look bad and rank poorly if they don’t install $10,000 in solar panels on
the roof that could generate 1/3 of the school’s overall energy- an amazing environmental
and economic coup. However, the school badly needs a Sefer Torah for prayers in the
morning (the Torah itself along with increased insurance and security costs come to
$10,000).

The solar panels will end up saving $10,000 in electricity bills, but not for another 5
years. Should the money go towards the solar panels, pushing off the Torah purchase, so
that the Jewish school is looked upon favorably, or should they buy a Sefer Torah now so
that they have proper Torah reading every week?

7. Missing Child

A local girl goes missing after a school trip to Montana’s Helena State Park. The girl’s
church is holding a candlelight vigil in the center of the town at 7pm to unite and hope for
her safe return. The weekly Tehillim (Psalms) group that meets at the same time is also
specifically praying for the girl this week. Which event should the UJA endorse?

8. Hatzalah

Hatzalah is a Jewish volunteer ambulance corps. Due to limited bureaucratic limitations,


their response time is often faster than the city’s 9-1-1 ambulances. Hatzalah is solely
supported by donations from within the Jewish community.

While Hatzalah will respond to any call it receives, and will never ask whether the person
in need of help is Jewish, the Hatzalah phone number is not posted in community-wide
publications. It is distributed through phone number magnets at synagogues and the JCC.

Should Hatzalah be publicizing its emergency number to the entire community, or limit
its scope to the Jewish community?

9. A New Community

30 Jewish families are moving into a new part of town to start a Jewish community there.
A new complex is being built, and that they have the opportunity to cluster themselves on
one or two blocks, or to spread themselves out throughout the development.

Should they move in on the same few blocks, or spread out?

10. Little League

The town is organizing a little baseball league for kids in the area. Observant Jews make

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Session #2

up 15% of the town’s population. Should you request a separate team that consists only
of Jewish kids, and for the team’s schedule to be such that they won’t play on Shabbat or
holidays? Or is it better to promote good neighborly relations, and have the kids be
integrated into the other teams, and have to miss a few games if necessary?

Discussion Questions:

• Which scenario did you feel the most conflicted about, and what led you to your
final decision?
• What were some of the conflicting values you dealt with in making your
decisions?
• Do you feel that the conclusions you came to were ideal solutions?

• Were your decisions purely based on your values, or did you also factor in how
others would react?
• Did the desire to prevent a chillul Hashem or create a Kidush Hashem affect your
choices?
• What do you feel are some of the responsibilities of a Jewish community, and
how do these relate to the decisions you made?

• How much cooperation and communication should there be between different


groups of Jews (Orthodox, Conservative, Reform…) within a single community
when it comes to these situations?
• Would dilemmas like these ever exist for a community in Israel?
• Would you consider these unique dilemmas a Jewish community outside of Israel
faces to be positive, negative, or neutral?
• Are the responsibilities of a Jewish community different from the responsibilities
of a Christian, Muslim, or other religious community?

3-2-1 Wrap-Up Exercise (10 min):

Hand out pens and 5x8 index cards to each student.

Instruct students to write down the following on their index card:


• 3 things we discussed as a group that they found interesting.
• 2 things they learned from the session.
• 1 question or issue they still have regarding the session topic.

Give them a few minutes to collect their thoughts and write down their responses. Have
students share their thoughts with the group if they feel comfortable.

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Buzz Group #3
Fall Conference 2008
Session #3

Buzz Group #3 Topics in Patriotism


By: Dov Goldstein, Miriam Herskovits, Abby Schoenfeld and Mollie Sharfman

Goal:

Total Time: 67 Minutes

Materials:
• Sheet with outline of speech talking points
• Eagle and Menorah Cards
• Copies of the Prayer for the Welfare of the USA
• Letter writing paper
• Envelopes
• Pens
• Ballots

Process:

Mock Election Program (Takes Place before the Program):

The session is going to begin with a debate between two fake candidates for a seat in the
House of Representatives in a very Jewish area. The debate will take place before the
session begins.

After the students hear from the two candidates, they will then break up into their buzz
groups to begin talking about what it means to be patriotic. At the end of the session, they
will have to vote for the candidate they would choose.

Patri-O-Meter

The “Patri-O-Meter” is a tool you will use with your buzz groups to determine where our
feelings lie with regards to a number of issues. The students themselves make up the
Patri-O-Meter. Each student is given two cards: one with an eagle, and one with a
menorah.

