Link Identity – StandWithUs Booklets

Unit 1

IDENTITY

Lesson 1: A Good Name

The title of this lesson comes from Pirkei Avot, Ethics of the Fathers 4:13, which reads: Rabbi Shimon said: There are three crowns: the crown of Torah, the crown of priesthood, and the crown of royalty, but the crown of a good name supersedes them all.

Objective
Preparation
Resources

Students will read and discuss a poem by Israeli poet Zelda. Students will think about the identities tied to their names.

If you will be using pen and paper, download and copy the following, available in the RESOURCES tab.

Pre Unit Questionnaire
What I Know/What I Want to Know
Post-film questions
Clear enough space in the classroom so that students can stand shoulder to shoulder in one line. They will need enough space to move across a real or imaginary boundary.
Optional: Place a piece of tape on the floor so that students know where to stand.
Decide if your students will play Kesher using the digital timelines in their LINK portal or with pencil and paper in the classroom
If playing Kesher in person (rather than using the online or Kahoot versions of the game) you will need to do the following:
If your classroom or meeting space does not have a blank wall to hang timeline game pieces, find and secure a space that does.
Print timeline
Place the timeline sheets on a table at the front of the room along with markers and masking tape.
Lay out all cards with the number side facing up, so that every player can see and have access to each card.

Resource 1
Resource 2

Hello. My Name Is
I'm Also Called
My Israel Story

Instruct students to fill out this form. Consider filling the form out in advance so you can share your answers with students as an example.

We are going to start with something that is very special. Your name.

My full name is:

Almost everyone calls me:

I am named after:

My name comes from this language:

I am a:

Names my family calls me:

Nicknames other people have given me:

I like my name because:

If I could change my name, would I? If yes, to what other name?

After they’ve completed the resource about names, invite students to share what they’ve written if they’d like to. Invite students to share specifically about the questions related to Jewish identity by asking if their name is Hebrew/Yiddish and if they were named after a relative in either the Ashkenazi (deceased relative) or Sephardi (living relative) tradition.

Choose 4-6 pairs of matching game cards found in the RESOURCES tab. A chart of nicknames and their matches can be found below.

Table Header
Rashi	Rabbi Solomon Ben Isaac
The Rock	Dwayne Johnson
Rambam	Maimonides
Air Jordon	Michael Jordon
Wonder Woman	Diana Prince
O	Oprah Winfrey
Eminem	Oprah Winfrey
The Boy who Lived	Harry Potter
Muhammed Ali	Cassius Marcellius Clay
RBG	Ruth Bader Ginsburg
Ba'al Shem Tov	Rabbi

If time doesn’t permit a matching game, replace it with the first paragraph below:

Ask students to think about—and name out loud—a few famous people who have nicknames. Examples might include R.B.G. (Ruth Bader Ginsburg) or Babe Ruth (George Ruth). Alternatively, you can share a few nicknames of famous people you are sure they will know, like a local sports icon.

Ask if they know how/why these people got their nicknames and what it tells us about them. In this case, R.B.G. was derived from the name of a rap star, Notorious B.I.G.; this nickname shows that she transcended law and became a pop culture icon. The name Babe was given to Ruth as he was only 19 when he was signed by the Baltimore Orioles (then a minor league team of the Boston Red Sox)

Ask what you can learn about them through their various names.

The following poem is called L’chol Ish Yesh Shem; Everyone has a Name. It was written by an Israeli poet known widely by her first name, Zelda. After reading the poem, you’ll find some questions to answer below.

Everyone has a name,
given to him by God
and given to him by his parents.
Everyone has a name
given to him by his stature
and the way he smiles.
and given to him by his clothing
Everyone has a name
given to him by the mountains
and given to him by the walls.
Everyone has a name
given to him by the stars
and given to him by his neighbors.
Everyone has a name
given to him by his sins
and given to him by his longing.
Everyone has a name
given to him by his enemies
and given to him by his love.
Everyone has a name
given to him by his holidays
and given to him by his work.
Everyone has a name
given to him by the seasons
and given to him by his blindness.
Everyone has a name
given to him by the sea and
given to him
by his death.

Invite students to share out.
You can find more information about the poet Zelda in the RESOURCES tab. Use this information to share a few facts about the poet.
Tell students that this poem is often read in Israel on Yom HaZikaron, Memorial Day. Ask students why they think the poem would be powerful at this time.

Hand out an identity chart and a pen/pencil to each of your students or direct you students to the writable PDF below Before they begin, ask: If you want someone to understand who you are, what would you tell them about yourself’ What adjectives would you use? What would you tell them about your values? Feel free to share pertinent personal information or use one of the example charts (about Harry Potter and Wonder Woman) found in the RESOURCES tab.

Click here to open up your Identity Chart.

Once they have finished, invite some of your students to share out.

Ask: Did anyone list “Jewish” or “Israel” on their chart? What role does Judaism play in your overall identity?

Tell students that in each session, you will explore what role the State of Israel plays in our Jewish Identity. Ask: What connection do you have already? Have you visited Israel? Has anyone in your family? Do you have relatives or friends in Israel? Do you follow the news about Israel? Does your family give to Israeli charitable organizations? Etc.

Hello. My Name Is
I'm Also Called
My Israel Story

Instruct students to fill out this form. Consider filling the form out in advance so you can share your answers with students as an example.

We are going to start with something that is very special. Your name.

My full name is:

Almost everyone calls me:

I am named after:

My name comes from this language:

I am a:

Names my family calls me:

Nicknames other people have given me:

I like my name because:

If I could change my name, would I? If yes, to what other name?

