Giving and Riceland Rice: 11/2/14

Parents,

this will be a detailed one, but hopefully worthwhile, when you have a moment to read.

On, 11/2/14,  we had a long discussion on Tzedakah on both sides of the Mitzvah Day project with the Illini Hunger Project today (http://www.illinifightinghunger.org/), where we had quite an assembly line filling up rice in bags, weighing, sealing, and packing.  A great time was had by all.  This was a wonderful hands on project, where something like 350 pounds of rice was filled up in 1 pound bags for local food pantries, at the Eastern Illinois Foodbank and the Wesley Foundation Food Pantry.  We went earlier, and stayed a little longer to help finish up.  We'll get to some of our agenda more next week, with more on our maps and discussion of Mitzvah, as a Jewish concept. 

Meanwhile, we discussed all kinds of aspects of giving as the kids jumped right into the idea of giving for the right reasons.  Ethan felt this was key, in that giving for the wrong reasons, wasn't right.  David brought up Machiavelli, in terms of the ends justifying the means.  Not that he bought it, just part of the discussion.  To which I brought up the old line of "by any means necessary", used during the Black power movement of the 60's.  Audrey discussed the idea of balance within ourselves when giving, as the idea was not to give away all we have, but to give where appropriate and when we can.  Aaron brought up the idea of not so much the right intention, or giving for the right reasons, but HOW we give, the way in which we give.  Ryan felt that it was right to give, when we could to those in need, and that we knew inherently what was right.

Zach took a poll to ask if the following scenario was the same or different, in the spirit of intention and outcome, in giving:  His sister, he said, was told to move away from his project, with a drink, which eventually was spilled on his project, and then, his dog also chewed it up.  The class was divided along the lines of complexity as if a sibling was asked to move away, and an accident occurred, was that any different than a dog, who didn't know, also having an effect on something?  Zach felt it was really all the same in the end, due to the outcome, in that neither his sibling nor the dog meant to harm his project.  I brought up the idea that if the outcome is the same, yet the tendency is to blame, or at ascribe a different response, perhaps we might say, well, if it was intentional, we have one way to address the situation for better or more responsive behavior, and if an accident, we can take another tack.  Ultimately, the goal is the same, by different roads, based upon a similar outcome, as matter of paying attention, corrective action.  Somehow, we related to the idea of giving with intention and the right reason.

Back to the idea of the ends justifying the means.  Someone asked would you kill Hitler if you could?  Some said yes, others not sure.  Audrey noted yes, he killed many, but was it right to kill as well?  We brought up mathematical formulas and manipulation and calculation, as a mechanical approach to achieving an objective.  Isaac brought up the example that if he wanted to travel by plane, car, or train, what difference does it make, as long as he gets there.  But, he acknowledged, as did the class, that there are exceptions, when we inject ethics and morals, in terms of "doing right" by others and in the world.  Again, giving for the right reasons, giving to make ourselves feel better, or making ourselves better in general.  There are always exceptions and complexities, but overall, we all agreed, it's good and right to give in ways you can, when you can, but to also take care of yourself.  

We also talked about the concepts of helping others to become self-reliant as the highest form of giving, but that we must still address other needs at the same time.  For example, getting someone a job to sustain themselves, while also providing food if hungry.  We discussed other needs that people have in our community:  disease, war, water issues, the environment, safe homes for kids, kids who can't focus, who have learning challenges, or are hungry, or who don't get encouragement, or good grades, or doors opened to them.  We talked about the idea of playing it where it lies, a term in golf, and made an analogy in life.  As Ryan shared, to go from where we are.  I added, even if and when doors are seemingly closed, that we go from we are.  Ethan thought the idea was to open doors again.  Great discussion!  Bright kids!  Very chatty after the project, but we did what we could do!

I asked what do you all do to contribute?  Helping with homework for a friend or sibling came up.  Being polite, or smiling.  With or without being paid for it, came up. Actually doing something volunteer wise for others was not a common experience yet at this age, but they all understood that there were many ways to give to others, family, friends, and those in need.  And they would all do something like this Illini Hunger Project again.

I wanted to also share something else Issac brought up.  He said that he goes to Urbana Middle School early to tutor other kids.  Fantastic!  Additionally, he said that he loves eating at lunch with his friends and kids he knows, but that he makes an effort to sit as well with either those he doesn't know, or others who have no one to sit with, or who might be shy.  Asking if he felt this was a choice or an obligation, he said he felt an obligation to reach out, simply because he saw the need, even the loneliness.  Wow. What a courageous, generous, and beautiful thing! 

Here were our guiding questions from today:

• Why do we give?
• Why do we contribute to community?
• Why do we contribute to those in need?
• What does this do for others?
• What does this do for ourselves?
• What have you contributed?
• How does this make you feel?
• What if nobody cared?
• What if nobody gave?
• Do you feel an obligation to help?
• Is giving and helping a choice?
• What do you choose?

The Levels of Giving Tzedakah

• Giving begrudgingly
• Giving less that you should, but giving it cheerfully
• Giving after being asked
• Giving before being asked
• Giving when you do not know the recipient's identity, but the recipient knows your identity
• Giving when you know the recipient's identity, but the recipient doesn't know your identity
• Giving when neither party knows the other's identity
• Enabling the recipient to become self-reliant

Why We Give:  What is Tzedakah:
http://www.hadassah.org/site/c.7gLFKYMJLnI2F/b.6036381/k.C1EE/Why_We_Give_What_is_Tzedakah.htm

 The Mitvah Day Project Recap

• What did you think of the project?
• Would you participate in something like this again?
• What other problems are there besides hunger/food insecurity in the world?
• What about right here in our own community?

