#and the pesach scene in the last episode?

[jewishstargal]

finished watching we were the lucky ones and wow. i have no words.

[muggle-writes]

WIP Masterpost

(last updated March 30, 2019)

The formatting got all screwed up on mobile, so here’s a template of the summaries below, so you can tell what should go together. Title (link if published) Premise approximate length and other publishing notes

Partially published

Fandom: 17776

Patience Ten isn’t as patient as she hopes Nine can be. It all works out in the end Short, multi-chapter

Fandom: Harry Potter

The One I’ve Been Looking For (formerly Colors) Soulmate au: You see in black and white until you first see your soulmate, then you can see in color. Harry/Ginny with other canon pairings (but not all couples are soulmates and not all soulmates get romantically involved for a variety of reasons) Meant as a one-shot, became definitively multi-chapter, will probably wind up fairly long. Even if it’s short, it’ll contain vignettes of scenes over at least the first four years Harry attends Hogwarts

(Series) The Star’s Journey An Astoria Greengrass-centric series featuring a friendship and later relationship with Ginny Weasley. Canon compliant (so far) Originally written for PurimGifts 2019 (which is why it’s a series of one-chapter fics, rather than a single ongoing fic). Currently has three installments, at least two more are planned

Fandom: Detective Conan

Eavesdropping Hakuba Saguru is sure Tokyo’s littlest detective is too close to a certain irritating classmate phantom thief. His investigations uncover secrets that are deeper than he could have imagined. Long, multi-chapter (was once regularly updated, hoping to get back to at least bimonthly updates)

Begin Again Trans!Shinichi, begins nearly-canon and explores how the plot would be different if Shinichi were a trans guy Long, multi-chapter, no defined ending (irregular update schedule, which is not helped by being written out of order)

Sphygmoid Soulmate AU (mainly platonic, multiple connections per person) reimagining of the early series. Stripes on your arms, in different colors, represent different people that love you. They turn black if that person has died, so what does this half-and-half stripe mean? Multi-chapter, probably 4-6 chapters total when it’s done. Character-driven

Crossover with Kri – The Unseen Essence Awakening Begins basically canon, but is also set in the Kri universe, so upon a traumatic event people begin to see their Kri – the external half of their souls. (mildly self-indulgent, likely to wildly diverge from canon because the Sleeping Kogoro gag is much harder to pull off when Kogoro’s Kri is not sleeping) Short, multi-chapter. Open/ambiguous ending Marked complete on AO3, because the three chapters I initially drafted are all published, but I keep writing more so they may eventually be added ...Someone remind me to update the link in the fic header from the Kri website (which is no more) to the google drive folder containing all the official content

Fandom: Magic Kaito (Despite the frequent overlap, I do tend to write these separately)

Reunion Kaito comes home to find his father in the Kid Room Originally done as a writing exercise in the KaiShin discord, experimental (writing bot) style 1-2 more chapters before it’s complete Might be “completed” in a “choose-your-own-adventure” style with an angst ending and a happy ending

Stripes of Fate Soulmate AU: everyone has a stripe of color on their wrist that matches their soulmate’s hair color. It changes when the soulmate changes their hair color by any mechanism so it continues to match. HakuKai, starting a few years before they meet each other Published for DCMK Secret Santa 2017 but has placeholder chapters that I intend to eventually fill in because I wanted to post a “complete” story (or at least get to the happy ending) in time for the gift exchange (lol the previous version of this WIP list predicted this to end up as 2-3 chapters) Currently 7 chapters including placeholders, perhaps as many as 10 or 12 when it’s truly complete

Not at all published

Fandom: Detective Conan/Magic Kaito

(no title yet - affectionately known as Angst 1) Angst: the wrong person gets their hands on the Apotoxin, and things get worse before they get better (no character death, mostly light-hearted ending?) Long, multi-chapter (will be posted all at once because I’m not cruel enough to publish it partially and leave readers hanging… or worried about my state of mind. Also it’s harder to write now that I’m in a better headspace, but writing it was therapeutic for a while)

(no title yet - affectionately known as Angst 2) Angst: the aftermath of DC Movie 17 if any of a few things had gone a little differently at the climax of the movie. (major character death). In later chapters, canon-typical gambit pileup (which is basically crackfic in comparison to my usual style). Mostly outside perspective of the events. Short, multi-chapter (as with Angst 1, will be published all at once so I don’t leave readers with angst-cliffhangers with my irregular posting schedule. This one is mostly written except I’m several scenes beyond the original intended ending and the story keeps coming so who knows when it’ll be done and ready to publish). On the other hand, I might publish the first part as serious angst, and the later part as a separate piece due to the difference in tone. Still probably all at once

