Florida Jewish History Month
January 2013
Celebrating the Florida Jewish Community through Language, Literature, and Philosophy
Miami-Dade County Public Schools Division of Social Sciences
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Mr. Carlos L. Curbelo
Mr. Renier Diaz de la Portilla
Dr. Wilbert “Tee” Holloway
Dr. Martin S. Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
Mr. Jude Bruno Student Advisor
Alberto M. Carvalho Superintendent of Schools
2 BACKGROUND INFORMATION
In October of 2003, Governor Jeb Bush signed a historic bill into law designating January of each year as Florida Jewish History Month. The legislation for Florida Jewish History Month was initiated at the Jewish Museum of Florida by Marcia Zerivitz, the Museum's Founding Executive Director and Chief Curator. Ms. Zerivitz and State Senator Gwen Margolis worked closely with legislators to translate the Museum's mission into a statewide observance. It seemed appropriate to honor Jewish contributions to the State, as sixteen percent, over 850,000 people of the American Jewish community lives in Florida.
Since 1763, when the first Jews settled in Pensacola immediately after the Treaty of Paris ceded Florida to Great Britain from Spain, Jews had come to Florida to escape persecution, for economic opportunity, to join family members already here, for the climate and lifestyle, for their health and to retire. It is a common belief that Florida Jewish history began after World War II, but in actuality, the history of Floridian Jews begins much earlier. The largest number of Jews settled in Florida after World War II, but the Jewish community in Florida reaches much further into the history of this State than simply the last half-century. Jews have actively participated in shaping the destiny of Florida since its inception, but until research of the 1980s, most of the facts were little-known. One such fact is that David Levy Yulee, a Jewish pioneer, brought Florida into statehood in 1845, served as its first U.S. senator and was the first person of Jewish ancestry to serve in the U.S. Congress.
Floridian Jews have contributed greatly to the development of the entire state, but in recent history much of the Jewish community’s involvement has been primarily within southeast Florida. The earliest known permanent Jewish settler in Miami was Isidor Cohen, a signatory of the city's charter. He helped found many civic organizations, as well as Jewish organizations. The heartbreak of the Holocaust came close to home for the Jews of Miami Beach, who experienced a feeling of helplessness when the S.S. St. Louis, a ship filled with Jews fleeing Hitler and Nazism, was denied permission to anchor there in June 1939. The American government of the time refused to allow the St. Louis to land its human cargo on the shores of south Florida. The steamer anchored for two hours within sight of Miami Beach.
The Jewish populace of Miami has worked hard to help develop their community. Today, Miami is the nation's ninth largest Jewish community and continues to grow in population and cohesive strength. Palm Beach County is host to Florida's largest Jewish population in the state, Broward County the second largest and Miami-Dade is third in number.
Throughout the history of the State, and like other groups, Jewish people have actively participated in shaping the destiny and direction of Florida at its roots. In 250 years, the Jewish community of Florida has left their indelible footprints across the entire State. Floridian Jews have served in every U.S. war, and have been prominent in the cattle, citrus, tomato and tobacco industries, to name a few. Diverse cultures have enriched the state of Florida since its earliest days and Florida’s Jewish communities have
3 become an integral part of the state and its history. Jewish History Month is a time to learn about the rich tapestry of Jewish life here. Since 1763, Jews have been involved in enhancing the lives and dreams of all Floridians. Florida Jewish History Month celebrates these accomplishments.
Florida Jewish History Month has been so successful since its establishment that it inspired the legislation for Jewish American Heritage Month, which is observed in May with a Proclamation signed by President George W. Bush in April, 2006. The Proclamation states that “The faith and hard work of Jewish Americans have played an integral role in shaping the cultural fabric of America. During Jewish American Heritage Month, we celebrate the vital contributions of Jewish Americans to our Nation. Throughout our history, Jewish Americans have contributed to the strength of our country and the preservation of our values. The talent and imagination of these citizens have helped our Nation prosper.”
4 STUDY GUIDE
Florida Jewish History Month 2013: Celebrating the Florida Jewish Community through Language, Literature, and Philosophy
Part I: Research
Using the Internet and other resources in your classroom and media center, research for Part II activities, writing and discussion:
1. If we are to recognize a group of people, we must first know who they are as a people. In order to celebrate Florida Jewish History Month, research and discuss the following: Who are the Jews and what is Judaism? What beliefs and traditions separate them from other groups? What does it mean to be Jewish? Aside from English, is there a language or languages that many Jews speak?
2. What are the roots of Florida’s Jewish community? Who were the first Jews here? Keeping this year’s theme in mind, Celebrating Florida’s Jewish Community Through Language, Literature and Philosophy, research the early Florida Jewish population. You may want to start your research with the Jewish Museum of Florida, www.jewishmusem.com. Write a 2-3 page essay on your findings. Were there any authors of note among those Jews who settled Florida? Who were they? Note their major literary contributions
3. Why is it important to celebrate the language of a culture? What are some ways that Florida’s Jewish community celebrates its culture through language? How does the written word help to define one’s cultural experience? Using these questions as the basis for your research, learn as much as you can about Yiddish, the language of Eastern European Jews that many Jews in Florida still speak and present your findings to the class.
