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Wrap-Up: Additions to your own seder

  1. Depending on time and your setting, this activity could also be assigned as homework.
  2. Using what they've learned in class about Jewish/African American identification and its limitations, have your students create something that could be incorporated into their own seder. You may offer your students a choice of the following assignments, or you may choose for them:
    • An introduction or commentary to "Let My People Go" that could be included in the seder when the song is sung.
    • New verses for "Let My People Go" that reflect the history of Jewish/African American identification.
    • A reading for one or two people that reflects the history of Jewish/African American identification.
    • A poem that reflects the history of Jewish/African American identification.
    • A new version of the four questions that reflects the history of Jewish/African American identification.
    • A new version of the four children that reflects the history of Jewish/African American identification.
  3. You may want to provide your students with samples of different haggadot so that they can get some ideas for their written assignment.
  4. If you are teaching this lesson prior to Passover, assignments can be taken home and incorporated into your students' seders.
    OR
    If you are teaching this lesson after Passover, assignments can be incorporated into a bulletin board or booklet for students to share with their families.
    OR
    You may use some readings from the 1969 Passover Seder and some readings written by your students to develop a model seder for a different class or grade.

How to cite this page

Jewish Women's Archive. "Wrap-Up: Additions to your own seder." (Viewed on July 25, 2014) <http://jwa.org/node/11980>.

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