Chanukah

A limmud exploring the menorah as a model for unity amid difference, and gradual growth without pressure for instant perfection.

This limmud explores how song creates a more powerful language of emunah, bitachon, and tefillah that words alone cannot express.

This limmud explores how the placement of the Chanukah menorah symbolizes being “surrounded by mitzvot”. How does our own surroundings shape and uplift us?

This limmud shows how Ma’oz Tzur tells the Jewish story of resilience across generations, including seeing Chanukah as part of an ongoing narrative for us to continue.

The halachic differences between Shabbat and Chanukah candles represent the Jewish light that shines both inward and outward. Peace in the home is the foundation that allows us to share our unique light with the world.

By focusing on this section of Hallel, reflecting on how it connects to Chanukah and to our own feelings of gratitude, we hope to increase our presence and kavanah the next time we sing Hallel.

Seeing the shamash as a metaphor for our role as educators, we gain insight into the way we “light our students” and what it means to be a “teacher Shamash.”

We study this painful story–often associated with Chanukah and the persecutions of Antiochus–seeking inspiration from these almost unfathomable models of commitment to Hashem and His Torah.

Chanukah is a time of hoda’a, appreciation, and hallel, praise. This limmud focuses on the dual themes of gratitude and praise found in Chanukah, and asks students to reflect on the difference between the two, and to see how gratitude and praise can be applied in their own lives, towards others, themselves, and Hashem.

Can there be a spiritual benefit to material things? We consider how to find this based on Chazal’s understanding that Yaakov went back for “small jugs” as well as a Sefer Hachinuch. 

Why do we celebrate Chanukah? What do we thank Hashem for on Chanukah? What enduring themes from Chanukah can we think about in our lives today? We explore these lessons as we take a careful look at the “al hanisim” for Chanukah. 

Outside I am – and inside I am —. Based on the takanot around where Chaukah candles are lit, this limmud encourages participants to consider the relationship between their inner and outer worlds together with when it might be appropriate to focus on one more than the other. 

This limmud asks students to think deeply about the meaning of the brachot we say before lighting the Chanukah candles, and to reflect upon why we say these brachot, and why we light the Chanukah candles. 

These two Chanukah-based avodot offer different ways to have participants practice speaking directly to someone else by sharing and hearing positive things about one another.