(no title yet) Heiji and Shinichi come out (from prompt) One-shot (delayed because of a mild twist, of the sort that I want to make sure I’m writing it well and that takes a lot of thought and proofreading)

Crossovers:

Crossover with A Girl and Her Fed (no title yet) Rachel and Hope meet Conan and Jodie at a coffeeshop. Hope confuses Conan. Jodie asks Rachel to contact Josh about a case they once worked together (a case that she’s still on). Rachel watches Conan solve a case. Short, 2-4 chapter (delayed until I finally read Greek Key, in case something Hope does or experiences affects how I want to write Rachel here)

Crossover with Natsume Yuujinchou (no title yet) Heiji and Conan find Natsume early in the events of (Natsume) season 6 episode 1 and assume that Natsume has the same problem Conan does Short, 1-3 chapter

Crossover with Harry Potter (no title yet) Hakuba Saguru is actually Harry Potter in disguise (from prompt, expanded to: Harry, being The Harry Potter, has been given special permission to chase criminals across country lines. Harry is investigating a notorious criminal, known to Muggles as “the last wizard of the century”, and who wears white robes as though he once went to Mahoutokoro but got caught doing illegal magic) Short, 1-3 chapter

Fandom: Undertale

An Arm and a Leg Sans begs Papyrus to take Frisk for the evening, so he can take Toriel out on a date at the last minute, and Papyrus agrees despite having already arranged to go on his first date with Mettaton the same evening One-shot (originally from prompt with the premise above, delayed embarrassingly long because I mis-remembered while planning and wrote half of another story and then having to start over (plus college life) was hell on my motivation)

Fandom: Harry Potter

(no title yet) Dudley is the Chosen One (slightly modified prophecy, fairly divergent events once they get to Hogwarts) Long, multi-chapter (being written out of order and the first chapter isn’t ready yet - I do have a good beta on standby though)

Crossover with DCMK (see DCMK section)

Crossover with the specific already-a-crossover universe of Love Is All You Need To Destroy Your Enemies (no title yet) Hermione and Julie become friends. Wonderful chaos ensues. Short, multi-chapter (the background is established but the actual fic is pending a real plot. Tentatively approved by @davetheshady despite not yet having a plot)

Crossover with MCU (no title yet) Tony Stark turns out to be Harry’s biological father, and finds out near the end of Harry’s fourth year. Character driven Longer by wordcount than Eavesdropping despite nothing being posted yet. I’m waiting on posting it until I have a clearer idea of whether this is going to have a plot arc or be solely character driven. Currently in the form of a lot of disconnected scenes

Fandom: Natsume Yuujinchou

(no title yet) Touko-centric, the truth comes out (fluff, mostly) Short, 1-2 chapter

Crossover with Detective Conan (see DCMK section)

Not WIPs (published and complete)

Fandom: DCMK

The Truth Ran confronts Conan about being Shinichi one more time, and Shinichi, after some hesitation, decides it’s time for the truth (from prompt) One-shot

Movie Night Sato/Takagi fluff: enough said. (inspired by a screenshot of a pair of YikYak posts actually), 100% canon-compliant One-shot

Memory Conan is injured and Kaito has never been less interested in keeping a promise (gen, not angst) One-shot

Stripes of Fate arguably complete - see above 7+ chapters

Crossover with Kri – The Unseen Essence Awakening arguably complete - see above 3+ chapters

Fandom: Harry Potter

Distant As a Memory A glimpse into Hermione’s mind as she prepares to erase her parents’ memories Originally written for PurimGifts 2019. One-shot. Arguably complete, may add a follow-up chapter or two because I had to cut several ideas to stay within close to the event’s maximum wordcount

Dayenu Pesach is hard, the year Luna is 10. Jewish Lovegood family. Grief/mourning and a path to recovery Originally written for PurimGifts 2019 One-shot

Fandom: Dragonriders of Pern

Flights and Fights (and Happy Endings) (title subject to change) Rearranging characters’ Weyr assignments before the double mating flight in Dragonquest, leads to averted tragedy Minor character-centric (Varena, rider of gold Ralenth, yes her name shows up in the text at least once outside of the DragonDex at the end of the book) and throws out some of the more problematic word-of-god “truths” about mating flights. One-shot. Originally written for PurimGifts 2019. Lol what’s a maximum wordcount

Other/No Fandom

The Twins The Mars Exploration Rover (MER) Mission through the eyes of Opportunity, written shortly after the news that JPL was sending their last commands to Oppy. Vaguely poetic One-shot. AO3 “corrected” the “Mars Rovers (Fandom)” tag to “Space Exploration RPF” so this is probably the only “RPF” I’ll ever write.

