Global Day of Jewish Learning

www.theglobalday.org A Project of the Aleph Society

dedication

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“Grandchildren are the crown of their elders, and the glory of children is their parents.”

– Proverbs 17:6

In honor of my grandchildren and great-grandchildren: their lives burnish the glory of those who perished in the Shoah.

For my parents, Benjamin and Charlotte Gottesfeld z”l, these children are the greatest reward…

o Chana Hanina o Galia Hanina o Sarah Rose Warren Siebold and Mike Siebold o Joseph Nathan Warren

Children of Shira and Steve Stein o Simcha Meir o Tamara Yocheved o Eliyahu Aryeh o Eitan Yosef o Rayna o Talia

Children of Aliza and Zev Ganz o Shmuel Yoel o Atara Rina o Daniel Yomtov o Yosef

Children of Tamar and Josh Heller o Yakira Eliyana o Gavriella Talia o Yehuda Meir o Sarah Avigayil

Children of Laura and Adam Hanina o Samuel Azriel o Charlotte Eliora o Lucy Yael

And in tribute to Adin Steinsaltz, whose work has opened the doors of Jewish learning to our generation and those to come. – Fanya Gottesfeld Heller

The Global Day of Jewish Learning i November 16, 2014 www.theglobalday.org

Rabbi adin even-israel steinsaltz

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Rabbi Adin Even-Israel Steinsaltz is internationally regarded as one of the leading scholars and both of this century, and of the last. As described in Newsweek, “Jewish lore is filled with tales of formidable rabbis. Probably none living today can compare in genius and influence to Adin Steinsaltz, whose extraordinary gifts as scholar, teacher, scientist, writer, mystic and social critic have attracted disciples from all factions of Israeli society.” Born in 1937 to a secular family, Rabbi Steinsaltz has authored more than 60 books and hundreds of articles on Jewish mysticism, religious thought, sociology, biography, and philosophy. The best known of these is his interpretation of the Talmud, the seminal work of Jewish culture. His The Thirteen Petalled Rose is considered a modern classic of Jewish mysticism. He is the first person since the medieval sage Rashi to have completed a full translation of and commentary on the Babylonian Talmud. This historic achievement was commemorated in 2010 by the inaugural Global Day of Jewish Learning, which has since become an annual international event in over 40 countries. Koren Publishers has recently launched the Koren Talmud Bavli, and English edition of the Steinsaltz Hebrew Talmud. The debut volumes garnered a 2012 National Jewish Book Award. Other honors include Israel’s inaugural Israeli Presidential Award of Distinction, the Israel Prize and the French Order of Arts and Literature. Renowned as an original and open-minded thinker, Rabbi Steinsaltz has lectured and taught in hundreds of communities around the world.

The Global Day of Jewish Learning iii November 16, 2014 www.theglobalday.org

table of contents

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Table of Contents

The Importance of the Global Day by Rabbi Steinsaltz• • • • • • • • • • • • • • • • • • • • • • • • • • • • • 7

2014 Report• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 9

Pictures and Programs from Events Worldwide• • • • • • • • • • • • • • • • • • • 12

Global Day Communities 2014• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •20

Partners • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 32

Curriculum• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 33

Acknowledgements • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 43

Aleph Society• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •44

the importance of a global day

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Published on The Jewish Week (http://www.thejewishweek.com)

Home > The Importance Of A Global Day Of Jewish Learning

The Importance Of A Global Day Of Jewish Learning

Opinion Global Day of Jewish Learning Study Talmud The Torah Mon, 11/10/2014 Rabbi Adin Even-Israel Steinsaltz Special To The Jewish Week Story Includes Video: 0

Jewish knowledge is not just good to have. It is essential. Some may think that knowledge belongs to scholars, religious leaders and the elite. Not so in . For us, study is an essential demand upon everyone.

Of course, in history there were times when the general level of knowledge was not very high. Yet even then, study was always a major purpose and pursuit. Indeed, the very last paragraphs in Maimonides’ great work, “Mishneh Torah,” describe the grand vision of the Messianic Era: “For the earth shall be full of the knowledge of the Lord, as the waters cover the sea” (Isaiah 11:9).

Because Jewish knowledge is such a basic requirement, there have always been schools at every level, for both children and adults. Calling someone an “am ha’Aretz” — ignoramus — is a real insult, considered very offensive. Today, for reasons historical and otherwise, we are living at a time when this label applies to too many people. It is therefore our duty to enable those people to re-acquire that knowledge. The Torah says: “Moses commanded us a law, an inheritance of the congregation of Jacob” (Deuteronomy 33:4). In the Talmud, Rav Yehuda comments on this verse in Rav’s name: “Whoever withholds a halacha from his disciple is as though he had robbed him of his ancestral heritage” (Tractate Sanhedrin 91b). In other words, everyone has a share in this inheritance, and depriving someone — anyone — of what belongs to them is tantamount to theft.

Study is not easy, especially if one did not receive a good Jewish education from one’s parents or at school. It is not easy for an unlearned person to acquire knowledge. A Global

DTahey oGfl oJbalewi sDhay L oefa rJnewishing, w Learninghere pe o p l e f r o m h 7 u n d r e d s o Novemberf comm 16,un 2014ities a wroww.theglobalday.orgund the world study the same text, is one way of encouraging study, or at least the taste of study. Perhaps this small taste will encourage participants to go on and continue their learning, either with others or on their own. The Global Day of Jewish Learning takes place this year on Nov. 16 (theglobalday.org).

Because so many thousands of people are studying together, the Global Day of Jewish Published on The Jewish Week (http://www.thejewishweek.com)

Home > The Importance Of A Global Day Of Jewish Learning

The Importance Of A Global Day Of Jewish Learning

Opinion Global Day of Jewish Learning Study Talmud The Torah Mon, 11/10/2014 Rabbi Adin Even-Israel Steinsaltz Special To The Jewish Week Story Includes Video: 0

Jewish knowledge is not just good to have. It is essential. Some may think that knowledge belongs to scholars, religious leaders and the elite. Not so in Judaism. For us, study is an essential demand upon everyone.

Of course, in history there were times when the general level of knowledge was not very high. Yet even then, study was always a major purpose and pursuit. Indeed, the very last paragraphs in Maimonides’ great work, “Mishneh Torah,” describe the grand vision of the Messianic Era: “For the earth shall be full of the knowledge of the Lord, as the waters cover the sea” (Isaiah 11:9).

Because Jewish knowledge is such a basic requirement, there have always been schools at every level, for both children and adults. Calling someone an “am ha’Aretz” — ignoramus — is a real insult, considered very offensive. Today, for reasons historical and otherwise, we are living at a time when this label applies to too many people. It is therefore our duty to enable those people to re-acquire that knowledge. The Torah says: “Moses commanded us a law, an inheritance of the congregattiohne imofp Joarctaonceb” ( Dofe au tglerobonalom dyay 33:4). In the Talmud, Rav Yehuda comments on this verse in Rav’s name: “Whoever withholds a halacha from his disciple is as though he had robbed him of his ancestrawwwl h.theglobaldayeritage” .com(Tractate Sanhedrin 91b). In other words, everyone has a share in this inheritance, and depriving someone — anyone — of what belongs to them is tantamount to theft.

Study is not easy, especially if one did not receive a good Jewish education from one’s parents or at school. It is not easy for an unlearned person to acquire knowledge. A Global Day of Jewish Learning, where people from hundreds of communities around the world study the same text, is one way of encouraging study, or at least the taste of study. Perhaps this small taste will encourage participants to go on and continue their learning, either with others or on their own. The Global Day of Jewish Learning takes place this year on Nov. 16 (theglobalday.org).

Because so many thousands of people are studying together, the Global Day of Jewish Learning transforms a solitary event into a venture that belongs to everybody. We are uplifted and inspired when people from all walks of life gather together in study; our neighbors and our friends, our families and those whom we have never before met. We have not delegated Jewish knowledge to the professionals. We have made the claim that it belongs to all of us.

The Global Day serves one more critical purpose. We are a nation that is spread all over the world, divided by distance, different languages and ways of life, and sometimes also by ideas. WeL eaarren inmg otrraen sffroargmms ae nsotelitdar yth eavnen wt inet oc a nve antfuforer dth.a Wt bheleong ps etoo epvler yobfo dyif.f eWree anrte a ugpelifste dand professionansd g inastphireerd twohgeent hpeor palen fdro amr eal l iwmamlkse orsf elifde ginat hae rc toomgemtheorn in c satudsye; ,o uwr en ecigrehbaotres nanedw common our friends, our families and those whom we have never before met. We have not delegated denominaJteowriss,h nkenoww lsehdgaer etod t heex preofreiessniocneasls a. Wnde hvaavleu emsa.d Te hthees cela wimi ltlh saet irt vbee lounsg sw teo lal l—l of nuso.t just on one Global Day but also at other times and in other areas of life. We can feel that there is somethingT hteh aGtlo ubnali tDeasy usesr.ves one more critical purpose. We are a nation that is spread all over the world, divided by distance, different languages and ways of life, and sometimes also by ideas. We are more fragmented than we can afford. When people of different ages and Often we pferoefel susniointes dga othnelry t oinge tthher faancde a roef imcamlearmseidty in. Ba ucot momuro nc ocamusme,o wne i ncrheeatreit naenwc eco, mtomoo,n can surely help us red-eensotmaibnlaistohrs m, naewn ys hcaorendn excpteiorinensc easn adn dre vpaaluiers m. Tahnesye b wrioll ksernv eli nuse ws eollf — c onmot mjusutn oincation. The Global Daoyn eo Gf lJoebawl iDsahy Lbeuta arlnsoin agt obtrhienrg tism hesu nanddr eind ost hoefr darievaesr soef l ifceo. mWem cuan ifteieesl t htoatg tehethree irs in an embrace soofm thetihsi ncge tnhatrta uln piteilsla urs o. f our inheritance, the pillar of Jewish learning. I hope we use this experOieftnenc ew e— fe ealn udn itwedh oant lyit inc rtheea ftaecse ionf cuasla amnitdy. fBourt uousr —com amso an ilnahdedritearn cfoe,r tocoli,m cabnin sgu rheliygher up to reach theh pelpa cues rwe-hesetraeb liwshe m aarney scounpnpeoctsioends aton db reep. air many broken lines of communication. The Global Day of Jewish Learning brings hundreds of diverse communities together in an This year'esm Gbrlaocbea olf Dthaisy c eonft rJael pwililsarh o Lf oeuar rinhinegrit awniclle ,b tehe h peilladr Sofu Jnedwaisyh, l eNaornvinegm. Ib heorp e1 w6.e Tusoe get your this experience — and what it creates in us and for us — as a ladder for climbing higher up to communitrye aicnhv tohlev epldac ae nwdh/eorer twoe taurne es uipnp toos etdh eto lbivee. internet broadcast component featuring scholars, artists, rabbis, and authors from around the globe visit www.theglobalday.org or call 212-8T4h0is- 1ye1a6r'6s .G Tlohbea l GDaloyb oaf lJ eDwaisyh iLse uarnndinegr w tihll eb ea heegldis S ounf dRaya,b Nboiv Semtebienrs 1a6l.t Tzo. get your community involved and/or to tune in to the live internet broadcast component featuring scholars, artists, rabbis, aCndo apuythriogrsh tfr o2m0 1a4ro uTnhde th Jee gwloibseh v Wisite wewkw.theglobalday.org or call 212-840-1166. The Global Day is under the aegis of Rabbi Steinsaltz.