4. What are some of the literary and philosophical contributions of Florida’s Jewish community? Research to discover some answers. You might begin your research with the South Florida Center for Jewish Ethics, the Institution of Jewish Knowledge and Learning, or one of the many Jewish Book Festivals held in Florida each year using the Resources & Webography on page 11 for websites to begin your research. Choose three notable Florida Jewish writers or philosophers from your research and write a short biography of each one. Read your biography to the class.
5. Research Florida Jewish writers such as Cuban-American poet, Elisa Albo, non- fiction writer Alan Sakowitz, author Rabbi Edwin Goldberg, scholar Dr Alan Berger, or historical authors, Marcia Jo Zerivitz, and Seth Bramson. What specific focus does each author represent about the Jews of Florida and their history? Do these writers express their Jewish heritage in their works? Share your findings in small groups.
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6. Florida’s unique history is especially diverse because of the number of immigrants who have settled here, among them many Jewish immigrants: including Cuban- American memoir writer, Ruth Behar. Research Jewish writers who have immigrated to Florida. What impact do you think that emigration has had on these writers? Find evidence to support your opinion.
7. How has Florida's rich cultural diversity created opportunities for the Jewish literary, journalistic, and philosophical community to flourish? Research writers such as political columnist Gary Stein, novelist Michelle Hodkin, medical columnist Suzy Cohen, and Holocaust survivor and author, Joe Sachs. How have their works been influenced by their cultural experience as being Jewish and living in Florida? What themes do each focus on that represents one aspect of their culture as a Jew?
8. Research to discover other Florida Jewish poets, playwrights, and novelists. Choose one to focus your research on and write an in-depth biography of that person’s life, to be presented in small groups.
9. Consider some of Florida’s Jewish religious leaders as writers, such as authors, Rabbi Edwin Goldberg, Rabbi Terry Bookman, Rabbi Sol Schiff and Rabbi Irving Lehrman. Research their lives and their works and then answer the following questions in small group discussions. How have these authors and leaders been vital to the landscape of Florida’s Jewish community, as well as in the greater Florida communities?
10. South Florida has one of the largest communities of Holocaust survivors in the world. Research to discover some of the writings of these survivors, such as author Ruth Glasberg Gold, memoir writer Icek Kuperberg, and Leon Shagrin. What do their experiences add to the world of literature? Why is it important for their writings to be read and their voices to be heard?
11. Research the life of Isaac Bashevis Singer. Who was he? What was his work? Who influenced his writing? Why is it important? What other writers can you find that have been influenced by Singer, a major Jewish writer from Miami Beach, Florida?
12. Look up the Dora Teitelboim Center for Yiddish Culture, and research Yiddish Theatre. How is Yiddish Theatre a reflection of Jewish culture? Who were some of the playwright writers and actors in early Yiddish Theatre? And currently, in Florida? Consider starting your research with Bruce Adler and Avi Hoffman. Write a 3-5 page research paper detailing your findings.
13. Research the role of women and women’s issues in the writing of Florida’s Jewish community. How have the women writers of Florida’s Jewish community been able to shape the landscape of women’s rights over the last century?
14. Research the Florida Jewish Journal or other journalism publications within Florida. How do these publications enrich the lives of Florida’s Jewish community? Are there any other cultural publications within Florida that you can find? Write a 6 compare and contrast essay on these publications and their role in Florida’s diverse cultural landscape.
15. When you consider this year’s theme, Celebrating the Florida Jewish Community through Language, Literature, and Philosophy, how do you think that the writers, journalists, poets and philosophers of Florida’s Jewish community have confronted anti-Semitism in their works? How do you think that writing can create change for the good by confronting issues like anti-Semitism, or racism and intolerance?
16. Reflect upon your research to this point. Then write a short essay answer these questions: How and why does literature become an expression of culture? What it is about the writing and language that is so important? Where does philosophy fit in? How does it guide a person or a community? Share your answers to these questions with the class.
7 Part II: Reflect, Write, Create
The following activities are based on the research completed concerning this year’s theme, Celebrating the Florida Jewish Community through Language, Literature, and Philosophy.
1. Research and choose one particular piece of literature, poetry, dramatic scene, panel from a graphic novel, journalistic endeavor, or non-fiction essay by a Florida Jewish writer that stands out to you. Share the work with the class, and then present your analysis of the piece and why you feel it is important.
2. Interview a local Jewish journalist about their writing and their role in the community. Use your earlier research to formulate your questions for them. Create a "Newspaper Byline" about this person and their experiences, and put it on display in the class.