You can ask the students if they think an issue reflects Western or Jewish values. They
can hold up the eagle, the menorah, or both cards.

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Session #3

Understanding Patriotism (10 Minutes):


• How would you define patriotism?
• Should one be patriotic for America/Canada?
• Why?
• How have we benefited from our home country?

• What are the basic American/Canadian values?


• Do we care about these values as citizens of this country and as Jews?

• Do we have a strong relationship with Israel?


• Is it possible or right to be patriotic to two countries?

• Is it OK to live in America or Canada without caring much about the country?


• Does that attitude of living here because it’s comfortable strip away all patriotic
sentiment towards the country?

• Do you feel more of a connection to fellow citizens (Americans/Canadians),


whether they Jewish or not?
• Or do you feel more of a connection to any Jew around the world more than to
Americans/Canadians?

Discussion of the Candidates Points (10 Minutes):


Before discussing these issues, you may want to hand out the sheets outlining the
candidates’ positions on the various issues.

American/Canadian Holidays - Thanksgiving, Fourth of July


• How do you feel about celebrating American holidays?
• Do you celebrate American/Canadians holidays?
• Do you feel a substantial reason for celebrating them?
• What is that reason?
• **Do you feel that American/Canadians History is part of your history and
that it should be celebrated?

Commemoration- September 11th, Memorial Day, Martin Luther King Day


• Do you feel a compelling responsibility to remember the lives of people who gave
their lives for this country?
• Did you mourn the loss of those who died on September 11th because it was a
horrible tragedy or because you felt it was an attack on America?
• When America was so patriotic in the aftermath of Sept. 11th, did you a feel a part
of that patriotism and unity?

Flag/National Anthem
• What are our motives for putting up the American flag?
• Do you feel like you should sing the national anthem at sporting events?
• Is it pure pride or is it out of an obligation?
• Obligation vs. Pride?

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Session #3
• Both?

Religious Events (Hand out the prayer for the welfare of America)
• Do you think we should say a prayer for the state of America on
Shabbat/holidays?
• In analyzing the actual prayer, do you identify with it’s perspective on America?
• What is it we are praying for on behalf of America?
• Do you give priority to the prayer for Israel and captive soldiers over the prayer
for America?
• Is it appropriate to mention US or Israeli soldiers who have been killed during
prayers?

Israel/Jewish Social Events (we do in America)

Israel Day Parade


• Does it make sense to have an Israel Day Parade down 5th Avenue in Manhattan?
• Do you feel a connection to the parade?
• What is your motivation for going if you go at all (school, loving Israel, etc.)?
• Do you feel like you are supporting Israel as Americans or do you have a feeling
of representing Israel in America?
• Why do you think we have a parade like this?
• Is it any different than the Puerto Rican Day Parade or the St. Patrick’s Day
Parade?

National Holidays
• Yom Ha’Atzmaut
• Yom Ha’zikaron
• Yom Yerushalayim
• Yom Ha’Shoah

• Do you feel different about celebrating these different holidays?


• What different emotions do these different holidays evoke?
• How does celebrating these events of Israeli/Jewish history compare to
celebrating the “American” holidays?

Terrorist Attacks in Israel


• How do the reactions that we have when we hear about terrorist attacks in Israel
compare to how we reacted to September 11th?
• If they are different, how so?
• Why do you think that is?

Current Events Knowledge


• Do we focus on what’s going on in Israel more than we do with current event in
America?

3
Fall Conference 2008
Session #3

The Great Voting Debate (11 Minutes):

The students in the group should be broken up into two groups, each arguing one of the
following points:

• Jews should vote based on what is best for Israel.


• Jews should vote based on what is best for the country they live in.

The students should not be allowed to choose the side of the debate they are on, and it
might even be better to make sure they are on the opposite side of what they believe in.
The idea is to encourage them to think about a perspective that is not their own.

Use the following questions to pose to the groups, and they have to answer based on the
group they have been assigned to.

1. On what basis should American Jews vote in the upcoming Election?


2. Do American Jews owe something to the United States because of the rights they
have been given, or should they have more devotion to the State of Israel?
3. Is it unpatriotic for American Jews to vote for another country? Why?

The point of the debate is to force the students think about the issue from another
person’s perspective. In the middle of the debate, you have the option to switch the sides
and have them argue the opposite way.

After the debate, you can continue with some of the following questions.

How should Jews vote?