Source URL (retrieved on 11/11/2014 - C11o:p2y4r)ig: htt t2p0:/1/w4 wTwhe.t hJejwewisihs hWweeeekk.com/editorial- opinion/opinion/importance-global-day-jewish-learning Source URL (retrieved on 11/11/2014 - 11:24): http://www.thejewishweek.com/editorial- opinion/opinion/importance-global-day-jewish-learning

The Global Day of Jewish Learning 8 November 16, 2014 www.theglobalday.org 2014 Report

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500 Communities, 42 countries, 6 Continents 37,500+ participants

The Global Day of Jewish Learning is the largest, annual world-wide community study of Jewish texts ever held. And it gets bigger every year! Responding to Rabbi Steinsaltz’s mandate: “Let My People Know,” the Global Day is uniting Jewish communities worldwide through study of our shared texts.

Community participation continues to grow. In 2014, 500 communities participated—an increase of 19% over the 420 communities that joined us in 2013. Particularly exciting is the growth in Russian speaking communities.

Community feedback about participation is positive: o 95% of survey respondents described their event as successful; 85% felt their expectations to be part of a worldwide Jewish community were met. o “Community-building and Jewish learning are a priority at the Evelyn Peters Jewish Community Center (EPJCC). The Global Day addresses both beautifully.” —EPJCC, Mumbai, India

The Global Day also builds community on the local level: o “We were able to bring different organizations to the table and be part of this event… Rabbis and teachers get exposure and more people can learn from them and not only members of that particular organization.” — Jewish Federation, Winnipeg, Canada o “We gained new partners and colleagues that we can continue to partner with in the future.” —Mechon Hadar/Drisha/Schechter of , New York, NY

The curricular materials and other resources created are valued: o “It is an opportunity to learn in a different way. Your resources are amazing!” —Or Shalom, PA o “I am always interested in curriculum to present to university students that is relevant, high level academically, but also caters to a group of students that have varying degrees of Jewish knowledge and background. I think that the curriculum for the Global Day of Jewish Learning did a great job to fulfill these requirements.’’ —Hillel , Toronto, Canada

Several communities indicated that they will continue to use the materials for further study events during the year.

“Heroes & Villains, Saints & Fools: The People in the Book” was this year’s theme, with each curricular unit focusing on a different biblical character. Biblical figures provide an accessible entry point to Jewish texts.

Partnerships are vital to the initiative. Some 35 organizations internationally joined this effort, across the denominational, political and communal spectrum.

The Global Day of Jewish Learning 9 November 16, 2014 www.theglobalday.org 24 sessions of learning from 24 locations broadcast live via Google Hangouts On Air and YouTube

Tune in FREE. Join us LIVE. Worldwide.

ABOUT Tradition and technology unite around the globe in Jewish learning. An extraordinary live online global learning conference.

SPEAKERS Scholars, artists, rabbis and authors from around the world participated in this live video event. With Rabbi Steinsaltz as the keynote, other participants included Rabbi Asher Lopatin (President of Chovevei Torah Rabbinical School), Daniel Fainstein (Dean and Professor of Jewish Studies and Education at the Hebraica University, Mexico City), and Alicia Jo Rabins (Poet and multi-instrumentalist of Girls in Trouble).

LANGUAGES Session in 5 languages: English, Russian, French, Spanish and Portuguese.

VIEWERS Viewership grew from 2,500+ in 2013 to 3,400+ unique week-of viewers in 2014. Attesting to the relevance of last year’s programming, the classes continue to be watched; Our 2013 videos have now had 5,000+ viewers.

Geographic breadth and depth: Viewers joined in from 39 countries across the world. The most-engaged countries were: USA, France, Israel, UK, Canada and Brazil.

OPPORTUNITIES FOR ENGAGEMENT: ASKING QUESTIONS Viewers had the opportunity to submit questions via Twitter, Facebook, Google+ and live chat on our website.

CONTENT Classes addressed the 2014 theme: “Heroes & Villains, Saints & Fools: The People in the Book.” Many speakers provided source sheets which were available for download from the website.

PLATFORM Google Hangouts On Air enables us to broadcast this event live on YouTube

ORGANIZATIONS 19 organizations joined us in making this possible, providing speakers and promotion.

CREATION OF A VALUABLE RESOURCE Beyond being a dynamic live event, the event created 24 learning sessions that remain available “on demand” at www.theglobalday.org/24x24/videos.

The Global Day of Jewish Learning 10 November 16, 2014 www.theglobalday.org “The best way to build a solid and creative Jewish continuity is through a community of learning and practice. Declarations and political action alone, or nice buildings, will not construct a better future for our people. Reading and rereading of our classical sources, in diverse ways, is “the Jewish “While the internet has done way.” The Global Jewish learning day is a concrete much to improve our lives, it expression of this conception and of a sincere feeling of often facilitates a more atomized, Klal Israel, of a great global Jewish family.” disconnected world. Thankfully, this day of learning offers us the opportunity to leverage the —Daniel Fainstein, Dean and Professor of Jewish Studies and Educationat the Hebraica University internet to connect deeply—to (Mexico City-based, teaching from Panama) Torah and to each other.”

—Rabbi Elie Kaunfer, Co-Founder and Executive Director, Mechon Hadar (NY)

“As much as I love teaching and studying in my own little corner of the globe, having the chance to teach and hear a wide variety of perspectives and insights from all over the world is truly special.”

—Ruth Weiss Bergman, educator for Melton School of Adult Jewish Learning (, MI)

“We have a list of commandments in our prayer book singled out for being so special that each brings a reward in both this world and the world to come. If Torah study is equivalent to doing all of them, as our prayer book says, then 24 hours of global Torah study makes 24x24 one of the most important days in the history of mankind!”

—Sal Litvak, the Accidental Talmudist and filmmaker (-based, taught from Israel)

The Global Day of Jewish Learning 11 November 16, 2014 www.theglobalday.org pictures & programs from worldwide events

www.theglobalday.com 2014 Global Day of Jewish Learning

Teen learning at Bergen County High School for Jewish Studies Chevruta in Belmonte, Portugal (Shaave Israel) in Hackensack, NJ

Chercassy, Children’s program in Clearwater, FL (Congregation Beth Shalom)

Beit Midrash in Amstelveen, Netherlands (Crescas) Group discussion in Guayaquil, Ecuador (Javurá Igualitaria Shtibel de Guayaquil)

The Global Day of Jewish Learning 12 November 16, 2014 www.theglobalday.org pictures & programs from worldwide events

www.theglobalday.com Pictures from Events Worldwide

Group discussion in Kherson, Ukraine (Chabad) Small class session in Knoxville, TN (Heska Amuna)

Lecture in , Canada (Federation CJA) Lecture in Mumbai, India (Evelyn Peters JCC, JDC)

Elementary school assembly in Nahariya, Israel (Partnership2Gether) Panel discussion in , Uruguay (NCI Montevideo)

The Global Day of Jewish Learning 13 November 16, 2014 www.theglobalday.org Amstelveen, Netherlands Global Day of Jewish Learning WERELDWIJDE STUDIEDAG Thema: Helden, schurken, heiligen en gekken: het volk van het boek

zondag 16 november 2014 13.00-18.00 uur prijs € 35,- incl. kosjere maaltijd studenten: € 25 Samen lernen, wereldwijd Contact met studiegroepen over de hele wereld via live stream

e-mail [email protected] telefoon 020-640.23.80 informatie www.crescas.nl

The Global Day of Jewish Learning 14 November 16, 2014 www.theglobalday.org Kishinev, Moldova

The Global Day of Jewish Learning 15 November 16, 2014 www.theglobalday.org Howard County, Maryland JewishBaltimore Times ‘Coming of Age’

העשת ולסכ ד NOVEMBR 26, 2014 BY MELISSA APTER

The Jewish Federation of Howard County and the Howard County Board of Rabbis played host to 150 members of the county’s Jewish community who came together Nov. 16 at Howard Community College to participate in the Global Day of Jewish Learning.