 More to come next week!--Mick

History Through Maps and Anti-Semitism: 10/26/2014

Parents,

On Sunday, 10/2614, we began to review a number of maps, as a first run to get again a better understanding of the history, geography, various proposals for the Israel/Palestine states, and various events from the book entitled, The Atlas of Jewish History.  Please see Martin Gilbert's description of his book and his approach, as you scroll down the page a bit at this link http://www.amazon.com/Atlas-Jewish-History-Compl-Updtd/dp/0688122647 if interested.   I will send a link to the maps when I come across it again for your reference as well. 

We made our way through a good part of these particular maps which are illustrated in an engaging, visual and tactile sense, offering a different experience in learning about all this, which we will continue to review:

Mapping Out Palestine/Israel

• Jewish Settlements in Palestine 1880 - 1914
• Arab - Jewish Conflict under Turkish Rule 1882 - 1914
• Frontier Proposals for Palestine 1892 - 1922
• Britain and the Jewish National Homeland 1917 - 1923
• The Palestine Mandate 1922 - 1948
• Jewish Owned Land in Palestine by 1942
• The UN Partition Plan November 29, 1947
• The Return of Jews to Israel 1948 - 1964
• The Arab - Israeli Conflict 1948 - mid 80's

Some of our discussion centered around the Caliphate of  the Ottmoman Turks as we discussed the ISIS or ISIL situation as well.  Zach drew a map on the board of the Middle East, which was both impressive and appreciated!  We reviewed the maps and noted where there had been Jewish settlements different plans and proposals put forth via European colonial (British and French) powers, as well as those put forth by various Arab representatives and Jewish organizations.  We discussed the years of Arab liberation, independence, and statehood.  We noted the concerns about population increase of Jews, whereby Jews were prohibited from immigration, and buying land.

We also held a discussion on Anti-Semitism:

*Where did it stem from?

*Beliefs

*Events

*Personal and Family Experiences

The students didn't have much to report in terms of direct experiences from other non-Jewish friends and acquaintances.   However, we did discuss the roots and causes.  Some of the comments as to "why" were as follows:

• the Jews are viewed as being different
• they are smart  - education is important
• the Jews are strong
• there are a disproportionate number of contributions to the world though the Jewish population is relatively small from a small group to the world
• why would there be anti-Jewish sentiment from Christians, when the first Christians were Jews?
• for killing Jesus - but he was Jewish!
• But the Romans killed Jesus, not the Jews!  (We discussed how the Jewish hierarchy, government, and Sanhedrin, the priests, were involved as well.)
• the blood libel (christian children's blood) at Passover
• the Jews were accused of poisoning the wells during theBlack Plague, surviving moreso due to handwashing, keeping kosher, and hygiene)
•  devil like, horns on head 

I shared a story of my father, nearly 89, who when stationed down in Biloxi, MS. in 1944 was approached by a fellow soldier, from the south, who had learned my father was Jewish. This man had never met a Jew, and said, "Where are you horns?"  My father wasn't sure he heard correctly, and assured him he had none.  He then did something that I consider to be very courageous and bold, and let the man feel my father's head for himself.  Upon feeling no horns, he couldn't believe there were none!  My father told him, that's right, there are no horns.  That he understood that this came out of absolute ignorance, rather than malice, and sized up the situation, to give this fellow soldier a tactile, interactive lesson, in feeling his head, to provide his own experience, was a great response, in my view.

We then went to Art at 11:30 and Music at noon.

More to come!

10/19/2014: Simchat Torah, Jewish Values, Sukkot, Pilgrims, and Bears, Oh My!

Parents,

Last Sunday, 10/19/14, we took a little time to go over a few points on   as we reviewed a couple of articles:

http://www.reformjudaism.org/shmini-atzeret-and-simchat-torah-history

http://www.reformjudaism.org/shmini-atzeret-and-simchat-torah-customs-and-rituals

10 - 10:45AM:  Sh'mini Atzeret and Simchat Torah

• What is it?
• Why do we celebrate?
• How long do we celebrate?
• What are the customs and rituals and their meaning?
• Jewish Values/Ethics from Torah

We also got into a discussion on Jewish values and ethics, with the individual's responsibilities and connections to the community at large.  We talked about the essence of the constant themes in the Torah of the idea of dignity in valuing each life, the land, and animals, as well as participating in the concepts of Tzedakkah. We also discussed the concept of "Don't do to others that which is hateful to you." -- Rabbi Hillel


Rabbi Jody joined us for our next discussion in the midst of connecting Sukkot, Thanksgiving, and The Pilgrims. 

• History and Parallels
• Early Jews in America
• Who Were The Pilgrims?

Rabbi Jody helped us navigate through some of the lively questions and discourse as we separated out thoughts about the Hebrew Bible (the Chumash/5 Books of Moses) as lessons to learn from, metaphors, folk tales, and as actual historical events with meaning and interpretation.  

We then moved on briefly to discuss:

• Food insecurity:  What is it?
• Food insecurity in Champaign and Urbana, our schools, Champaign County, Illinois, nationwide, worldwide.
• Jewish Values/Ethics for Assisting Others in Need
• Mazon:  A Jewish Response To Hunger (an organization since 1985)

http://mazon.org/about-us/

From there we reviewed both past and current events via the  Arab and Israeli Conflict

• Facts and Myths of History
• Viewpoints:  Whose?
• Map of the Middle East
• Historical and Current Groups in the Region

Jews in Israel
Palestine - Now; Philistines - Then
Exiles:  Babylonia (Iraq), Rome
1947 - partition
1948 - War of Independence
1956 - Suez Canal Campaign (France and UK)
1967 - Six Day War (West Bank, East Jeruslalem, Gaza Strip, and Sinai)
1973 - Yom Kippur War (Golan Heights)

We also discussed the Caliphate, Ottoman Turkish Empire, and the version of ISIS.