3. Choose three areas of the lives and the writing of some of Florida’s literary community to highlight for a class presentation. Why do you feel these areas are important? What drew you to these writers or philosophers to begin with?
4. After completing your research, choose five authors, graphic novelists, playwrights, poets or journalists. What character traits do they have in common? What differences? Is there something outside of their Jewish heritage that is common to all of them? What can you learn from their commonalities and their differences? Write an essay about these important figures and how their work has personally impacted you.
5. Using your earlier research and with this year’s theme in mind, Celebrating the Florida Jewish Community through Language, Literature, and Philosophy, in small groups, create a poster that symbolizes Florida’s Jewish literary community. Share your poster with the class, presenting a synopsis of your research and discoveries.
6. Look at the lives of several of Florida’s religious leaders and their work over the last 50 years, including the Florida Jewish religious leader that you researched earlier. How did their work impact the communities around them? Choose two Florida religious leaders, one Jewish, and then write an in-depth essay paper highlighting the lives of these important men and women and why their work was important.
7. Choose one Florida Jewish literary figure, journalist, or philosopher to do an in-depth research project on. Create a poster, PowerPoint presentation, or other creative endeavor to present to your classmates about this person’s life. Choose one piece or passage of their work that has special meaning to share.
8. In reflecting on your earlier research on Yiddish and Yiddish Theatre in relation to language and culture, was there anything from your research that particularly stood out? How does it relate to the greater Floridian culture? Write an essay paper outlining your research. Be sure to include pertinent quotes and connect your thoughts cohesively.
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9. Create a mixed-media project based on the research you did on the Holocaust survivor writers. Choose one survivor to focus your project on. Be creative! And be certain to include important facts from the survivor’s experiences in your project. Present your work to the class along with a short biography of the survivor you chose and their work.
10. Write a compare and contrast paper about fiction and non-fiction by Florida’s Jewish writers that you have researched. Present your paper to the class for discussion.
11. In small groups, research and choose 5-8 pieces from Florida’s Jewish literary or philosophical community that you would like to know more about. Choose one specific genre for each piece from the following: fiction, non-fiction, memoir, journalism, cartoons, philosophy, Yiddish, poetry, and/or mixed media. Learn as much as possible about the writers you choose and the history of their work. Then, create a presentation whether it be smart board, multimedia, PowerPoint, highlighting the writers your group chose, the importance of their work to the greater Florida community, and the discoveries your group made about them.
12. Invite a local Jewish author to speak to your class. Research the person’s life and work prior to their arrival and prepare thoughtful questions for them about their work and its impact.
13. Imagine that you are a young Jewish writer, playwright, poet, historian or philosopher that is emigrating to this country and settling in Florida. Using your research as your basis, write a poem, a skit, or essay as a study of the human condition based on this “experience.” Perform your piece for the class.
14. What did you learn about language? How are Hebrew and Yiddish important to the Florida Jewish literary and philosophical community? How are they important to the greater American Jewish community? Write an essay paper highlighting what you’ve learned, how it has impacted you, and the importance of celebrating the vibrant Jewish culture here in Florida. Send your essay to the Miami Herald and ask that it be published to help celebrate Florida Jewish History month.
15. Select one of the Jewish writers or philosophers of Florida whose contributions you most admire. Then create a “Biography Board” by identifying writings or items that represent this outstanding person, and then put them on display. Display the items and boards along with a paper explaining why you selected this individual, listing the items included, and the significance of each item or excerpt of writing the board contains and how it best portrays the person you selected.
16. Invite your school’s drama, art, photography, and journalism departments to join your class in its celebration of Florida Jewish History Month by putting on a school- wide presentation highlighting the many and varied works of Florida’s Jewish writers, journalists and philosophers.
9 RESOURCES & WEBOGRAPHY
Bureau of Historical Preservation Florida Department of State, 4th Floor 500 South Bronough Street Tallahassee, Florida 32399-0250 800-847-7278 www.flheritage.com
HistoryMiami (formerly the Historical Museum of Southern Florida) 101 West Flagler Street Miami, Florida 33130 305-375-1492 www.historymiami.org
Jewish Museum of Florida 301 Washington Avenue Miami Beach, Florida 33139 305-672-5044 www.jewishmuseum.com
Tampa Bay History Center 225 South Franklin Street Tampa, Florida 33602 813-228-0097 www.tampabayhistorycenter.org
University of Miami Sue and Leonard Miller Center for Contemporary Judaic Studies P.O. Box 248161 Coral Gables, Florida 33124 305-284-6882 www.miami.edu/miller-center
South Florida Center for Jewish Ethics www.sfcje.org
Institution of Jewish Knowledge and Learning www.ijkl.org
Greater Miami Jewish Federation 4200 Biscayne Boulevard Miami, Florida 33137 305-576-4000 http://jewishmiami.org
10 The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.
School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 - prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.
Revised 5/9/03
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