Ve'Etchanan

There are some really familiar passages in this week's parasha.
Here are some verses you may recognize, possibly in English, possibly in Hebrew.  Find them and read them:

• 4:44
• 5:6 - 18
• 6:4 - 9
• 6:20 - 21

Where have you heard them before?

How does seeing them in the context of the Torah affect the way in which you understand them?

Think about the fact that this parasha comes right after Tisha b'Av every year.

• Do you think this is merely a coincidence?  Explain your answer.
• If you read the parasha with Tisha b'Av in mind, does anything change for you?  Explain why or why not.
• What do you think was in the minds of Jews reading this parasha in the time of the Second Temple?  ...right after the expulsion from Spain?  ...in Europe during the Middle Ages?  ...during the Shoah?  ...in Israel in 1948, after the War of Independence?  ...in 1967, right after the Six Day War?
• What are you thinking about this parasha this week?  Why?

Devarim, the Book and the Parasha

If your students don't attend a Jewish summer camp that includes study, will they ever encounter the book of Devarim?  It may be that they will study certain portions that include well-known prayers, like the Shma in next week's parasha.  Or it may be that this book will remain unread and unstudied.  Too bad, because there's some good stuff in it.

Let's start with an overview of the book, and then use the close-up lens to focus on this week's parasha.

A helpful way to begin to think about the book as a whole is with this article from URJ, Destination: Devarim.  You may also want to look at the G-dcast video on Devarim.

• What are the lenses through which you can look at the book of Devarim?
• Which perspective is most comfortable for you?  Explain why.
• Is it important to use more than one point of view when studying something?  Explain your answer.

Now let's use the magnifying lens and focus only on this week's parasha.

• Moshe doesn't repeat the stories in this parasha exactly as they were related earlier.  Why do you think this is so?
• Using the principles of Backward Design, we would imagine that Moshe had a Big Idea, an Enduring Understanding, something the people would remember long after they had forgotten the details of the story he is retelling.  What do you think his Big Idea was?
• If you were introducing this book of the Torah, what would your big ideas be
• If you were living in the time of Moshe?
• If you were living in the land of Israel before the Babylonian exile?
• If you were living in Israel today?
• If you were living outside of the land of Israel?

Matott-Massey

One of the issues in this week's double parasha concerns the decision of two and a half tribes of Israel to live outside the borders of Eretz Yisrael - the Land of Israel.  The relationship between those Jews who choose to live inside and those who choose to live outside has been a complicated one.
David Ben Gurion, the first Prime Minister of the newly-created country of Israel believed that once Israel became independent all the Jews from all over the world would enthusiastically come to live there.  That has not happened, although there certainly has been significant aliyah over the past 62 years.

In fact, the Jewish Agency, originally focused almost exclusively on encouraging aliyah, as you can read at this section of their website has recently refocused its energy, as you can read here, toward building Jewish identity and peoplehood among the Jews of the world.

• Is the decision the two and a half tribes made to live outside the borders of Israel a problem for those who settled inside?  Why or why not?
• How does living outside Israel affect Jewish identity?
• How does living inside Israel affect Jewish identity?
• Is Jewish identity the same as Israeli identity?
• What is your answer when people ask your identity?
• How is your answer important?
• In today's world, would you rather be known as "Jewish" or "Israeli"?  Explain your answer.
• What would you expect to hear if you asked an Israeli Jew about his/her identity?
• What if you asked an Israeli Arab?  Would you hear the same thing?  Different?  Why?
• Why do you think the Jewish Agency has changed its mission?  You can read the entire strategic plan here or read an article about it that highlights its main points here

Finally, I challenge you to think about what Jewish identity means in the world today - in your world, in the world of your children, your parents, your teachers, your students, your particular Jewish community, in the Jewish community as a whole.  

My friends know I believe that in today's world Every Jew is a Jew By Choice, since identity - at least in a free society such as we have in the United States - is largely self-defined.  What are we doing to encourage the Jews we know to identify as such in our world?

Pinchas

Three years ago in our study group we constructed a number of big ideas for Parshat Pinchas, as we did for every other parasha we studied together.  One of the big ideas was:

You can find support for almost anything in the Torah if you are looking for it.

What are some of the ideas we can find this parasha?

