TG_Heshvan_new.qxd:Layout 1
9/10/07
2:33 PM
L E S S O N
“Senator Barbara
Boxer: Speaking
Out for Those Who
Can’t”
M A G A Z I N E PA G E S 6 – 7
In this interview with Barbara
Boxer, the California senator
shares her commitment to
“speaking the truth,” standing
up for her beliefs, however
controversial or out of favor,
and advocating for those
whose voices are marginalized
and unheard. This lesson
explores the concept of koah
˙
hadibbur in politics. Students
will write and present public
service announcements about
issues they identify within
their community.
OBJECTIVES
Students will explore the
concept of koah hadibbur as it
˙ in their
relates to issues
community.
Students will examine Jewish
texts on koah hadibbur.
˙
Students will create public
service announcements in order
to experience speaking out
against pressing issues in their
community.
Students will write letters to
their congressional
representatives to actualize
koah hadibbur.
˙
VOCABULARY
government
hl5v5m4m3
gyh14m
n6
hz5r5k4h6
leader
announcement/
proclamation
7
BABAGANEWZ
TEACHERS’ GUIDE
HE S H VA N 5 7 6 8
˙
Page 7
P L A N
B Y
A B I G A I L
U H R M A N
QUOTES & QUESTIONS
“‘I’ve always thought the most patriotic thing you could
do in a democracy is to speak the truth as you see it.’”
What does it mean to “speak the truth as you see it”? To
what is Senator Boxer referring?
In what ways is speaking “the truth as you see it”
patriotic? In what ways is it part of a democratic system?
Share examples from your own life and experience of
speaking “the truth as you see it.” Why is this important?
What are the challenges of doing so?
“‘Leadership emerges out of a commitment to issues.
When you consistently speak out for something you
believe, people recognize you as a leader.’”
In what way is Senator Boxer describing leadership in
this quote?
Why does she believe speaking out is a critical aspect of
being a leader?
Do you agree with Senator Boxer? Why or why not?
What other qualities do you consider essential in a good
leader? Explain.
ACTIVITY: THE POWER OF WORDS TO CHANGE
THE WORLD
TEACHER
NOTE
Prior to the lesson, ask students to bring in recent newspapers
and news magazines from home.
1. Begin the lesson by asking students:
Do you follow the news, and if so,
what sources do you use to find the
news (newspaper, TV, Internet)?
Make a list on the board of how
students find out about what is
going on in the world.
What do you think are the most
important issues facing the world
right now?
2. Divide students into pairs, and give
each student a section of newspaper or a
magazine and a highlighter. Ask the pair to find
an article that focuses on an issue the pair believes is
important in some way. Tell the students they will have ten
minutes to complete this activity.
Instruct students to skim the article, and highlight three
to five sentences that illustrate the issue and why the
students believe it is a significant issue.
Once the students have finished discussing the articles, make
a three column chart on the board (also available to print
at www.babaganewz.com/teachers). In the first column, list
issues they identified. In the second column, write “What
needs to be done?” and in the third, “What can we do?”
Make sure everyone in class contributes to the discussion.
3. Then read the article on pages 6–7 of BABAGANEWZ
using the Quotes & Questions above to guide discussion.
4. Study and discuss the Jewish texts below which
emphasize the power of words.
SHABBAT 54B
If one can protest the misdeeds of his or her household, yet
does not, the person becomes guilty with them. If a person
can protest the misdeeds of one’s townspeople and does
not, the person is guilty with them. If one can protest the
misdeeds of the entire world and does not, that person is
guilty with them.
What are the three situations given in this text?
In each situation, for what is a person guilty? What does
it mean “can protest the misdeeds…yet does not”?
What are the implications of the person’s “guilt”?
Think of examples of all three situations. What could
someone have done to “speak out” and make a positive
difference in each scenario?
SHEMOT RABBAH 1:9
[Before Pharaoh decided to throw Jewish babies into the
Nile,] he consulted with three world leaders: Balaam (the
sorcerer), Job, and Jethro (Moshe’s father-in-law). Balaam,
who advised Pharaoh to carry out the evil plan, was
[ultimately] killed. Job was quiet; God caused him
unspeakable pain. Jethro ran away and his children
[became leaders of Israel].
Who are the three leaders with whom Pharaoh
consulted, and what happened to each?
What did Balaam, Job, and Jethro
each do wrong? What are the
implications of the advice each
gave?
Why did Jethro’s children
become leaders of Israel?
How did Jethro’s response
differ from Balaam’s and Job’s?
How else could one have
responded? What do you think
would have happened as a result?
5. Explain to your students that they will now
have the opportunity to “speak out” about the issues
they find most pressing. Divide into small groups, and ask
students to write public service announcements in which
they “speak out” about the needs they see in their
communities and the world.
Instruct students to address what the issue is, why it is
important, and what we can do to help.
Bring the class back together so groups can share their
messages.
6. To conclude the lesson, have your students write letters
to their congressional representatives and “speak out” for
their issues. Visit www.babaganewz.com/teachers for
information on how to contact your congressional
representative. You can really make a difference!