The Torah teaches in the book of Deuteronomy “Tzedek, tzedek, tirdof,” literally meaning “Justice, justice, you shall pursue.”  The notion of tzedek tirdof--pursuing justice is a core Jewish value that not only refers to courts and laws, but perhaps more importantly, deals with how we treat others.  The prophet Micah teaches that the idea of “good” is encompassed by the act of seeking justice.  In doing so, one can walk with G-d (Micah 3:1-12).

To pursue justice means that we should live righteously, meaning it is our responsibility to ensure that the needs of others are as important to us as our own.  Furthermore, righteous living involves us acting ethically--to be upright, just, and sincere.  The commentator Nachmanides reminds us that tzedek tirdof challenges us to resolve conflict by compromising and teaches that being righteous is more important than the obligations of law.  What is essential in being righteous and pursuing justice is our ability to act fairly and be inclusive of others.  Because every human being is unique and was created b’tzelem elohim, in G-d’s image, they can make a positive difference and contribute to our world in special ways (Genesis 1:26).

The value of tzedek tirdof lifts up the messages of the prophets who sought justice and fairness for all.  Like the prophets of our Hebrew Bible, we too can question how the world is and what it ought to be.  We can keep Divine expectations for a better world and better people at the center of our relationship with G-d.  Furthermore, no one opinion is of greater importance than the other.  In fact, in examining the phrase “Tzedek, tzedek, tirdof,” we learn that the phrase is in the singular.  Therefore, each of us must pursue justice.  When we do so together and act in righteous ways, the pursuit of justice may be fulfilled.  

As Pirke Avot teaches, “You are not required to complete the task, but neither are you free to desist from it.…”  We do not need to complete the task of tzedek tirdof alone, but should do our part in creating a just world.  Our choice, then, is whether or not we should take action.  When we do so, the pursuit of justice comes closer to being fulfilled.

Questions for Reflection

1. What is the difference between acting ethically each day and specifically pursuing justice, such as by advocating publicly for a specific issue? 
2. Why is it important to reflect upon our own understanding of right and wrong and good and bad? 
3. How can you make a difference in your classroom by pursuing justice or fairness for each child’s unique needs? How might you differentiate your curriculum, instruction, and classroom management strategies to exemplify this approach? 
4. How can you pursue justice--tzedek tirdof on a regular basis and incorporate this value in the classroom?

Henry's Freedom Box: A True Story from the Underground Railroad
Materials

• Copy of Henry s Freedom Box: A True Story from the Underground Railroad 
• A board and marker

Technology

• Henry “Box” Brown video report: http://www.youtube.com/watch?v=iw3SRMGkQcY

Introducing The story

Introduce the concept of slavery in the United States and the work of the Underground Railroad. For more information Visit PBS at http://www.pbs.org/wgbh/aia/home.html .

• Ask, “Is there any such thing as a “freedom box?” Draw a large box on the board. Have students describe what a “freedom box? might look like. As they make these suggestions, have them come to the board and make additions to the box. 
• Ask, “What might be inside a “freedom box??” Discuss what freedoms students have that they would include in a freedom box and list these on the board. (You may wish to discuss the freedoms we as Americans enjoy as written in the Declaration of Independence, the U.S. Constitution and the Bill of Rights-e.g., freedom of the press, freedom of speech, freedom to worship as we wish, etc.)

Do a “whip around” by going around the room quickly and have each students complete the phrase, “Freedom is…” (A student may say “pass,” but remember to go back to that student when all the others have responded.)

Ask students to share stories of relatives who came to America in search of freedom and better opportunities.  

On the back cover of the book, the author writes,
“Henry “Box? Brown was one of the Underground Railroad?s most famous runaway slaves. And he had the most ingenious idea…”

Take a Picture Walk (see Appendix) of the book Henry’s Freedom Box, and ask students to determine what Henry’s brilliant idea was.

Reading The Story

Read the story aloud, stopping when appropriate to explore illustrations, address student comments, clarify, predict, and guide their understanding of the story and the values to pursue justice and freedom.  

Explain that Henry’s Freedom Box is based on a true story.

• Read the book aloud and discuss the following questions: 
• What is slavery? What does it mean to be a slave?
• What were some of the things that slaves were not allowed to do?
• Why do you think slaves weren’t allowed to learn to read? 
• What do you think is the worst thing about being a slave?
• Why would Henry risk his life to get to the North?
• Who helped Henry in his escape? 
• Why would people risk their lives to help slaves escape, especially when it was against the law? 
• What would you like to say to the men who helped Henry?
• Would you consider them to be heroes?
• What character qualities do those who risk their lives to save the lives of others possess? 

After The Story

Discuss the Jewish principle, “Justice, Justice Shall You Pursue”-Tzedek, Tzedek Tirdof.
Give examples from Henry’s Freedom Box that demonstrate this principle. Ask students to describe examples that they have seen in their lives where this principle is observes and to describe places or experiences where this principle was or is neglected. Continue the discussion by adding this Torah quote to the above conversation: “Do not oppress a stranger, for you know the feelings of a stranger, for you were strangers in the land of Egypt” (Exodus 23:9).

