The B'nai Mitzvah Family Guide
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Bris Or Brit Milah (Ritual Circumcision) According to Jewish Law, a Healthy Baby Boy Is Circumcised on the Eighth Day After His Birth
Bris or Brit milah (ritual circumcision) According to Jewish law, a healthy baby boy is circumcised on the eighth day after his birth. The brit milah, the ritual ceremony of removing the foreskin which covers the glans of the penis, is a simple surgical procedure that can take place in the home or synagogue and marks the identification of a baby boy as a Jew. The ceremony is traditionally conducted by a mohel, a highly trained and skilled individual, although a rabbi in conjunction with a physician may perform the brit milah. The brit milah is a joyous occasion for the parents, relatives and friends who celebrate in this momentous event. At the brit milah, it is customary to appoint a kvater (a man) and a kvaterin (a woman), the equivalent of Jewish godparents, whose ritual role is to bring the child into the room for the circumcision. Another honor bestowed on a family member is the sandak, who is most often the baby’s paternal grandfather or great-grandfather. This individual traditionally holds the baby during the circumcision ceremony. The service involves a kiddush (prayer over wine), the circumcision, blessings, a dvar torah (a small teaching of the Torah) and the presentation of the Jewish name selected for the baby. During the brit milah, a chair is set aside for Elijah the prophet. Following the ceremony, a seudat mitzvah (celebratory meal) is available for the guests. Please take note: Formal invitations for a bris are not sent out. Typically, guests are notified by phone or email. The baby’s name is not given before the bris. -
CONGREGATION BETH YESHURUN INVITATION to JUDAISM COURSE CURRICULUM – 5781 (2020 – 2021) (As of 08-17-20)
CONGREGATION BETH YESHURUN INVITATION TO JUDAISM COURSE CURRICULUM – 5781 (2020 – 2021) (As of 08-17-20) # and Date TOPIC for 1st Hr. (9:00-10:00) [2nd Hr. (10:00-11:00) is Hebrew class] 1 Sept. 6 Conversion to Judaism - Overview [No Hebrew class] 2 Sept 13 High Holy Days and Sukkot [No Hebrew class] ⁂ Sept. 19-20 Rosh Hashanah begins Friday night Sept. 18 – Sunday night Sept. 20 ⁂ Sept. 28 Yom Kippur starts Sunday night Sept. 27 - Monday night Sept. 28 3 Sept. 29 Sukkot and the Jewish Calendar (Tuesday evening at 7:00) ⁂ Oct. 3 Sukkot begins Friday night Oct. 2 through Friday Oct. 9. Then Shemini Atzeret and Simhat Torah Friday night Oct. 9 – Sunday night Oct. 11 4 Oct. 18 Introduction to Prayers – Structure of Siddur, overview of services [Hebrew class starts this week at 10:00-11:00] 5 Oct. 25 Shabbat 6 Nov. 1 Overview of J. History, Classic J. Texts, J. Book List [visit ERJCC website] ⁂ Nov. 1 - Nov. 19 Virtual Book and Arts Festival at JCC 7 Nov. 8 Beliefs: God, Revelation, Torah, Mitzvot (cf Christianity) 8 Nov. 15 Beliefs: Life After Death/Messiah/Resurrection (cf Christianity) 9 Nov. 22 Beliefs: The Problem of Evil & Reward and Punishment (cf Christianty) 10 Dec. 6 Hanukkah (cf Christmas) ⁂ Dec. 10 - Dec. 18 Hanukkah (1st candle Dec. 10, 8th candle Dec. 17) 11 Dec. 13 Prayers: Shema & its Blessings (incl. Mezuzah/tzitzit/tefillin) 12 Dec. 20 Prayers – Amidah 13 Jan. 10 Kashrut 14 Jan. 17 Ethics – Tzedakah/Gemilut Hasadim 15 Jan. 24 Ethics – Honoring Parents/Aged, Bikur Holim 16 Jan. -
CCAR Journal the Reform Jewish Quarterly