After they’ve completed the resource about names, invite students to share what they’ve written if they’d like to. Invite students to share specifically about the questions related to Jewish identity by asking if their name is Hebrew/Yiddish and if they were named after a relative in either the Ashkenazi (deceased relative) or Sephardi (living relative) tradition.

Choose 4-6 pairs of matching game cards found in the RESOURCES tab. A chart of nicknames and their matches can be found below.

Table Header
Rashi	Rabbi Solomon Ben Isaac
The Rock	Dwayne Johnson
Rambam	Maimonides
Air Jordon	Michael Jordon
Wonder Woman	Diana Prince
O	Oprah Winfrey
Eminem	Oprah Winfrey
The Boy who Lived	Harry Potter
Muhammed Ali	Cassius Marcellius Clay
RBG	Ruth Bader Ginsburg
Ba'al Shem Tov	Rabbi

If time doesn’t permit a matching game, replace it with the first paragraph below:

Ask students to think about—and name out loud—a few famous people who have nicknames. Examples might include R.B.G. (Ruth Bader Ginsburg) or Babe Ruth (George Ruth). Alternatively, you can share a few nicknames of famous people you are sure they will know, like a local sports icon.

Ask if they know how/why these people got their nicknames and what it tells us about them. In this case, R.B.G. was derived from the name of a rap star, Notorious B.I.G.; this nickname shows that she transcended law and became a pop culture icon. The name Babe was given to Ruth as he was only 19 when he was signed by the Baltimore Orioles (then a minor league team of the Boston Red Sox)

Ask what you can learn about them through their various names.

Invite students to share out.
You can find more information about the poet Zelda in the RESOURCES tab. Use this information to share a few facts about the poet.
Tell students that this poem is often read in Israel on Yom HaZikaron, Memorial Day. Ask students why they think the poem would be powerful at this time.

Hand out an identity chart and a pen/pencil to each of your students or direct you students to the writable PDF below Before they begin, ask: If you want someone to understand who you are, what would you tell them about yourself’ What adjectives would you use? What would you tell them about your values? Feel free to share pertinent personal information or use one of the example charts (about Harry Potter and Wonder Woman) found in the RESOURCES tab.

Click here to open up your Identity Chart.

Once they have finished, invite some of your students to share out.

Ask: Did anyone list “Jewish” or “Israel” on their chart? What role does Judaism play in your overall identity?

Tell students that in each session, you will explore what role the State of Israel plays in our Jewish Identity. Ask: What connection do you have already? Have you visited Israel? Has anyone in your family? Do you have relatives or friends in Israel? Do you follow the news about Israel? Does your family give to Israeli charitable organizations? Etc.

IDENTITY

Lesson 1: A Good Name

Hello. My Name is...

Instruct students to fill out this form. Consider filling the form out in advance so you can share your answers with students as an example.

We are going to start with something that is very special. Your name.

My full name is:

Almost everyone calls me:

I am named after:

My name comes from this language:

I am a:

Names my family calls me:

Nicknames other people have given me:

I like my name because:

If I could change my name, would I? If yes, to what other name?

After they’ve completed the resource about names, invite students to share what they’ve written if they’d like to. Invite students to share specifically about the questions related to Jewish identity by asking if their name is Hebrew/Yiddish and if they were named after a relative in either the Ashkenazi (deceased relative) or Sephardi (living relative) tradition.

A Rose By Any Other Name

Choose 4-6 pairs of matching game cards found in the RESOURCES tab. A chart of nicknames and their matches can be found below.

Table Header
Rashi	Rabbi Solomon Ben Isaac
The Rock	Dwayne Johnson
Rambam	Maimonides
Air Jordon	Michael Jordon
Wonder Woman	Diana Prince
O	Oprah Winfrey
Eminem	Oprah Winfrey
The Boy who Lived	Harry Potter
Muhammed Ali	Cassius Marcellius Clay
RBG	Ruth Bader Ginsburg
Ba'al Shem Tov	Rabbi

If time doesn’t permit a matching game, replace it with the first paragraph below:

Ask students to think about—and name out loud—a few famous people who have nicknames. Examples might include R.B.G. (Ruth Bader Ginsburg) or Babe Ruth (George Ruth). Alternatively, you can share a few nicknames of famous people you are sure they will know, like a local sports icon.

Ask if they know how/why these people got their nicknames and what it tells us about them. In this case, R.B.G. was derived from the name of a rap star, Notorious B.I.G.; this nickname shows that she transcended law and became a pop culture icon. The name Babe was given to Ruth as he was only 19 when he was signed by the Baltimore Orioles (then a minor league team of the Boston Red Sox)

Ask what you can learn about them through their various names.

Invite students to share out.
You can find more information about the poet Zelda in the RESOURCES tab. Use this information to share a few facts about the poet.
Tell students that this poem is often read in Israel on Yom HaZikaron, Memorial Day. Ask students why they think the poem would be powerful at this time.

My Israel Story

Hand out an identity chart and a pen/pencil to each of your students or direct you students to the writable PDF below Before they begin, ask: If you want someone to understand who you are, what would you tell them about yourself’ What adjectives would you use? What would you tell them about your values? Feel free to share pertinent personal information or use one of the example charts (about Harry Potter and Wonder Woman) found in the RESOURCES tab.

Click here to open up your Identity Chart.

Once they have finished, invite some of your students to share out.

Ask: Did anyone list “Jewish” or “Israel” on their chart? What role does Judaism play in your overall identity?

Tell students that in each session, you will explore what role the State of Israel plays in our Jewish Identity. Ask: What connection do you have already? Have you visited Israel? Has anyone in your family? Do you have relatives or friends in Israel? Do you follow the news about Israel? Does your family give to Israeli charitable organizations? Etc.