• What are the values that we think about when voting for any political candidate?
• Are the values that guide my voting decision guided by solely Jewish values?
• Do we make a distinction between Jewish/Israeli issues and American policy-
issues or do we say they are mutually exclusive?
• Does it depend on the policy?

Voting Based on Israel


• Is it OK for Jews to vote based on what is best for Israel?
• Should Israeli policy be a major factor for Jews when voting?
• Does that someone unpatriotic if they are voting based on another country’s
interests?

• Would your opinion change if support for Israel as the main factor of your voting
decision translated into looking out for Israel’s best interest and going against the
best interest of America?
• What about if the candidate’s credentials were best for issues relating to Israel but
his credentials were not best for the welfare of America?

4
Fall Conference 2008
Session #3
Israel Current Events
• What is our awareness about Israel issues vs. other issues that come up in a
campaign?
• How does this reflect on our priorities of what we care about?
• Should we take America’s best interest into account?
• Do you necessarily consider it a bad thing, or is it ok because this is what is
important to us?

Protesting/Lobbying/Grassroots Organizations (5 Minutes):


• What sort of activities do we need to engage in to be considered patriotic citizens?
• Is going to the random rally and parade enough, or is there more that you feel has
to be done in order to consider yourself truly patriotic?
• As a “Joe the Plumber American,” what is the extent to which we feel we should
be participating in government and civics?

• Do Jews get more involved for Israel issues than they do for general American
issues?
• Are Jews fighting for the rights of the homeless, better education and security for
America the same way they protest against Iran or lobby for American
involvement in the Mid-East peace process?
• Is that only natural? Wrong? Ok?

American Army vs. Israeli Army / War (10 Minutes):


• Is there a responsibility for American Jews to join the American army?
• Is there a responsibility for American Jews to join the Israeli army?
• If our answers are different for each question, why is that?
• What does that say about our priorities?
• Is that wrong?

• Do our Jewish values increase or lessen this sense of responsibility, or is simply


an issue of pragmatism?
• When it comes to the actual warfare that takes place in each country, do we
prioritize or care more about wars that take place in Israel vs. the wars that
America is engaged in?
• Which one do we “care” more about?
• Did we follow the war in Lebanon more or less than we did the war in Iraq?

• What if Israel and America went to war against one another?


• Would that change or affect our decision?
• Where would our loyalties lie?
• Would you stay in America?

Tell the story of the soldier fighting for the American army against another country and
he comes face to face with a Jewish soldier from the other army.

• What do you think about this situation?

5
Fall Conference 2008
Session #3
• What would you do?
• Does your reaction show how loyal you REALLY are to fighting for America?
(How your Jewish identity is superior?)

A Jewish President? (8 Minutes):


This represents what would seem like the ultimate challenge of someone being
Jewish and American and acting upon both identities.

• Is it feasible that there could be a Jewish President who would have strong
connection to Jewish values and Israel?
• Would he/she be able to balance these two sets of values?
• Is it morally ok as the President of the United States to care so much about
another country’s best interest?
• Shouldn’t he have America’s best interest as the ultimate focus?

• As Jews, Would we be ok with the fact that if these policies would overlap, this
Jewish president would push his Jewish values to the side?
• Doesn’t he serve as our representative?
• If we had to choose, would you rather have a secular Jew in government or a
Religious Jew in government?

Closing Activity - Letters to the President (8 Minutes):


After having discussed so many issues about our American-Jewish identity, it’s time to
really put down to paper what we feel about our relationship to this country. By now we
should know who the next President of the United States of America will be.

Each student should be given a piece of paper and an envelope, and told that they can
now write letters to the President-Elect.

The students may wish to cover the following issues in their letter:
• Their expectations from the President Elect for the next four years.
• An explanation of their feelings towards America.
• What they feel America’s mission should be.
• Their perspective on the relationship between church and state.
• Their perspective on the relationship between the US and Israel.

After they write their letter, they can address them as follows:

Senator John McCain Senator Barack Obama


c/o John McCain 2008 c/o Obama for America
P.O. Box 16118 P.O. Box 8102
Arlington, VA 22215 Chicago, IL 60680

6
Fall Conference 2008
Session #3

Mock Voting (5 Minutes):

The last part of the program consists of a mock election. The students will have the
choice to vote for one of the two candidates. You may want to cover the following
questions with them before they vote:

• Do you agree 100% with either of the candidates?


• What are you supposed to do when you agree with some of one candidate’s
views, and some of the other’s?
• What are the consequences of not voting?