Related: I posted a timeline of real events, for comparison so people could easily check which events Oppy mentioned in The Twins, since the history of Curiosity and Opportunity aren’t as neatly condensed into a “canon”

[warriorgays]

sometimes I think about Liebgott and my intense attachment to him and the… discontinuity, I guess (?) that I feel between my understanding of Liebgott and fandom’s understanding of Liebgott.

like, I am 100% not trying to discredit anyone’s headcanon or attachment to him as a character. we all have our own backgrounds and we bring that to our interpretations. that’s legit. someone else’s opinion of him is just as valid as mine. I thought about putting this under a cut b/c I didn’t want to seem like I was pushing my interpretation on anyone, and then I decided not to, and then I decided I had to just because it got so fucking long. okay. here goes.

but like, for one thing, I’ve seen a loooot of posts/fic/etc that seem to imply an attachment to Webster is the default. like of course there’s a connection between them, even people who don’t think of them as OTP have a strong sense of a tie between Liebgott and Webster. and I… do not? I had this conversation with a friend the other day, I flat-out don’t think Webster really respects Liebgott and that kind of bothers me. the scene with the commandant, Webster’s attitude is just so dismissive and hypocritical, it angers me every time I watch it. and The Last Patrol just seems like… it’s politics. it’s Webster playing politics to get back in the group, and Liebgott being a player in it. I’m not knocking that, it’s a dynamic like any other and sure, Webster can want to have friends just like any other person. but The Last Patrol is like the LAST episode that comes to mind if I’m laying out my characterization for Liebgott (okay maybe not literally, but comparatively), whereas, given the percentage of Webgott fics in the fandom, it’s probably one of the defining episodes for him in a lot of peoples’ minds. I just don’t understand it as a ship.

which, hey, again, I don’t need to understand it–Lord knows I have a fair number of ships that make people scratch their heads–but it’s a weird thing to be conscious of, because I know that puts me in the minority of Liebgott fans.

the other thing is that I don’t think I’ve ever thought about Liebgott without his Jewishness being central to my interpretation of him. not once. which isn’t to say that I think of him as “just the Jew” or even that I always think of him in religious terms, because I usually don’t. there’s a lot of different ways to be Jewish and I think Liebgott definitely fits a certain type, for those who are familiar with the types.

but like… for every Liebgott ship I have (and I have many), and every verse, I have an idea of how Liebgott would feel about this kind of interfaith relationship–and because I got real tired of that real quick, I have a few ships where I’ve arbitrarily decided that I want the other person to be Jewish, whether by birth or by choice. (although I’ve never written the latter kind, because tbh I really don’t think most people would be interested in a fic that’s that invested in Jewish themes.) and every fic I’ve written in canon has dealt with his reaction to the Shoah, and honestly, one of the main reasons I haven’t written much post-canon Liebgott fic is because I am really really loathe to take a character who, in canon, expresses a desire to marry a Jewish girl and have lots of children, and decide that I’m not going to give him that, especially since post-war he’ll know that almost a full half of the world’s Jewish population has been wiped out.

and like, it bugs me sometimes when I see people paint him as just The Angry Guy because the war means more for him than for most of the men he’s serving with, it’s intensely personal in a way it’s not for the others. and likewise it bugs me a little too when I see people stress his “Germanness”–it’s the same thing with Erik Lehnsherr, people play up his national identity and often don’t critically examine the way in which his ethnoreligious identity complicates that–and he’s not even German by birth! He speaks German. His family is probably of German or Austrian extraction, but there were a lot of Jews in the first half of the 20th century who would identify with their ethnoreligious group over any European nationalist identity, because the last half of the 19th century and the first half of the 20th were some of the most deeply, violently antisemitic periods of the history of the world.