• What does this mean?
• Where do you see an example of this in the book?
• What can you do in school to “not oppress a stranger” (e.g., stand up for someone being bullied, help a new student in your class learn his/her way around the school, etc.)?

Henry Brown adopted the name Henry “Box” Brown to celebrate his journey to freedom. A special picture, “The Resurrection of Henry Box Brown at Philadelphia” by Samuel Rowse (1850), recreates the moment when the box was opened and Henry was free. Distribute or display a copy of this picture.

Display or distribute the picture with a caption: “The Resurrection of Henry Box Brown at Philadelphia who escaped from Richmond, Va. in a box 3 ft. long, 2 ½ feet deep and 2 ft. wide.” Using rulers, help students cut pieces of yarn and tape them to the floor to give them a sense of the size of the box.

Have students use the Visual Thinking Strategy (see Appendix 1) and discuss the picture. Below the picture, have each student create a caption to answer the question, “What do you think were
Henry?s first words after the box was opened and he discovered he had made it safely to Philadelphia?” ( It was reported that he said, "How do you do, gentlemen?" He then sang a psalm from the Bible selected for his moment of freedom).

Leaders for Change

Discuss t historical figures, such as Harriet Tubman, Nelson Mandela and Moses, who risked their lives to help others find freedom in drastically different times and situations. What words would students use to describe these men and women? Why would Harriet Tubman be popularly called “The Moses of her People”? What similarities can students find between the efforts, environments and political situation of these people (or other people you or your students find inspiring). Create a graphic organizer that asks students to analyze what is the same and what is different about the underground railroad, South Africa’s fight against apartheid and the exodus from Egypt.

Underground Railroad: A Simulated Journey
Visit the National Geographic website for a simulated journey on the Underground Railroad and read and discuss this together with students. http://www.nationalgeographic.com/railroad/j1.html

Secret Code Quilts
Many children s books describe the story of the Underground railroad and the "conductors," such as Harriet Tubman, the "Moses of her People," who risked their lives to help lead the slaves to freedom. Some of these books also use the motif of quilts to help tell the story; quilts were sewn with secret codes and often placed in windows to guide slaves to "safe houses" where they would be protected.

Sweet Clara and the Freedom Quilt by Deborah Hopkinson
Aunt Harriet and the Underground Railroad by Faith Ringgold
Patchwork Path: A Quilt Map to Freedom by Bettye Stroud
Minty: A Story of Young Harriet Tubman by Alan Schroeder and Jerry Pickney.

Constellations and the Road to Freedom
Talk about constellations and the role they played in the Underground Railroad. Since slaves did not have compasses, they used constellations to guide their way, particularly the Big Dipper as a pointer to the North Star. This site has information and activity ideas about this topic: http://www.nationalgeographic.com/railroad/lp2.html#one. As this site points out, this is a good opportunity to reference the spiritual "Follow the Drinking Gourd" since the drinking gourd was the familiar shape slaves used to identify the Big Dipper in the sky. Here s a worksheet students can use to diagram the Big Dipper and Little Dipper:
http://www3.delta.edu/planet/teacher_mats/drinkngourd/2dippers.htm.

The Ballad of Henry Box Brown
Show the following clip to students as an example of history brought to life through music and drama. https://archive.org/details/SDEFINITION-TheBalladOfHenryBoxBrown712 The video features members of the Gemini Ink Dramatic Readers Theater telling the story of Henry Brown through dramatic readings accompanied by music. (Approximately 6 minutes.)

List of All Songs

“Justice” by ‘Miss’ Emily Aronoff Teck Track #4 From ‘Good Choices’ Volume 2

Inspiration Text

“Justice, justice, you shall pursue.” Deuteronomy 16:20

Activity

Ask students to create a commercial to bring attention to a perceived injustice, advocating and suggesting how this problem can be improved. Students can use this song as a soundtrack to their commercial, either using a recording they create of their own voices or the recording from the album.

Lyrics

Sometimes I think you’re hiding
Hearing news stories that are sad
Sometimes I wonder where you are
When I see bullies, I get mad
But then I remember each one of us has a job to do
Justice, I will find you
Justice, we will pursue

CHORUS:
We’re gonna find it, We’re gonna create it
Justice for all, We’re gonna’ make it
We’re gonna do what is right to try to make our world more fair
To be righteous people and show how much we do care,

I’m sad when I hear stories from our history
When people who were different were treated unfairly
Some things have gotten better, but there is still more work to do
Justice, I will find you
Justice, I will pursue
CHORUS:

It might teaching others how to open up their mind
It might mean speaking up and being the person who reminds
Though we’ve solved some problems, there are problems that are new
Justice, I will find you
Justice, I will pursue
CHORUS:

Additional Music Connections

Students can explain the concept of Justice.
Students demonstrate an understanding of the importance of freedom and that theme in the story of Passover through retelling and explaining the story.

Encourage families to include their children in the discussion and preparation of a Passover Seder, working together to include the Jewish value of the pursuit of Justice in the observance of the holiday.

* PJ library Books