DOCSLIB.ORG

RELIGIOUS STUDIES JUDAISM Scheme of Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
RELIGIOUS STUDIES JUDAISM Scheme of Learning A LEVEL RELIGIOUS STUDIES JUDAISM Scheme of Learning The principal aim of the Scheme of Learning is to support teachers in the delivery of the new Eduqas A level Religious Studies specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted. Judaism Theme 1: Religious figures and sacred texts: 1A Abraham and the establishment of the covenant of circumcision Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- Abraham as Father of the Abram Abraham WJEC/Eduqas Religious Compile a short biography of what is learning Jewish people. Patriarch Polytheism Studies for A Level Year 1 & known about Abraham which activity Monotheism AS – Judaism includes each of the five concepts (you Abraham’s belief in One – Helen Gwynne- Kinsey. can use them in any sequence), to show God as creator of heaven that you have an accurate understanding and earth. of his significance within Judaism. 1 The nature of the covenant Covenant www.myjewishlearning.com Pair work – research the following: between God and Abraham – the promise of The Jewish Study Bible – What is a covenant? land and offspring. ed. Adele Berlin and Marc Zvi Brettler (Genesis 12:1–3; What were the terms of the covenant 12:7; made between God and Abraham? 13:14–17). What evidence do we have that the WJEC/Eduqas Religious covenant between God and Abraham was Studies for A Level Year 1 & an unconditional covenant? AS – Judaism – Helen Gwynne- Kinsey. Feedback and discussion to follow. 2 2 Brit milah (circumcision) Brit milah Short video on Brit milah: Students to produce individual Prepare a presentation on as a sign of the covenant (circumcision) https://www.youtube.com/wat mind maps on brit milah ensuring that brit milah as a sign of the covenant (Genesis 17). ch?v=s0fkpHV4TxM each includes a relevant quotation which covers the following: Consecration WJEC digital resources: from scripture as well as that of a Abraham and the covenant scholar or scholars. The Abrahamic origin of the background notes. ceremony of brit milah (Genesis 17). http://resources.wjec.co.uk/P Students to complete the statement ages/ResourceSingle.aspx?rI sorting task (true or false). How it is practised amongst Jews id=2305 today. Abraham and the covenant – statement-sorting task (true Its significance as an act of or false). consecration. http://resources.wjec.co.uk/P A scholarly view on the rationale ages/ResourceSingle.aspx?r Iid=2305 behind brit milah (E.g. The Jewish Study Bible – ed. Robinson/Maimonides says …). Adele Berlin and Marc Zvi Brettler (Genesis 17). Essential Judaism – George Robinson. www.myjewishlearning.com WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne-Kinsey 3 3 The significance of Obedience Clip from Find and show a suitable video clip Review of theme 1A – Abraham’s faith and test Sacrifice Testament – The Bible in which shows someone taking a risk There are many symbolic elements of obedience (Genesis Faith Animation to help someone else (the RNLI within the story of the Abrahamic 22). – Abraham (from channel on YouTube has suitable covenant. Students to identify each of 19 mins 50 seconds) examples). the symbolic elements and note the https://www.youtube.com/watc deeper meaning behind each one. h?v=BbPJgVWPpPM Discuss the concept of sacrifice: what is the biggest sacrifice you WJEC/Eduqas Religious would be prepared to make, and for Studies for A Level Year 1 & what cause? AS – Judaism – Helen Gwynne- Kinsey. Show the relevant clip from Testament – The Bible in Animation – Abraham, and explain its significance in relation to obedience and faith. Pupils to prepare a 30-second response from Abraham in answer to the question ‘How strong is your faith in God?’ 4 Developing skills – AO1. All notes relating to theme 1A. Students to work individually and develop each point of the basic An AO1 examination question writing frame. relating to theme 1A. Peer assessment task: Students to A basic writing frame which swap their AO1 developed writing offers guidance as to what frames. Generic band descriptors to might be expected in an be used as a checklist to ensure that answer to the AO1 question the full range of information has been set. included. Generic band descriptors for Write a full answer to the AO1 AO1. question set. 4 5 Developing skills – AO2. Generic band descriptors for Introduce skills required for AO2 AO2. element of the specification using WJEC digital resources. Use the following sections from WJEC digital resources: Share and discuss arguments which http://resources.wjec.co.uk/Pa could be made when analysing and ges/ResourceSingle.aspx?rIid evaluating the issues presented. =2306 Develop each point of the basic Evaluating from conclusions – writing frame for one of the AO2 Animation. elements of the theme. Identifying an evaluative style answer. Identifying evaluative terms and phrases. Phrase bank. A basic writing frame which offers guidance as to what might be expected in an AO2 answer in relation to one of the issues specified. 