and–well, okay, it’s a universally accepted fact that fiction, whether original fiction or fanfiction, treats bilingual characters in totally unrealistic ways. so no matter what it’s probably unrealistic for a California-born person to revert to German when saying things like “My god!” or “darling,” but far be it from me to tell people they shouldn’t write it. but anyway, there are indications in canon that German isn’t Liebgott’s primary language or that he’s not totally fluent; he asks people to slow down a few times, isn’t familiar with one or two words, and remarks that Webster (definitely not a primary speaker) knows it as well as he does. but I’ve often wondered if it’s possible that his familiarity with German is at least partially due to familiarity with Yiddish. I mean, they’re different languages, and it’s not obligatory for every Ashkenazi Jew to know Yiddish, but still, it’s something that would be interesting to explore, their relationship to each other and his relationship to them and how that might change during the war.

and that’s just the kind of thing that I don’t think other people think about a whole lot when it comes to Liebgott. the non-Hanukkah related Jewish things. like I have occasionally read Webgott fic when I’m really jonesing for Liebgott content, and I’ve read almost all of the Liebgott fic in general, and… idk.

here’s a short list of questions I’ve asked myself about Liebgott: “has he ever worn tzitzit? is there a mezuzah on his door? does he try and pray after he finds the camp? what does he talk about with the prisoners afterwards? does he help any of them finish the Shema as they are dying? does he ever wrap tefillin? does his family get the Forverts? how did he feel about America First activists? the Soviet Union? the Non Aggression Pact? what religion does he have printed on his dog tags? how does he feel sitting in the convent in The Breaking Point? does he read Hebrew? What song does he prefer, Hinei Ma Tov or Oseh Shalom? has he ever kept kosher, and how does he feel about keeping kosher, because ffs there’s more than bacon? what’s his favorite holiday–Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanuka, Tu BiShvat, Purim, Pesach, Lag B’Omer, Shavuot, or that one that no one ever remembers? How does he feel about the fact that about half of America’s Jews live in New York and he’s on a whole other coast? is his family Reform, Conservative, or Orthodox? labor, socialist, communist, Zionist? how often does he go to shul? what does his family eat on Shabbos? how strictly do they keep Shabbos? sweet or salty gefilte fish? do they live in a Jewish neighborhood? what’s his Hebrew name?”

and I often feel like, if I asked most people any of these questions, they would have no idea whatsoever what I’m talking about. which… hey, that’s life. I had to study a lot to understand what all of these things mean. but now that they’re a part of my life, they’re a part of my life, and the fact that I can ask myself these questions about Liebgott, and come up with answers, are totally wrapped up in the reasons I identify with him and love him so much. and even beyond these simple(ish) questions, I approach him in writing with a whole lot of spiritual, ethical assumptions and references behind me, and I’m often concerned that a lot of those things are missing, and that if I’m not being annoyingly, blatantly obvious, people will miss the flags I put up that say hey! this is a Jewish character! this is important! it strikes me that a lot of people just don’t know very much about Judaism; I’ve read some things in fic that make me go ???? because it’s obvious people are trying but it just… there’s a discord. like we’re operating on different wavelengths, and the sounds we’re hearing aren’t the same. people use Hanukkah things because they know about Hanukkah but they use it in ways that don’t… make sense, even if they’re not technically wrong, or they’ll bring up fun facts about Judaism/Jewish law/the Bible that aren’t consistent with Jewish interpretation.

idk. I thought I would reach some kind of conclusion by the end of this post but I haven’t. I just want to talk about Joseph Liebgott 5ever and I never know if the person I’m talking with knows the same Joseph Liebgott that I do.

[100prompts]

1. Show the video footage of former Israeli Ambassador to the U.S., Michael Oren, being heckled by pro-Palestinian activists at U.C. Irvine. Ask students: How does this make you feel?

 2. Throw a bagel to every person in the room. Ask: In what ways does this bagel represent and embody the Jewish experience and in what ways not? Consider in chevrutah.

 3. Give every student $7. Challenge them to donate a dollar a day for one week. Come back a week later and discuss.

 4. Read the Bereshit account of Jacob wrestling with the “angel”. Ask students: In what ways has Jewish history embodied or reflected this origin as “wrestlers”?

 5. Read the morning prayer, “Elohai HaNeshama”. Ask students: What comes up for you when you read this prayer? What might it mean to say that the soul is “pure”?

 6. Give everyone a copy of “Modeh Ani” and have folks recite it upon arising every morning for one week. Come back together and discuss.