1. Extreme action can be warranted in extreme circumstances (Pinchas is rewarded for killing a couple engaged in illicit relations)
2. Women have the same rights as men (the daughters of Tzelophehad are permitted to inherit their father's land)
3. Leadership is an earned position, and can be withdrawn if the leader does something sufficiently wrong (Moshe will not lead the people into the land of Israel because of his actions at Meribah)

Yet each of these ideas presents challenges to us

1. Is zealotry a positive attribute?
2. Are the laws of inheritance as described in this parasha really as non-sexist as we would like to believe?
3. If a leader is doing a good job on the whole, should a mistake cause him or her to lose his/her position?

Questions to think about:

1. What do we say to the terrorist who believes s/he is acting on God's behalf?
2. Is it intellectually honest to interpret Torah through the lens of modern thought?
3. What kind of mistakes justify/necessitate removing a leader from office?

Issues that challenge us today:

1. How do we respond to violent extremism?
2. How can we reconcile differences between liberal and conservative religious thinking?
3. How does the media change the way in which we view leaders?

Finally, here are the current issues that this parasha made me think of:

1. 'Inglorious Basterds', the Quentin Tarantino movie about revenge against the Nazis has been discussed widely in the Jewish community.  Here is one article about a showing at the Museum of Jewish Heritage
2. This article - Jew vs. Jew - is on an interesting site called Kehillah, Jewish Outreach Media Campaign.  I don't know if the site is active, but it has some interesting articles.
3. David Brooks' article on June 24 about the media effect on the world is as usual provocative and articulate.   He speaks specifically about the Generals McChrystal and Petraeus in Afghanistan, but his thoughts concern broader issues of exposure and accountability.

How about you?  What do YOU think?

Balak

... otherwise known as "The Talking Donkey and What She Saw"

This really seems out of place - more Disney than Torah, not to say that Disney doesn't sometimes have important ideas to present (just saw Toy Story 3 with my grandson, and was it ever a powerful story about what is really important, loyalty, growing up, and other good stuff)
So this fellow and his donkey are on their way to curse the Israelites, having been paid for doing so by a local king.  Only it doesn't happen the way the king thought it would.  And it's not that he didn't try - he offered money, sacrifices, changes of location - nothing worked.  Instead of cursing the Israelites, Balaam blesses them.  And he does so with words that are familiar to many of us - "Mah tovu ohalecha Ya'akov"
There are many lenses through which to read these words:

1. In what way is your 'tent' good?  Here is a commentary that may provide some perspective
2. In what way is your 'tent' welcoming?  Here is what Rabbi Karen Citron understands the words to mean
3. Does it matter who is admiring your 'tent'?  Rabbi Mindy Avra Portnoy points out the hesitancy some have when words of support come from the 'other'.
4. Eizehu asheer?  Hasameach b'chelko.  This quotation from Pirkei Avot teaches that the rich person is the one who is happy with what he or she has.  Another way of saying the same thing:  The successful person gets what s/he wants.  The happy person wants what s/he has.  What's the difference?

Some Questions to Think About:

• How can we decide what we should be proudest of in our lives?  Is it possible in today's world to continue to value the 'good' over the 'plenty'?
• How inclusive do we want our community to be?  How exclusive?  How can we balance our separate identity within a society that seems to want us to all be similar?
• What is the appropriate reaction when someone we might consider an 'enemy' speaks words of praise?

Korach

As Yogi Berra is reputed to have said,  "This is like deja vu all over again!"

People complain, God gets angry, people are punished.

But this feels a little different - and in light of the current situation please allow me to suggest some alternative perspectives on this parasha:

• Korach is absolutely wrong.  He is questioning God's choice of Moshe as the leader of the people and of Aharon as the high priest.  In questioning their authority he and his supporters are questioning God.  This is expressed in most of the writings of the ancient commentators, and appears to be the mainstream way of understanding this rebellion.  You can read some articles supporting this view here at Kolel.org, 5760 and here at UTJ, the Union for Traditional Judaism

• Korach is reflecting a popular movement in questioning the authority of Moshe and Aharon.  After all, he is from the tribe of Levi, as they are, and believes that he has as much a right as his cousins do to serve God in the tabernacle.  In fact, Korach may be more like us today, living in a democracy, than the other players in the story.  Please read this commentary by Rabbi Mark Greenspan, of the Oceanside Jewish Center which examines this thought

• Korach may have believed he was justified in his complaint to Moshe and Aharon, but should have understood why he was really wrong.  This commentary from a student rabbi explains why

Today there are many ways of questioning authority - with differing motivations and multiple outcomes. If we use the story of Korach as a trigger for discussing this issue, here are a few questions we might want to think about:

1. How is it possible to know the motives of political and religious leaders?
2. How can we try to understand the motives of those who question these leaders?
3. What if we agree the question should be asked but disagree with what we believe is the motivation for asking it?
4. How do these questions relate to the way in which we understand the world around us?
5. How can we learn to use critical thinking skills to look at multiple viewpoints when we hold strong personal opinions?