CCAR Journal The Reform Jewish Quarterly Halachah and Reform Judaism Contents FROM THE EDITOR At the Gates — ohrgJc: The Redemption of Halachah . 1 A. Brian Stoller, Guest Editor ARTICLES HALACHIC THEORY What Do We Mean When We Say, “We Are Not Halachic”? . 9 Leon A. Morris Halachah in Reform Theology from Leo Baeck to Eugene B . Borowitz: Authority, Autonomy, and Covenantal Commandments . 17 Rachel Sabath Beit-Halachmi The CCAR Responsa Committee: A History . 40 Joan S. Friedman Reform Halachah and the Claim of Authority: From Theory to Practice and Back Again . 54 Mark Washofsky Is a Reform Shulchan Aruch Possible? . 74 Alona Lisitsa An Evolving Israeli Reform Judaism: The Roles of Halachah and Civil Religion as Seen in the Writings of the Israel Movement for Progressive Judaism . 92 David Ellenson and Michael Rosen Aggadic Judaism . 113 Edwin Goldberg Spring 2020 i CONTENTS Talmudic Aggadah: Illustrations, Warnings, and Counterarguments to Halachah . 120 Amy Scheinerman Halachah for Hedgehogs: Legal Interpretivism and Reform Philosophy of Halachah . 140 Benjamin C. M. Gurin The Halachic Canon as Literature: Reading for Jewish Ideas and Values . 155 Alyssa M. Gray APPLIED HALACHAH Communal Halachic Decision-Making . 174 Erica Asch Growing More Than Vegetables: A Case Study in the Use of CCAR Responsa in Planting the Tri-Faith Community Garden . 186 Deana Sussman Berezin Yoga as a Jewish Worship Practice: Chukat Hagoyim or Spiritual Innovation? . 200 Liz P. G. Hirsch and Yael Rapport Nursing in Shul: A Halachically Informed Perspective . 208 Michal Loving Can We Say Mourner’s Kaddish in Cases of Miscarriage, Stillbirth, and Nefel? . 215 Jeremy R. -
(Kita Zayin) Curriculum Updated: July 24, 2014
7th Grade (Kita Zayin) Curriculum Updated: July 24, 2014 7th Grade (Kita Zayin) Curriculum Rabbi Marcelo Kormis 30 Sessions Notes to Parents: This curriculum contains the knowledge, skills and attitude Jewish students are expected to learn. It provides the learning objectives that students are expected to meet; the units and lessons that teachers teach; the books, materials, technology and readings used in a course; and the assessments methods used to evaluate student learning. Some units have a large amount of material that on a given year may be modified in consideration of the Jewish calendar, lost school days due to weather (snow days), and give greater flexibility to the teacher to accommodate students’ pre-existing level of knowledge and skills. Page 1 of 16 7th Grade (Kita Zayin) Curriculum Updated: July 24, 2014 Part 1 Musaguim – A Vocabulary of Jewish Life 22 Sessions The 7th grade curriculum will focus on basic musaguim of Jewish life. These musaguim cover the different aspects and levels of Jewish life. They can be divided into 4 concentric circles: inner circle – the day of a Jew, middle circle – the week of a Jew, middle outer circle – the year of a Jew, outer circle – the life of a Jew. The purpose of this course is to teach students about the different components of a Jewish day, the centrality of the Shabbat, the holidays and the stages of the life cycle. Focus will be placed on the Jewish traditions, rituals, ceremonies, and celebrations of each concept. Lifecycle events Jewish year Week - Shabbat Day Page 2 of 16 7th Grade (Kita Zayin) Curriculum Updated: July 24, 2014 Unit 1: The day of a Jew: 6 sessions, 45 minute each. -
Shabbat Bulletin
SHABBAT BULLETIN Rabbi Barry Gelman The Eruv is up. Rabbi Emeritus Joseph Radinsky z’l Cantor Emeritus Irving Dean President Mr. Rick Guttman LOUIS AND LEAH YAFFEE BNEI AKIVA PROGRAM: Shabbat No Teen Minyan 10:30 am: Tot Shabbat 4:10 pm Snif Groups: 1st—3rd in the tot trailer, 4th—5th in the Sukkah, 6th in the teen minyan trailer Serving the Orthodox Community of Parents are asked to tell their kids that card playing is not permitted in Houston for over 100 years the Synagogue. The presence of card playing does not promote the type of atmosphere we are trying to create in the shul. Additionally, all November 4, 2017 youth should either be in groups or sitting with their parents. 