And then, it was time for the Jewish Camp Program, from 11:30AM  - 12:30PM.

Sukkot, Unitarian Universalist Group and Tour: 10/12/2014

Parents,

We went out to the Sukkah and joined a couple younger classes with a good discussion on Sukkot which included:

• Sukkot:  What is it?
• Why do we celebrate?
• How long do we celebrate?
• What are the rituals and their meaning?
• What are the blessings
• What American holiday is based upon Sukkot?

We then joined Sinai Temple member, UI Professor Alex Sheeline, in progress, in the synagogue, as he addressed the Middle School age students, and a few of their parents, from the Unitarian Universalist (UU) Church.  Alex covered the religious holidays, lunar and solar calendars, life cycles, showed them the Torah, which he discussed, and later focused on the Haftorah, and various symbols within the synagogue itself.  We talked about the Bar and Bat Mitzvah, concepts and levels of Tzedakah, Teshuva (forgivness, repentance, and more), and Mitzvah, as well as Tikkun Olam, the repair of the world, and more.    We also discussed the importance of the past, of history, families, and rememberances, through Yartzheit and in everything Jewish.

Some of the students were very engaged and knowledgeable.  One of the UU students celebrates all the Festivals of Light, including Kwanzaa and Hanukkah.  She also wanted to do the Barchu, as Alex invited her up to the bema as if they were preparing to read the Torah.  One of the boys knew about the mezuzah as well.

Our class led the UU students and parents on a tour of the building, as they heard Israeli songs from the music class, pointed out the old cornerstone from 1917 of the old synagogue, classrooms, gift shop, library, and the beautiful courtyard and grounds.  They were all very attentive (both the UU and YOUR kids!), receptive, and each group knew a couple of the other group's members.

Prior to saying goodbye, we stopped by our classroom, and we very briefly discussed three posters on the bulletin board:

If you believe breaking is possible, believe fixing is possible. - Rabbi Nachma of Braslau

If I am not for myself, who will be for me?  But if I am only for myself, what am I?  If not now, when? -- Rabbi Hillel

How do you live your life...when nobody's watching?

This was a good opportunity for the Sinai students to help host a group of their peers from another faith.   Thanks to Rabbi Jody for the invitation to join them.  More adventures next time!

11:30AM -12PM:  Art with Leah

12 - 12:30PM:  Music with Mark

Yom Kippur, Jewish Sects, Current Events: 10/5/2014

Parents,

We had some very engaging discussions last Sunday, on a variety of issues.  One thing we focused on was what the students felt when fasting during Yom Kippur.  We discussed any physical symptoms, insights, and how hard it can be to think of others and anything else other than eating when you're hungry!

We also were paid a visit by a Sinai Temple Committee to encourage the students to get involved to help support a local family for Thanksgiving.   We will share the list with you on each family and class can contribute as a family.

We discussed viewpoints while reviewing the links in the 11:30AM - 12PM section on Israel's borders and the Gaza Strip.  Feel free to click on them if you have a moment.

Finally, we had quite an eclectic discussion, weaving in and out of the lesson plan, highlighted further below. 
  
Lesson Plan:  10/5/2014

10 - 10:30AM
Yom Kippur

• Who fasted?
• How long?
• Why do we fast?
• What did you think about?
• What did you feel?
• Being mindful of those with little to no food (food insecurity)

10:30-11:30AM
Jewish Sects - Differences

• Orthodox
• Conservative
• Reform
• Chabad
• Sects at Time of Jesus
• Jesus as Rabbi
• Trinity
• Chrisitanity

11:30AM -12PM
Current Events

• Israel's borders
• https://www.youtube.com/watch?v=k2hZ6SlSqq0
• Gaza Strip
• https://www.youtube.com/watch?v=9ZRgzChgaGI

• What is the viewpoint?

12 - 12:30PM:  Music with Mark

We segued into discussion on a variety of topics, weaving in and out of our lesson plan, such as:  Where is God, and what is God, when bad things happen.  The Bible and Torah  - literal, metaphorical, God given, inspiration, creative stories, evolution of societal development, treating one another better.

We asked "Where does creativity come from?"  Book writing, movie making, songwriting?    Where do ideas come from?  God-given:  Inspiration?  What's the difference, similarities?  We used songs as an example, and the concept of building on an idea vs. plagiarism, in terms of where things come from, whose idea it is, and what has come before, while moving forward.

Fears and institutions limit thought, creativity, free expression, and progress.  We discussed views from the Catholic church on science (the world is flat, challenging labels one a heretic, etc.), and thinking for onesself.

We also talked about gratitude for all that appears to be "real life miracles", such as in nature, health, childbirth, medical and scientific discoveries that are going on around us all the time!  More to come! 

Reflections, Ancient Conquests, and Current Events: 9/28/2014

Parents,

With the the High Holidays in mind, we continued our discussion of the concept of Teshuva during the 10-10:30AM section.  We discussed what it means to make amends, apologies, and what it takes to make changes in our behaviors. 

We watched the video posted below in the 10:30-11AM section to give a sense of the changing nature of the conquests throughout history in the Middle East.  It's a short one with a great approach to visualizing the changes if you have a moment to check it out.

