Freedom and Slavery in Judaism - Panim - BBYO

Total Time: 60 minutes
Freedom and Slavery in Judaism
Materials: Quote sheet, Source Sheet, PANIM Issue Guide, blank paper & pens, Post-It notes
Introduction (10 minutes)
The facilitator writes the words “Freedom” and “Slavery” on a large white piece of paper/white board and hands
out Post-It notes to each teen. The teens can take the beginning of the program to write their own definitions or
word-associations with the words “Freedom” and “Slavery.”
After the definitions are put up on the board, the facilitator then reads the following quote: “Laws should be
rigidly enforced which prohibit the immigration of a servile class to compete with American labor, with no
intention of acquiring citizenship, and bringing with them and retaining habits and customs repugnant to our
civilization.” – President Grover Cleveland’s First Inaugural Address – Wednesday, March 4, 1885.
The facilitator then moves on to the next section, allowing the quote to sit with them while they move into their
hevruta.
Hevruta (10 minutes)
The group is split into hevrutot, or pairs (or, in the case of odd numbers, a group of three). They are given the
Source Sheet & Quote Sheet and are asked to answer the questions on the bottom of each sheet. **The facilitator
can judge how long the time with hevruta should be, as some pairs may talk together for a longer period of time
than others.** If hevrutot are done quickly, a larger group discussion can take place around the questions on the
page.
Jewish Responses to Immigration (30 minutes)
The facilitator explains that there is a new (fictitious) immigration center in town that needs volunteers. They
have reached out to the local BBYO region to help them out. It is up to your BBYO chapter to figure out what your
next move will be.
The facilitator passes out the PANIM Issue Guide to all teens, and asks them to turn to the page with the Jewish
values on it. The teens must split up into the four corners of the room, with each corner representing a different
Jewish value (Hachnasat Orchim, “Rescue the poor and needy”, The limits of responsibility, “You shall not stand
idly by”). Each small group should take a few minutes to read over the explanation of the Jewish value, and spend
the rest of the time creating a commercial (to be performed in front of the other groups) “advertising” the
volunteer opportunity while using their Jewish value. Groups can be creative – they can create a jingle, a cheer, a
song, a serious commercial…whatever they want!
After 15 minutes have gone by, the groups return to the center of the room to show their commercials to the rest
of the groups. After each group performs, teens should take part in a conversation elaborating on the activities
shown in the commercial or the themes mentioned.
Hevruta Reflection (10 minute)
Returning back to their hevruta, each pair should spend 2 minutes reflecting on the past hour and answer the
following question: How does the combination of American ideals and Jewish history shape the way you treat the
stranger?
Coming back together as a large group, popcorn share across the room to hear others’ thoughts for the remaining
time. justaction.org

justaction.org
Hevruta Source Sheet
Freedom and Slavery in Judaism
During the annual Passover seder, the Jewish people refer to the times when ancient Israelites were
slaves in Egypt. Within the Passover Haggadah, we re-tell the experience within and escaping from
slavery in Egypt. Through our understanding of our ancestors’ time enslaved in Egypt, the Jewish people
have a unique recognition and relationship to stranger. The Israelites are reminded throughout the
Torah, after the Exodus, that they, too, were once strangers. In Exodus 22, God commands the Israelites,
saying “You shall not wrong a stranger, nor oppress him; for you were strangers in the land of Egypt.”
The constant reminders of the Israelites’ past brings with it the instructions to treat others well. The
relationship between “freedom” and “the stranger,” therefore, is connected.
Read through all three texts and answer the questions at the bottom of the page.
“Also, you shall not oppress a stranger; for you know the heart of a stranger,
seeing you were strangers in the land of Egypt.” - Exodus 23:9
“And if a stranger sojourns with you in your land, you shall not wrong him.
But the stranger who dwells with you shall be to you as one born among you,
and you shall love him as yourself; for you were strangers in the land of
Egypt; I am your God.” - Leviticus 19:33-34
“Five score years ago, a great American, in whose symbolic shadow we stand
signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in
the flames of withering injustice. It came as a joyous daybreak to end the long
night of captivity. But one hundred years later, we must face the tragic fact
that the Negro is still not free. One hundred years later, the life of the Negro is
still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of
poverty in the midst of a vast ocean of material prosperity. One hundred years
later, the Negro is still languishing in the corners of American society and
finds himself an exile in his own land.”
Dr. Martin Luther King, Jr., 1963
1. What is it about the experience in Egypt that is invoked when we’re told to treat the stranger well?
2. How does Dr. King’s speech channel the themes from the Torah?
3. What does Dr. King think about freedom in America? What do you think about freedom in
America?
4. How have you witnessed freedom or the idea of the stranger? Would your experiences be in line
with what Dr. King said, or would they be different?
5. Can you think of a situation in which you have been a stranger? In which you have treated
someone else as a stranger? In which you have struggled with freedom?