7
Beit Midrash
Session
Page 1

Jew-conomics

An Exploration of the Jewish Perspective on


Economic Systems.

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Page 2

The Great Soda Market Experiment

Let’s do a recap of the Great Soda Market Experiment we just conducted:


• Explain to the group what your role was in the Great Soda Market Experiment.

• What did you think of the Soda Experiment?

• Were there winners and losers in the Experiment? Who were they?

• What dictated who won and lost in this game?

• How fair was the game we just played?

• How realistic was the soda experiment to how the actual economy works?

Why Talk About Economics?

• Is this even a relevant discussion for us to be having?


• What relationship is there anyways between religion and economics?

• What role does economics play in our lives?


• Should it have more of a connection to religion that it does?

• In what ways can we find connections between Judaism and the economy?
• Can you think of any stories in the Bible, or any Jewish Laws, that relate to
economics?
• What does halacha tell us about our business dealings and other financial issues?

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Page 3

Capitalism:

Capitalism is the economic system in which the means of


production are distributed to openly competing profit-seeking
private persons.

Investments, distribution, income, production and pricing of


goods and services are predominantly determined through the
operation of a free market in which anyone can participate in,
rather than by central economic planning.

Socialism:

Socialism refers to a broad set of economic theories of social


organization advocating state or collective ownership and
administration of the means of production and distribution of
goods, and the creation of an egalitarian society.

Socialists mainly share the belief that capitalism unfairly


concentrates power and wealth among a small segment of society
that controls capital and creates an unequal society.

• Which one of these sounds better?

• Which one of these sounds like what we have in America?

• Are these the only options out there?

• Is either of these socio-economic models better based on Jewish values?

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Page 4

The Requirement of Charity


Source

1 !" #$%"&
#' ()*+,-.& " .!/0,123 #' (+"456 !781.& $95641 (:;<= 3,#/)> ?/81,-23 #' @8-)5+,# $"456-38# @8-+)5A)BC !
.@8-"D?'E# ?F&?." "GHI# @<39# B9JIK/L3 $/DM,1.& "GHNK81 !/0,123 #' ()*+/,- !O8>C 1D1PK23

When you reap the harvest of your land, you shall not reap all the way to the edges of your
field, or gather the gleanings of your harvest. You shall not pick your vineyard bare, or gather
the fallen fruit of your vineyard; you shall leave them for the poor and the stranger: I the Lord
am your God.

Source
M- #$%"&
2 $/DM,1.& "GHNK81 !/0,123 #' (+"456 !781.& (O)5A/)B (:;<= 3,#/)> ?/81,-23-#' @8-)5+,# $"456-38# @8-+)5A)BC B-
.@8-"D?'E# ?F&?." "GHI# @<39# B9JIK/L3

And when you reap the harvest of your land, you shall not reap all the way to the edges of your
field, or gather the gleanings of your harvest; you shall leave them for the poor and the
stranger: I the Lord am your God.

Source

3 Rambam Hilchot Matanot L’Aniim:


The amount to be given is as follows: If he has su!cient resources, he should give according
to the need of the poor. If his resources do not extend to this, he should give up to one-fifth o
his possessions for an ideal fulfillment of the mitzvah, one-tenth for a normal fulfillment, and
less corresponds to an ungenerous fulfillment.

Questions
• Why did the Torah require everyone to give charity?
• Shouldn’t the Torah say that giving charity is good, and allow people to choose if they want
to give charity or not? Why does it have to require specific amounts?

• Shouldn’t people have complete ownership over their property? Why must they allow others
to come onto their fields?

• Does mandated tzedaka mean the same thing as redistribution of wealth?

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Page 5

Setting Market Prices


Source

4 !" #$%&'
.'&()*#-+,# -&(# ./01-23# 45+&(678 9:;&(6 !</= 0# 45+&(67832 $:*">6(6 .$:>">6?+-&("@'

When you sell property to your neighbor, or buy any from your neighbor, you shall not wrong
one another.