Attendees were treated to presentations by 14 area rabbis who expanded on the theme, “Heroes, Villains, Saints and Fools: The People in the Book.” The gathering marked the first time the community as a whole participated in the worldwide event, joining more than 500 communities in 40 countries participat- ing in the fifth annual day of learning.

“[This is a] very important program for us as a community to come together. It’s something that has been missing in Howard County that people wanted to come together,” said Jessica Zellweger, marketing and communications asso- ciate at the federation.

Divided into two one-hour sessions, with a snack break in between, attend- ees chose from lectures with titles such as “Moses: Extraordinary Prophet or Just Your Average Mo?” presented by Rabbi Morris Zimbalist; “Modern Poetry, Contemporary Midrash — Drawing Inspiration for the People of the Book,” presented by Rabbi Sonya Starr of Columbia Jewish Congregation; and “Res- urrection — Biblically Speaking,” presented by Rabbi Mendel Abrams of Beth Torah Congregation.

The Global Day of Jewish Learning 16 November 16, 2014 www.theglobalday.org Rabbi Susan Grossman of Beth Shalom Congregation in Columbia was among the clergy who participated in the first session with her take on “Heroines, Prophetesses and Queens — The Women of the Book.”

“On one hand, it means that the Jewish community in Howard County is com- ing of age,” said Grossman. “It’s thrilling to see the growth of community in this way and that the study of the Bible can be at the heart of the Jewish people — affiliated and unaffiliated.”

Betsy Singer Marcus of Columbia relished the opportunity to hear from other clergy from Howard County and to mingle with people from other congrega- tions.

“It enhances our Jewishness to share our experience with people from other congregations and denominations,” she said.

Rabbi Daniel Plotkin, education director at Beth Shalom Congregation, pre- sented “King David: Sinner or Saint?” describing the ancient ruler as a fascinat- ing character and one of the most complex in the Bible. For Plotkin, communal learning is paramount to the transmission of Jewish knowledge to the younger generations.

“The goal is to encourage education as a lifelong pursuit,” said Plotkin. “For me, as a youth educator, it makes it easier for me to teach kids when there is an educated parent at home. When kids see parents and grandparents partici- pate in Jewish learning they see that Jewish education is important.”

Board of Rabbis president Rabbi Craig H. Axler of Temple Isaiah in Fulton was thrilled with the outcome of this event.

“This idea of doing something as a community and exposing our groups to each other is a wonderful thing to do,” he said. “To have 14 rabbis with no fric- tion … that encourages me on what we can yet do as a community.”

The Global Day of Jewish Learning 17 November 16, 2014 www.theglobalday.org , France

The Global Day of Jewish Learning 18 November 16, 2014 www.theglobalday.org Saint Petersburgh, Russia

The Global Day of Jewish Learning 19 November 16, 2014 www.theglobalday.org global day communities 2014

www.theglobalday.com

Country City Convening Organization

Argentina AMIJAI Argentina Buenos Aires House Party Australia Caulfield South Blake Street Hebrew Congregation Australia North Caufield Mizrachi Organisation Austria Vienna STL Vienna Azerbaijan Baku Jewish Community Center Baku; Chabad Or Avner; Institute for Azerbejan Baku Hillel Belarus Grodno Menora Jewish Center Belarus Sandy Breslauer Beit Simcha Center for Progressive Judaism Belarus Mogilev Mogilev Religious Jewish Community for Progressive Judaism Brazil Aparecida de Goiania Comunidad Yad Eliahu Brazil Brasília Associação Cultural Israelita Brasília Brazil Curitiba Comunidade Israelita do Parana Brazil Porto Alegre SIBRA Brazil Salvador Sociedade Israelita da Bahia; Confederação Israelita do Brasil Brazil São Paulo Congregação Israelita Paulista Brazil São Paulo Comunidade Shalom Bulgaria Moishe House Bulgaria Sofia OJB Shalom Canada Calgary Beth Tzedec Congregation Canada Calgary Calgary Jewish Community Center Canada Edmonton Private Event Canada Fredericton Fredericton Jewish Community/Sgoolai Israel Canada Hamilton Hamilton Hebrew Academy Canada Montreal Federation CJA; YMHA, Jewish Public Library, Communauté Sépharade Unifiée du Québec Canada Montreal Shaare Zion Congregation Canada Oakville Shaarei Beth El Congregation Canada Peterborough Beth Israel Synagogue Canada Saskatoon Congregation Shir Chadash Canada Toronto Beth Sholom Hebrew School; Beth Tzedec Congregation; Holy Canada Toronto JLIC; Hillel Canada Victoria Jewish Federation of Victoria and Vancouver Island Canada Waterloo Temple Shalom Canada Winnipeg Jewish Federation of Winnipeg Chile Santiago de Chile Comunidad Beit Emunah; JDC; Comunidad Bnei Israel; Círculo Israelita de Santiago; Comunidad Israelita Sefaradí

Colombia Bogota Asociacion Israelita Montefiore Colombia Santa Marta Havura Shirat Hayyam Czech Republic Jewish Community of Prague, The Lauder Schools; JDC Ecuador Guayaquil Javurá Igualitaria Shtibel de Guayaquil; Kol Tuv Sefarad

The Global Day of Jewish Learning 20 November 16, 2014 www.theglobalday.org France Montigny Le Bretonneux Havura France Paris Adath Shalom Massorti France Paris Private Event France Paris Study Group France Toulouse Private Event Georgia Tbilisi Hillel Tbilisi Georgia Tbilisi International Youth Association for Training and Inter-employment Programs

Germany Berlin Fraenkelufer Synagogue Germany Berlin Massorti Synagogue Germany Berlin Ohel Hachidusch Germany Berlin Zacharias Frankel College Germany Hamburg Kehilat Beit Shira/Machon Aviv Germany Hanover Begegnung - Christen und Juden Germany European Janusz Korczak Academy Guatemala Guatemala City Asociación Judía Reformista de Guatemala Adat Israel; Kulanu Guatemala Guatemala City Adat Israel Guatemala Guatemala City Dor Chadash Guatemala Guatemala City Private Group Hungary Moishe House India Mumbai Evelyn Peters Jewish Community Centre; JDC Israel Afula-Gilboa Youth Leadership Course, Partnership2Gether Israel Alon Ein Prat Israel Beer Sheva Rambam Shul Israel Beit Shemesh - Mateh Yehuda Partnership2Gether Israel Chatzor Tzahar, Partnership2Gether Israel Haifa Congregation Shirat Hayam Israel Hof Ashkelon Partnership2Gether Israel Holon Neve Arazim Community Center, Partnership2Gether Israel Jerusalem Israel Experience Chavaya Israelit Israel Jerusalem Pardes Institute of Jewish Studies Israel Jerusalem The Conservative Yeshiva Israel Kfar Haroeh Hadera Eiron South East Consortium, Partnership2Gether Israel Kiryat Bialik Hemdat Yamim - HaKehilla HaMasortit Hakrayot Israel Maale Adumim Machanaim Israel Mitzpe Yericho Keren Orah Israel Modi'in Modi'in - Rochester Partnership, Partnership2Gether Israel Nahariya Nahariya, Partnership2Gether Israel David Yellin School Israel Tel Aviv The New Kehila of Ramat Aviv Israel Tzfat Livnot U'Lehibanot; Partnership2Gether Israel Yokneam- Megiddo Yokneam-Megiddo, Partnership2Gether Israel Zichron Yaakov Kehillot of Zichron Yaakov Japan Okinawa Jewish Community of Okinawa via Navy Chaplain Corps Kazachstan Or Avner Community Kazakhstan Astana Hesed Astana Kazakhstan Karaganda JCC Shemesh - Hesed Miriam; JDC

The Global Day of Jewish Learning 21 November 16, 2014 www.theglobalday.org Mexico Mexico City Maguen David Mexico Mexico City Universidad Hebraica Mexico San Miguel de Allende San Miguel de Allende Jewish Cultural and Community Center Moldova Beltzy Beltzy Hesed Moldova Kishinev Hillel Kishinev Moldova Kishinev Jewish Cultural Center KEDEM; International Professional Training Jewish Center; JDC; Area Jewish Schools; Habbad Lubavitch Synagogue; JAFI; Israeli Cultural Center; Jewish Library; Hillel; Regional Volunteer Center; ICTPD

Morocco Casablanca Neve Shalom Netherlands Amstelveen Crescas Nicaragua Granada Congregacion Israelita De Nicaragua; Kulanu Nicaragua Managua Retoño de Israel Panama Panama City Congregacion Kol Shearith Israel Philippines Makati Jewish Association of the Philippines Poland Gdansk Beit Trojmiasto Portugal Belmonte Shavei Israel Romania Bucharest JCC Bucarest; JDC Russia Astrakhan JDC Russia Birobidzhan Birobidzhan Sunday Jewish School Russia Chlyabinsk The Chlyabinsk Jewish Community House Russia Ekaterinburg Ekaterinburg Jewish Cultural Center Menora; JDC Russia Ekaterinburg Hillel Ekaterinburg Russia Kaliningrad Institute for Jewish Studies in CIS Russia Kemerovo Hesed Charity Center Russia Kemerovo Kemerov Society of Jewish Culture Russia Khabarovsk Hillel Khabarovsk Russia Hillel Moscow Russia Moscow Jewish Museum and Tolerance Centre Russia Moscow Moishe House Moscow (MoHoMo) Russia Nizhni Novgorod JAFI; Jewish Charity Center Hesed Sarah; JDC Russia Nizhni Tagil Hesed Alef Jewish Center; Nizhni Tagil Religious Jewish Community; Project Kesher; Nizhni Tagil Council of Ethnic Religious Associations; JDC