22 Cheshvan 5778 In recognition of our appreciation for all the help we received Torah Sefer: Bereishit during Hurricane Harvey, UOS is sponsoring a Kiddush this Shabbat Parasha: Chayei Sarah at both Beth Rambam and Young Israel. Haftarah: I Kings 1:1-31 ————————————— Shabbat Kiddush with chicken The annual UOS Congregation Annual Meeting salad in Freedman Hall. will take place on Sponsored by April and Kobi Sunday, December 10, 2017 Amsalem in gratitude to the com- at 9:00 am In Freedman Hall. munity and in honor of a positive reconstruction spirit. Seudah Shlishit 3 Part Mini Series Shabbat Kiddush next week: Join us on Shabbat afternoon as members of our community share their Sponsorship is greatly appreciated. expertise with us on issues related to Torah, Israel, Community and more. Seudah Shlishit in Freedman Hall. First Series: Dates: Nov. -
2021/5781 High Holy Days WORSHIP INFORMATON ~
2021/5781 High Holy Days WORSHIP INFORMATON ~ Rosh HaShanah ~ S’lichot Service jointly w/ Ohavi Saturday September 12 8:00pm Zedek ~ Erev Rosh HaShanah Service Friday September 18 6:30pm ~ Morning Children’s Service Saturday September 19 9:00am ~ Morning Rosh HaShanah Service Saturday September 19 10:00am ~ Tashlich (location TBA) Saturday September 19 4:00pm ~ Insomniac Lounge: alternative Rosh Hashanah Service Saturday September 19 10:00pm Between Rosh Hashanah and Yom Kippur ~ Shofar Drive-thru Sunday September 20 11:00am ~ JCVT Vermont Shabbat Shuva Friday September 25 TBD Service ~ Insomniac Lounge: Shabbat Shuva Friday September 25 10:00pm meditation service ~ Shabbat Shuva Morning Service Saturday September 26 9:30am ~ Shabbat Shuva Torah Study Saturday September 26 10:30am Yom Kippur ~ Kol Nidre/Erev Yom Kippur Sunday September 27 6:30pm ~ Morning Children’s Service Monday September 28 9:00am ~ Morning Yom Kippur Service Monday September 28 10:00am ~ Yizkor Service Monday September 28 2:00pm ~ Making Prayer Real: Engaging Yom Kippur Monday September 28 3:00 pm ~ Minchah Service Monday September 28 4:30pm ~ Neilah Monday September 28 6:00pm ~ Break Fast Monday September 28 7:00pm Join us on ZOOM This year's High Holy Day services will be a different experience to what we are used to. Our services will be led by our rabbi, David Edleson, and our cantor Mark Leopold. Due to the pandemic and the significantly heightened risks of singing in closed spaces, we will not be celebrating in the Sanctuary but will continue our worship on ZOOM as we have been every Shabbat. -
California State University, Northridge Teaching Jewish
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE TEACHING JEWISH HISTORY THROUGH ART EDUCATION A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Art Education by Eileen Zena Salzman May 1987 The Thesis of Eileen Zena Salzman is approved: Dr. Paul W. Kravagna Bl"oenore Sorenson, Advisor California State University, Northridge i i ACKNOWLEDGMENTS A special thanks to my advisor, Dr. Lenore Sorenson and my committee members, Professor Ruth Schrier and Dr. Paul Kravagna for their help, encouragement, and guidance throughout this endeavor and for my education at California State University, Northridge: to Dr. Sorenson for her confidence in me, to Mrs. Schrier for being my mentor and to Dr. Kravagna for his perfection. To Linda Thal for her guidance and expertise during the two years of my research and employment at Leo Baeck Temple. To Marsha Josephy for her contributions as a historian of Jewish Art and to Dalia Aronoff for supporting teaching Jewish History through Art Education. To Lynn Hickey, my master teacher and friend, for setting an excellent example of what a teacher should be and for helping me develop good working skills. And most importantly a very special thanks to my family: to my husband Shlomo for his love, support and endurance. To my son Isaac for his independence and success and my daughter Aliza for her moral support and self-reliance. And to my mother, Anna Nathan and to my aunt, Ethel Beiderman for their support throughout my life and through this endeavor. In memory of my father, Alfred Nathan and my uncle, Frank Beiderman. -