Source

5 A& %$B !$&"6 +'"2!

9&6 !/% '# ,C+&682 $"66 '$"6+ &"'" $6#/D ,'$A) +# +'/'!2 !/'%2 '# $"'62 $'E# #
'/&# ,!D8+ #2 28 $A'8 #'!D &B 28 F#' .(9&,!" #$%&') "'&)# +# D&# ,'/'+ 2#--C+&68
A&&)--!&/'! !G $"6A D&D 89& #2D H&A ,9&G6A !/'!D H&A' ;H'AD&!2 H+&/D &/B6 ,!%'2
.A&D!2

!D&D !''D $"6D &$! :9I&" .!''DA +'+D ,A&D!2 A&&) !&!&' !&/'!! !&!+ !6" A
'G &$!--!D&DA !8AD !''D '# ,!D&DA !D&6) !''D '# ,!8ADA !D&D !''D '# ,!D&6)A
.!/#+62 !2'" !&/'!! +# $&G)!2 !/'6! A&&)' ,)%6! !/%/' ;!&/'!

Summary

6 The rabbis of the Talmud used this as a basis for a series of specific laws on the subject. They
ruled that if the price charged was more than one sixth above the accepted price, the sale is
null and void and the seller must return the buyer’s money. If it was exactly one sixth more, the
transaction is valid, but the seller must return the amount overcharged. If it was less than a
sixth, the transaction is valid and no money need be returned.

Questions
• What was the reasoning behind setting market prices?
• Why couldn’t storeowners charge as much as people were willing to pay?
• Wouldn’t competition between di!erent stores keep the prices reasonable?

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Page 6

Interest-Free Loans
Source
!" #$%&
7
.'()&*+ $,-.-/ 01%,23&4#-56 7()&8+9:" ;. 7*,:73#-56 '9-%</ ,=+-/>7-#>5 ,9<%?/-#>5 7*$:.9@# A>B9>"-C<5 D"
If you lend money to My people, to the poor among you, do not act toward them as creditor;
exact no interest from them.

Summary

8 The Sages said as follows:


Rabbi Shimon says: Those who lend at interest lose more than what they gain. And moreover,
they render Moshe our teacher wise, and his Torah truth. And they say: "If Moshe our teacher
had known that there would be profit in the matter, he would not have written it." (Bava
Metzia 75b)

Explanation

9 HETER ISKA
In a heter iska, the "lender" and the "borrower" turn into "investor" and "businessman." Thus,
it is noted that all the documents mentioning the terms "borrower" and "lender" actually mean
"investor" and "businessman." The investor gives money to the business, and the businessman
is supposed to invest the money in a business that yields profits. The profit and loss derived
from the money is divided equally between the investor and the businessman, except for the
small salary that the businessman takes for his work.
The important point in the agreement is that the investor cannot know exactly how much the
businessman profits from the business, and so the parties agree among themselves that the
businessman is required to prove the truth of the figures presented by him. If the businessman
is unable to prove to the investor how much money he earned, he must pay him demei
hitpashrut, at the rate of interest. Practically speaking, the businessman (i.e., the borrower) is
unable to prove how much his business profited or lost, and therefore he must pay the investor
(the lender) the agreed upon demei hitpashrut.
Questions
• Why would the Torah prohibit charging interest on loans?
• What would be the motivation for someone to loan if there was no interest involved?

• Why did the Rabanan institute the Heter Iska?


• Is the Heter Iska just a loophole to get out of an inconvenient halacha?

• Why are loans so important?


• Were the rabbis concerned with the Jewish people having a slow-growing economy?

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Page 7

Land Distribution
Source
!" #$%&$
10 $'() %* .+,&-./ #012345&03$ 6()789*03$ :;(<(6 =>)(80.+ 60?)><() @* .#A&<0>) 6-B/A&-)?< 6C!6DE #0>$FDE9! $*
.,+()789* G0H+IE !EJK32 E523) LE5< ,+()789* ME5N3&0H+ M1N3&1)D! ,+()789* 60?$O0H+

The Lord spoke to Moses, saying, “Among these shall the land be apportioned as shares,
according to the listed names: with larger groups increase the share, with smaller groups
reduce the share. Each is to be assigned its share according to its enrollment.

Questions
• On what basis was the land given to the Jewish People when they entered the land of Israel?
• Why didn’t the stronger or more powerful tribes get a larger portion of the land?
• Was this designed only to make sure the country began with each person equal, or was it
designed as a model for always keeping people as equal as possible?