We enjoyed being outdoors while holding a very engaging discussion of current events and players in the Middle East in the 11:00-11:30AM section.  The students showed that they were definitely picking up things in the media.  More to come!

10AM - 10:30AM

How was your week?

• How did you celebrate Rosh HaShanah?
• Discussion of Yom Kippur
• rituals, meaning, history
• teshuvah, tefillah and tzedakah
• Continue discussion on self-reflection, forgiveness, of saying "I'm sorry".

10:30 - 11:00AM

Conquests of Ancient Palestine and Israel
https://www.youtube.com/watch?v=idWkkIKW_yU

• Egyptian
• Hittite
• Assyrian
• Babylonian
• Persian
• Macedonian-Greek
• Roman
• Byazntine-Greek
• Sassanid (Neo Persian)
• The Caliphate
• Selujuk (Turko-Persian)
• Crusaders
• Saladin
• Mongol
• Ottoman
• European Colonialism (Great Britain and France)
• Israel Independence 1948
• Israel Expansion

11:00 - 11:30 AM

What in the world is going on in the Middle East today? 

Discussion of current events in Israel, Gaza, West Bank, Iraq, Syria, ISIS, and the UN Coalition.

11:30AM - 12PM:  Art with Leah

12-12:30PM:  Music with Mark

Rosh Hashanah Reflections

Parents,

On Sunday, 9/21/14, we invoked some of the central tenets of Rosh Hashana and Yom Kippur.  We had a great conversation about reflecting on our actions and behaviors, both good and otherwise. We talked about the idea of thinking if we could have interacted with our parents, siblings, friends, teachers, teammates, etc., any better in a given situation.  We talked about how it takes courage to say "I'm sorry."  We asked why?  The students all had ideas based around not wanting to argue, to having pride, to not letting the other side "win" or for them to perceived as "losing".  We asked what does anyone really win or lose?   We discussed the fact that saying, "I'm sorry, but when you did such and such...", is not really an apology and ends up re-escalating, rather that settling the matter.  We affirmed that it's still important and meaningful to apologize, even if the other person does not.  The kids all had some good thoughts and their own experiences with a variety of issues surrounding conflicts, reconciling, and moving on from those moments.

10AM - 10:30AM

How was your week?

• Does anyone have plans for Rosh HaShanah?
• Discussion of Rosh HaShanah
• rituals, meaning, history
• teshuvah, tefillah and tzedakah
• What does the New Year hold for you?
• What are your goals for this year?

10:30 - 11:00AM

What do you know about Jewish history?

• Religious
• Biblical
• Historical 
• Geographical

11:00 - 11:30 AM

What do you know about ancient Israeli history?

• the land
• cultures
• religions
• tribes
• conquerors
• conflicts

11:30AM - 12PM:

What do you know about more modern Israeli history?

• Zionism
• independence
• conflicts
• current events
• technolgoical advances
• education
• first repsonders
• etc.

12-12:30PM:  Music with Mark

7th Grade Curriculum, 2014-2015

Parents,

Here is the curriculum for the 2014-2015 Seventh Grade Class:

In Seventh Grade, students will revisit the history of Judaism, creating a timeline from creation through today.  Certain time periods, including the Rabbinic Period and Enlightenment will be highlighted.  There will be a focus on well-known and not-so-well-known historical figures that affected and drove the direction of Jewish history.  Students will pay particular attention to anti-Semitism today and in the past and will work to determine if/how their lives are affected by anti-Semitism. As students prepare to become Bar/Bat Mitzvah, they will explore some weekly parshot (Torah readings) looking at the literal definition, commentaries and midrashim (explanations).  Some time may be spent discussing current events and relating them to the other topics covered in class.

Bible and History:

• History of Judaism from Biblical period through today.  Timeline will include periods such as Golden Age of Spain, Rabbinic Period, Enlightenment, Black Plague, Holocaust and Zionism.
• Students should be able to explain these periods and explain the importance of each one in relation to Judaism.
• Explanation of Talmud and Midrash

Prayer and God:

• Comparative religion – differences/similarities between the major religions of Judaism, Christianity and Islam.
• Continue to develop one’s personal Jewish identity and examine each student’s relationship with God.

Holidays and Symbols:

• Study of how our holidays are special
• Discussions focusing on challenges we face related to our holidays (personal struggles and how our holidays fit into the secular calendar)

Middot and Mitzvot:

• Rebuking others
• Not embarrassing others
• Environment
• Torah 

 
Hebrew: 

• No specific Hebrew objectives for Religious School class time.  Students at this level attend Hebrew School in addition to Religious School.  They will be exposed to Hebrew through the learning and teacher should use Hebrew terms for ritual items, symbols, values, mitzvoth, etc. when possible.

Addendum (from last year)

"Our Jewish history included ancient conquerors, concepts of the prophets, Jewish ethics and values, and what makes them so.  We discussed the Diaspora, the Golden Age of Spain, the Black Plague, the Pale of Settlement, the Enlightenment, early Zionism, the Holocaust and Jewish resistance.  We compared Judaism, Christianity, and Islam, and explored Anti-Semitism.  Aspects of modern Israel included the environment, culture, music, and contributions through technologies, medicine, and being first responders.  Many of our discussions centered around current events in the Middle East, Israel, the US, the students' lives in school, with friends, family history, and Jewish holidays. Everyone was encouraged to voice their views, opinions, and experiences, and their Jewish self-identity."

