Traveling at the Speed of Light: A Chanukah Journey
Who: Greek students
What: To educate people about the imagery of darkness and light associated with Chanukah; to educate people about the history of the Chanukah story; to celebrate Chanukah in a creative way
How: Set up a Chanukah House (modeled after a Halloween haunted house) in any place that would have eight separate rooms for guided tours
Costumed students will take guests on 'tours' of eight successive stations
- the first station will have one candle lit, and each successive station will have an additional candle, modeling the sage Hillel's opinion that each night we should add another candle; each station can be 'sponsored' by different Greek houses, first-year Jewish council, or other groups
- each station will illustrate an aspect of Chanukah or the Chanukah story: for example,
1. using a sheet and backlighting to do a shadow figure enactment of the Chanukah story
2. jelly donuts/gelt
3. pictures of Chanukah celebrations throughout the world
4. a room of texts, with quotes about Chanukah, poems about light and dark, etc
5. a 'fire' room where students can make smores
-the last station can be a party, or the program can end in a bonfire outside
When: First night of Chanukah
Where: Fraternity/sorority house, dorm hall, off-campus apartment, etc.
-Tafat Ostfield, JCSC Fellow, University of Minnesota Hillel; Kerry Bayowitz, JCSC Fellow, Hillels Around Chicago: Multi-Campus Center; and Hannah Graham, Iyyun Fellow, Hillel's Joseph Meyerhoff Center for Jewish Learning
Brave Lev
Who: First-year students
What: Discuss themes of Chanukah and confrontation through showing "Braveheart." Students will learn more of the Chanukah story.
How: Show either specific clips or the entire movie "Braveheart"; provide assortment of cheeses/mozzarella sticks as a snack. Afterwards, discuss some modern or ancient heroes and heroines. Find points of connection between the Braveheart story and the Chanukah story, e.g. a small group battling for freedom which is not expected to win, or the Prima nocte idea in which the men of a ruling group get to take the wives of their subjects
When: Early in the week of Chanukah
Where: In a first-year student lobby
-Elana Premack, JCSC Fellow, University of Illinois Urbana Champaign Hillel; Seth Rosenzweig, JCSC Fellow, Ohio State University Hillel; and Andrew Zidel, JCSC Fellow, University of Kansas Hillel
The Fire of Floyd
Who: Nature-loving students, general population
What: Play Pink Floyd album "Dark Side of the Moon" along with "The Wizard of Oz." Students will experience light and dark in song and the movie. Discussion to follow. Night ends with bonfire.
How: Texts can be given to students before the movie. Campfire discussion will involve a storytelling session about the Maccabees.
When: Sometime in the middle of Chanukah, around dusk; could take place as a Havdallah program to capitalize on the theme of light and dark.
Where: Movie at Hillel, bonfire at local lake (with approval of fire company or park authority)
-Elana Premack, JCSC Fellow, University of Illinois Urbana Champaign Hillel; Seth Rosenzweig, JCSC Fellow, Ohio State University Hillel; and Andrew Zidel, JCSC Fellow, University of Kansas Hillel
Not another "Cheezy" Chanukah Program
Who: General students
What: To showcase a strong woman's role in the Chanukah tradition
How: Split students into three groups. Give each a different Chanukah story i.e. the two versions of Judith and the traditional Chanukah story. Each group must creatively present their story through art, through theater, etc… (offer list of talking points to give hints etc…)
Then: Form three groups with student facilitators to discuss how the three stories fit together - or not. Everyone honors Judith's memory by having a cheese fondue celebration offering creative toasts from the Chanukah story.
When: Before finals toward the beginning of Chanukah or a bit earlier.
Where: At Hillel
PR: Table with cheese allowing students to make menorahs out of cheese, using tudbular candy like smarties for candles or candy cigarettes. Take pictures of menorahs and advertise a prize for the most creative to be offered at the "cheesy event".
Talking Points:
1. (while munching on cheese) How do the Judith stories fit into the concept of Chanukah?
2. Which version of the Judith story is more appealing and why?
3. How are women depicted in the three stories?
4. How does Judith fit into the modern conceptions of feminism (sexuality, Judith—Jewess, any Jew?)
5. Why are we eating cheese right now?
-Aaron Kaufman, Director, Eastern Michigan University Hillel and Libby Hogan, Program Director, Helene G. Simon Hillel Center at Indiana University
Chanukah Black & White Ball To Benefit the Blind
Who: Greeks, African-American students, Jews, empowered social action people
What: Foster discussion about stereotypes on dark and light, Greek and Jewish 'unity,' getting groups together to raise money for a blind community organization
How: Black lights with texts on the walls; empowered students need to dress to provoke thoughts on issues; table tents on Chanukah, Kwanzaa, Christmas, Noel
When: Havdalah before Chanukah
Where: Central place on campus
-Jonathan Frierich, Metro Director, Cleveland Hillel; Lisa Raschke, Coordiantor, JSL, Kansas University Hillel Foundation and Deena Nyer, Program Director, University of Missouri, Columbia Hillel
Women's Rights in World Religions
Who: Grads, women's groups, Greeks (especially non-Jewish sororities), BRI alumni
What: See another side of Chanukah, break down stigmas, celebrate!
How: Present a play depicting Judith story, followed by a panel discussion including a female rabbi, minister, and academic expert on Islam
When: First night of Chanukah
Where: Martini bar – separate room, or in 2 parts: the educational piece in the student center plus the second part at the bar
-Jonathan Frierich, Metro Director, Cleveland Hillel; Lisa Raschke, Coordiantor, JSL, Kansas University Hillel Foundation and Deena Nyer, Program Director, University of Missouri, Columbia Hillel
Judith and Chanukah
Who: Female undergraduates and law students
What: Educate students about responses to relationship violence
How: Small workshops
1. Speaker on facts and responses to relationship violence—signs of abusive relationships
2. Discussion of responses to being in this relationship
3. Workshops led by police, social work, lawyers to lead discussion on different aspects of abuse and violence.
4. Self defense seminars featuring Aikido.
5. Workshops framed by the introduction of Jewish heroines who defended themselves—Judith, Yael, Devorah.
When: Anytime, but appropriate for Chanukah themes and Purim.
Where: A retreat, student union, Hillel, Women's center or law school.
-Hyim Shafner, Campus Rabbi, St. Louis Hillel at Washington University; Susan Shaefer Landau, Director, Kansas University Hillel Foundation and Alan Potash, Director, Hillel Foundation at the University of Illinois Urbana-Champaign