 7. Watch the Israeli band A-WA’s single “Habib Galbi”. Discuss.

 8. Watch a quality version of Bob Marley’s “Exodus”. Ask students: To what extent is this a “Jewish” song – To what extent does it present the tropes and themes of the Jewish story – both historically and spiritually? To what extent not?

 9. Study a map of the Land of Israel that includes both major Jewish and Arab population centers as well as clearly delineates the “Green Line”. Ask students if they have any questions.

 10. Invite students into a private Facebook group entitled “Gratitude Reflections” and challenge each member of the group to post three “things” they’re grateful for each day.

 11. Bring a group of students to a rally or protest. Have them create signs and posters based on values from their Jewish tradition. Following the rally, go get pizza and discuss.

 12. Bring a group of Muslim students to meet a group of Jewish students. Have dinner and then have each group generate as many questions as they’d like to ask the other. Come back together and take turns going back and forth, answering as many of the questions as possible.

 13. Watch the Curb Your Enthusiasm episode, “Palestinian Chicken”. Ask your students to explain the last scene.

 14. Invite Erika Davis (author of the “Black, Gay, and Jewish” blog) to visit a group of students.

 15. Purchase every student a copy of Heschel’s “Moral Grandeur and Spiritual Audacity”. Read any essay. Discuss.

 16. Find an online description of the Chofetz Chaim’s stringent rules around gossip and Lashon Hara. Ask students what role gossip plays in their lives and if they can understand the rabbi’s stringencies?

 17. Host a Tu B’Shvat seder. Download the Hazon “haggadah” for the occasion. Real wine is a must.

 18. Pass around a lulav and an etrog. Discuss.

 19. At the start or end of a semester, study the midrash of Nachshon ben Aminadav. Ask students in what ways that embodied the chutzpah of Nachshon over the past semester and in what ways they wish they had embodied his chutzpah.

 20. Watch the short (30 min.) Israeli movie “Barriers”. Ask students to name ten different types of barriers represented in the movie. Discuss widely.

 21. Read the entirety of the Shema. Ask students: How would you relate to the 2nd paragraph if you were a Cambodian sustenance farmer? How would you relate to it if you were “ancient man”? How do you (might you) relate to it as you yourself?

 22. Borrow a handful of sets of tefillin and a bunch of tallitot and gather a bunch of students for whom these ritual items are not familiar. Have everyone take turns “wrapping and donning”. Discuss.

 23. Gather ten students in an open space for the sunset. Recite the evening “Ma’ariv” prayer. Sit in silence.

 24. Look at a collection of hanhagot from various Jewish writers. Have students compose their own hanhagot – based on the language and style of the historical ones.

 25. Open up the claf of a mezuzah. Ask students to explain this ritual technology. Have students compose their own mezuzah scroll – give them pushpins to affix these original scrolls to their doorposts.

 26. Gather a small group of really intellectually intense students. Purchase each of them a copy of Buber’s “The Way of Man”. Gather on several occasions to read a chapter from this small book.

 27. Read the original “10 Commandments” and then read Archie Gottesman’s “New Ten Commandments for the Jewish People”. First discuss. Then have the students compose their own individual ten commandments. Discuss.

 28. Cut up a whole lot of little slips of paper. On half of them write, “The entire world was created for me”. On the other half write, “I am nothing but dust and ashes”. Give one of each to 10 students. Ask them to pull out the former when they’re feeling glum and to pull our and read the latter when they’re feeling overly proud. Have them do that for a week. Gather and discuss.

 29. On Erev Shabbat, have students go around and fill in the following blanks: This Shabbat I want to unplug from ________. This Shabbat I want to plug into ________.

 30. Introduce the Kabbalistic practice of gerushin (wanderings). Take a handful of students and walk aimlessly around campus for an hour trying to get in touch with the exile of the Shekhinah. Discuss.

 31. Give a tutorial on various online Israeli and Jewish news culture websites. Let students survey them on their own for a while. Present favorite articles.

 32. Read the first chapter of Bereshit – slowly. Discuss as you read.

 33. Study Rav Yosef’s statement in the Talmud (Ketubot 48a) that “There must be close bodily contact during sex…” Ask students why Rav Yosef insists on two people being naked? What’s up with nakedness?

 34. Study the midrash’s story of Noah planting a vineyard with Satan. Prepare to answer questions about the Jewish Satan. Ask students: What’s this midrash trying to communicate to us about the complexity of getting drunk and being stoned?