Any questions, please let me know.  Thanks.--Mick (stationmanager59@gmail.com)

Welcome to the 2014 - 2015 7th Grade Class

Parents,

I enjoyed meeting with all the students today.  We had a good time.

We went around the room with some introductions, finding out what schools the kids attend, some of their involvements, what instruments they play, sports they participate in, or simply like.  We then went to the all-school assembly, welcoming everyone to another year at Sinai Temple, led by Rabbi Jody Cook, and in song by Larry Adelston and Mark Hafter, their music teacher.

When we returned, we learned more about some of the family histories, geographic locales of the family roots, blended family backgrounds, and more.  It was all fascinating.

We had an engaging discussion on what the idea of being Jewish means to each of the students. There were answers such as:

• loyalty to God
• doing right/doing good in the world
• acknowledging one's Jewishness through participation such as holidays, events, ritual
• a debate as to whether or not there are levels of Jewishness, whereas some may "be" or "feel" that they are more Jewish than others

We asked is one more Jewish than another if one:

• keeps Kosher
• engages in parayer and ritual
• keeps Shabbat

Or, is it about:

• how one lives
• following Jewish ethics
• doing right in the world with a Jewish perspective on humanity 

We also talked very briefly about Yiddish and the Ashkenazic (German, Western and Eastern European) roots and Ladino with the Sephardic (Spanish, Mediterranean, Arabic) roots, as languages, cultures, and geography as we looked to a map.  We also touched base on 1492, when Columbus set sail, the day after the Spanish Inquisition, noting that Jewish people came to the new world at that time.

At 11:30AM, we went to Art class, where their teacher, Leah Bella had them do a Rosh Hashanah New Year's greeting card.  We will have Art every other week at this time.  We then went to Music class, which will meet each week at 12PM.  Mark Halter led them through some lively songs, where they had a great time.  We are in a combined class with the 6th graders for Art and Music, with their former teacher, Karen Ray.

I will do my best to keep you posted each week.  If you have any questions or would like to contribute to the class, please let me know.  You are welcome to stop on by.  I can be reached by e-mail at stationmanager59@gmail.com, or by phone at 328-4021. 

Great meeting your kids today!--Mick (Woolf)

The Seder, Thanks, and More: 4/13/2014

Parents,

I am trying to keep up and catch up with the notes to you all, so this if the first of a few highlighting our recent class gatherings.

Thanks to Anna, Melanie, Tonya, Carmen, Sena, Jaclyn, Jill,  Cheryl, as well as Loren and Maya for all the contributions to the 7^th Grade Seder Sunday,  April 13th, from 11:30AM – 12:30PM.  Cheryl and Loren joined us for the entirety,  Jill for a little while, and Anna catching a bit of our Seder near the end.

We began with reviewing the meaning of the symbolic foods on the Seder plate.  We talked briefly about the meaning of Passover as a celebration of human liberation.  We then enjoyed the many versions of charoset, the chocolate maztot, the eggs, and parsley.  Noah led us in a blessing over the "fruit of the vine", with the grape juice.  We held a horseradish contest with Noah, Ethan, Emma G, and me all getting the burn and the flush with some extra hot white!

Bryn read the questions out loud in English, along with the answers.  Kayla brought in a wonderful book with asking the four questions in a variety of languages, including some humorous and creative versions.

Lia, Emma L, and Rachel, all took turns reading the four questions in Spanish.  We then digressed for a moment into the basis for Ladino (Spanish and Hebrew), and where it was originally spoken (Spain, Portugal) and eventually dispersed after the Inquisition in both countries, where it traveled to Turkey, and other Mediterranean, and Arabic countries within the Jewish communities.  We also talked for a moment about Yiddish, and they called it right about being a mix of German and Hebrew, and we discussed where that was spoken.  Some of the kids talked about grandparents and great-grandparents speaking Yiddish.

Lia read the questions in Swedish.  Issac read the questions in Russian.   Noah attempted to do so in German.  Maya read the questions from a Twitter perspective.  Hilarious.  Kayla read them in Valley Girl, and Italian.  Ethan read them in a Shakesperean theatrical voice.  

We concluded with Ethan playing his guitar, and me accompanying, as we  all sang Go Down Moses, and finishing with Miriam's Dance.

The kids did a great job with art and music classes, as well always.

For the first half hour of class we had a lively discussion on the Four Sons, the four archetypes, the Four Children.   We offered a brief recap for attending parents.  Noah did a beautfiul job of contextualizing our understanding,  which I will try and capture as best I can, though he was far more eloquent:

The wise son knows what he knows and knows enough to ask the questions, and to be open to learning more.  The wicked son (or as we had discussed, the "irreverant" son) thinks he know what he knows, and isn't open to learning anything more.  The simple son knows enough to ask in order to learn more.  The one who doesn't know enough to ask, is open to learning.

We based the discussion on this article which we took turns reading from below.  Hope you all had a meaningful celebration at your seders.

The Four Sons:    Rabbi Dr. Dovid Gottlieb
http://ohr.edu/805

The Torah refers to four sons: One wise, one wicked, one simple and one who does not know how to ask a question. What does the wise son say? "What are the testimonials, statutes and laws Hashem our G-d commanded you?" You should tell him about the laws of Pesach, that one may eat no dessert after eating the Pesach offering.

What does the wicked son say? "What does this drudgery mean to you?" To you and not to him. Since he excludes himself from the community, he has denied a basic principle of Judaism. You should blunt his teeth by saying to him: "It is for the sake of this that Hashem did for me when I left Egypt. For me and not for him. If he was there he would not have been redeemed."

What does the simple son say? "What's this?" You should say to him "With a strong hand Hashem took me out of Egypt, from the house of servitude."

