CHAPTER THREE - Adolescent Issues and Coming-of-Age Ceremonies

C: EDUCATIONAL ACTIVITIES

36. Thirteen Years – Thirteen Tasks

An hour and a half to two hours.
Type: Concentric, overlapping and simultaneous circles of connection

The aim of this activity is to broaden the debate about the elements of a Jewish Bar Mitzvah ceremony. The basis is the concept of the assignments for the group of Bar Mitzvah age that was developed in the kibbutz movement as an educational tool.

This activity can serve either as a theoretical intellectual approach, or can as the basis of an action programme for a group, for anything up to a whole year.

• Explain to the group the idea that was developed on many Israeli kibbutzim, primarily for the group in their Bar and Bat Mitzvah year, offering young members the challenge of a number of tasks (some take on thirteen) which help them take up their place in the ranks of the Jewish community and the Jewish nation.
• Ask why the kibbutzim believed it was necessary and what values and symbols they sought to transmit or enhance.
• Discuss the values and symbols of your group.
• Conduct an initial brainstorming with the group to see if they can lead from this into idea for activities that individuals in such a group might take on. It is important to explain that there are two basic types of activities:
  • Activities that the individual does for him or herself, parallel to the same task being performed by all the other members of the group;
  • Activities and tasks that the group takes on as a group.
• Explain to the group that, in the kibbutzim, the tasks are usually divided into four different spheres:
1. THE PERSONAL SPHERE: MY INDIVIDUAL IDENTITY
2. THE FAMILY SPHERE: MY IDENTITY AS A MEMBER OF A JEWISH FAMILY
3. THE COMMUNAL SPHERE: MY IDENTITY AS A MEMBER OF A JEWISH COMMUNITY
4. THE NATIONAL SPHERE: MY IDENTITY AS A MEMBER OF THE JEWISH PEOPLE
• Examine the values and symbols involved.
• Divide the group into four subgroups. Each sub-group has about ten minutes to think through the meaning of one particular sphere and start to come up with a list of (10?) possible tasks that would be suitable for a group of Bar and Bat Mitzvah age.
• After this, hand out to each group one of the following lists, according to the particular task that it has received.
  • The first three lists are based on real activities that have been used in kibbutzim. -
  • The fourth list is different - we have chosen items that are potentially relevant for a group outside Israel.
    Let the group examine them, assess them and see which, if any, of the activities are worthy of inclusion in their list.

THE PERSONAL SPHERE: MY INDIVIDUAL IDENTITY

Photography: Prepare of a personal exhibit/portfolio of photographs on a subject of interest. Learn photography and development. Accompany a professional photographer for a day.

Work Experience: Gaining work experience in a branch of work that interests the individual. Includes a written report on the experience.

Research Project: Research any topic of interest to the individual.

First Aid: Enrol in and complete a course of first aid.

Sewing and Mending: Learn sewing and mending to the point of being able to make basic repairs in clothes.

Night Navigation: Learn the basis of night navigation, stars etc.

THE FAMILY SPHERE: MY IDENTITY AS A MEMBER OF A JEWISH FAMILY

Learn the Family Story: Interview your family and write a family history of the last generations.

Compile a Family Tree: Make a thorough investigation of family roots as far back as it is possible to go and arrange the material in the form of an album.

Organisation of a Family Event: Perhaps a surprise event, or a big get-together/reunion for the entire extended family.

Volunteering in a Particular Sphere in the Home: Take responsibility for an aspect of family work, such as gardening, laundry, cooking a meal a week etc. for a prolonged period of time.

THE COMMUNAL SPHERE: MY IDENTITY AS A MEMBER OF A JEWISH COMMUNITY

Organising an Event for the Class / Group: Take part with others in organising an outing or an evening activity for the entire group.

Working with Younger Age Groups: Take younger age groups for a specific activity, or activities.

Mapping the Community: Learn about the different parts of the Jewish community, meet with central figures etc.

Learning the Community Story: Research the story of your own community. Prepare an exhibition together with the rest of the group.

Welfare Work in the Community: Volunteer to help or contribute within the community, aiding the less fortunate. Learn the Jewish attitude towards helping others. (Tzedakah, Gemilut Chassadim).

Preparing and Evening Activity for the Community: Take responsibility for some programme in the wider community calendar.

THE NATIONAL SPHERE: MY IDENTITY AS A MEMBER OF THE JEWISH PEOPLE

Mapping the Jewish World: Learn about the situation of the Jewish world. Examine specific communities from other countries. http://www.jafi-ed.org.il/worldwide/

Corresponding with other Jews: Write to another class/group of Jews from a different country. http://www.jewish-world.org.il/

Investigating Different Jewish Values and Attitudes: Choose some subjects central to adolescence, such as sexuality, drugs, attitudes towards others, Jewish solidarity etc., and explore Jewish attitudes towards them. http://www.jafi-ed.org.il/jewish-time/values.html

Exploring Israel: Learn the story of Israel and follow certain aspects of her life through the newspapers and media. http://www.jafi-ed.org.il/israel/

Chossing Symbols: Learn about different Jewish symbols and create a group/class symbol.

Choosing/ Performing a Mitzvah: Explore one specific Mitzvah that the group does not observe; see if it is possible to incorporate it into the life-style of the group for a period of time.

All of the above are simply guidelines and suggestions. They can be used, changed and adapted or dropped from the list - but these are the types of activity that should fit into the above categories.

• When each group has prepared their list they should present them to the wider group, explaining why they have made each of their suggestions.
• The entire group should then discuss the various categories. If the group believes that it is a good idea to opt for thirteen activities, perhaps they should choose three activities from each of the categories and think of one extra activity that does not appear in any of the lists.

As mentioned above, this can serve as a theoretical activity, or as the basis of a complete annual programme.