Netivot+Shalom-+Ma'akeh+2


 * //Ma’akeh//: Plan and Report**
 * Shabbat Session No. 5**
 * Nov.18, 2006**

review concept of //ma’akeh// (parapet) and the idea that the rules parents and adults create for children are acting as a //ma’akeh// (parapet) to keep them safe go over plan for today
 * 10:30** welcome, singing

blessing for Torah study distribute family learning study sheets (see attached with photo two dogs- one went up a ladder alone and one while its owner was spotting him) children each draw a folded slip of paper out of a bowl
 * 10:45** family learning led by Brett Singer

sharing in larger group
 * 11:00** divide into small groups and introduce plan to discuss the potential danger in each situation and then come up the rules which could help lessen the danger (e.g. swimming- don’t go over your head, make sure an adult is watching, etc.

story by Sonya Basseri (Not directly related to //ma’akeh//- about Abraham purchasing land for Sara’s grave even though owner of it offered it as a gift. Why did Abraham insist on paying for it?)
 * 11:05** tefillah led by Sonya Basseri

children’s learning consisted of visit by two Berkeley police officers, in full uniforms! They stressed that the main thing they do is to talk to people and how important it is to be able to talk through problems rather than getting mad and hurting someone.
 * 11:25** adult learning/text study led by Katya Gerwein on using concept of //ma’akeh// to refer to emotional safety as well as physical. (see attached)

take-home activity on ways to keep //ma’akeh// in mind during Chanukah when we are lighting candles being around flames (see attached)
 * 12:00** parents and children gather together for sharing from the learning sessions


 * 12:15** closing song

Present: Approximately 16 adults and 18 children

Reflections: Children loved gimmick of pulling folded slip of paper out of the bowl. Seemed to get the connection between rules and //ma’akeh//. The children loved being with the police officers. Lots of questions about their uniforms, cars, guns, etc. Great that they actually got to talk with police officers- made them seem less scary. They also liked dog photos. The routine now seems familiar and flows well. The children seem very engaged. Great adult learning session. Parents could have talked much longer.


 * Introduction:**
 * Last time we learned that we are supposed to build a ma’akeh or parapet on our roof.
 * (Ask someone to read the quote. And who remembers what a parapet is; who can describe it?)
 * We learned that one of the important features of the parapet is that it is a __small__ fence. It is meant to warn people of the danger of getting close to the edge of the roof. It does not have to be high or strong enough to make it impossible for someone to fall off of the roof. We have a responsibility to recognize that the parapet is warning of us a dangerous situation and to stay away from the edge. (The question of whether it should be high enough to protect small children may arise. If it does, the discussion can be directed to the question of whether small children should be allowed to be crawling or walking around on a roof. Also, it is reasonable to argue that the parapet should be big enough to stop a toddler).
 * Last time we also read and talked about another quote that deals with the issue of danger.
 * (Ask someone to read second quote. Ask if anyone can explain what the quote means).
 * Here we learn that we are supposed to take responsibility for our own safety in the world.
 * Our activity today deals with the question of how you kids are starting to take responsibility for your own safety and how we as parents provide rules and limits that act like parapets. The rules are meant to remind that there is some danger.
 * For our activity, each kid gets to pick a piece of paper from the “situation” bin (could alternately be called the “danger” bin or “parapet. But don’t look at it yet. The adults each get a handout.
 * (Have someone walk around with the bin containing slips of paper, each of which has a situation written on it. Each kid gets to pick one. Someone else can give one handout to each adult).
 * In a moment you will get together with the one or two other families next to you. When you do, the kids will take turns either reading your slip or having someone help you read it (could be an older kid in the group). For each situation, first identify what is the danger. Then try to figure out if the rules that apply to that situation are like a parapet. This should be interesting because kids may have some different experiences with the rules and limits that your parents set for you. When you have finished reading and talking about the situations on your sheets, see if you can come up with some more of your own.
 * Okay, please now divide up into groups. We will do this for about 10 min then get back together to talk about the situations.
 * (On coming back together ask people to share their situations, what are the dangers, what are the parapets, etc. After a few of these, ask what other situations people came up with.)

Directions: Have the kids take turns reading their situations. Discuss the situations one-by-one. Kids who can’t read can get help from other, older kids, or from an adult. For each situation, ask: · What is the danger or risk in the situation? · What rule or limit serves the role of the parapet in this situation? In other words, what are the limits that we as adults set to remind (warn) our kids that the situation is dangerous?
 * BIKE RIDING
 * Wearing helmets; learning to ride in street by riding next to adult; when riding on sidewalk, watching out for pedestrians; stopping at stop signs; walking bike across busy streets; etc.
 * CROSSING OR GOING INTO THE STREET (Going to get a ball; getting into a car)
 * PLAYING IN WATER OR SWIMMING
 * How deep can kids go in; importance of swim lessons; watching lifeguard; etc.
 * EXPLORING IN CITY OR NATURE
 * Do kids have any limits on how far ahead they can go; keeping within sight of adult
 * DANGEROUS PLAY (Climbing tree; pretend fighting; walking on high wall)
 * TAKING CARE OF A YOUNGER KID
 * (For example, younger brother or sister) What limits do you need to set when taking care of a younger kid? Is it okay for an adult to take a nap and ask you look after a baby?
 * USING TOOLS (Screwdrivers, hammers, drills, etc.)
 * Do any of the kids get to use tools? With what limits? What tools should kids be allowed to use?
 * TRAVELING IN CARS OR VANS
 * Seat belts; car seats; staying seated; do parents have to check kids’ seat belts?
 * USING A KNIFE AT MEALS OR TO HELP PREPARE FOOD (example: butter knife)
 * LIGHTING SHABBAT CANDLES
 * HOLDING HAVDALLAH CANDLE
 * USING CHAIR OR STEP-STOOL TO GET SOMETHING FROM A HIGH CABINET
 * HOT STOVE AND COOKING
 * Cooking; being close to stove or oven.
 * PLAYING OUTSIDE WITHOUT PARENTS (some kids play in back yard, some in front).
 * CHOOSING CLOTHES (Sometimes kids want to wear clothes that adults say are too cold/warn)

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