And the one who does not know how to ask, you start for him, as the Torah says: "And you should tell your son on that day, saying 'It is for the sake of this that Hashem did for me when I left Egypt.'"

The wise and wicked sons seem to be opposites, but then why isn't the wise son called 'the good son?'
Is the simple son the opposite of the one who does not know how to ask? If so, how are they opposites?

The simple son's question - "What's this?" - is as simple as can be. Who, then, is the son who does not even know how to ask? A little baby?

The wicked son is told: "It is because of this that Hashem did 'for me' when I went out of Egypt - for me and not for him - had he been there he would not have been redeemed." Why is the wicked son answered in third person?

The verse used to answer the wicked son is the same verse used to answer the one who does not know how to ask. Why?

The sons divide into two pairs - the wise and the simple on one side, and the wicked and the one who does not know how to ask on the other.

The simple son wants to learn. He looks up to the wise son and emulates him. When he hears the wise son asking questions, he also wants to ask. His question 'What's this?' lacks the sophistication of the wise son's question, but it reflects the same sincere desire to learn and understand.

The one who does not know how to ask admires the wicked son. He desires to show the same ironic contempt for the Torah, but unlike the wicked son he lacks the requisite cleverness. Not trusting himself to attack as effectively as his mentor, he remains silent.

The wicked son's 'question' is merely rhetorical - it deserves no response at all. Yet, the one who does not know how to ask is sitting at the table listening to the wicked son's remarks. He's in danger of being influenced. Therefore, our response to the wicked son is to say to the one who doesn't even know how to ask: "Don't be influenced by his smug cynicism. Had he been in Egypt, he would not have been redeemed. He is cutting himself off from the eternity of the Jewish people."

This difference in approach is described in the book of Proverbs (26:4,5): "Do not answer the fool according to his foolishness, lest you become equal to him. Answer the fool according to his foolishness, lest he be wise in his own eyes." This seems like a contradiction: Should we answer the fool or not?

The answer is that there are two types of fools. One type of fool already 'knows' everything. For him, discussion is merely an opportunity to show off his 'superior' knowledge. There is no point in answering him, because he will never admit a fault. On the contrary, our attempts to educate him will meet with ridicule. As he rejects our insights one after another, the fruitlessness of our efforts makes us appear foolish.

But there is another type of fool: One aware of his limitations. His views are wrong and foolish, but he's not completely closed to instruction. If we open the lines of communication we can have an impact on him. If we don't reach out to him, he'll eventually start to think: "I've held these views for so long, and no one has ever contradicted me - so, I must be right!"

There is a profound message here for our times. We are all confronted with people who scoff at the Torah. We often have to decide if and how to respond. The book of Proverbs teaches us that our primary responsibility is to improve the critic by our response. If that is impossible, then responding is a waste of time. But if it is possible, then we must not wait for his initiation. We must reach out to him and start the dialogue.

Notice, however, that the wicked son is at the Seder! We do not exclude him or reject him personally. Only discussion is avoided, since discussion has no point. The inclusion of the wicked son at the Seder expresses our conviction that no Jew is ever irretrievably lost. We hope our stern response will shake his proud self-confidence to the point where real discussion becomes possible.

"Who is wise? He who learns from every person (Pirkei Avos 4:1)." Indeed, the classical title for a Torah scholar is 'Talmid Chacham' - a wise student.

What is the idea behind this definition? In order to learn from others, one needs two crucial insights. First, "I am lacking. There is much that I do not know." And second, "Others possess the knowledge which I need."

Now we can appreciate why the Haggadah juxtaposes the wise and the wicked sons. The central failure in the wicked son is his close-mindedness. The heart of his evil is the supreme foolishness to think that his understanding is perfect. Thus he is the diametrical opposite of the wise son who is completely open to the instruction of others.

Passover Seder, Sunday, 4/13, 11:30AM - 12:30PM

Parents,

we are celebrating our Passover Seder in our classroom from 11:30AM -12:30PM next Sunday, April 13th.  Please consider coming in and joining us if you have time! 

While we won't have time to do a full Seder, of course, we will review the symbols on the Seder plate, sing a few songs, pose the 4 questions, and, time permitting, touch briefly on the archetypes of the children, the idea of liberation, the courage to stand up for our convictions, and expressing gratitude. 

Ethan and Kayla have talked about bringing their guitars, and Noah his keyboard.  We'll see what happens! 

Can you help us by being willing to come with some food for the class (11 kids and yours truly), and a little extra for any parents who would like to stay with us?

Please let me know if you are willing to bring any of the following:

• Grape juice - 1-2 bottles 

• Chocolate covered matzah:   

• Regular matzah:  1-2 boxes  

• Charose:  as many varieties as we can have!

• Chicken or Lamb bone and a Beet

• One dozen hard boiled eggs

• Parsley, Salt water, Horseradish:  Mick will provide

• Actual Seder Plate

Any questions, please e-mail me at stationmanager59@gmail.com, or call me at 328-4021. --Mick 

PS.  As a handy reminder, the Seder Plate consists of the following:

1)  Maror
The bitter herbs, made up of horseradish and a mixture, symbolizing the bitterness and harshness of slavery in Egypt.

2)  Charoset
The sweet, brown mixture (apples, honey, spice, wine, nuts, etc.) representing the mortar used by the Hebrew slaves to build the storehouses or pyramids of Egypt

3)  Karpas
Parsley, celery, or a boiled potato, which is dipped into salt water at the beginning of the Seder.  The dipping represents tears and mirrors the pain felt by the Hebrew slaves in Egypt.

