Do Not Stand Idly By

  This past week I was privileged to go to the March for Israel in Washington, D.C. with our 8th graders.  It was a day that the students and the adults will never forget.  In conversation with some adults this evening about the rally someone mentioned to me that their children who are in their 20s never experienced this advocacy role as middle schoolers. And, I responded (her children didn’t go to Yavneh), that actually all of our students at Yavneh for the past at least 17 or so years have had a unit in Advisory we call “Do Not Stand Idly By” in which they practice Israel advocacy.

The goal of the unit is to focus on the concept of when there is injustice- whether in the world, in your community, or in your personal lives- you have the obligation to stand up and do something about it. You must be an upstander, and never a bystander.  We begin with an Israel advocacy project and end with a focus on how to be an upstander in your own school or peer group when you see something wrong happening-particularly the mistreatment of others or others engaged in behaviors that are inappropriate or even against the rules. In this unit we tackle the social/emotional themes of  1.we are responsible for one another, 2.when injustice is happening I cannot stand idly by- I need to do something, 3. and when there is injustice- how do I express how I feel in a cogent, and calm manner and make a difference. The involvement in a political action project hopefully will translate to the way they try to stop injustice in their lives.

 

Over the years we have tackled topics like a united Jerusalem, Gilat Shalit, the BDS movement- just to name a few. (Sadly, I recently came across our 2015 unit where we tackled the topic of Hamas and Gaza. And, I quote from the goal stated in the lesson plans, “to brief them about the situation in Gaza, the threat of Hamas and how the Operation Protective Edge was necessary and was still ongoing- in  light of  a rocket attack on Dec. 19.  Allow the children to understand why Israel must have the right to protect herself from Hamas, and they are not the aggressors”- Truly sad to say we are still dealing with this).  

We have met with congressmen, senators and communal leaders and our students were prepared to ask questions and stand up for what they believe in.   We were the first middle school to build a relationship with Stand With Us who comes to speak to our 7th graders every year. When we do the BDS movement we culminate the unit in a Buy Israeli Goods (B.I.G.) campaign in the community and in school.  

And, so why is this an important unit each year- even when Israel is not at war? And, how does it fit into a “social emotional” Advisory curriculum? And, why should we as parents encourage our children to become Israel advocates? 

Being an Israel advocate is good for one’s social- emotional growth.  We begin the year in Advisory focusing on the fact that “kids can make a difference.”  The theme of the year is “Prepare yourself to change the world.” There is nothing that can boost a child’s self-esteem more than feeling as if he/she is making an impact. 

By expanding our children’s “circle of concern” we show them how their decisions impact their world. In fact, Harvard Graduate School of Education’s “Making Care Common Project” notes that we should “cultivate children’s concern for others because it’s fundamentally the right thing to do, and also because when children can empathize with and take responsibility for others, they’re likely to be happier and more successful.”

In fact, an October 2023 research study indicated that often those who report anxiety and depression also report a “lack of meaning and purpose”  as one element driving their difficulties.  They also point to “a perception that the world is unraveling” and “social and political issues”  like gun violence, climate change and action of politicians as impacting their mental health.  One quote from a participant in the Harvard study says it all, “I would really like to have some sort of meaning from working towards a goal or cause that betters humanity as a whole. I see the world falling apart and no direction for humanity, and I’d like to something about it.”  

One primary prevention strategy noted in the study is “cultivating meaning and purpose in young people, including by engaging them in caring for others and service.” 

But here at Yavneh this effort to cultivate meaning in our students by encouraging them to “not stand idly by”  includes not only a rally in Washington or a meeting with a politician or even writing letters to Congressman, it also includes tefilla and various projects to support Israel that make a difference. In fact, one of the women involved in my conversation today said she still recalls the feeling of hearing that Gilad Shalit was let free- as a middle schooler- and thinking she made a difference with her tefillot. 

We know the midrash in Sotah 11a which describes that Pharoah had three advisors- Yitro, Iyov and Bilaam.  We know Yitro who became the father in law of Moshe, said to save the Jews. Bilaam said to kill them and in the future would be killed by the Jewish people,  and  Iyov said nothing. Iyov experienced a life of pain and suffering. Clearly one should never  “stand idly by” and remain silent. As we discuss in Advisory, as Martin Luther King Jr. said, “We will remember not the words of our enemies, but the silence of our friends.”

And, so, as we marched on Washington this week, I considered how important this march was for Israel and how impactful it would be on the students self-esteem and it even would strengthen their mood and positive outlook on life.  As I mentioned to many this week, I hope we will never have to march again, and I hope that we can change our yearly  political action unit in our 7th grade Advisory curriculum so it no longer involves a crisis in Israel. 

Advisory Update:

Sixth Grade: Sixth graders had their "middle school adjustment" lesson- an opportunity to view real-life scenarios acted out by Yavneh teachers about issues they might be facing as they transition to middle school and discuss practical solutions.

Seventh Grade: Students filmed an impactful presentation including speaking and song for the Hackensack homeless shelter with encouraging words about hope and never fulfilling one's dreams.

Eighth Grade: After discussing how they share with high schools all the activities they are involved in, students discussed "why do good?" (and the answer is not "for their high school application!")