Russia Orenburg ORENKA Russia Penza Hillel Penza Russia Petrozavodsk Petrozavodsk Jewish Community; JDC; Institute for Jewish Studies in CIS Russia Rostov-on-Don Family Center Rostov, Rostov Youth Club; JDC Russia Rostov-on-Don Jewish Charitable Fund Hesed Sholom Ber Russia Rostov-on-Don Jewish Family Center; JDC Russia Hesed Ester Russia Saratov Hesed Study Group Russia St. Petersburg Hillel St. Petersburg Russia St. Petersburg Resource Center for Jewish Education Russia Syktyvkar Jewish Community Association; EAR Jewish Agency Russia Tula Institute for Jewish Studies in CIS; JDC Russia Tula Regional Charity Center Hasday Neshama; JDC

The Global Day of Jewish Learning 22 November 16, 2014 www.theglobalday.org Russia Ufa Jewish Charity Foundation Hesed Lea; JDC Russia Ufa Jewish Community of Ufa Serbia Belgrade Federation of Jewish Communities in Serbia; Jewish Community Belgrade; JDC

Slovakia Bratislava Federation of Jewish Communities in Slovakia; JDC South Africa Midrasha Adult Education Institute, Florence Melton School of Adult Jewish Learning; Phyllis Jowell ; Beit Midrash Morasha (Arthurs Rd Shul); Green and Sea Point Hebrew Congregation; United Herzlia Schools

Spain Valencia Sinagoga La Javura Sweden Gothenburg The Beit T'filah Synagogue of Gothenburg; JURIK Sweden Paideia - The European Institute for Jewish Studies in Sweden Tunisia Djerba Djerba Yeshiva; JDC Tunisia Tunis Chabad School Tunisia Zarzis Boys' School of Zarzis; JDC Turkey Istanbul 70 Windows Ukraine Cherkassy Cherkassy Regional Jewish Welfare Foundation Hesed Dorot; Community of Progressive Judaism; JDC

Ukraine Cherkassy Synagogue; STL Cherkassy Ukraine Chernigov STL Chernigov Ukraine Chernigov Welfare Jewish Foundation Hesed Esther; JDC Ukraine Chernovci STL Chernovci Ukraine Dnepropetrovsk Dnepropetrovsk Jewish Community Center Ukraine Dnepropetrovsk MEOD Jewish Community House Ukraine Dnepropetrovsk STL Dnepropetrovsk; Shiurey Torah Lubavitch Ukraine Dnepropetrovsk Study Group Ukraine Dnepropetrovsk Rosalind Gurwin Jewish Community Center Ukraine Kharkov JDC Ukraine Kharkov Kharkov Holocaust Museum Ukraine Kharkov STL Kharkov Ukraine Kherson Chabad Ukraine Kherson STL Kherson Ukraine Khmelnitsky Khmelnitsky Welfare Fund Hesed Besht; JDC Ukraine Kiev Beiteinu Community Center; JDC Ukraine Kiev Hillel Kiev Ukraine Kiev STL Kiev

Ukraine Kiev Ukrainian Union of Jewish Students Ukraine Kiev Ulpan Ukraine Kirovograd STL Kirovograd Ukraine Kirovograd KOBOEC Hesed Shlomo Ukraine Konotop Jewish Charity Fund Esther Ukraine Kremenchug Kremenchug City Charitable Foundation Hesed Haim Ukraine Krivoy Rog JDC; The Kesher Project Ukraine Krivoy Rog Jewish Community Centre - Beit Graham, Sababa Ukraine Krivoy Rog STL Krivoy Rog Ukraine Krivoy Rog The Krivoy Rog Jewish Community Centre "Beit Graham" Ukraine Lugansk Hesed Ner

The Global Day of Jewish Learning 23 November 16, 2014 www.theglobalday.org Ukraine Lugansk STL Lugansk Ukraine Lutzk Community Center Ukraine Lviv Hesed Arieh Ukranian Jewish Charity Ukraine Lviv Hillel Lviv Ukraine Mariupol STL Mariupol Ukraine Melitopol Or Chadash Synagogue; Melitopol City Jewish Community Ukraine Melitopol STL Melitopol Ukraine Melitopol C.F. Hesed Velvele- JCC Or Hadash; Jewish Community; ICC; VEK Ukraine Mirgorod Shahar; JDC Ukraine Nikolaev Nikolaev Regional Jewish Community; Hesed Reim; JDC; Nikolaev Society for Jewish Culture

Ukraine Nikolaev STL Nikolaev Ukraine Mazal Tov Early Childhood Development Center; Migdal International Center of Jewish Community Programs Ukraine Poltava Hesed Nefesh Ukraine Poltava Shiurei Tora Lubavitch Ukraine Proskurov STL Proskurov Ukraine Rovno Hesed Osher Welfare Center; JDC Ukraine Sevastopol Hesed Shachar Ukraine Simferopol Chabad Lubavitch of Crimea Ukraine Simferopol Simferopol Hillel Ukraine Shostka Hesed Sholom Ukraine Vinnitsa STL Vinnitsa Ukraine Zaporozhye Mazal Tov Zaporozhye JCC Ukraine Zaporozhye Shyurey Torah Lubavitch; STL Zaporozhe Ukraine Zaporozhye Zaporozhye Jewish Community Yahad Ukraine Zaporozhye Zaporizhzhya Jewish Community, Kesher Society Women's Organization Ukraine Zhitomir Hesed Shlomo Welfare Jewish Center Ukraine Zhitomir STL Zhitomir United Kingdom Bromley Reform Synagogue United Kingdom Harlow Harlow Jewish Community United States Anchorage, AK Congregation Beth Shalom United States Mountain Brook, AL Knesseth Israel Congregation United States Little Rock, AR Jewish Community of Central Arkansas; Congregation Agudath Achim; Jewish Federation of Arkansas; Katan Tsur Chavurah

United States Chino Valley, AZ Beit Torah Jewish Congregation United States Scottsdale, AZ Congregation Beth Tefillah United States Tempe, AZ Temple Emanuel of Tempe, Women's Study Group United States Tucson, AZ Coalition for Jewish Education of the Jewish Federation of Southern Arizona; Tucson JCC; University of Arizona Center for Judaic Studies; PJ Library; LGBT Jewish Inclusion Project; Temple Emanu-El

United States Tucson, AZ Congregation Anshei Israel United States Atascadero, CA Congregaion Ohr Tzafon United States Berkeley/Oakland, CA JCC of the East Bay; Partnering Congregations United States Chico, CA Congregation Beth Israel United States Conejo/West Valley, CA West Valley Florence Melton School of Adult Jewish Learning; Local and Day Schools

The Global Day of Jewish Learning 24 November 16, 2014 www.theglobalday.org United States Fullerton, CA Temple Beth Tikvah United States La Jolla, CA Lawrence Family Jewish Community Center United States Lafayette, CA Contra Costa Jewish Day School United States Long Beach, CA Congregation Ahavas Yisroel United States Long Beach, CA Long Beach Hillel United States Long Beach, CA Temple Israel Long Beach United States Los Angeles, CA Beverly Hills Carmel Retirement Hotel United States Los Angeles, CA IKAR United States Los Angeles, CA LA Challah Bakers United States Los Angeles, CA Temple Israel of Hollywood United States Los Angeles, CA The Shalhevet Institute United States Oak Park, CA Private Class United States Pacific Palisades, CA Kehillat Israel Reconstructionist Congregation United States Petaluma, CA Community School for Jewish Learning; Congregation Ner Shalom; Bnai Israel Jewish Center

United States Pomona, CA Temple Beth Israel United States Poway, CA Temple Adat Shalom; Ner Tamid Synagogue United States Riverside, CA Riverside Temple Beth El United States , CA Hillel of San Diego at UCSD United States San Diego, CA ; Kehillat Ahavat Yisrael United States San Diego, CA San Diego Moishe House; Chai at Beth El United States Simi Valley, CA Aleph Society United States Tehachapi, CA Tehachapi Torah Center United States Temecula, CA Temple Beth Sholom of Temecula; Jewish Men's Club of The Valleys United States Valley Village, CA Adat Ari El Day School United States Van Nuys, CA Los Angeles Hebrew High School United States Whittier, CA Beth Shalom of Whittier United States , CO Denver Jewish Day School United States Denver, CO Rodef Shalom United States Fairfield, CT Congregation Beth El United States Greenwich, CT UJA Greenwich United States New Haven, CT Yale Hillel United States New , CT Jewish Federation of Eastern Connecticut; Connecticut College Hillel United States Westport, CT Beit Chaverim Synagogue United States Woodbridge, CT JCC of Greater New Haven United States Washington, DC Machar United States Wilmington, DE Chabad of Delaware United States Wilmington, DE Congregation Beth Emeth; Jewish Federation of Delaware United States Aventura, FL Scheck Hillel Community School United States Boca Raton, FL B'nai Torah Congregation United States Boca Raton, FL Broward and Greater NCSY United States Boca Raton, FL Congregation B'nai Israel United States Boca Raton, FL Congregation Shaarei Kodesh United States Boca Raton, FL Congregation Torah Ohr United States Boca Raton, FL Donna Klein Jewish Academy; Kohelet Foundation United States Boca Raton, FL Hillel of Broward and Palm Beach

The Global Day of Jewish Learning 25 November 16, 2014 www.theglobalday.org United States Boca Raton, FL International Association of Yiddish Clubs United States Boca Raton, FL Jewish Federation of South Palm Beach County United States Boca Raton, FL Private Event United States Boca Raton, FL South Palm Beach NCSY United States Boca Raton, FL Temple Beth El of Boca Raton United States Clearwater, FL Congregation Beth Shalom United States Davie, FL Orloff Central Agency for Jewish Education United States Delray Beach, FL Anshei Emuna Congregation United States Fort Myers, FL Private Event United States Hollywood, FL Temple Solel United States Maitland, FL Jewish Academy of Orlando United States Miami, FL Bet Breira Samu-el Or Olom United States Miami, FL Bet Shira Congregation United States Miami, FL Hochberg Preparatory United States Miami, FL South Miami NCSY