4)  Shankbone and Beet
A roasted chicken or lambone, symbolizing the Pesach sacrifice, which was a lamb that was offered in the Temple in Jerusalem, then roasted and eaten as part of the Seder meal.  It also is a reminder of the 10th plague, the slaying of the first born children.  I read that vegetarians have used a beet to symbolize the blood used to mark the doorposts in the "passing over".

5)  Beitzah
A hard boiled egg symbolizing springtime and renewal, as well as the mourning over the destruction of the Temple in Jerusalem.  This has also come to symbolize the toughness of the Jew, and human beings in general:  tough on the outside, soft on the inside.

6)  Salt Water
A small dish of salt water, evoking the idea of mourning and the tears of slavery.

7)  Matzah
A stack of three matzos respectively symbolizing the social grouping of Hebrews in the following order of religious status: (1) the Kohanim ("priests" in Hebrew); (2) the Levi'im ("assistants to the priests" in Hebrew), and (3) the Yisraelim ("Israelites"; collectively speaking, the remaining members of the Hebrew people). The three matzot or matzos are placed together to symbolize the unity of the Hebrew/Jewish people. It is unity which gives us our strength and our power to survive.

Matzah also symbolizes the universal goal of humankind: to transform oneself and one's group from a situation of social, religious, political, and physical slavery to social, religious, political and physical freedom. This goal can also be extended to include psychological freedom from personal enslavements I.E. troubles that are causing one to be enslaved in stress. Therefore, matzo not only has its symbolisms in the Passover/Pesach story, but also serves as a continuous symbol of achieving social justice in all generations past, present, and future.

Parents,

we had a small class last Sunday, 3/2, with Lia, Kayla, Rachael, Maya, Jake, and Emma G, with Noah joining us after his Bar Mitzvah prep session for the last hour.

Discussion on Community
We talked about community and what that looks like for each person.  We started with a circle designating each student as YOU in the center of the hub, then connecting like spokes out to Family, Friends, School, Sinai Temple, Enemies (yes, suggested by several of the students!), and Teammates.

The Teammates aspect became a good basis for the rest of the discussion.  Emma G brought up the following elements in fellow teammates, based upon her volleyball activities:

1)  Positive attitude
2)  Responsibility
3)  Encouragement

We added that Responsibility = The Ability to Respond.

Hence, the ability to respond to the needs in the community, to our family, friends, teammates, etc.

We went over a few aspects of Jewish responses throughout a lifetime of events:  birth, celebrations, illnesses, financial need, tzedakah, other situations where people can assist one another, and ultimately, funerals, and being there for families.

We revisited Rabbi Hillel's phrase:  If I am not for me, who will be?  If I am only for myself, what am I?  We talked about the balance between self-advocacy, taking care of oneself, and the responsibilities, connections, and obligations we have toward others.

We talked about the different sports experiences, team, music, theatre experiences of working together.  How it all has an effect on one another, and the whole, team, or ensemble.

We talked about taking in the positive and the negative, and weighing things out. Who has your back?  Parents, and family and some really good friends.  As Kayla pointed out, you really find out who your friends are when you've gone through a difficult time.

We talked about friendships, and social technology, and how important it is to them to communicate with their friends, as well as how important their friends are to them.  The discussed how texting and chatting or skyping helps with their busy schedules,  staying in contact, and creating that sense of community, getting help on schoolwork, etc.

Through all this, we reaffirmed the essence of the sense of community in Judaism.

With Lia's suggestion, and generous offer to use her phone, we facetimed with Ilana Gersten near the end of the class to say hello and to stay in touch with her in England while she's there with her family for the semester.  Another point in keeping in touch with a sense of community.

Music Class and Concert
We had a great session with the Music Teacher, Mark Hafter, with both Lia and Kayla playing guitars.  The other students are invited to bring their instruments any time!

Mark and I talked to the kids about putting on a concert of Jewish music for Sinai Temple with their teacher.   They are very interested in this.  If the interest continues, we will work out logistics, and see what works with their schedules.  We have a list of the kids and their instruments.

Rachel - viola
Bryn - violin
Lia - guitar
Kayla - guitar
Jake - piano, trombone, drums
Noah - trumpet, piano
Isaac - tambourine, percussion
Ethan - guitar

Passover Seder
We talked about an upcoming Passover Seder for the class on Sunday, April 6th.  Of course, we'll cover the basics: the seder plate, the meaning, some songs.  We will also have a theme of liberation, and what that means, while having fun.  Parents are invited to attend, and participate, and we'll tell you how you can.

Video on the Jewish Resistance During The Holocaust
We watched a video on Jewish Resistance during The Holocaust, whcih described the many ways in which active resistance took place.  Examples were staying alive, maintaining elements of Jewish culture and the arts, joining with the partisans in armed resistance, uprisings in camps, paying for documents on the black market to leave the country, and going into hiding.  Though we woudl normally consider committing suicide a way of giving up and giving in, this was presented as a form of resistance, which agitated the German military and government.

If you are interested, here is the link: 
http://www.youtube.com/watch?v=-qHYfrEvgVg

Upcoming
Next Sunday is the Purim Carnival.

Loren Israel, Kayla's Dad, will come and present another ethical, situational legal case to the students in the near future.

Thanks
Thanks to  Zoe Goldenfeld for her assistance and participation in helping the classroom.

