Trauma, Memory, and Hope in the Reflection of Time Passed

Lesson Plan: “Et Lechol Chefetz” – The Book of Ecclesiastes and the Time Passed Since October 7th

Lesson Goal: To connect the complex concept of time in the Book of Ecclesiastes with the personal and collective experience of the time that has passed since October 7th, and to address the challenge of finding meaning, hope, and action within a reality of brokenness.

Target Audience: Upper classes in High school or very strong groups of students or an adult group.

Note to Facilitator: This lesson deals with sensitive topics. It is important to create a safe and non-judgmental space that allows for the expression of different emotions and legitimizes every point of view.

Stage A: Opening – Time and Our Perception (10 min)

1. Opening Question: How do you perceive the time that has passed since October 7th? Does it feel short or long? What is special about this time?
2. Presenting the Idea: In Judaism and philosophy, time is not just a sequence of minutes and hours. It can be cyclical, linear, or even composed of breaks and turning points. Today we will look at this concept through the Book of Ecclesiastes.

Stage B: Introduction to Ecclesiastes and the Meaning of Time (20 min)

1. Presenting the Text: Distribute the famous verses from Ecclesiastes, Chapter 3, verses 1-8, in Hebrew, the local language, and play the musical version by The Byrds. Ask students to read it with a partner and circle the phrases that connect with them.
2. Initial Discussion:
   • What did they notice about the pairs? Are there any ones that resonate with them?
   • What is special about the concept of time presented by Ecclesiastes? Is it cyclical? Linear?
   • How does the text sit emotionally for them?

Stage C: Connecting Ecclesiastes to October 7th (20 min)

1. Presenting the Challenge: Discuss the gap between the concept of time in Ecclesiastes (cyclical and whole) and the time of October 7th, which created “zman shel shever” (a time of brokenness) and a clear “before” and “after.”
2. Activity: Provide students with a paper that reads “A time before…. And a time after….”. Have them individually consider their Jewish lives before 7/10 and since, writing at least 3 points before sharing with a small group.
3. In-depth Discussion:
   • Are there pairs in the text of Ecclesiastes that are difficult for you to reconcile in the context of October 7th? (e.g., “A time to weep and a time to laugh” – is it easy to move from one to the other?)
   • Is there a feeling that time “hitkalkel” (got messed up) or stopped? How does this manifest in our lives?
   • How does the verse “and a time to love and a time to hate” take on new meaning after the events of October 7th?

Stage D: Towards Repair and Action (15 min)

1. Transitioning to Hope: Despite the feeling of “Hevel” (futility) in the Book, Ecclesiastes concludes with the notion that there is meaning to existence. Ask the students:
   • How can we find meaning and action in this time of brokenness?
   • How can we create “et livnot” (a time to build) from within the pain?
2. Personal Writing (Optional): Ask the students to add another “zug” (pair) to the text of Ecclesiastes that characterizes the current period. For example: “Et Lizkor Ve’et Lish’ov Koach” (a time to remember and a time to draw strength).

Conclusion (5 min)

1. Summary: Summarize the key points: Looking at time through the eyes of Ecclesiastes and through the complex reality of today allows us to understand that even within brokenness, there is responsibility and hope. Our role is not only to remember and mourn, but also to ask how we move forward and how we turn memory into a source of strength and action.
2. Final Reflection: A personal and group reflection on “A time to mourn and a time to dance” and the idea that “We will dance again.”