Shmita and Pruzbul


Source

11 !M PE#$%
6-0B/9E #-B/7< ,%CE 6-0./1& )1N01$-)0(" M,&-Q/ 60(M5&-0R/16 #1$0S 6?TD! $ .60(M5&-R/ 6UB/7N0H+ PEV*-Q/-N1$-B/ :0W5& <
X3) 6YE36VE #-B/7<9! Z0A@0[+ E\3"0C*16-+?< @ .6C!6E1) 60(M5&-R/ <]^-E05" !E58(<-+?<D! _6>N`-+?< Z0A@VE-<a _6>N`03$
.XbCE M>&-R/0H+ XE58(<-+?<

Every seventh year you shall practice remission of debts. This shall be the nature of the
remission: every creditor shall remit the due that he claims from his fellow; he shall not dun his
fellow or kinsman, for the remission proclaimed is of the Lord. You may dun the foreigner; but
you must remit whatever is due you from your kinsmen.

Source

12 $ ,!) c% % =#2 GEME@ +"4&


GE=+6! %&N 6T +< 6T +!!)6)& PN6 !N*&*/ ))6 6<# +ENE$/) #"T M&/+% G*$# !*E=+!
)!$4!#2

And the Rabbis instituted the release [of debt] in honor of the 7th year. Hillel saw that the
nation had ceased lending money, one to the other, so he arose and established the pruzbul.

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Page 8

Shmita and Pruzbul - Continued


Source
WHAT IS A PRUZBUL? -Excerpted from Rabbi Alfred S. Cohen, www.jlaw.com
13 Despite the important moral and religious lessons to be learned from the mitzvah of shemitat
kesafim (cancellation of debts), and despite the fact that observance of this practice is a specific
Torah directive, the reality is that when economic circumstances became di!cult, not all
people were able to live up to these high ideals. The rich simply refused to lend money to the
poor as the Sabbatical Year approached. Consequently, some two thousand years ago, Hillel
the Elder came to the conclusion that drastic action had to be taken. Thus, he instituted the
pruzbul.
The pruzbul is a legal device which, in e"ect, transfers a private debt to the beth din, the
Jewish court. Shemitat kesafim cancels only debts between people, not monies owed to court.
Therefore, the court is able to collect the debt whenever it desires, even after the Sabbatical
Year.
Rabbis do not have the authority to cancel a Torah imperative nor to override that which the
Torah forbids. Under the circumstance, Hillel devised a system -- the pruzbul which would
permit a debt to be collected even after the Sabbatical Year, yet without violating the Torah's
command.

Source

14 !" #$%&
'()"*+,$ -./#01&23,4' 5.6473)%01&.8# #9:;9<0.1&25,$ +; .-/#*+'<.1#-#7+ ./#)=2>*+,$ ?7@A2+-#7+ :B)C.8# D;E40/& F0G&,$ ;
.?H#;IC)( ?)%A2")( 5JH&K:.L#-M.I" 5NJ./&25 #.O;2P (2"+.Q# DR1#E;,$ ?.7%2: ;S4Q;)<7+

Six years you shall sow your land and gather in its yield; but in the seventh you shall let it rest
and lie fallow. Let the needy among your people eat of it, and what they leave let the wild
beasts eat. You shall do the same with your vineyards and your olive groves.

Questions

• Why did the Torah mandate all loans to be excused on the Shmita Year?
• What problem arose that cause Hilel to institute the Pruzbul?
• Similar to the Heter Iska, how can our Rabbis make rules that seem to ignore explicit laws
of the Torah? What was so bad that made them do this?
• Is it possible that the rabbis were concerned that the ideal nature of man as outlined in the
Torah was not something the Jewish people could live up to at that time?
• What was the reason to leave the land fallow?
• Why don’t we have the right to do with our land as we please?

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Page 9

Conclusion Discussion

• Are the laws in the Torah that “look out for the little guy” an endorsement of
Socialism? Would it be so bad if they were?
• Does Jewish Law have socialist or capitalism leanings?
• Is there a presentation of two di!erent sets of values for Jewish economics: one that
is idealistic and one that is realistic?
• With these ideas in mind, what application is there from Jewish Law to speak to the
American Economy? Is America’s economy Socialist, Capitalist, Both or Neither?

• What are the other attitudes that the Torah takes on Money? What role should
money play in the lives of the Jewish people?
• Do we have Jews view financial matters the same as other people? Do we serve as an
example to the world?

Rabbinic Responses to Communism - R. Yitzchak Blau


Below is an excerpt from Rabbi Blau’s article on the Jewish response to
Communism. Communism had socialist beliefs, but had many other beliefs not
inherent to socialism. This excerpt refers to the property of ownership in Jewish
Culture

How does Rabbi Blau present the concept of property ownership in Jewish
culture?
How much of a right do Jews have to own their property?
Is it a better system to have private ownership, or public ownership?