Sinai Temple Religious  School Calendar
http://www.sinaitemplecu.org/13-14school-calendar.pdf

Connecting The Dots

Parents,

It's been a great year with your kids! We’re 2/3 of the way through with 15 classes behind us, and only 8 more to go, with some holidays, Spring Break and the school picnic on May 4th.   In the remaining sessions, as I’m learning how to use the Sinai Temple Religious School Blog, I will keep you posted on the classes, activities, and other items of interest.

I have enjoyed each and everyone one of your children in the class.  I want to thank you for the opportunity to be their teacher. They have been a lively, spirited group, with a great sense of humor.  I have learned from them along the way.  I have been impressed with the intelligence and knowledge expressed, and the connections that are made, even when they may be unsure of the actual specifics.  Watching how they get to their opinions, what they know about history, how they express their views, and their use of deductive reasoning is fascinating.   There are many bright and insightful comments made in class.  We have had some great discussions and a lot of fun.

We are attempting to cover a lot of historical, cultural, and ritualistic ground from Roman times through the 19th century.  

Here are some highlights of what we have encountered during our time together in the Intermediate Chamishi - 7th grade class this Spring semester:

1/26:  We watched some YouTube videos on the resurgence of the Jewish community in Poland, the vibrant legacy incorporated into the current Jewish community in Italy, and a history of the Jewish community in Spain. 

2/2:  I was out of town that date, helping with the Confirmation Class trip, but part of the focus for the lesson plan that day was on relating to Rabbi Hillel’s contribution of “If I am not for me, who will be. If I am not for myself, then who will be for me? And if I am only for myself, then what am I? And if not now, when?"  Then, a discussion about Jewish ethics and experiences the students have had on those times of when they did the right thing.  And, then finished with "What Makes You Jewish? - A Discussion" with a number of questions to move things a long.

2/9:  David Litwack, Executive Director of Save A Child’s Heart (SACH) hosted a Skype session in the Youth Lounge with the upper grades (6th-10th) and SACH patients in Israel.  It was amazing.  The students were able to say hello to the young children and the volunteers who were assisting them.  Most of the patients were from Tanzania during this session, but they do come from all over the world.  It’s an impressive program, where the patients must be sponsored for $10,000.  It was a moving experience to talk with the volunteers, ask questions, and to see such good being done in the world, with this program based in Israel to preserve the lives of these children from around the globe with heart problems.

SACH (Save a Child's Heart, http://www.saveachildsheart.org/) is an Israeli based international humanitarian organization.  As its name suggests, its mission is to assist with pediatric cardiac needs in developing countries where availability of quality pediatric cardiac care is limited.

We also spent time split into the boys and the girls teams during out Jewish Trivia Bowl.

2/16:  We discussed the Pale of Settlement, the area extending from central and eastern Europe into the Russian territories, where the Jews were officially confined beginning in the late 18th century, with a hard life, and with limited opportunities.  We also faced off with trivia questions in a variety of areas between the boys and the girls.  We talked more about the Spanish Inquisition and expulsion into other countries.  We briefly discussed an article on Spain’s invitation for the repatriation of Sephardic Jews in Spain.

2/23:  We compared the structure, major parties, and branches of the American Government to the Israeli Government. We discussed the period of The Enlightenment (Haskalah), where the European Jews began to receive more rights, moving toward citizenship, educational reforms within Judaism itself, and more toward inclusion and assimilation into their respective countries. We reviewed some brief history and tenets of the Reform, Conservative, and Reconstructionist movements, as well as different aspects of the Orthodox movements.

Here a couple of highlights from the Fall Semester:

9/30:  The class assisted in taking down the Sinai Temple Sukkah.  Here’s a note from our dear late friend, Tony Novak, who headed up the project, and was, so dedicated to the synagogue and the Jewish community in Champaign-Urbana.  He acknowledged the efforts of our class:

Dear Committee:

Thanks to the hardcore loyal members who showed up today
And to Mick Woolf’s class who were a big help!
We got it down and put away in about an hour….at times almost a little too fast as frame pieces were flying….
See you at the sukkah again next year…
Tony N

11/17:  Kayla Israel's father, Loren, joined us in leading a great debate on ethics with a couple of situations from the  "You Be the Judge" series that he had chosen.  The students did a great job of examining different viewpoints, and we had a lively set of discussions.
http://www.torahaura.com/item_You_Be_the_Judge_Book_One.aspx
 
Throughout the year, we have also discussed topics such as:
    
    •    The conquests of Babylon, Persia, Assyria, Greece, and Rome
    •    Geography, historical events and figures
    •    Current Events in the Middle East, current geography
    •    Israeli-Palestinian and Arab conflicts
    •    Zionist beginnings with Theodore Herzl
    •    Holocaust, the laws, the camps, the chain of events
    •    Jewish resistance during the Holocaust
    •    Highlights of archetypal aspects of classic Anti-Jewish sentiment
    •    The Blood Libel
    •    The Black Plague
    •    Ghettos
    •    The Spanish Inquisition period
    •    The Golden Age of Spain
    •    The Dreyfus Affair
    •    Immigration to the US
    •    Sephardic and Ashkenazic communities in the US
    •    Tourist videos on Israel, with highlights of the land, the culture, sports, music, technological,
          medical, and environmental achievements
    •    Experiences being a minority in their schools and neighborhoods; comments they've heard
         that were Anti-Jewish
    •    Blended families
    •    History of each student's families   
    •    Discussion of "Fiddler on the Roof"
    •    The Jewish holidays, with discussions of the seasons and rituals
    •    Some of the prophets, sayings, universal ethics, aspects of the Hebrew Tanak (Bible)

More to come soon. Stay tuned!  --Mick (stationmanager59@gmail.com)