Shelach Lecha

Having just returned from two weeks in Israel, it feels like a wonderful coincidence that this week's parasha tells the story of the 12 spies sent to survey the land.  Here are two of the places we "spied out" on this recent visit.


Ir David, the City of David, is the site of the original city of Jerusalem in the days King David conquered it from the Jebusites.  Over the past 20+ years it has been excavated and examined quite thoroughly.  One can imagine what it was like in the time of King David.  To take a virtual tour, go to the website here.


Gush Etzion is an area near Jerusalem, on the way to Beit-Lechem.  Modern Jewish settlement here dates from the 1920's, when land was purchased from local Arabs and settled by Jews from Yemen.  Destroyed more than once, as you can read at this site, this area is considered by most people to be a permanent part of the modern country of Israel.


Efrat, one of the towns in Gush Etzion, is a beautiful place.  You can read about it here at the website of Ohr Torah Stone, the educational institution founded by Rav Shlomo Riskin, formerly of New York City's Lincoln Square Synagogue and since 1983 the inspirational chief rabbi of Efrat.  During our recent visit one could imagine it had always been there - and yet we were told by our host that until the early 1980's the land on the top of its hills was filled with rocks rather than with homes, trees and flowers.  In fact, he related, it was a full two years after the current resettlement began that birds began to appear, realizing that the formerly barren earth was now welcoming.

Reading the Torah portion this week can be a reminder that Jews coming to live in the land of Israel have always faced obstacles, both real and perceived.  Whether to live there or not may be an individual choice, but no matter our personal decision we all have the privilege and obligation to support Israel.

Today's media are filled with discussions of the weakening connection of American Jews - particularly young American Jews - to Israel.

• Is Israel perfect?
• Is any country perfect?
• Is Israel a target of criticism far out of proportion to its actions?
• Is there diversity of political opinion within Israel?
• Can one criticize Israel's actions while still supporting her?
• As Jewish educators what should we be teaching about Israel?
• How can what we teach encourage emotional engagement with Israel?  

Here is the article by Peter Beinart about the loss of liberal support for Israel.
Here is a response by Benjamin Kerstein
I suggest you read both articles.

B'Midbar

The first portion of the fourth book of the Torah begins with a census.  Every tribe except the tribe of Levi is counted - men only, from age 20 and up - apparently to find out how many potential soldiers were available to fight against enemies.
Later on in the parasha the men in the tribe of Levi are counted - not as potential soldiers, but for serving God.

1. This year we are participating in a census in the United States.  Do your students know about this?  Who is being counted?
2. What is the purpose of our census?  Compare and contrast to the purpose of the census in B'Midbar.
3. What is your reaction to the fact that only men were counted in the B'Midbar census?

We learned a while ago that since God saved all the first-born of the Jews in Egypt, from then on all first-born are supposed to be dedicated to working directly for God.  Now we hear that the Levites will replace the first-born sons, but there's a problem:  there are more first-born sons than there are Levites.

1. What solutions can you think of?
2. What solution is in the Torah?
3. How is this related to the ceremony we know as Pidyon HaBen?
4. When you read the Torah with today's eyes and minds it is often troubling.  Only men count?  Fathers are important but not mothers?  Here is a commentary from The Torah:  A Women's Commentary that helps us understand from a more contemporary perspective what the portion is about.

There is a very precise description of the way in which the tribes set camp in the desert.  You can see a picture here as well as an interesting commentary on why each tribe was in a particular place.

You might also enjoy reading this blogpost which questions the numbers of people in the Israelite camp in the desert.  One explanation in Torah, A Modern Commentary, by Gunther Plaut, suggests that the Hebrew word 'elef' which we understand to mean 'thousand' may have had a different meaning when used in the Torah.

B'Har/B'Hukotai

This Shabbat we read together the last two parshiyot of the book of VaYikrah - Leviticus.  This book has been filled with laws - laws about sacrifices, about agriculture, about kashrut, about interpersonal behaviors, and in general about what God will expect from the people of Israel as they go forward as free people to settle in the land of Israel.

The first of the two parshiyot - B'Har - describes the laws of shmitah and yovel - each one a time when Jews in the land of Israel were not to work the land.  Shmitah, which occurs each seventh year, is still observed today.  Every seven years Jews are to allow the land to rest - a shabbat for the land, just as every seven days we have a shabbat for people.

