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To become familiar with the different names of Jerusalem
Jerusalem’s centrality in the world

In this lesson we shall discuss nicknames for the city, and study both an ancient and a modern map of it. Using sites and pictures of Jerusalem, we will make a door sign representing a compass.

Familiarity with an ancient map of Jerusalem; different names of the city.

Love for our fellow men and family.

1. A game with yarn – each student telling his nickname.
2. Presentation of an ancient map of Jerusalem.
3. Discussion of nicknames.
4. Showing of a film.
5. Discussion of different names of Jerusalem, and creating new names for the city.
6. Making a door sign for the room, inspired by a compass.

Introduction - activity with nicknames: 
The teacher shall ask the students to stand in a circle, and give one of them a ball of thread. The task is to pass the ball of thread from one student to another according to nicknames given each other. One student gives another a nickname. He then throws the ball of thread to the next student while holding on to the yarn itself, thus creating a complex yarn net.
 
The teacher shall ask the students: Why do we give nicknames? What do they express?
 
After completing the round, the teacher shall stress that nicknames create a bond between people, and then tell the students that one city in the world has been given many nicknames, since it too is loved.
Which city do you think it is? - Jerusalem

Becoming familiar with an ancient map of Jerusalem

The teacher shall show the Bunting Map on the screen, as well as a map of the world. The teacher shall show the students that Israel is very small on the world map, wheres on the Bunting Map it is large and central.  

The teacher shall ask the students: why in your opinion did the map’s creator decide to draw it this way?  How does this reflect his regard for Jerusalem? Would you draw the map differently? (Perhaps not as a flower but as a heart, for example).

The teacher shall explain and show in a presentation that Jerusalem is considered a very central place in the world.  Over the course of 3,000 years, many different empires have passed through Jerusalem on their route of conquest, such as: Crusaders, Muslims, Turks, British, Mamelukes, and Jews.

When Jews from all over the world pray, they face the direction of Jerusalem.

Teachers and students shall use a compass application to find out where Jerusalem is located in relation to the classroom, and then hang up a sign pointing in this direction.

The Android application may be downloaded from Google Play:
https://play.google.com/store/apps/details?id=com.sabressoft.app.jerusalemcompass&hl=iw&rdid=com.sabressoft.app.jerusalemcompass
(Jerusalem Compass App)

Or iphone app from:
https://itunes.apple.com/us/app/prayway/id1141680325?mt=8
(Prayway App)

 

Activity with names of the city
The teacher shall remind the students, like we saw in the beginning of the lesson, when we love someone we give them a special name - sometimes a nickname, other times because of a particular quality.
In the presentation, the teacher shall show a slide with all the names of Jerusalem. The teacher shall ask the students: What is the significance of Jerusalem having so many nicknames? Jerusalem is so beloved and special, that it has been given over 70 different names. Teachers shall elaborate on the following four examples: Citadel of David, city of justice, a city joined together, Ariel and Shalem.

Teachers shall show a film in which Jerusalem is presented as the center of the world, and noting its many names, given out of love for it.
Questions while viewing:

1. What was the special accessory bought by David and Rachel? What made it special? (A compass set to the east)
2. What would you like to buy in the Mahane Yehuda market?

Summary and creative activity:

The students shall make a sign for the door to their room, inspired by the compass hung on the door, pointing towards Jerusalem.

Print the sign. Write your name in the middle of the sign and paste the arrow pointing towards Jerusalem (you may get help from your parents, the App or paste in the general direction of Jerusalem or the east).

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Learn about the centrality of Jerusalem

In this lesson, we shall discuss with students their feelings towards Jerusalem, and see together how a map of the city (attesting to its centrality and importance) was drawn, and conclude with a review of interesting sites in the city.

Familiarity with a 16th century map of Jerusalem, and various locations in the city Names of Jerusalem and Talmudic text (Midrash): “Jerusalem hub of the world”.

Love for our friends and family.

1. A ball of yarn is passed from one student to another while sharing nicknames Analysis of an ancient map of Jerusalem, together with the students.
2. Showing a film on Jerusalem.
3. Concluding game and presentation of a map of Jerusalem created by a contemporary artist.
4. Concluding work of art.

The teacher shall give each student a ball of yarn. The task is to pass the ball of yarn from one student to another, while each student receiving the yarn says the nickname of a student of his choice. Through the nickname he says why he chose that particular name (it could have to do with character, a particular ability or simply express affection). 

Teachers shall distribute a page with an empty Bunting Map printed on it. The assignment is to fill in the empty parts with the places most important to them, from among the following: Home, school, youth club, mall.

Teachers shall project the Bunting Map on the board or show a printed picture of it. On the map, Jerusalem appears as the center of the world, and as holding the petals (all other countries) together.

Teachers shall present the map as an ancient map of Jerusalem and ask: What do we see in it? What is the person who drew the map’s opinion of Jerusalem?

Teachers shall give a brief account of who drew the map and when. 

Teachers shall present a world map depicting that Israel, geographically speaking, is at the center of three continents: Europe, Asia and Africa, and explain that Israel is the only common point connecting them. Many nations had to pass through the Land of Israel when travelling across their trade routes.
 
Teachers shall explain that for Jews, Jerusalem is not only at the physical center; rather, it is central because it is important and beloved. Teachers shall present another world map, in which Israel can be seen, as well as the students’ country of residence, in which both Israel and the destination countries can be seen.