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School
Initiative
Planning
Sessions
Project Planning Sessions
Goal: To provide participating students with a basic understanding of the science of
planning projects/events and some strategies to plan effectively.

Goal Objectives:
• Teach planning effectively.
• Practice brainstorming and creative thinking.
• Conduct a needs assessment.

Supplies Needed:
• Flipchart
• Markers
• Handouts
• Scratch paper

Duration: The program is broken up into five pieces. These five


programs will be run throughout the conference, not in one shot:
• Part 1- “How to Plan”- 35 min
• Part 2- Actual Brainstorming (coming up with 3-5 ideas) – 60 min
• Part 3- Choosing the idea- 30 min
• Part 4- Creating an Action Plan- 60 min
• Part 5- Preparing Presentations- 60 min

1
Part 1 - How to Plan (35 min) - Sunday 7:30pm
Students will break into school groups led by Eimatai Advisors. The How to Plan
program will take place in school groups

Planning Logistics (15 min)


Advisors should be asking the bold questions to the rest of the group, and recording them
on a flipchart.

The question to start out this part of the program is:


What are important parts of planning a project?
What do we need to be thinking about to even start this process?
• Brainstorming • Stress Management
• Back-up plans • Attitude
• Creativity • Organization
• Flexibility • Action Plans

As always, your group may come up with many more, and that’s great!

Now that we have identified a number of different parts of planning, lets explore
some of these more in depth:

Advisors should hand out tip sheets on planning events. Each topic should be introduced
with, “Why is X an important part of planning”

Plans
• Think of every piece of the program
o Go into every level of detail possible. For every piece that you don’t
prepare, it’s possible that it may not work out. Walk through your program
from start to end including both large and small parts of the program.
• Think of what can go wrong
o Advisor will give an example of an event like a party or a concert and will
ask students what they think could go wrong (Example: the sound system
isn’t working, there isn’t enough food, the band is stuck in traffic etc.)
• Thorough planning and contingency plans
o This is done by trying to come up with as many ideas of what could go
wrong and planning your event in a way that could exclude potential
mishaps. (Example: order extra food. Its always better to have too much
then too little)
• Don’t stress, something will go wrong
o No matter how many contingency plans one has, not everything will run
as smoothly as one would like it too. The best way to combat this is to roll
with the punches and tackle the issues head on to the best of one’s ability.

Setup
• When possible, don’t let your participants see you setup

2
o Setting up while your participants are arriving shows a lack of preparation.
• Always be there ahead of time
• Calculate how early you will have to be at the program based on what needs
to be done
o Always add in a little more time just to be safe and to give yourself a
chance to breathe before the event begins (Example: if you need to set up
chairs or food and all of that will take an hour, get there an hour and a half
before the event)
Attitude
• Attitude is one of the most important elements in planning and executing an
event: it has the potential to make or break a program.
• The team leader spreads the attitude
o The more optimism and positive attitude one has, the more confidence one
builds into their team, thereby setting the stage for a good working
environment and a great program.
• Enthusiasm breeds enthusiasm - if you generate excitement about an idea or an
event, other people will follow suit.
• Do something to get people out of their boxes and shells
o By acting really excited or even quirky or silly you allow people to feel
comfortable with themselves and the program. (If it’s appropriate – yom
hashoa program might need a different approach) People loosen up when
certain rigid barriers are removed by relaxed and exciting behavior.
(Example: by doing a funny ice-breaker like the games we played at our
first session, people loosen up.)

3
Part 2 - How to Brainstorm (20 min) - Sunday 8:00pm
Advisor should ask the bold questions

Now that we learned about how to prepare the logistics of a project, how do you
come up with a creative project idea?

• What is brainstorming?
• Why do we brainstorm?

Brainstorming is an activity used to generate many creative ideas that have no right or
wrong answers and are accepted without criticism

Brainstorming Challenge
Split group by schools and pose the following challenge:

You are part of a team of engineers that is stuck on an island in the middle of a lake.
There are 5 members of your team. You have run out of food, and everyone must get off
the island. In 10 minutes how many ways can your team think of to get off the island and
make it to the shore? The island is 1000 ft from shore.

You only have the following supplies:


• 500 ft. of rope
• A 10 ft long canoe that holds only 2 people and contains 2 paddles
• An abandoned school bus. The bus is broken and cannot be fixed, but can be
taken apart
• 5 trees, each tree is 50 ft tall and only 2 ft wide

You get 1 point for any solution, 5 points for a solution that the other team does not have.
Creativity Counts!