5 Judaism Theme 1: Religious figures and sacred texts: 1B Moses and the establishment of the covenant of law Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- Background The significance Video: Testament – The Bible in Compile a short biography of the early learning information on the of Moses Animation – Moses life of Moses, noting examples of activity life of Moses. https://www.youtube.com/watch?v=GR evidence that could be used to show T6WPn2vnQ that he was destined to play a significant part in the history of the Israelite nation. Make use of the following sections from WJEC digital resources: http://resources.wjec.co.uk/Pages/Res ourceSingle.aspx?rIid=2305 Moses background notes. Moses (check for understanding). WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- Kinsey. 6 1 The nature and Conditional WJEC/Eduqas Religious Studies for A Provide students with background significance of covenant Mitzvot Level Year 1 & AS – Judaism information on the nature of parity and the Mosaic covenant – Helen Gwynne- Kinsey. suzerainty conditional covenants of the ancient both at the time of world, as well as the terms of the covenant God Moses and today The Living World of the Old Testament made with Moses. (Exodus 19–20). – Bernhard W. Anderson. Students to work in pairs and compile evidence The Hebrew Kingdoms – E.W. Heaton. which could be used to show that the Mosaic covenant may have been based upon a Relevant scriptural references from suzerainty covenant. Exodus. Highlight the fact that the Mosaic covenant was made with the whole nation rather than with an individual, as in the case of Abraham. And, furthermore, still provides the basis for the Jewish faith today. Refer to Heaton’s four distinctive features of the Jewish faith, which grew up as a result of the Mosaic covenant. 2 The recording of the Covenant The Jewish Study Explanation regarding the recording covenant by Moses Torah Bible – ed. Adele Berlin and Marc Zvi of the covenant to be given, and students given (Exodus 24:4; 34:1–2, Brettler (Exodus 24:4) time to absorb information by referring to notes. 27–28). Tutor’s notes. Card-sorting exercise. Students to work in small groups. Provide each group with ten cards upon which have been written ten points relating to the recording of the covenant by Moses. Students to select the five which they feel are the most significant for an understanding of this section of the specification. Feedback to be given, with accompanying explanation as to why specific choices have been made. Discussion to follow before the group as a whole reaches a consensus. 7 3 The importance of God’s protection for Covenant The Jewish Study Using relevant resources, students Students to compile a obedience Idol Bible – ed. Adele to work in pairs and note bank of key terms; scriptural (Exodus 34:10–11). Intercede Berlin and Marc Zvi Moses’ role in the renewal of references and views of Mediator Brettler (Exodus the covenant, using the scholars/schools of thought 34:1–2, 10–11, 27–28). following words: covenant, idol, which are relevant to this intercede, mediator, Torah (which section of the specification. WJEC/Eduqas Religious can be used in any order). Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- Kinsey. 4 Developing skills – AO2. Covenant Issue for analysis Divide students into small groups Students to consider the and evaluation: Whether with specific tasks: second issue for analysis and covenant is a method of evaluation: how far covenant religious control. Arguments that have the potential to is of legal value, and make support the contention that the covenant notes in preparation for an WJEC resource – The is a method of religious control.
Load more

Recommended publications
  • Moses Hayim Luzzatto's Quest for Providence
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 'Like Iron to a Magnet': Moses Hayim Luzzatto's Quest for Providence David Sclar Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/380 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] “Like Iron to a Magnet”: Moses Hayim Luzzatto’s Quest for Providence By David Sclar A Dissertation Submitted to the Graduate Faculty in History in Partial Fulfillment of the Requirement for the Degree of Doctor of Philosophy The City University of New York 2014 © 2014 David Sclar All Rights Reserved This Manuscript has been read and accepted by the Graduate Faculty in History in satisfaction of the Dissertation requirement for the degree of Doctor of Philosophy Prof. Jane S. Gerber _______________ ____________________________________ Date Chair of the Examining Committee Prof. Helena Rosenblatt _______________ ____________________________________ Date Executive Officer Prof. Francesca Bregoli _______________________________________ Prof. Elisheva Carlebach ________________________________________ Prof. Robert Seltzer ________________________________________ Prof. David Sorkin ________________________________________ Supervisory Committee iii Abstract “Like Iron to a Magnet”: Moses Hayim Luzzatto’s Quest for Providence by David Sclar Advisor: Prof. Jane S. Gerber This dissertation is a biographical study of Moses Hayim Luzzatto (1707–1746 or 1747). It presents the social and religious context in which Luzzatto was variously celebrated as the leader of a kabbalistic-messianic confraternity in Padua, condemned as a deviant threat by rabbis in Venice and central and eastern Europe, and accepted by the Portuguese Jewish community after relocating to Amsterdam.