Tzedakah As the Defining Social Marker of Jewish Identity
Tzedakah as the Defining Social Marker of Jewish Identity A. The Test of a True Jew: Check the Pocketbook B. Maimonides: Appealing to Jewish Genes – The Perfect “Pitch” “[God] has told you, human being, what is good and what Adonai requires of you: Nothing but to do justice (mishpat), to love kindness (hesed), and to walk humbly with your God.” (Micah 6:8) הִ גִיד לְָך ָאדָ ם מַ ה-ּטוֹב ּומָ ה-יְהוָה ּדוֹרֵ ׁש מִמְ ָך כִ י אִ ם- עֲׂשוֹתמִׁשְ טפָ וְַאהֲבַת חֶסֶ ד וְהַצְ נֵעַ לֶכֶת עִ ם- אֱֹלהֶ יָך. Noam Zion, Hartman Institute, [email protected] – excerpted form from Jewish Giving in Comparative Perspectives: History and Story, Law and Theology, Anthropology and Psychology. Book One: From Each According to One’s Ability: Duties to Poor People from the Bible to the Welfare State and Tikkun Olam Previous Books: A DIFFERENT NIGHT: The Family Participation Haggadah By Noam Zion and David Dishon LEADER'S GUIDE to "A DIFFERENT NIGHT" By Noam Zion and David Dishon A DIFFERENT LIGHT: Hanukkah Seder and Anthology including Profiles in Contemporary Jewish Courage By Noam Zion A Day Apart: Shabbat at Home By Noam Zion and Shawn Fields-Meyer A Night to Remember: Haggadah of Contemporary Voices Mishael and Noam Zion www.haggadahsrus.com 1 Our teachers have said: "If all troubles were assembled on one side and poverty on the other, poverty would outweigh them all." - Midrash Shemot Rabbah 31:14 "The sea of a mighty population, held in galling fetters, heaves uneasily in the tenements.... The gap between the classes in which it surges, unseen, unsuspected by the thoughtless, is widening day by day. -
Grade 7: the Jewish Life Cycle Curriculum
Grade 5: The Jewish Life Cycle Curriculum Textbooks: The Time of Our Lives: A Teen Guide to the Jewish Life Cycle (Nina Beth Cardin) Plays taken from Class Acts (Stan J. Beiner) The purpose of this course is to teach students about the stages of the life cycle, and the Jewish traditions, rituals, ceremonies, and celebrations used to mark each stage. Students will research and document life cycle events that have taken place in their own families. Active learning via guest speakers, drama, field trips, interviews, oral presentations, and art projects will be emphasized. Unit 1: Birth—4 sessions, 45 minutes each Time of Our Lives: Chapter 2, pages 12-21 Goals and Objectives: 1. Students will explore the life cycle rituals surrounding birth and naming. 2. Students will discuss what a covenant (Brit) is. 3. Students will understand the connection between Brit and circumcision (Brit Milah). 4. Students will learn about the components of the Brit Milah ceremony. 5. Students will understand what a Simchat Bat ceremony involves. 6. Students will discuss the importance and meaning of naming in Judaism. 7. Students will explain the origin and meaning of their own names in Hebrew and English, and will be able to discuss how their names connect to their family’s past. Birth Discussion Topics: -Brit -Brit Milah: Step By Step -Pidyon Ha-Ben -Simchat Bat -Adoption -What’s in a Name? Key Concepts and Personalities: -Brit (Covenant) -Elijah Key Terms: -Brit Milah -Simchat Bat -Kvater, Kvateren -Sandek -Seudat Mitzvah -Pidyon Ha-Ben -Mohel Special Activities/Projects: -Visit from a Mohel -Enact Brit Milah/Simchat Bat Ceremonies -Perform Play: “The Birth of the Jewish: An Epic Tale” -Visit Elijah’s Chair in the Temple -Art Project Using Students’ Names -Students Share Birth Certificates and Naming Documents, and Explain Meaning and Origin of their Hebrew, English, and Last Names -Start a Life Cycle poster: one event has one “square” on the page. -
The Religious Action Center of Reform Judaism: Celebrating 50 Years in Pursuit of Social Justice!