• What was challenging about this activity


• Why was it challenging?
• How did your group come up with solutions to escape the island?
• What do you think would have made this challenge easier?
• What are some practical tips for brainstorming that we can learn from this
activity?
o Define the problem you want solved clearly, and lay out any criteria to be
met
o Keep the session focused on the problem
o Ensure that no one criticizes or evaluates ideas during the session.
Criticism introduces an element of risk for group members when putting
forward an idea. This stifles creativity and cripples the free running nature
of a good brainstorming session
o Encourage an enthusiastic, uncritical attitude among members of the
group. Try to get everyone to contribute and develop ideas, including the
quietest members of the group

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o Let people have fun brainstorming. Encourage them to come up with as
many ideas as possible, from solidly practical ones to wildly impractical
ones. Welcome creativity
o Ensure that no train of thought is followed for too long
o Encourage people to develop other people's ideas, or to use other ideas to
create new ones
o Appoint one person to note down ideas that come out of the session. A
good way of doing this is to use a flip chart. This should be studied and
evaluated after the session.

Now that we have learned about brainstorming lets begin to brainstorm about some
of the different areas of need in our schools

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Part 3 - School Brainstorming (40 min) - Sunday 8:20pm
Schools should brainstorm about some of their needs of their schools

Advisors will hand out the Needs Assessment handout. Encourage the students to use the
strategies for brainstorming you just reviewed.

Part 4 - Choosing an Idea (30 min) – Monday 12:00pm


Schools should work together to figure out which project idea they would like to follow-
through to completion.

It’s not always easy to come to a consensus, so recognize that sometimes there will be
people unhappy with the choice that is made. There will need to be compromise, and
students should figure out what idea is best for the group, not which one they thought of.

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Part 5 - Action Plan (60 min) – Monday 5:00pm
Schools will explore Action Plans

Using a blank action report as a guide, advisors should ask the bold questions.

• What is an Action Plan?


o A detailed list that says what needs to be done, who will do it, and by
when it must be done.
• Why is it important to have a thorough Action Plan
o In order for every aspect of your program to run smoothly and
successfully you need to create a thorough Action Plan. If you are missing
things on the report, then most likely you will forget to do it for the
program and something will go wrong.
• What does the Action Plan incorporate?
o It incorporates timeline, goal, and delegation.
! You need a timeline. For the timeline, work backwards from the
event. Make sure that you finish all of the preparation at least two
weeks before the program is to take place.
! You must always have a Goal for any program that you run. Make
sure to list it at the beginning of brainstorming and put it as the
header on your action report so that you will always be aware of
your objective. This way your program will never stray too far
from your overall goal. Programs have a lot of facets.
! The only way to accomplish everything is to have proper
delegation. Make sure that someone in charge gives out tasks to
people who have the time and skills to handle them. Assess the
people for yourself and assign them accordingly rather than relying
on what they tell you that they can do.
• Review the “What every Action Plan Should Have” page

Your school group should now begin to work on an appropriate Action Plan for
their project. Make sure that the Action Plan is realistic. It is the key to success
for the program

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Part 6 - Preparing Presentations (60 min) Monday evening and
Tuesday morning
Schools will explore how to make an engaging presentation

What are some different ways we can make a presentation?


• Elevator Pitch • PowerPoint
• Flyer • Skit
• Billboard • Song

Each school group will be responsible for preparing:


• A 30 second elevator pitch- This will be used during the School Initiative Fair
o An elevator pitch (or elevator speech) is a brief overview of an idea for a
product, service, or project. The pitch is so called because it can be
delivered in the time span of an elevator ride (say, thirty seconds or 100-
150 words).
o Every Elevator Pitch contains:
! A "hook". Open your pitch by getting the Investor's attention with
a "hook." A statement or question that piques their interest to want
to hear more.
! About 150-225 words. Your pitch should go no longer than 60
seconds.
! Passion.
! A request. At the end of your pitch, you must ask for something.
Do you want their business card, to schedule a full presentation, to
ask for a referral?

• A poster board billboard


o Using a tri-fold poster board schools will create a catchy looking billboard
to be used during the School Initiative Fair.

• A 3 minute presentation with the rest of their buzz group


o Exactly what this is, is completely up to your school group. It can be a
jingle, a story, or even just an explanation of the project.

Now the schools should work on their presentations together to make sure they are ready
for the school initiative fair on Tuesday morning.

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