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The Debate Over Mixed Seating in the American Synagogue
Jack Wertheimer (ed.) The American Synagogue: A Sanctuary Transformed. New York: Cambridge 13 University Press, 1987 The Debate over Mixed Seating in the American Synagogue JONATHAN D. SARNA "Pues have never yet found an historian," John M. Neale com plained, when he undertook to survey the subject of church seating for the Cambridge Camden Society in 1842. 1 To a large extent, the same situation prevails today in connection with "pues" in the American syn agogue. Although it is common knowledge that American synagogue seating patterns have changed greatly over time - sometimes following acrimonious, even violent disputes - the subject as a whole remains unstudied, seemingly too arcane for historians to bother with. 2 Seating patterns, however, actually reflect down-to-earth social realities, and are richly deserving of study. Behind wearisome debates over how sanctuary seats should be arranged and allocated lie fundamental disagreements over the kinds of social and religious values that the synagogue should project and the relationship between the synagogue and the larger society that surrounds it. As we shall see, where people sit reveals much about what they believe. The necessarily limited study of seating patterns that follows focuses only on the most important and controversial seating innovation in the American synagogue: mixed (family) seating. Other innovations - seats that no longer face east, 3 pulpits moved from center to front, 4 free (un assigned) seating, closed-off pew ends, and the like - require separate treatment. As we shall see, mixed seating is a ramified and multifaceted issue that clearly reflects the impact of American values on synagogue life, for it pits family unity, sexual equality, and modernity against the accepted Jewish legal (halachic) practice of sexual separatiop in prayer. -
A Synagogue for All Families: Interfaith Inclusion in Conservative Synagogues
A Synagogue for All Families Interfaith Inclusion in Conservative Synagogues Introduction Across North America, Conservative kehillot (synagogues) create programs, policies, and welcoming statements to be inclusive of interfaith families and to model what it means for 21st century synagogues to serve 21 century families. While much work remains, many professionals and lay leaders in Conservative synagogues are leading the charge to ensure that their community reflects the prophet Isaiah’s vision that God’s house “shall be a house of prayer for all people” (56:7). In order to share these congregational exemplars with other leaders who want to raise the bar for inclusion of interfaith families in Conservative Judaism, the United Synagogue of Conservative Judaism (USCJ) and InterfaithFamily (IFF) collaborated to create this Interfaith Inclusion Resource for Conservative Synagogues. This is not an exhaustive list, but a starting point. This document highlights 10 examples where Conservative synagogues of varying sizes and locations model inclusivity in marketing, governance, pastoral counseling and other key areas of congregational life. Our hope is that all congregations will be inspired to think as creatively as possible to embrace congregants where they are, and encourage meaningful engagement in the synagogue and the Jewish community. We are optimistic that this may help some synagogues that have not yet begun the essential work of the inclusion of interfaith families to find a starting point that works for them. Different synagogues may be in different places along the spectrum of welcoming and inclusion. Likewise, the examples presented here reflect a spectrum, from beginning steps to deeper levels of commitment, and may evolve as synagogues continue to engage their congregants in interfaith families. -
From Purim to Pesach and Back
RABBI’S MESSAGE From Purim to Pesach and Back The Hebrew calendar gives us a double blessing in the months of Adar and Nissan, with the holidays of Purim and Passover coming back-to-back. These celebrations are very different from each other, and yet the progression of one to the other on the calendar can give interesting ideas to explore. Both deal with bitter enemies and the possibility of genocidal extinction. The Purim villain, Haman, manipulates the Persian king into decreeing legalized murder of the Jewish people. Haman’s plan fails and the Jews retaliate. The Passover villain, Pharaoh, also threatens extinction by murdering Jewish baby boys at birth. This plan also fails, and the Israelites are redeemed by G-D’s “mighty hand and outstretched arm” to escape into the wilderness and eventually the Promised Land. From the 15th of Adar to the 15th of Nissan, the score is: Jews 2, Evil 0. Yes, both Purim and Pesach fulfill the traditional theme about Jewish holidays: “They tried to kill us. We survived. Let’s eat.” The survival elements and food are certainly part of our contemporary celebrations for both holidays. The threats occur differently, and so do our observances. While Passover precedes Purim chronologically, Purim precedes Passover on the calendar. I’ve often considered the various ways these two springtime festivals differ as ways to look at the growth of our people. In the Book of Esther, the name of God is not mentioned. In the traditional Passover Haggadah, the name of Moses is not mentioned. We are taught that Moses’ name was left out of the Haggadah for fear of deifying Moses. -