United States Miami, FL Temple Beth Or; Center for the Advancement of Jewish Education United States Miami, FL Temple Israel of Greater Miami United States Naples, FL Beth Tikvah of Naples United States Naples, FL Naples Jewish Congregation United States North Port, FL Baron Homeschool United States Pensacola, FL Pensacola Jewish Federation United States Pinecrest, FL Temple Beth Am United States Plantation, FL Ramat Shalom United States West Palm Beach, FL Lorraine & Jack N. Friedman Commission for Jewish Education of the Palm Beaches

United States Wilton Manors, FL Congregation Etz Chaim United States , GA Chabad Atlanta United States Augusta, GA Adas Yeshurun Synagogue United States Martinez, GA Augusta Jewish Community Center; Jewish Women's Renaissance Project

United States Savannah, GA Savannah NCSY; Bnai Brith Jacob Synagogue United States Snellville, GA Temple Beth David United States Honolulu, HI Hillel Hawaii United States Coralville, IA Agudas Achim; Iowa Hillel United States Pocatello, ID Temple Emanuel, Sisterhood United States Bloomington, IL Moses Montefiore Congregation United States Bloomington, IL North Prairie Street Historic Synagogue United States , IL Anshe Sholom B'nai Israel Congregation United States Chicago, IL Bernard Zell Anshe Emet Day School United States Chicago, IL Jewish Enrichment Center United States Chicago, IL Jewish United Fund/Jewish Federation of Metropolitan Chicago; PJ Library Chicago United States Northfield, IL Am Yisrael Conservative Congregation United States Peoria, IL Jewish Federation of Peoria United States Rockford, IL Jewish Federation of Greater Rockford United States Skokie, IL Limmud Chicago; Northwestern University Hillel United States Indianapolis, IN Jewish Federation of Greater Indianapolis

The Global Day of Jewish Learning 26 November 16, 2014 www.theglobalday.org United States Topeka, KS Temple Beth Sholom United States Wichita, KS Congregation Emanuel; Mid-Kansas Jewish Federation United States Lexington, KY Jewish Federation of the Bluegrass United States Louisville, KY Louisville Beit Sefer Yachad; JCC of Louisville United States Louisville, KY Louisville, Florence Melton School of Adult Jewish Learning; Adath Jeshurun; JCC of Louisville; Jewish Federation of Louisville

United States Alexandria, LA Congregation Gemiluth Chassodim United States Amherst, MA UMass Hillel United States Great Barrington, MA Rimon Resource Center for Jewish Spirituality United States Haverhill, MA Temple Emanu-El; Merrimack Valley Jewish Federation United States Hingham, MA Congregation Sha'aray Shalom United States Stoughton, MA Ahavath Torah Congregation United States Taunton, MA Congregation Agudath Achim United States Annapolis, MD Congregation Knesseth Israel United States , MD Moishe House Baltimore United States Bethesda, MD Adat Shalom Reconstructionist Congregation; Chesapeake Area of Jewish Reconstructionist Communities United States Columbia, MD Columbia Jewish Congregation United States Columbia, MD Howard County Board of Rabbis; Jewish Federation of Howard County United States Rockville, MD Jewish Federation of Greater Washington United States Rockville, MD Jewish Women's Renaissance Project United States Rockville, MD Temple Beth Ami United States East Lansing, MI Congregation Shaarey Zedek; Kehillat Israel United States Farmington Hills, MI Adat Shalom Synagogue, Steinsaltz Ambassadors United States Farmington Hills, MI of Metro Detroit United States Ferndale, MI Chazzano Coffee Roasters; Steinsaltz Ambassadors United States Suttons Bay, MI Or Tzafon United States West Bloomfield, MI Frankel Jewish Academy United States Minnetonka, MN Sharei Chesed Congregation United States St. Louis, MO Central Agency for Jewish Education (CAJE); Jewish Federation of St. Louis United States Charlotte, NC Temple Beth El United States Concord, NC Temple Or Olam; Institute of Southern Jewish Life United States Greensboro, NC Beth David Synagogue United States Pinehurst, NC Sandhills Jewish Congregation; Institute of Southern Jewish Life United States Raleigh, NC Beth Meyer Synagogue United States Raleigh, NC Jewish Federation of Raleigh-Cary United States Statesville, NC Congregation Emanuel United States Wilmington, NC Temple of Israel United States Lincoln, NE Congregation Tifereth Israel United States Omaha, NE The Center for Jewish Life at Jewish Federation of Omaha United States Omaha, NE Torah Omaha United States Bayonne, NJ Temple Emanu-El United States East Windsor, NJ Beth El Synagogue United States Edison, NJ Congregation Ahavas Yisrael United States Freehold, NJ Congregation Kol Am of Freehold

The Global Day of Jewish Learning 27 November 16, 2014 www.theglobalday.org United States Hackensack, NJ Bergen County High School of Jewish Studies United States Jersey City, NJ Temple Beth-El United States Livingston, NJ Synagogue of the Suburban Torah Center United States Mahwah, NJ Beth Haverim Shir Shalom United States Manalapan, NJ Temple Shaari Emeth United States Margate, NJ Board of Jewish Education United States Monmouth County, NJ Jewish Federation of Monmouth County United States Montclair, NJ Congregation Shomrei Emunah United States Morris Plains, NJ Congregation Adath Shalom

United States Morristown, NJ Morristown Jewish Center Beit Yisrael United States Mount Arlington, NJ Or HaLev Jewish Renewal Community United States Mount Laurel, NJ Adath Emanu-El Religious School United States Paramus, NJ Center for Peace, Justice and Reconciliation, Bergen Community College

United States Succasunna, NJ Temple Shalom United States Teaneck, NJ Congregation Rinat Yisrael United States Voorhees, NJ Kellman Brown Academy; Kohelet Foundation United States West Orange, NJ JCC MetroWest; Florence Melton School of Adult Jewish Learning; Jewish Federation of Greater MetroWest

United States Albuquerque, NM Congregation Albert United States Elko, NV Jewish Community of Elko County, Inc. United States Las Vegas, NV Adelson Educational Campus United States Reno/Tahoe, NV/CA Temple Beth Or; North Tahoe Hebrew Congregation United States Albany, NY Albany Jewish Community Center United States Albany, NY Jewish Federation of Northeastern New York; Community Coalition for Jewish Education United States Albany, NY Temple Israel United States Brooklyn, NY B’Nai Adath Kol Beth Yisrael United States Brooklyn, NY Kehilas Moreshes Yaakov United States Brooklyn, NY Or Azion United States Brooklyn, NY Shorefront YM-YWHA United States Buffalo, NY Bureau of Jewish Education; JCC and Area Synagogues United States Commack, NY Gurwin Jewish Fay J. Lindner Residences United States Douglaston, NY Marathon JCC United States East Meadow, NY East Meadow Jewish Center United States Forest Hills, NY Chazaq United States Fresh Meadows, NY Hillcrest Jewish Center United States Glens Falls, NY Temple Beth El Religious School United States Great Neck, NY Project Identity of Young Israel of Great Neck United States Ithaca, NY Rabbi Felix Aber Religious School of Temple Beth El United States Lido Beach, NY Lido Beach Synagogue United States Little Neck, NY Oakland and Little Neck Jewish Centers United States Merrick, NY Congregation Ohav Sholom United States Mineola, NY Congregation Beth Sholom Chabad United States New Hyde Park, NY Young Israel of New Hyde Park United States New York, NY Chabad of the West Side United States New York, NY Congregation Da'at Elohim: the Temple of Universal Judaism

The Global Day of Jewish Learning 28 November 16, 2014 www.theglobalday.org United States New York, NY Hillel at Baruch United States New York, NY Jewish International Connection New York United States New York, NY Mechon Hadar; Drisha Institute for Jewish Education; Solomon Schechter School of Manhattan United States New York, NY Private Event United States New York, NY Schechter Day School Network United States New York, NY Temple Israel of the City of New York United States New York, NY The Brownstone United States New York, NY The Edgar M. Bronfman Center for Jewish Student Life at New York University

United States New York, NY West Side Jewish Center United States New York, NY YM & YWHA of Washington Heights and Inwood United States Orangeburg, NY JCC of Rockland County; Orangetown Jewish Center United States Plainview, NY Mid-Island Y JCC United States Rego Park, NY Congregation Ohr Natan United States Rego Park, NY Rego Park Jewish Center United States Rochester, NY Jewish Community Federation of Greater Rochester; The JCC of Greater Rochester; PJ Library United States Schenectady, NY Union College Hillel United States Staten Island, NY Hillel at the College of Staten Island United States Staten Island, NY Jewish Russian Learning Center United States Staten Island, NY Wagner College Hillel United States West Nyack, NY Jewish Federation of Rockland County; JCC Rockland United States Beachwood, OH Congregation Shaarey Tikvah United States Bexley, OH Ohio State Hillel United States Boardman, OH Ohev Tzedek - Shaarei Torah United States Canton, OH Canton Jewish Community Federation United States , OH Beth Israel - The West Temple United States Cleveland, OH Mandel JCC United States Columbus, OH Columbus Jewish Day School United States Columbus, OH Congregation Torat Emet United States Columbus, OH Temple Israel United States Columbus, OH Wexner Service Corps United States Sylvania, OH Temple Shomer Emunim United States Portland, OR Mittleman Jewish Community Center; Portland Jewish Academy; Portland PJ Library United States Altoona, PA Altoona Jewish Sunday School United States Berwyn, PA Congregation Or Shalom United States Bethlehem, PA Congregation Brith Sholom United States Fort Washington, PA Or Hadash United States King of Prussia, PA Temple Brith Achim United States Newtown, PA Congregation Brothers of Israel; Bucks County Principals Council United States Penn Valley, PA Har Zion Temple, The Jane Fishman Grinberg Religious School United States , PA Bronfman Youth Fellowship Alumni House Party United States Philadelphia, PA Hazon Philadelphia United States Philadelphia, PA Jewish Federation of Greater Philadelphia United States Philadelphia, PA JMG-Insight