Question to think about:

• You may have heard about sabbatical leave in some professions - particularly teaching.  How do you think this is related to the law of shmitah - letting the land go unworked every seven years?

Another important issue in this parasha is the mitzvah not to charge interest when lending money (to another Jewish person).

Questions to think about:

• Jewish law about interest worked when we lived in an agricultural world.  It doesn't work so well in a society in which money is used more widely.  The rabbis created a document called a "heter iska" to help solve this problem.  You can read about it here.  What do you think about it?
• The law in the Torah is specific to relationships among Jews.  In his article Economic Justice for Insiders and Outsiders Rabbi Joshua Heller examines some of the challenges this law has created over the years.  How does this feel to you?
• One of the reasons many people believe the Jewish people has survived is the ability and willingness of the leaders to adapt to changing situations.  So we have created a framework for living according to Jewish law and at the same time living within the modern world.  Some people feel this is a positive thing, others that it is negative.  What do you think?
• The past two years have highlighted major issues with lenders and borrowers, and there is a great deal of attention being paid to how loans were made, by whom, to whom, and so on.  Does Jewish thought have anything to add to the conversation?  Read this article on Predatory Lending from the Jewish Business Ethics Center of Jerusalem.  Do you agree with this interpretation?  Why or why not?

The second parasha, B'Hukotai, sets out the blessings that will come if the Jewish people obey the mitzvot and the curses that will ensue if we do not.  Reward and Punishment.

• What if bad things happen to good people?
• What if good things happen to bad people?
• What are the advantages of using reward to motivate behavior?  What are the disadvantages?
• What are the advantages of using punishment?  What are the disadvantages?
• How is our thinking today the same as the thinking in Biblical times?
• How is our thinking different?

Emor

It felt good last week to have such a feel-good parasha - who could question the commandments to treat others well.  We could all read parshat Kedoshim and feel proud of the universally accepted human values that our Judaism introduced to the world.
Not so much this week!  With the exception of the descriptions of when important holidays fall in the calendar, we are faced with some concepts that are less than comfortable for most of us in today's world.
First, we have a list of those relatives whose dead bodies a priest, a cohein, is permitted to come in contact.  Not so troubling - in fact it is understood to be precisely these relatives for whom we are obligated to observe the rituals of mourning.
Next is a list of the physical deformities which disqualify a cohein from offering sacrifices - a problem for today's society, as it seems to contradict the values we promote - specifically the prohibition against discrimination on the basis of physically handicapping conditions.
The parasha continues with the times of celebration of our relationship with God - Shabbat and the other holidays about which we are given dates according to our calendar and certain standards of behavior.
The parasha closes with more uncomfortable news - someone is stoned to death for using God's name disrespectfully, and we hear for the second time about equitable punishment - eye for eye, etc.

Here are some sources that may or may not help you understand the troubling passages.  One thing is certain - they demonstrate that we aren't the only ones disturbed by them.

1. The issue of cohanim needing to be perfect physical specimens is discussed here by Rabbi Levi Cooper, a member of the faculty at Pardes in Jerusalem, and the rabbi in Tzur Hadassah, a suburban community near Jerusalem.
2. An eye for an eye is explained in various ways by various religious traditions
1. A Christian interpretation assumes that the words in the Torah are to be taken literally, and represent an improvement over previous impulse to escalate responses.
2. The traditional Jewish interpretation is quite different, as you can read in this lesson from Nechama Leibowitz, teacher of Torah at the highest level.
3. Here is a concise commentary on the major issues of this parasha written by a rabbi in England.  It highlights the section about the holidays, and includes some information that may be new for you.

If you are teaching this parasha, which of the main points would you choose to focus on?  For which age groups?  Why?  Which concept(s) can you find contemporary issues that seem relevant?

Aharei Mot and Kedoshim

Big Ideas:

• Parts of the Torah are universal, while others are particular to the Jewish people
• Not all the Torah can be understood logically and rationally

Essential Questions:

• Who gets to decide which portions of Torah to pay attention to and which to ignore?
• Why do you think Leviticus 19 is called the "holiness code"?
• Which statement or passage in these two parashot is the most comfortable for you?  Why?
• Which statement or passage in these two parashot is the most uncomfortable for you?  Why?
• If you are teaching parshat hashavua there is a whole lot to choose from this week.  What would you choose and why?

