This set of activities represents a lengthy process. They will be spread over a period of time, incorporating work both in and out of the classroom. Their aim is to place the particular community in which the students live in the wider context of the national community whose story they should seek to understand. • The students should prepare for this activity by bringing to class a list of any other places in their country where groups of Jews live, together with any material they can find on Jews in their country. • Ask the group if there is a difference between a group of Jews living in one place and a Jewish community. Suggest that a Jewish community means more than a few families of Jews living in one location. There must be certain things that the Jews do, formally or informally, that express their connection with each other as Jews. Ask them to define criteria for calling a place a community. • With their help, list on the board the places where they know Jewish communities exist. If there are many names, it may be helpful to subdivide them according to certain criteria. What criteria can the students suggest for subdividing these locations? In which different ways may we subdivide Jewish communities in a particular country? • Together with the group, prepare a list of five or six essential questions that should be asked in order to obtain a good picture of any Jewish community in a particular geographical location. It may be worth preceding this with some of the information given above regarding the different sorts of Jews that one finds in the modern world. • Divide the class into subgroups and assign a different community for each one to research. If there are insufficient communities in the country, assign the same community to several groups. Their task is to answer the questions that they have formulated together with reference to the particular community. Encourage them to broaden their answers, taking account of the implications of the facts that they learn, rather than simply giving short, factual answers. They can start their work by using the material they have brought with them, but they should continue their work - if possible - outside of the classroom. Ideal places in which to search for material are Internet sites and libraries. In addition, each community is likely to have an office or set of offices; a phone call to the head of the community or one of its officials is likely to bring good results. If this project is going on in schools in different towns or cities within the same country, it would be ideal to co-ordinate efforts at this stage. In this way, the students can learn about other communities by direct communication with students who have gone through the same process, developing the same ‘vocabulary of community’. If this is not feasible, it may still be possible to link up with a Jewish school elsewhere through Internet, telephone or regular mail. In their research, the students should be encouraged to try and make some kind of personal contact with someone in the other community, if this is possible.
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