The Global Day of Jewish Learning 29 November 16, 2014 www.theglobalday.org United States Philadelphia, PA P'nai Or Torah Study Group United States Philadelphia, PA University of Pennsylvania Hillel United States Phoenixville, PA Congregation B'nai Jacob United States , PA Beth El Congregation United States Pittsburgh, PA Carnegie Shul United States Pittsburgh, PA Jewish Federation of Greater Pittsburgh; Beth Israel Center; Pittsburgh/Carmiel-Misgav, Partnership2Gether

United States Pittsburgh, PA Temple Emanuel of South Hills United States Richboro, PA Ohev Shalom Congregation United States West Chester, PA Kesher Israel Congregation United States York, PA Temple Beth Israel Sisterhood United States Providence, RI Jewish Community Day of School of Rhode Island United States Columbia, SC PJ Library of the Columbia Jewish Federation United States Greenville, SC Congregation Beth Israel United States Little River, SC Jewish Grand Strand Reads United States Chattanooga, TN Jewish Federation of Greater Chattanooga United States Germantown, TN House Party United States Knoxville, TN Heska Amuna Synagogue United States Memphis, TN Bornblum Solomon Schechter School United States Memphis, TN Memphis Jewish Community Center United States Nashville, TN Jewish Federation of Nashville and Middle Tennessee; West End Synagogue; Local Congregations

United States Austin, TX Congregation Agudas Achim United States Austin, TX Jewish Community Center Austin United States , TX Dallas JCC United States Dallas, TX Dallas Jewish Historical Society United States , TX Congregation Or Ami; Institute of Southern Jewish Life United States San Antonio, TX Jewish Federation of San Antonio United States San Antonio, TX Temple Chai United States The Woodlands, TX Congregation Beth Shalom United States Blacksburg, VA Blacksburg Jewish Community Center, Sunday School; Hillel; Chabad United States Fairfax, VA Gesher Jewish Day School United States Harrisonburg/Staunton, VA Congregation Beth El; Temple House of Israel Religious School United States Newport News, VA Christopher Newport University Hillel United States Newport News, VA United Jewish Community of the Virginia Peninsula; Adath Jeshurun; Congregation Emet v'Or; Rodef Sholom; Temple Beth El; Temple Sinai United States Richmond, VA House Party United States Virginia Beach, VA The Marilyn and Marvin Simon Family Jewish Community Center United States Arlington, VA Congregation Etz Hayim United States Montpelier, VT Beth Jacob Synagogue United States Montpelier, VT Yearning for Learning Center United States South Burlington, VT Temple Sinai United States Bellevue, WA Temple B'nai Torah United States Olympia, WA Temple Beth Hatfiloh United States Richland, WA Congregation Beth Sholom

The Global Day of Jewish Learning 30 November 16, 2014 www.theglobalday.org United States , WA Pinwheel USY United States Spokane, WA Temple Beth Shalom United States Madison, WI Congregation Shaarei Shamayim United States Madison, WI Gold Family House Party United States Madison, WI Jewish Federation of Madison, Midrasha Hebrew High School United States Madison, WI Madison Jewish Community Day School United States Milwaukee, WI Congregation Shir Hadash United States Milwaukee, WI Milwaukee Jewish Federation United States Waukee, WI Jewish Federation of Greater Des Moines Uruguay Montevideo NCI Montevideo Uzbekistan Tashkent Hillel Tashkent

The Global Day of Jewish Learning 31 November 16, 2014 www.theglobalday.org partners

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Partners 2014 Partnerships with organizations throughout the Jewish community, representing a spectrum of national and international organizations, are essential to the success of the Global Day of Jewish Learning. The partners play a strategic role in connecting their affiliated communities with the Global Day. Unique to the Global Day is the continued engagement of all the denominations through our partnering organizations. The rabbinic bodies of all four major denominations are represented, along with seminaries and synagogue bodies.

Organizing Partners Aleph Society American Jewish Joint Distribution Committee Hillel: The Foundation for Jewish Campus Life Jewish Federations of North America Shefa Institute

Community Partner Partnership2Gether: The Jewish Agency or Jewish Peoplehood Platform

Supporting Partners BBYO Pardes Institute of Jewish Studies Central Conference of American Rabbis The PJ Library eJewish Philanthropy Project Zug The Florence Melton School of Adult Jewish Learning Rabbinical Assembly: The Worldwide Association of The Foundation for Jewish Camp Conservative/Masorti Rabbis Hazon Rabbinical Council of America International Rabbinic Fellowship RAVSAK JCC Association Reconstructionist Rabbinical Assembly JerusalemU Schechter Day School Network Jewish Book Council Sefaria Jewish Educators Assembly Union for Jewish Federations of Canada- UIA United Synagogue Youth The Lookstein Center World Union of Jewish Students (WUJS) Mechon Hadar Yeshiva University Moishe House Yeshivat Chovevei Torah Rabbinical School NEXT: A Division of Birthright Israel Foundation Paideia: The European Institute for Jewish Studies in Sweden

The Global Day of Jewish Learning 32 November 16, 2014 www.theglobalday.org Curriculum

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Curriculum 2014: Heroes and Villains, Saints and Fools

Overview...... iv–ix figure of history? The circumstances of Moses’s birth, his childhood environment and his actions as a young man For Adult Participants are all described in the Bible, too. What impact did these 1. Abraham: Journey into the Unknown formative years have on his character? In this session We meet Abraham as he embarks on a journey. The we will discuss essential traits of leadership and what command “go forth” presents him with numerous contributes to the development of a leader. challenges and opportunities. What does it mean to go o Facilitator’s Guide...... 46 forth? Why is the destination unknown? This session o Sourcesheet for Participants...... 52 explores what Abraham’s journey reveals about his character and how it inspires us to stride boldly into the 6. The People of Sodom: The Making of an Evil unknown. Society o Facilitator’s Guide...... 1 When God confides in Abraham that He is going o Sourcesheet for Participants...... 7 to destroy Sodom, He does not explain Sodom’s transgressions. What kind of society was Sodom? What 2. Balaam: To Bless or To Curse were their values? Why should their behavior be avoided? Balaam is known as a villain—a prophet hired to curse This session asks why it is so important for Abraham the Children of Israel in the desert. There is more to his and his descendants—us—to know about the People of story, however, and the complexity leads us to significant Sodom, their philosophy and, ultimately, their downfall. questions about power, ability and how we choose to o Facilitator’s Guide...... 56 act. In this session we explore Balaam’s motivations and o Sourcesheet for Participants...... 63 prophetic ability to understand how one can use—or misuse—one’s talents. For Middle School and Elementary o Facilitator’s Guide...... 10 School Participants o Sourcesheet for Participants...... 17 Esther and Moses: Not All Heroes Wear Capes (Middle School) 3. Deborah: Victory in the Hands of a Woman How do you know who is a hero? In this class, students Deborah was a prophetess, judge and national leader will meet Esther and Moses to find out what makes a true during the first settlement of Canaan; her story illuminates hero. the role of women in ancient Israel. This session explores o Facilitator’s Guide...... 67 power in both the public sphere of the battlefield and the o Sourcesheet for Students...... 72 private sphere of the tent, and how our understanding of Deborah’s role in society can inform how we view Abraham: The Trailblazer (Elementary School) leadership today. Meet Abraham, Judaism’s first explorer. Students o Facilitator’s Guide...... 21 will work together to learn about Abraham and his o Sourcesheet for Participants...... 27 adventurous spirit. o Facilitator’s Guide...... 74 4. Eve: Separation and Wholeness in the Garden of Eden o Sourcesheet for Students...... 78 Explore the creation of human beings through the story of Eve and how she came about through an act of splitting. For Early Childhood: This session will look at how the first people became PJ Library Programming Units independent, separate beings with conflicting desires, Ometz Lev—Courage Family Programs...... 79 and the resulting quest for wholeness. o Noah’s Bed o Facilitator’s Guide...... 31 o The Sabbath Lion o Sourcesheet for Participants...... 40 Supplemental Reading—Introduction to 5. Moses: The Birth of a Leader Biblical Images...... 102 We all know Moses as the ultimate leader, but what about the story of Moses before he became the great

The Global Day of Jewish Learning 33 November 16, 2014 www.theglobalday.org35 Title facilitator’s guide Abraham: Journey into the Unknown

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Written by: Danny Drachsler

Introduction (3 minutes)

he Bible introduces us to Abraham as someone who is about to begin a journey. God’s first commandment to Abraham is “Go forth!” (Genesis 12:1). This initial encounter and the beginning of the journey have intrigued and Tinspired Jewish biblical commentators for centuries. By exploring some of our sages’ questions and some of their answers, we will consider what this short passage might reveal about the character of Abraham. We will look at how it has shaped Jewish values, such as opposing corrupt ideas and striding boldly into the unknown.

Part One: The Biblical Text (10 minutes)

o Ask your participants to form groups of two or three for the chevruta style of learning. Chevruta, or partnered learning, has the added benefit of two people sharing ideas and insights as they learn together. o Ask your chevruta pairs to read Text #1 together and discuss the questions below. o N ote that Abraham was previously known as Abram—you­ can point this out if necessary.