Teachers shall tell students about the Midrash that describes Jerusalem as “hub of the world”, since it is located in the middle of the world, and from every place in the world Jews pray facing Jerusalem. Students shall find their native countries on the map and, using a compass application, try to find the location of Jerusalem in relation to the classroom.
 
The Android application may be downloaded from Google Play:
https://play.google.com/store/apps/details?id=com.sabressoft.app.jerusalemcompass&hl=iw&rdid=com.sabressoft.app.jerusalemcompass
(Jerusalem Compass App)

Or iphone app from:
https://itunes.apple.com/us/app/prayway/id1141680325?mt=8
(Prayway App)

Nicknames as an expression of affection, Activity with names of the city:

Teachers shall show a slide with all the names of Jerusalem, and tell of how there is one city so beloved and special, that it has been given more than 70 names, as appear in the poster.

Teachers shall elaborate on the following four examples, by showing pictures of Jerusalem locations associated with these names:

Citadel of David - a picture of the Tower of David; city of justice - a picture of Israel’s Supreme Court; a city joined together - a picture of dancing on the day of the declaration of independence; Lion (Ariel) - symbol of Jerusalem; Shalem - picture of the city walls from above.

After that, teachers shall give students titles of categories (beauty, power, sanctity, significance) as well as 20 cards with names of the city (link). The students must assign the names to the categories according to the headings. .

Teachers shall conclude by saying how having so many names shows the extent to which Jerusalem is loved and considered important.

 

Teachers shall show the lesson film

1. What was the special accessory bought by David and Rachel? What made it special? (A compass set to the east)
2. How do Dave and Rachel express their love for each other?
3. How can love for Jerusalem be expressed?

Teachers shall once again present the Bunting Map, and speak of Jerusalem’s central position in the world, and how the Bunting Map illustrates its author’s outlook on the city.

Teachers shall present another map – that of young Israeli artist Rafi Peretz. He too drew Jerusalem as the center of the world, but in a different way. A discussion may be held about the way the artist chose to put Jerusalem in the center - by referring to Jerusalem's centrality to the three monotheistic religions; by drawing bridges leading from different countries around the world to Jerusalem.
In addition, a discussion may be held with the students, whether they have already been to Jerusalem; whether they know families who have made Aliya to Israel.

Individual creation:
Each student will receive a page with a drawing similar to that of Rafi Peretz, including icons from around the world and an I Love Jerusalem picture in the center. Students may add an icon of their native city in the appropriate place. In the spaces between the circle of the world and the circle of Jerusalem, students may write things that are central and important to them.

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The centrality of Jerusalem;
Learning the names of Jerusalem;

In this lesson we shall discuss nicknames, and become familiar with the 70 names of Jerusalem. Together, we shall see how an ancient map of Jerusalem (attesting to its importance and centrality) was drawn, and then conclude with the matter of naming, as a way of creating identity and significance.

1. Become familiar with the different names of Jerusalem
2. Become familiar with an ancient map of Jerusalem

Regard for family and friends

1. Shared examination and study of the Bunting Map.
2. Game with yarn; nicknames for friends
3. Watching a film
4. Learning the various names of Jerusalem. Dividing names of Jerusalem into groups characterizing the city
5. Summarizing creation

Teachers shall distribute a blind Bunting Map and ask students to write down (from among the options) which is most central to them in life: school, home, friends, youth club, youth movement, activities.
Teachers shall project the Bunting Map on the board or show a printed picture of it. On the map, Jerusalem appears as the center of the world, and as holding the petals (all other countries) together.
 
Teachers shall present the map as an ancient map of Jerusalem and ask: What do we see in it? (Jerusalem as central, connecting the continents). What did the person who drew the map think of Jerusalem? (Loved it and saw it as central and important)
Teachers shall give a brief account of who drew the map and when. 
Teachers shall tell students of the Midrash describing Jerusalem as the hub of the world, and ask whether this is really true, according to the world map (both the Midrash and the map describe / depict the idea).
So what does the Midrash symbolize? (Jerusalem is the most central and important).
Teachers shall emphasize that for the authors of both the map and the Midrash, Jerusalem is, emotionally, the center of the world.

The teacher shall give each student a ball of yarn The task is to pass the ball of yarn from one student to another, while each student receiving the yarn says the nickname of a student of his choice, and explains why he chose that particular name (it could have to do with character, a particular ability or simply express affection).. The student shall then pass the ball of yarn to the student he gave the nickname, but continue holding the yarn in order to create a network of strings. Teachers shall speak of the fact that nicknames increase the affinity between the classmates.

Teachers shall start a discussion of nicknames: Who has younger siblings? What are their names? Do they have other names? How many nicknames do you call them?

Do you have a friend for whom you have a nickname? What is it? Why do you call them that?

What does your father call your mother? Do they have special names for each other?

Teachers shall show a film
How do the siblings express affection for each other?
How is this similar to what we learned about Jerusalem?

Activity with names of the city:
Teachers shall explain that when someone or something is loved, it is often given a special name, and there is one city so beloved that is has been given more than 70 different names.
Teachers shall show the names of the city and students shall divide them into the following categories: Names associated with beauty, power, sanctity, and importance - qualities possessed by the city.
Titles of groups: names associated with beauty, strength, sanctity, and importance - characteristics possessed by the city.
For each name, students shall match cards to pictures.

Class assignment:
Students shall lie in a circle around an I Love Jerusalem picture, and the teacher shall take their picture and post it on the class bulletin board.