Lily’s Legacy Education Toolkit for Schools and Cheder

Lily’s Legacy Education Toolkit Launches

 

Lily’s Legacy Education Toolkit Keystage 3 – view and download here:

https://www.dropbox.com/sh/h0ly41c4rx8nox3/AADW7O4GQKdHKzS38TJhPjtDa?dl=0 

https://www.dropbox.com/sh/mbahzjmqjun1dlw/AAAA4NKOSRfKrDAstM_Q37swa?dl=0

About this Education Toolkit for Schools and Chederim (Key Stages 1, 2 & 3):

Lily Montagu (1873-1963) was a remarkable woman. Lily founded the Liberal Jewish Movement in Britain with Claude Montefiore and Israel Mattuck in 1902 – together they were known as the ‘threeM’s’. Before this, Lily and her sister, Henrietta Franklin, were founding members of the JewishLeague for Woman Suffrage. Throughout her life, Lily Montagu was dedicated to the needs of young people, who lived in poverty in London. She founded The West Central Jewish Girls’ Club in 1893, together with her sister, Marian, and their cousin, Beatrice Franklin. It was a club that allowed working-class Jewish girls to develop themselves socially, intellectually, and spiritually.
Lily’s vision of equality and change is still visible within the liberal Jewish movement. From its very foundations, Liberal Judaism has championed gender equality and inclusivity. Liberal Jewish services have made significant departures from Orthodox worship and it continues to evolve and change. Like Lily Montagu, Liberal Judaism has remained committed to the needs and future of its young people and champions social justice, often in partnership with other faith groups and non-faith groups, and looks beyond the needs of the Jewish community.

Learning about Lily’s life, religious vision, and achievements provides ample learning opportunities within History, Religious Education, PSHE, and Citizenship. They include scope to explore differences within the Jewish community and can help towards formulating an answer to the question of ‘what is faith’ and ‘what faith means to individual people’. It is an example of a life of a significant individual in the past who has contributed to national and international achievements that continue to influence the present. Lily Montagu’s legacy and Liberal Judaism’s focus on social action can encourage and inspire young learners to look at their community and affect positive change. Besides, Lily’s story and example can contribute to the spiritual, moral, social, and cultural development of all learners.

Notes for Educators:

This session is designed to allow educators the option to adapt to suit the needs of the young people they are working with and reflect each practitioner’s skills and experience. Below is a suggested workshop plan with a list of activities and suggested extensions. The session is divided into three themes; History, Religion, and Social Action, and can be taught in a 90 / 120-minute session or educators might want to choose elements for a shorter session.

Aims and Learning Outcomes:

Key Stages 1 & 2 

• To introduce students and teachers to Lily Montagu, her life and achievements, through photographs, documents, and oral history
• For students to be encouraged to interact with the history of Lily creatively through Art
• Students explore the plurality and diversity of the Jewish community and are introduced to
some of the differences and similarities.
• To be inspired by Lily’s story and understand that individual small acts can contribute to big
change.

Key Stage 3

• To introduce students and teachers to Lily Montagu, her life and achievements, through photographs, documents, and oral history including Women’s Suffrage.
• For students to be encouraged to interact with the history of Lily creatively through Art
• Students explore the plurality and diversity of the Jewish community and are introduced to
some of the differences and similarities.
• To be inspired by Lily’s story and understand that individual small acts can contribute to big
change.

More:

Read Thamar Barnett‘s Blog on the Production of the LLP Toolkits by clicking through here.

With Big Thanks to the Youth Advisory Group, LJY-Netzer and Jay Browne

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