Text #1: Genesis 12:1-6. English translation adapted from JPS Hebrew-English Tanakh.

1 The LORD said to Abram, “Go forth from your land, and your birthplace, and your father’s house to the land that I will show you. 2 I will make of you a great nation, and I will bless you; I will make your name great, And you shall be a blessing. 3 I will bless those who bless you and curse him that curses you; and all the families of the earth shall bless themselves by you.” 4 Abram went forth as the LORD had commanded him, and Lot went with him. Abram was seventy-five years old when he left Haran.5 Abram took his wife Sarai and his brother’s son Lot, and all the wealth that they had amassed, and the persons that they had acquired in Haran; and they set out for the land of Canaan. When they arrived in the land of Canaan 6 Abram passed through the land as far as the site of Shechem, at the terebinth of Moreh. The Canaanites were then in the land.

The Global Day of Jewish Learning 3436 November November 16, 17, 2014 2013 w ww.theglobalday.orgwww.theglobalday.com

TitleAbraham: Journey into the Unknown

o Ask:

1. List three questions that this text raises for you. 2. Focusing on verse 1: d What might be an explanation for the unusual phrasing lech-lecha, variously translated as “go forth”, “go-you-forth” or “go for yourself”? d What insight might we gain from considering the listing of three levels of departure—“from your land, and your birthplace, and your father’s house”? Why are they presented in this order?

Genesis 12:1–6 introduces the command for Abraham to depart and the beginning of his departure. As the discussion continues, keep in mind the questions raised by the first verse: o What does it mean to go forth? o In what ways is the departure challenging? o Why is the destination unknown?

Part Two: Departure (20 minutes)

In Genesis 12:2 we see that Abraham is promised blessings and rewards if he leaves his familiar surroundings. But why can’t Abraham accomplish whatever God wants of him where he currently is? Why is a departure necessary?

Meir Leibush ben Yehiel Michel Weiser, known as Malbim, was a rabbi in Ukraine in the 19th century. He suggests that God wanted Abraham to make more than a merely physical departure.

Text #2: Malbim. Commentary on Genesis 12:1.

The LORD said to Abram ‘Go forth from your land…’ [God] told him that the purpose of his departure was to separate him from corrupt ways and ideas… And God commanded him that along with his physical departure there would be a philosophical departure, in order to separate from the way of his land, which was of an evil temperament, and from the ways of the people of his birthplace, and also from the love of his father’s house… Therefore, the text says lekh lekha (to yourself)—he should “go into himself” to separate his ways from all of these. o Ask:

1. According to Malbim, why does God want Abraham to leave his land, birthplace, and father’s house? 2. If, as Malbim proposes, God wants Abraham to separate from “corrupt ways and ideas,” why must Abraham physically separate himself, as well? Why could he not accomplish a “philosophical departure” without a geographical one? 3. How do you respond when encountering “corrupt ways and ideas,” or when you are confronted by a value system with which you disagree?

The Global Day of Jewish Learning 35 November 16, 2014 www.theglobalday.org Abraham:Title Journey into the Unknown

Malbim emphasizes the philosophical nature of Abraham’s departure. Abraham is to commit to a certain set of beliefs and values, and separate himself from a different worldview. The significance of this intellectual challenge resonates with us today.

Whether Abraham’s departure was to be solely physical, or also philosophical as the Malbim suggests, why does the text present the three places he is to leave (land, birthplace, father’s house) in this order?

Shlomo Ephraim ben Aaron Luntschitz lived in Ukraine from 1550–1619, and is known by the title of his most famous work, Kli Yakar. He suggests an answer to this question.

Text #3: Kli Yakar. Commentary on Genesis 12:1.

It seems that God moved Abraham from one matter to another the way one trains a child, for perhaps it would be difficult for him to accept everything at once. He therefore prepared three steps…for initially God had asked him to leave his land, and this was a small request, since one does not derive greater benefit from one’s own land than other lands … And then, He distracted him from his entire homeland, to prevent his connection to the people of his homeland, and his reliance on them… And once [Abraham] was persuaded of this as well, [God] was concerned that his soul would cling to the house of his father, for there he had the added financial benefit, for home and possessions are inherited from parents. o Ask:

1. According to Kli Yakar, why are the three places Abraham was to leave—land, town, father’s house—presented in this order? 2. What does God think Abraham will be concerned about? What does this highlight about the nature of his departure? 3. What insight does this offer into the relationship between God and Abraham?

Kli Yakar suggests that, as a child is taught, Abraham is gradually introduced to each level of departure. From this comment we perceive a nurturing relationship between God and Abraham. Kli Yakar also focuses on the material sacrifice Abraham must make, emphasizing the physical nature of his departure as he prepares to abandon his familial inheritance.

Part Three: Destination Unknown (10 minutes)

The commandment is not only that Abraham must leave a place. He is to go somewhere else—but the destination is not specified. All the text says (in Genesis 12:1) is, “to the land that I will show you.” Why would the destination be kept a secret?

The Global Day of Jewish Learning 3836 November November 16, 17, 2014 2013 w ww.theglobalday.orgwww.theglobalday.com

TitleAbraham: Journey into the Unknown

Rashi, an 11th century French scholar and rabbi, and Malbim offer different explanations. o Reads Texts #4 and #5 aloud.

Text #4: Rashi. Commentary on Genesis 12:2.

To the land that I will show you: He (God) did not reveal the land to him (Abram) immediately, in order to make it dear in his eyes…

Text #5: Malbim. Commentary on Genesis 12:1.

And He said, to the land I will show you, for this was part of the test—for it is easier for a person to leave his land if the destination is known… o Ask:

1. Rashi says that not knowing the destination will make it “dear” to Abraham. Why might that be? What would this indicate about the character of Abraham? 2. According to Malbim, what does Abraham prefer? To know the destination, or not to know? 3. What do we learn about Abraham from his willingness to go forth into the unknown? 4. Are you excited by the unknown or do you find uncertainty stressful? How does the example of Abraham give us guidance in dealing with the unknown?

Rashi imagines an Abraham eager to venture into the unknown, while Malbim proposes that Abraham would be reluctant to begin a journey without knowing the destination. In both of these sages’ views, Abraham courageously moves forward despite the uncertain future he faces. His example encourages us to be willing to leap—to take the first step of any journey—whether or not we have faith in our ability to reach the destination.

Part Four: Journey (15 minutes)

We’ve addressed questions concerning Abraham’s origin, as well as his destination. What about the part in between— the journey? The first and central commandment to Abraham is the curiously-phrased, lech-lecha, —“go forth”, “go-you-forth” or “go for yourself” (Genesis 12:1). What does this mean?

The Global Day of Jewish Learning 37 November 16, 2014 www.theglobalday.org Abraham:Title Journey into the Unknown

Text #6: Rabbi Adin Even-Israel Steinsaltz. “There are No Final Answers.” Parabola 1 November 2006.

Leaving home is an important part of growth. …[T]his notion of home means, among other things, comfort— security, safety, even warmth. In many ways, symbolically, home means the womb.

You may say that home is almost the opposite of spiritual. Spiritual usually means a going out, not a staying home. There is a sense in which home is the opposite of pilgrimage, which means you are going out of home. When you go on a pilgrimage, or when you go on a spiritual search, isn’t it also fair to say that you are looking for a new or different type of home?

Home is, in one way, the safe ground, the family—warmth, softness, safety, shelter.

But there is another view of home, in which home is the end, not the beginning. You leave your present home, and you are searching for a new home.

The old home is dead for you. It is not enough for you now. When I leave home, it’s about search. The man with the thirst—what does he want? Where does he want to get? Now there are surely some searchers who leave home and want to become, spiritually speaking, gypsies. They are going on a perpetual search that never stops. When is the wandering of a gypsy done? When he dies. You are going to find new things, you are going to find new treasures, but you’re not going to stop. Spiritually speaking, there are lots of such people, perpetual wanderers who are going on a way that doesn’t have any kind of a stop. So there is the person who is searching for another home—a higher home, a better home, a more luxurious home. And then there is the person who would say, “For me staying is dying.” o Ask:

1. In your own words, how would you characterize the two types of people Rabbi Steinsaltz describes? 2. Which type of person was Abraham? Explain why you think so. 3. With which person in this text do you identify? Which is more important to you—the journey or the destination?

Rabbi Steinsaltz describes two types of searchers: those who seek in order to find a new home and those whose goal is to keep seeking. Yet he does not say one is preferable; his central point is that the search is important.

Yehudah Aryeh Leib Alter (the Gerrer Rebbe), a 19th century Polish rabbi, agrees that there is value in wandering. He writes in his book, Sefat Emet, about the value of being in motion. This book became so well known that the Gerrer Rebbe is often referred to simply as Sefat Emet.

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TitleAbraham: Journey into the Unknown

Text #7: Sefat Emet. Commentary on Genesis 12:1. English translation by Arthur Green, The Language of Truth.

“Get you out of your land”—a person should always keep walking. “To [that which] I will show you”— always some new attainment. This is why the person is called a walker. Whoever stands still is not renewed, for nature holds him fast. The angels above are beyond nature; they can be said to “stand” (Isaiah 6:2). But the person has to keep walking. o Ask:

1. Describe what Sefat Emet means by “a person should always keep walking.” 2. What do you think “whoever stands still is not renewed…” means? 3. How do you “keep walking?” Do Jewish cycles, rituals, and traditions provide opportunities for renewal? If so, how?

Sefat Emet proposes that progress itself is a value, stressing the importance of challenging ourselves and of never being complacent. He encourages us to make progress even though we may not reach the goal, “renewing” ourselves by engaging in a process of continual improvement.