Antisemitism in the United States Report of an Expert Consultation
Antisemitism in the United States Report of an Expert Consultation Organized by AJC’s Jacob Blaustein Institute for the Advancement of Human Rights in Cooperation with UN Special Rapporteur on Freedom of Religion or Belief, Dr. Ahmed Shaheed 10-11 April 2019, New York City Introduction On March 5, 2019, the United Nations Special Rapporteur on freedom of religion or belief, Dr. Ahmed Shaheed, announced that he was preparing a thematic report on global antisemitism to be presented to the UN General Assembly in New York in the fall of 2019. The Special Rapporteur requested that the Jacob Blaustein Institute for the Advancement of Human Rights (JBI) organize a consultation that would provide him with information about antisemitism in the United States as he carried out his broader research. In response, JBI organized a two-day expert consultation on Wednesday, April 10 and Thursday, April 11, 2019 at AJC’s Headquarters in New York. Participants discussed how antisemitism is manifested in the U.S., statistics and trends concerning antisemitic hate crimes, and government and civil society responses to the problem. This event followed an earlier consultation in Geneva, Switzerland convened by JBI for Dr. Shaheed in June 2018 on global efforts to monitor and combat antisemitism and engaging the United Nations human rights system to address this problem.1 I. Event on April 10, 2019: Antisemitism in the United States: An Overview On April 10, several distinguished historians and experts offered their perspectives on antisemitism in the United States. In addition to the Special Rapporteur, Professor Deborah Lipstadt (Emory University), Professor Jonathan Sarna (Brandeis University), Professor Rebecca Kobrin (Columbia University), Rabbi David Saperstein (former U.S. -
Midway Jewish Center Bar and Bat Mitzvah Guide Page 2
LET’S START PLANNING A—BAR/T MITZVAH BAT & BAR MITZVAH THE ULTIMATE MJC GUIDE FOR BAR/BAT MITZVAH Perry Raphael Rank Rabbi Joel Levenson Associate Rabbi Lisa Stein Director of Education Sandi Bettan Preschool Director Genea Moore Synagogue Administrator Michael Kohler President Howard Rosen Ritual Committee Chair Office Phone (516) 938-8390 Office Fax (516) 938-3906 E-Mail [email protected] Revised December, 2016 / Kislev, 5777 Midway Jewish Center Bar and Bat Mitzvah Guide Page 2 TABLE OF CONTENTS INTRODUCTION 3 WHAT IS BAR/T MITZVAH? 3 HOW MUCH OF THE SERVICE OUR CHILDREN WILL KNOW 4 WHY WE TEACH WHAT WE TEACH 4 RABBIS' ROLES 5 THE TUTORS' ROLES 5 TIMETABLE FOR THE BAR/T MITZVAH EXPERIENCE 7 HELPING OUR CHILDREN BECOME RESPONSIBLE JEWS 7 EDUCATIONAL AND RELIGIOUS REQUIREMENTS 8 THE DIRECTIONS / DECORUM CARD 9 BAR/T MITZVAH INVITATION DISPLAY POLICY 9 HONORS 10 KIDDUSH 10 SE'UDAH SHEL MITZVAH—A MEAL EMANATING FROM A MITZVAH 10 SYNAGOGUE DECORUM 10 A TZEDAKKAH OPPORTUNITY 11 SOME TERMS YOU OUGHT TO KNOW 12 AN ALIYAH: IT’S AN HONOR -- BUT WHAT DO I DO? 18 Midway Jewish Center Bar and Bat Mitzvah Guide Page 3 INTRODUCTION Is it hard to believe that your child will soon become a Bar or Bat Mitzvah? You might as well brace yourself now. That little boy or girl that just yesterday was strapped into a car seat is today getting all set for adolescence. Our children begin to go through some dramatic changes, physically and emotionally, at the age of thirteen. The rabbis were wise in choosing this age as the proper time for becoming Bar/t Mitzvah. -
Between Purim and Pesach: the Singular Theme of Two Holidays By: Rabbi Daniel Fridman
Between Purim and Pesach: The Singular Theme of Two Holidays By: Rabbi Daniel Fridman As we all transition from Purim to Pesach, for many of us, there is a certain feeling of anxiety which is triggered. With holiday preparations looming, it becomes difficult to take a step back and reflect on the beautiful integration of these two holidays. For starters, the critical events of the Megillah transpired on Pesach itself. Haman had his missive regarding the destruction of the Jewish people sent out on the thirteenth day of the month of Nissan, leading Esther, upon Mordechai’s prodding, to call a fast that would include the first day of Pesach. As is so colorfully described in the Midrash, while fasting is certainly prohibited on any holiday, let alone Pesach, a holiday with a specific mitzvah to eat matzah and drink four cups of wine, the future of the Jewish people itself was at stake. And so, they fasted. Esther goes to Achashverosh on Pesach, and Haman is hanged on the next day, still, on Pesach. Second, when the Talmud famously records its statement, “when Adar arrives, we increase our joy”, Rashi notes that this continues throughout the period of Purim and into Pesach, “for these were days of miracles for the Jewish people”. In Rashi’s opinion, Purim and Pesach are seamlessly integrated into one another, and with very good reason. In both instances, the Jewish people faced a dire situation- on Purim, physical annihilation, and on Pesach, bondage that would have surely led to eventual spiritual destruction. In both instances, we were saved, as Rashi notes, miraculously, even if, surely, the degree to which the miracles were overt or hidden varied greatly. -
