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)