Conclusion (2 minutes)

Our study of the beginning of Abraham’s journey into the unknown enables us to better understand the challenges of departure, whether that is from a physical, philosophical or spiritual place. As we pursue our own life journeys, will we be excited by the prospect of a journey, or will we have to overcome our fear of the unknown?

The Global Day of Jewish Learning 39 November 16, 2014 www.theglobalday.org Title sourcesheet Abraham: Journey into the Unknown

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Part One: The Biblical Text

Text #1: Genesis 12:1-6. English translation adapted from JPS Hebrew-English Tanakh.

1 The LORD said to Abram, “Go forth from your land, and your birthplace, and your father’s house to the land that I will show you. 2 I will make of you a great nation, and I will bless you; I will make your name great, And you shall be a blessing. 3 I will bless those who bless you and curse him that curses you; and all the families of the earth shall bless themselves by you.” 4 Abram went forth as the LORD had commanded him, and Lot went with him. Abram was seventy-five years old when he left Haran.5 Abram took his wife Sarai and his brother’s son Lot, and all the wealth that they had amassed, and the persons that they had acquired in Haran; and they set out for the land of Canaan. When they arrived in the land of Canaan 6 Abram passed through the land as far as the site of Shechem, at the terebinth of Moreh. The Canaanites were then in the land. Part Two: Departure

Text #2: Malbim. Commentary on Genesis 12:1.

The LORD said to Abram ‘Go forth from your land…’ [God] told him that the purpose of his departure was to separate him from corrupt ways and ideas… And God commanded him that along with his physical departure there would be a philosophical departure, in order to separate from the way of his land, which was of an evil temperament, and from the ways of the people of his birthplace, and also from the love of his father’s house… Therefore, the text says lekh lekha (to yourself)—he should “go into himself” to separate his ways from all of these.

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Title sourcesheet Abraham: Journey into the Unknown

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Text #3: Kli Yakar. Commentary on Genesis 12:1.

It seems that God moved Abraham from one matter to another the way one trains a child, for perhaps it would be difficult for him to accept everything at once. He therefore prepared three steps…for initially God had asked him to leave his land, and this was a small request, since one does not derive greater benefit from one’s own land than other lands … And then, He distracted him from his entire homeland, to prevent his connection to the people of his homeland, and his reliance on them… And once [Abraham] was persuaded of this as well, [God] was concerned that his soul would cling to the house of his father, for there he had the added financial benefit, for home and possessions are inherited from parents. Part Three: Destination Unknown

Text #4: Rashi. Commentary on Genesis 12:2.

To the land that I will show you: He (God) did not reveal the land to him (Abram) immediately, in order to make it dear in his eyes…

Text #5: Malbim. Commentary on Genesis 12:1.

And He said, to the land I will show you, for this was part of the test—for it is easier for a person to leave his land if the destination is known…

The Global Day of Jewish Learning 41 November 16, 2014 www.theglobalday.org Title sourcesheet Abraham: Journey into the Unknown

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Part Four: Journey

Text #6: Rabbi Adin Even-Israel Steinsaltz. “There are No Final Answers.” Parabola 1 November 2006.

Leaving home is an important part of growth. …[T]his notion of home means, among other things, comfort—security, safety, even warmth. In many ways, symbolically, home means the womb.

You may say that home is almost the opposite of spiritual. Spiritual usually means a going out, not a staying home. There is a sense in which home is the opposite of pilgrimage, which means you are going out of home. When you go on a pilgrimage, or when you go on a spiritual search, isn’t it also fair to say that you are looking for a new or different type of home?

Home is, in one way, the safe ground, the family—warmth, softness, safety, shelter.

But there is another view of home, in which home is the end, not the beginning. You leave your present home, and you are searching for a new home.

The old home is dead for you. It is not enough for you now. When I leave home, it’s about search. The man with the thirst—what does he want? Where does he want to get? Now there are surely some searchers who leave home and want to become, spiritually speaking, gypsies. They are going on a perpetual search that never stops. When is the wandering of a gypsy done? When he dies. You are going to find new things, you are going to find new treasures, but you’re not going to stop. Spiritually speaking, there are lots of such people, perpetual wanderers who are going on a way that doesn’t have any kind of a stop. So there is the person who is searching for another home—a higher home, a better home, a more luxurious home. And then there is the person who would say, “For me staying is dying.”

Text #7: Sefat Emet. Commentary on Genesis 12:1. English translation by Arthur Green, The Language of Truth.

“Get you out of your land”—a person should always keep walking. “To [that which] I will show you”—always some new attainment. This is why the person is called a walker. Whoever stands still is not renewed, for nature holds him fast. The angels above are beyond nature; they can be said to “stand” (Isaiah 6:2). But the person has to keep walking.

The Global Day of Jewish Learning 4442 November November 16, 17, 2014 2013 w ww.theglobalday.orgwww.theglobalday.com

acknowledgements

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Rabbi Adin Steinsaltz has laid down a challenge to Jews everywhere: “to take a step ahead in Jewish learning and commitment.”

The Global Day is the work of many hands, internationally and in communities large and small. We appreciate the work being done on the ground to organize events in synagogues, JCCs, Hillels, Federations, and other community organizations all around the world. The success of the Global Day is due to all of your collective efforts. Thank you.

The Aleph Society, which spearheads the Global Day of Jewish Learning, is an affiliate of the Shefa Institute, which promotes the work of Rabbi Even-Israel Adin Steinsaltz. We are grateful to Rabbi Menachem Even-Israel, Shefa’s Executive Director, for his guidance and creativity.

Several agencies and individuals were instrumental in the planning and outreach for the Global Day. Our deepest thanks go to our key international partner, the American Jewish Joint Distribution Committee, and our organizing partners the Jewish Federations of North America (JFNA) and Hillel: The Foundation for Jewish Campus Life. We are excited to again have JAFI’s Partnership2Gether join us as a community partner. We are grateful to our 20+ supporting partners, including the rabbinic bodies of all the denominations, for promoting the Global Day to their constituencies. This is truly a collaborative effort.

We are especially grateful to Fanya Gottesfeld Heller for making possible the curriculum. She is a warm friend whose life story is an inspiration.

Thank you to Rabbi Yitzchak Blau, Danny Drachsler, Rachel Friedman, Devorah Katz, Rabbi Nathaniel Helfgot, and Aliza Sperling for contributing pieces to the curriculum. And a special thank you to Devorah Katz for the dedication, passion, and creativity she brought to her role as Curriculum Editor. We greatly appreciate our special partnership with the PJ Library and its work to prepare this year’s early childhood family programming unit: Omez Lev—Courage. We are also grateful to the Melton School of Adult Jewish Learning for providing the unit: Amalek: Remembering the Arch- Enemy of the Jewish People.

We appreciate the work done by Danny Drachsler as our Community Coordinator. Thank you to Yigal Kotler for increasing the participation of Russian speaking communities worldwide. Thank you to Lily Meyer for wearing many hats to support our work.

Thank you again for being the heroes of the Global Day!

Margy-Ruth Davis and Karen Sponder The Aleph Society

The Global Day of Jewish Learning 43 November 16, 2014 www.theglobalday.org aleph society

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Overview Known as the most influential scholar of our generation, Rabbi Adin Even-Israel Steinsaltz’s mission is the development of Jews and Jewish communities worldwide. His publications and institutions have given many thousands of Jews access to fundamental texts, the motivation to study, and an appreciation of fellow Jews of all backgrounds. Independently administered, the Rabbi’s programs are supported by the Aleph Society in the United States. (www.steinsaltz.org)

Jewish Texts Babylonian Talmud and new Bible Commentary: Rabbi Steinsaltz recently completed a 45-volume translation and commentary on the Babylonian Talmud. Portions have also been translated into Russian, French and Spanish. A new, English edition, the Koren Talmud Bavli is a winner of the 2012 National Jewish Book Award. In progress is a new, close commentary on the entire Hebrew Bible (Tanakh) in both English and Hebrew.

Publications, Worldwide: Rabbi Steinsaltz has published over 60 books on the Talmud, Jewish mysticism, religious thought, philosophy, sociology, and historical biography, including his classic, The Thirteen Petalled Rose, in a dozen languages.

Global Learning An unprecedented act of Jewish solidarity and world-wide commitment to our Jewish heritage, The Global Day of Jewish Learning brings over 500 communities together annually for community-based learning. www.theglobalday.org.

Rabbi Steinsaltz lectures around the world, with recent locations including Rome, Brazil and Hong Kong.

In the United States The Talmud Circle establishes cohort-based Torah study groups in California’s Bay area. The learning takes place over nine study sessions and culminates in a learning institute with Rabbi Steinsaltz.

The Mekor Chaim-Steinsaltz Ambassadors program recruits pairs of Rabbi Steinsaltz’s post-army students to serve US communities. They teach in classrooms and synagogues, lead youth groups, study one-on-one with learners of all ages and help organize local cultural programs. The Ambassadors promote and exemplify passion, pride, and the daily relevance of God, Torah and the .

Jewish Education Yeshivat Tekoa is accredited as a Yeshivat Hesder and offers an integrated, five-year program of army service and advanced Jewish learning. The Yeshiva develops rabbis, educators, and communal leaders prepared to extend the Rabbi’s reach and to guide the next generation along his path.

Yeshiva Beit Shefa is a gap year program for English speaking young men that is housed in Yeshivat Tekoa and was founded in 2013. Study programs are tailored to each individual student and ample opportunities are offered to interact and learn with their Israeli counterparts.

The Steinsaltz Center in Jerusalem sponsors adult education programs, hosts the Rabbi’s archives, offers weekly classes and seminars and maintains www.hashefa.com with digitized classes and lectures.

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The Global Day of Jewish Learning A project of the Aleph Society

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Cover photograph of Rabbi Adin Even-Israel Steinsaltz by Erik Tischler

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