Aliyah L'torah
Halachically Speaking Volume 3 Issue 3 Compiled by Moishe Dovid Lebovits Reviewed by Rabbi Ben-zion Schiffenbauer Shlita Piskei Horav Yisroel Belsky Shlita Aliyah L’Torah Reviewed by Horav Yisroel Belsky Shlita Sponsored לרפואה שלמה חנה חיה בת מזל "לז נ יענטא בת ישראל חיים "זל נ משה בן יששכר בעריש נ"זל יעקב אריה ב ן שבתי לז" נ רב משה בן הרב ראובן לז" נ חנינה בן רב חיים יהודה לז" נ חוה בת רב משה יהודה Moshe Rabbeinu established a requirement to lain on Monday, Thursday, Shabbos and Yom Tov .1 Ezra established a requirement that three people should get aliyos, and at least ten pesukim should be read. 2 Although some poskim say the requirement to lain is d’oraisa ,3 most poskim say it is d’rabbanan .4 The poskim also discuss if krias hatorah is an obligation on the tzibbur 5 or on the individual. 6 Some say that on Monday and Thursday it is an obligation on the tzibbur , and on Shabbos it is an obligation on the individual. 7 The minhag is that women do not have an obligation to listen to krias hatorah .8 Furthermore, according to some poskim , young children also do not have an obligation to listen to krias hatorah 9 (obviously, they should not be allowed to run around the shul and make it impossible for the adults to hear the laining ). One who receives an aliyah should have in mind to connect his neshoma with Hashem through the aliyah . 10 One should not be makpid on which aliyah he gets. -
In Response to the Tree of Life Synagogue Mass Shooting October 27, 2018
In Response to the Tree of Life Synagogue Mass Shooting October 27, 2018 Dear Colleagues, Today there was a mass shooting at the Tree of Life Synagogue in Pittsburgh, Pennsylvania. As we reflect on the news of this horrific tragedy, we also are faced with questions about the roles and responsibilities of educators and educational leaders in addressing the growing tide of hatred and discrimination across our nation. I wanted to share the following resources on how to confront antisemitism. The word antisemitism means prejudice against or hatred of Jews. "I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." (Elie Wiesel's Acceptance Speech, on the occasion of the award of the Nobel Peace Prize in Oslo, December 10, 1986) https://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-acceptance_en.html Addressing Anti-Semitism through Education (2018 Report) http://www.erinnern.at/bundeslaender/oesterreich/e_bibliothek/antisemitismus-1/neues- handbuch-von-odihr-und-der-unesco-zu-bildungsarbeit-gegen-antisemitismus USHMM Antisemitism https://encyclopedia.ushmm.org/content/en/article/antisemitism Confront Antisemitism https://www.ushmm.org/confront-antisemitism Antisemitism Today https://www.ushmm.org/confront-antisemitism/antisemitism-the-longest- hatred/film/antisemitism-today Educators play a powerful role in society, and the USHMM program Oath and Opposition: -
THE BETTER-THAN-BEST PURIM Written & Illustrated by Naomi Howland
READING A GIFT for JEWISH CHILDREN and their families. GUIDE THE BETTER-THAN-BEST PURIM Written & Illustrated by Naomi Howland Soon it will be Purim, and it’s time for a little old lady to bake her better-than-best hamantashen. Her pets are all too busy to help her with the baking, but chances are they’ll have time to taste the results of her work. Sound familiar? JEWISH CONCEPTS USING THIS BOOK AT HOME Purim Introduce Queen Esther to your children as a person Jewish people rejoice on the fourteenth of Adar, who acted with bravery and stood up for what she celebrating the bravery of Queen Esther, whose courage believed. Talk with your children about how difficult this saved her people from a tyrant – Haman, an advisor of can be. Encourage family discussion how each person can her husband, the king. The word Purim comes from be brave in his/her own way. Record these ideas in a “pur,” the lots that were thrown to determine when the scroll and call it your “Family Megillah.” Jews of Persia would be killed. The story of Purim is recounted in the megillah (the scroll of Esther), which is An essential component of Purim is participating in read in the synagogue with enthusiasm and a great deal of mitzvot. Commonly called “good deeds,” mitzvot (the loud participation from the costumed revelers. The plural of mitzvah) are commandments. As the animals in holiday is associated with simchah (joy and merriment) in this story prepare “baskets of goodies,” they are taking celebration of the ancient victory over oppression. -