Many of you know that I read the comics in both the daily and Sunday newspapers.  I do that for two reasons - first, I like to laugh (and I read that laughing is good for your health, both physical and mental.  Don't ask me where I read that - I can't remember!) and second, because I hope to find a connection to Jewish  values and ideas.  I usually get at least one laugh, and often find a useful strip to illustrate a point or trigger a discussion.
A third reason I read the comics is to find a relationship to the week's parasha.  Sometimes I'm lucky, sometimes not.  But this week was particularly interesting.  I read all the comics in Sunday's newspaper, and in almost all of them saw a connection to either Aharei Mot or Kedoshim, this week's double parasha.
Why were there so many obvious connections (at least obvious to me)?
I suspect it wasn't so much the comics that were relevant - it was rather the contents of the parashot.  After so many weeks of descriptions of sacrifices, sacrifices and more sacrifices, seemingly archaic and useless in our lives today, we come to a section of Vayikra (Leviticus) that speaks to all of us in a powerful way.
Aharei Mot contains a detailed description of Yom HaKippurim as it was observed in the time of the Temple in Jerusalem.  It expands on the laws of forbidden foods, and articulates forbidden sexual relationships.  All the rules set forth are to be followed because God commands them, and because they will differentiate the people of Israel from their contemporaries in the world around them.  It's all very particular to the Jewish people.
Kedoshim is a different story - most of the rules here are rules that seem to lead to the kind of society anyone would want to live in, a society that takes care of the less fortunate, that treats others fairly, that doesn't take advantage of the weak or disabled.  Of course there are a few rules that separate Jews from other people - not mixing wool and linen in clothing seems a particularly confusing law - one many modern Jews choose to ignore probably because it seems so unimportant in the scheme of things.

Some interesting commentaries here:

• The Law of the Farm explains why complicated problems cannot have simply solutions.
• Threat and Promise of Conformity challenges us to differentiate between the positive and negative aspects of assimilation
• Constructive Criticism builds a case for how we are to express disapproval in a way that is helpful rather than hurtful.  Those classical sources certainly understood the way people think.

Reflection:

• Which of the ideas in this week's parashot do you relate to in your own life?

Tazria/Metzora

Another double portion - since this is not a Jewish calendar leap year, and this is one of those that could really present a challenge if you want to design centerpieces for a Bar or Bat Mitzvah!

Big Ideas:

• Physical appearances can affect the way we relate to people
• People need to find reasons for things they cannot easily explain
• Science is one way to understand the world around us.  Religious thought is another

Learning Activities:

According to Maimonides, there is a non-medical cause for tzara'at - which is usually translated as "leprosy" in English, but which is almost definitely not the same as Hansen's Disease, the modern term used in medicine for this disease.  This commentary from Bar Ilan University tell what Maimonides believed was the cause of tzara'at

 ( Hilkhot Tum’at Tzara’at 16.10):

Tzara’at is a noun used collectively for many different things which do not resemble one another; whiteness in human skin is called tzara’at , and loss of patches of hair from the head or beard is called tzara’at, and a change in look of one’s clothing or houses is called tzara’at.   The change that is discussed in clothing or houses, which the Torah calls by the same word tzara’at, is not something which occurs in the normal way of the world, rather it is a wondrous sign that occurred in Israel to warn them against lashon ha-ra (slanderous gossip), for the walls in the home of someone who spoke lashon ha- ra would become affected, but if he mended his ways the house would become pure... 

• What does Maimonides suggest is the cause of tzara'at?
• What, according to Maimonides, is the cure, at least for a house?

The text of the Torah is quite clear - whoever shows sign of this disease is to be separated from the rest of the community.

• Knowing what we know now about the medical cause of leprosy (and how to cure it), what is the  point of reading this parasha?
• In today's world, do we believe there is a physical sign that can identify those who gossip?  How can we identify the source of malicious rumors today?
• How do you think the internet affects verbal bullying?
• What - if anything - is the difference between gossip and bullying?
• Traditional Jewish thinking forbids gossip of all sorts, whether it is positive or negative, as in this article from Aish HaTorah
• Some researchers (Science Now) have found that "...Gossip enforces group norms and strengthens social bonds."
• Why is it so hard NOT to gossip?

Assessment:

Here's a visual representation of the elements of the parashot.  Can you match the pictures to the text?

• What do you think are the most important elements of the parashot?
• How would you illustrate these parashot?

Teshuvah - Jewish GPS

BIG IDEA:

• There can never be a simple answer to complex problems.
• If you have only one answer, you can only understand a question in one way.