 35. Get a bunch of siddurim and have students flip through the section of Birkat Nehenin. Tell them they are on a “Brachot Scavenger Hunt”. Can they identify one blessing that is surprising? One that they have recited at some point in the past? One that they find beautiful? Etc.

 36. Cut up the weekly parsha verse by verse. Place all the verses in a hat. Pass it around – everyone randomly selects a verse. Have students go a sit alone for 15 minutes reflecting on how the verse speaks to them and “where they’re at” in life. Come back together and share in chevrutah.

 37. Study the very first mishnah of Mishnah Berachot.

 38. Read A.B. Yehoshua’s critique of diaspora life published in Ha’aretz several years ago. Discuss.

 39. Print copies of the summary of “the PEW poll”. Give students 15 minutes to peruse and discuss in small groups. Come back together. Discuss.

 40. Give students 30 minutes to answer the question “Why be Jewish?” Answers must be fewer that 50 words. Do the same exercise but require answers to be 20 words or less. Do one more time – 5 words. Then 1 word.

 41. Read Matisyahu’s Twitter post (along with accompanying photo) from 12/13/11. Discuss.

 42. Gather a group of students. Ask them how we might understand and relate to the idea of angels. Chant “Shalom Aleichem” (as a niggun, without the words) for 15 minutes. Discuss.

 43. Print out copies of the Rambam’s enumeration of the 613 commandments. Give students 15 minutes to explore the list. And give them a set of scavenger hunt questions to guide their exploration. A commandment that’s surprising. One they already were familiar with. One they’d like to find the time to perform. One that is morally troubling.

 44. Watch the “Double Rainbow” Youtube classic. Pair this with a Heschel text on “wonder”. Discuss.

 45. Invite a Jewish LGBT activist to visit with your students.

 46. Invite a young Orthodox Jew to meet with your students for a session entitled, “What’s going on in the mind of a young Orthodox Jew?”

 47. Sometime around Hannukah, read David Brooks’ piece, “The Hannukah Story,” in the NYTimes from 12/10/09. Discuss.

 48. Look at the commandments prohibiting tattoos. Ask students: What right does the Torah have to tell you how to live your life?

 49. Place a bacon cheeseburger in the center of a group of students. Discuss.

 50. Play Omer Avital’s song, “New Middle East”. Ask students: What does this song mean?

 51. Read Allen Ginsberg’s poem, “Jaweh and Allah Battle”. Read it again. Discuss.

 52. Have students try and retell the Purim story.

 53. Ask students about the personal significance (or lack thereof) of fasting on Yom Kippur.

 54. Ask students to make sense of the fact that many Jews who eat cheeseburgers all year long abstain from bread during Pesach.

 55. Have students consider Kaplan’s statement: “The ancient authorities are entitled to a vote, but not a veto”. Discuss.

 56. Consider the mitzvah of Kibud av v’em / Honor your father and mother. Break students into chevrutot to talk about the depth and possible limitations of this commandment. Have students write letters to their folks.

 57. Have students look at the calendar of Jewish months and holidays. Answer questions.

 58. Have students read the liturgical text for Amelioration of Bad Dreams. Ask students: What power (of lack thereof) might dreams have in your life? Get into chevrutot and share a dream that has “stuck with you”. Why?

 59. Read the Rambam’s “13 Principles of Faith”. Discuss.

 60. Bring a Sefer Torah into a room with a group of students. Allow them to hold it and sit with it. Kiss it. Open it up and roll it from start the finish – pointing out unique “typographic” and narrative moments in the text. Answer questions.

 61. Bring in falafel – with all the “salatim” fixings. Have a student facilitate a “Felafel Tutorial” demonstrating how to properly stuff a pita.

 62. Read the Torah’s narrative about Moses not being permitted to enter the Land of Israel. Ask them to reflect on a time in which they too were not able to make it to a long desired “destination”.

 63. Invite a Russian Jewish immigrant to tell his/her story.

 64. Ask students if the institution of Bar/Bat Mitzvah should be nixed – or significantly altered. Should it be postponed until the age of 21?

 65. Ask students: What does the title “Birthright” mean? Do you have a “Birthright” to the Land of Israel? Discuss.

 66. Have students attend Friday night Kabbalat Shabbat davening as “Religious Ethnographers”. Over Shabbat dinner, discuss findings.