Australian Olim Survey Findings Report
MONAMONASH SH AUSTRALAUSTRALIAN IAN CENTRECENT FORRE FOR JEWISJEH WCIIVSIHLI CSAIVTILIIOSNA TION GEN17 AUSTRALIAN JEWISH COMMUNITY SURVEY AUSSIESJEWISH EDUCATION IN THE IN PROMISEDMELBOURNE LAND:ANDREW MARKUS , MIRIAM MUNZ AND TANYA MUNZ FINDINGS FROM THE AUSTRALIAN OLIM SURVEY (2018- 19) Building S,Bu Caildiunlgfi eS,ld Cacampulfieulsd campus 900 Dandenong900 Dandenong Road Road Caulfield CaEausltf iVIeldC Ea31s4t5 VI C 3145 www.monwww.ash.emodun/aarstsh/.aecdjuc / arts/acjc DAVID MITTELBERG AND ADINA BANKIER-KARP All rights reserved © David Mittelberg and Adina Bankier-Karp First published 2020 Australian Centre for Jewish Civilisation Faculty of Arts Monash University Victoria 3800 https://arts.monash.edu/acjc ISBN: 978-0-6486654-9-6 The photograph on the cover of this report was taken by David Bankier and has been used with his written permission. This work is copyright. Apart for any use permitted under the Copyright Act 1968, no part of it may be reproduced without written permission from the publisher. Requests and inquiries concerning reproduction rights should be directed to the publisher. CONTENTS ACKNOWLEDGEMENTS ................................................................................................................................................. 1 AUTHORS ........................................................................................................................................................................ 2 EXECUTIVE SUMMARY ................................................................................................................................................. -
The Uses of the Synagogue
The uses of the synagogue Bet k’nesset (house of meeting) The word ‘synagogue’ refers to a Jewish place of worship; many Jews refer to it as the bet k’nesset (house of meeting). The synagogue has an important role to play in the wider Jewish community. The name ‘bet k’nesset’ reflects the fact that as well as a place of prayer and worship, the synagogue plays a valuable role as that of a social centre, where various activities take place just as at the original Temple in Jerusalem. Modern synagogues are usually built with meeting rooms or classrooms incorporated into the building. There will sometimes be a hall for community use, which acts as a venue for a variety of events such as bar mitzvah and wedding celebrations. The synagogue therefore acts as a hub for all ages, holding youth club meetings, hosting lectures, and providing a meeting place for senior citizens. ‘Bet midrash’ (house of study) The name ‘bet midrash’ (house of study) and ‘shul’ (school) refers to the synagogue as a place for study and underlines the fact that education is very important in Jewish life. The Torah says: ‘And these words which I command you today shall be in your heart. You shall teach them diligently to your children …’ (Deuteronomy 6:6-7). For many Jewish children who attend secular schools, there is no opportunity to study Hebrew as part of the mainstream curriculum. For this reason, Jewish children are able to attend Hebrew classes that are held at the synagogue. However, education does not stop with children. -
Basic Judaism Course Copr
ה"ב Basic Judaism Course Copr. 2009 Rabbi Noah Gradofsky Syllabus Basic Judaism Course By: Rabbi Noah Gradofsky Greetings and Overview ................................................................................................................. 3 Class Topics.................................................................................................................................... 3 Reccomended Resources ................................................................................................................ 4 Live It, Learn It............................................................................................................................... 6 On Gender Neutrality...................................................................................................................... 7 Adult Bar/Bat Mitzvah.................................................................................................................... 8 Contact Information........................................................................................................................ 8 What is Prayer?............................................................................................................................... 9 Who Is Supposed To Pray?........................................................................................................... 10 Studying Judaism With Honesty and Integrity ............................................................................. 10 Why Are Women and Men Treated Differently in the Synagogue?