The Religious Action Center of Reform Judaism: Celebrating 50 Years in Pursuit of Social Justice! Religious Action Center History & Influence Program Guide 60 minutes (or longer!) Audience: Adaptable for all ages Goals: • Communicate the following messages about the purpose and function of the Religious Action Center of Reform Judaism: o The Reform Movement has been involved in the pursuit of social justice and engaged in public policy work for many decades o The Religious Action Center, on behalf of the Reform Movement, uses many different approaches to achieve its goal of tikkun olam o The Reform Movement works on a broad range of issues that affect us as Jews, as North Americans, and as global citizens o The Religious Action Center provides a Jewish voice on important public policy issues o The Religious Action Center can support and enhance an individual’s personal social action work • Inspire program participants to become involved in the work of the Religious Action Center Timeline: 0:00-0:05 Set Induction- What is Social Justice? 0:05-0:10 Video Viewing 0:10-0:20 Conversation about what was seen on the PowerPoint 0:20-0:50 Digging Deeper: Going Through the PowerPoint (if you want the program to be longer, you can expand this section of the program) 0:50-0:60 Concluding Activity Materials: • Computer and projector (for displaying PowerPoint presentation) • RAC History Video (available for download here, or to stream on Youtube here) • RAC History PowerPoint Presentation (available for download here) • White board or butcher paper • 4 posters, which read “Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree” Program Details: 0:00-0:05 Set Induction: Advocacy, Education, & Direct Service 1) Place four posters in different corners of the room that say, “Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree.” As you read the following statements, ask participants to move to the corner of the room that best reflects their relationship to the statement. -
B'nai Mitzvah Handbook
“Study from love and honor will follow” -Bahya CONGREGATION OR AMI “Light of My People” B’nai Mitzvah Handbook Rabbi Paul J. Kipnes Cantor Doug Cotler Rabbi Julia Weisz Diane Townsend, B’nai Mitzvah Teacher Fred Gruber President CONGREGATION OR AMI 26115 Mureau Road, Suite B, Calabasas, CA 91302 818-880-4880 * www.orami.org * [email protected] Congregation Or Ami B’nai Mitzvah Handbook page 2 Mazel Tov! Dear Bar/Bat Mitzvah Family, You, as a family, are about to experience one of the most significant, Jewish, and highly spiritual adventures of your lifetime. This is a highly emotional journey and, as such, will be filled with some anxiety, but mostly joy. This handbook is designed to relieve some of the anxiety and thereby increase joy of the Bar/Bat Mitzvah experience by answering many of the questions you may have. Although the congregation will do everything possible to prepare your child, family cooperation is essential. Yad b’yad b’yachad (together hand in hand) we can make this significant occasion a cherished memory in the life of your family. We encourage you to read through this handbook, and to use it as a reference book often. Since some synagogue policies may change between now and your child’s Bar/Bat Mitzvah date, you will want to be in touch with the Rabbi and the office as your date approaches. May this be only one of many family simchas (joyous moments) we will share with you! With Excitement, Rabbi Paul Kipnes, Cantor Doug Cotler, Rabbi Julia Weisz, and Diane Townsend Congregation Or Ami B’nai Mitzvah Handbook page 3 Table of Contents Section Page Mazel Tov! ........................................................................... -
Jewish Sources on Poverty
Focus on Poverty Jewish Texts for Reflection & Action Below you will find Jewish texts dealing with poverty to assist you in framing this important work within Jewish tradition. The texts are arranged based on historical context: Biblical, rabbinic, medieval and contemporary. We hope that these texts and questions will create interesting and stimulating discussion and debate. Biblical When you reap the harvest of your land, you shall not reap all the way to the edges of your field or gather the gleanings of your harvest. You shall not pick your vineyard bare or gather the fallen fruit of your vineyard; you shall leave them for the poor and the stranger; I am Adonai your God. Leviticus 19:9-10 But do not neglect the Levite in your community, for he has no hereditary portion as you have. Every third year you shall bring out the full tithe of that year, but leave it within your settlements. Then the Levite, who has no hereditary portion as you have, and the stranger, the fatherless, and the widow in your settlements shall come and eat their fill, so that the Eternal your God may bless you in all the enterprises you undertake. Deuteronomy 14:27-29 When you have set aside in full the tenth of your yield – in the third year, the year of the tithe – and have given it to the Levite, the stranger, the fatherless, and the widow, that they may eat their fill in your settlements, you shall declare before the Eternal your God: “I have cleared out the consecrated portion from the house; and I have given it to the Levite, the stranger, the fatherless, and the widow, just as You commanded me; I have neither transgressed nor neglected any of Your commandements.” Deuteronomy 26:12-13 Share your bread with the hungry, and take the wretched poor into your home.