 67. Watch “Kourtney and Kim Take New York” episode, “True Colors” in which Scott Disick has a mini Jewish awakening. Ask students: What’s going on for Scott? Discuss.

 68. Watch Alicia Keys’ music video, “No One”. Ask students: What is this song about? About a relationship between two people? Or about a relationship between a person and God? What evidence in the music video might suggest the latter? Bring in some Kabbalistic poetry. Ask students: What’s the relationship between spirituality and eroticism?

 69. Consider several cases of medieval Jewish martyrdom. Ask students: Would you choose death rather than “forsake” your Jewish identity?

 70. Find an interesting analysis of “Jewish American Princess”. Have students read it together. Ask students how they feel about this terminology and its function.

 71. Have students consider the injunction in Vayikra, “Reprove your neighbor”. Bring in some commentary from interesting sources. Break students into chevrutot and have them think about whom in their lives deserves careful reproach of this sort?

 72. Take students to a mikvah. Allow them to immerse (privately) if desired. Discuss.

 73. Read the Israeli Declaration of Independence. Discuss.

 74. Read George Washington’s “Letter to the Hebrew Congregation at Newport”. Ask students: Do they identify primarily as Jewish Americans or American Jews?

 75. Ask students to talk about their “Hebrew Names” – their origins, etc. Lead a discussion about any subject, where students must refer to one another by using their Hebrew names.

 76. Have students tell each other their “Jewish stories” by describing a 1) person, 2) experience, and 3) Jewish idea that have had major impacts on their lives.

 77. Play a good version of the “Hora” and have students lift each other one by one up in chairs. Discuss.

 78. Using their cellphones, have students take portraits of one another with different facial expressions for a variety of Jewish “things” – including, Yom Kippur, Israel, the Shoah, Bnei Mitzvah, etc. Post pictures on Facebook.

 79.  Have students explore Ritualwell.org. Break students up into groups of 4 and have them design new rituals for “Upon a Hard Break Up”, “Upon Acceptance into College”, and “Upon Leaving Your First Year Dorm room”.

 80. Watch an interview with Rabbi Menachem Froman z”l. Ask students: What does Rav Froman mean when he says he lives in “the state of God”?

 81. Ask students: Are Jews white?

 82. Watch a collection of recent videos showing police abuse of people of color. Ask students: Considering the injunction in Devarim, “You must not remain indifferent”, what actions have they considered taking to address the injustices that continue to surround race in America?

 83. Watch the video of two Israeli police officers beating a Jewish Israeli of Ethiopian decent. Watch videos of the ensuing Ethiopian protests in Tel Aviv. Discuss.

 84. Have students turn to one another in chevrutot. Ask them to discuss their relationship with and experience of God.

 85. Have students write a list of “10 Contemporary Plagues” that impact our global society. Have them read this list at their family seders.

 86. Have students read Rebbe Nachman’s short tale, “The Turkey Prince”. Discuss.

 87. Ask students if they’ve received particular “messaging” from parents or grandparents about the need to marry a Jew. Discuss.

 88. In a group of students, read selections from Jean Amery’s essay, “On the Necessity and Impossibility of Being a Jew”. Discuss.

 89. Ask students: Is it cool to be Jewish? Discuss.

 90. Have students interview their oldest living relative about what being Jewish “means to them”. Each student will present.

 91. Have students perform a “Welcoming Assessment” for a selection of campus Jewish organizations and institutions. Students present findings.

 92. Read “The Epistle of the Baal Shem Tov” with a group of students. Discuss.

 93. Instruct students to light a menorah (during Hannukah) in a public space in order to “publicize the miracle”. Come back together and process the experience.

 94. Watch the Israeli movie, “Sallah Shabati”. Discuss.

 95. Watch “Fiddler on the Roof”. Discuss.

 96. Consider how the Torah describes all generations of Jews as having stood at Sinai at the giving of the Torah. Read Merle Feld’s poem, “We all Stood Together”. Ask students to envision what they would have been doing, how they would have been feeling, where they would have been standing – at Sinai.

 97. Teach students how to give a “Dvar Torah”. Then give them all various short selections from Torah. They have 10 minutes to develop “Divrei Torah”. Present.

 98. Facilitate a “Lechayim Tutorial”.

 99. Have students compose their “Jewish Soul Resumes”. Present.

 100. Teach students the lyrics of “Hatikva”. Sing together as a group. Discuss.