David Brooks' column today, The Humble Hound is about leadership.  It is also about a very Jewish model of living - and particularly, about teshuvah.

[the 'humble hound' leader] believes we only progress through a series of regulated errors. Every move is a partial failure, to be corrected by the next one. Even walking involves shifting your weight off-balance and then compensating with the next step.
[The leader] knows the world is too complex and irregular to be known, so life is about navigating uncertainty. She understands she is too quick to grasp at pseudo-objective models and confident projections that give the illusion of control.

 There is a wonderful video called "Making the Most of Making Mistakes" that illustrates the same idea for upper elementary students.  I would urge you to try to locate it and use it with your students.  There is a wonderful segment in which the narrator describes the flight path a plane takes on a long trip - it is never exactly aimed toward the target, but continuously self-corrects in order to arrive at the correct destination.

• This is a powerful and clear explanation of teshuvah.
• Life is complex.
• Judaism understands that no one is perfect.
• Jewish tradition provides a valuable path for self-regulation and correction.
• Jewish values can be a GPS that constantly re-calculates your direction based on the relationship between where you are and where you want to be.

I suggest you file this with your resources

Sh'mini

There is a well-known narrative in this parasha that describes the death of two of Aharon's sons - Nadav and Avihu.  According to the text (chapter 10, verses 1-4) the following happened (translation according to Everett Fox):

Now Aharon's sons, Nadav and Avihu, took each-one his pan, and, placing fire in them, put smoking-incense on it.   And brought-near, before the presence of Adonai, outside fire, such as He had not commanded them.  And fire went out from the presence of Adonai and consumed them, so that they died, before the presence of Adonai.  Moshe said to Aharon:  It is what Adonai spoke about, saying:  Through those permitted near to me I will be proven holy.  Before all the people I will be accorded honor!

Aharon was silent.

What do commentaries and commentators say about this event?
Role Models for Leadership discusses some classical understandings of this strange event, along with a modern message.
Alcoholism and the Nation Priests builds on verse 9, in which Aharon is instructed not to drink before entering the Tabernacle.  Is this the real reason his sons were killed?

Some questions to consider:

• Is it always possible to find meaning in events?
• Do we always remember things accurately?
• How does our view of the world affect the way we tell our story?

Here are some interesting articles about the way we understand history.  You may want to read them and think about the possible relationship to the way in which we understand Torah.

• A Closer Reading of Roman Vishniac appeared in the NY Times, and suggests that the way in which this famous photographer portrayed pre-Shoah Jewish life in Eastern Europe may not be as complete as we might have thought.
• Thine is the Kingdom may seem a strange choice for an article in a blog about Jewish education and thinking.  I suggest you read it, however, because it seems to me to address the same fundamental issue that James Kugel struggles with in his book How to Read the Bible - is it possible to reconcile theological understanding of religious text with scientific and historical reality (whatever that is in the shifting sands of knowledge!)?  And, more important, does it matter?
• Finally, please read China's Ancient Jewish Enclave.  Though not exactly parallel to the others, it does ask the reader to consider how a group understands its history and connection to community. It also made me wonder what the "tipping point" is between 'being Jewish' and 'being of Jewish descent'.  

Tsav

Imagine you are a young child just beginning the study of Torah.
Now imagine that you are studying in a school in which VaYikrah is the first book you are studying, as it is in the most traditional Jewish educational systems.
The sixth, seventh and eighth chapters of VaYikrah make up this week's parasha.
Chapter 6, at least for the first 16 verses, describes an offering to God made from grain.
So far, pretty bland.  Not gory at all.  I think of it as a sort of holy noodle kugel.
The rest of chapter 6, and continuing with 7 and 8 is a little more vivid - animal fat, blood, body parts, more blood - not what I would choose as a starting point for entering into the study of Torah.

Here's how one person expresses the ideas in this parasha:
Command, a poem based on chapter 6 verse 6

Akhlah is described as The Jewish Children's Learning Network.
Here is their summary of Tzav.
What meaning would your students find in this summary?


And here is TorahTots with their explanation of Tzav.
I'm pretty sure this would not speak to my students.


Here's the challenge: How can you make this parasha important to your students? How about this?

From URJ, Ten Minutes of Torah

Two opinions about shmutz

A song from Matisyahu, the frum reggae singer:

http://www.youtube.com/watch?v=-tpMmaMLx8k

And here are the lyrics

Or maybe you just want to gloss over this parasha briefly and concentrate on Pesach, which begins a week from tonight!