    [Show full text]
  • 2016 Interfaith Thanksgiving Service Sunday, November 20—3:00 PM
    November—December 2016 המרכז היהודי ד'פורסט הילס Heshvan -Kislev-5777 Vol. LXX No. 2 THE FOREST HILLS JEWISH CENTER Join the Forest Hills community for the 2016 Interfaith Thanksgiving Service Sunday, November 20—3:00 PM Our Lady of Mercy (69th Ave/ Kessel Street) Be there with the entire Forest Hills community to lift our voices as one in Thanksgiving prayer and song! Refreshments following the service. Sponsored by the Forest Hills Interfaith Dialogue Our year started off with a renewed energy and spirit. The excitement continues as the weather gets colder. Cinematek Forest Hills Presents FHJC Annual Shabbaton-December 16-17 See Pages 8-10 for Program and Registration FHJC is proud to announce that along with eight other institutions in the New York area, we have been chosen to participate in an LGBTQ Inclusion Project convened by Keshet and the Jewish Education Project. Watch for upcoming programs and events. December 17, 2016 FROM THE RABBI’S STUDY Rabbi Gerald C. Skolnik Post-Holidays, Finally. Jackie Mason’s life that occupied our minds and souls of daily life, of family, workplace and com- routine aside, during the High Holiday season? Do we munity, if we spent all day contemplating about the Jewish really want to jettison that awareness so the unknown and unknowable paths that holidays always being early or late but quickly? Do we really want to lose those our lives and those of our loved ones never on time, I think it’s safe to say that rose-colored lenses that enable us to see might take.
    [Show full text]
  • Exploring Different Interpretations of Zionism Within American Reform Judaism: Report on Historical Documents and Current Situation
    JISMOR 15 Exploring Different Interpretations of Zionism within American Reform Judaism: Report on Historical Documents and Current Situation Anri Ishiguro Abstract: This note is a report on part of my current research project exploring in what context a pro-Zionist slant within American Reform Judaism has emerged and how the term “Zionism” has been interpreted. I conducted research at the American Jewish Archives (AJA), located at Hebrew Union College, the Reform Seminary in Cincinnati, Ohio, from February to March 2019. This report describes part of my research results. During my stay in the United States, I also had the opportunity to participate in the 2nd KAKEHASHI Project “Visiting Program to Los Angeles and San Francisco by Japanese Researchers of Jewish Studies,” an exchange program launched by the Japanese Ministry of Foreign Affairs. As part of the project, I was able to visit Temple Israel of Hollywood, a Reform synagogue where I met Rabbi John L. Rosove (1949-), the most recent National Chairman of the Association of Reform Zionists of America (ARZA). In this report, also serving as a kind of record of my stay in US, I would like to present one aspect of Zionist views that positively interpret Zionism within American Reform Judaism, showing the historical transition of interpretations and the current viewpoint of on Zionism by introducing historical material stored in the AJA and Rabbi Rosove’s view. Keywords: American Reform Judaism, Zionism, American Jewish Archives (AJA), Stephen S. Wise, Rabbi John L. Rosove 63 JISMOR 15 1. Introduction At present, I am interested in learning how rabbis who identify themselves as “Zionists” have developed a pro-Zionist slant within American Reform Judaism.
    [Show full text]
  • Adas Israel Congregation June 2017 / Sivan–Tammuz 5777 Chronicle
    Adas Israel Congregation June 2017 / Sivan–Tammuz 5777 Chronicle Join us for our annual cantorial concert featuring the Argen-Cantors Chronicle • May 2017 • 1 The Chronicle Is Supported in Part by the Ethel and Nat Popick Endowment Fund clergycorner From the President By Debby Joseph Rabbi Lauren Holtzblatt In my early years of learning meditation I studied with Rabbi David Zeller (z”l), at Yakar, a wonderful synagogue in the heart of Jerusalem. I would go to his classes once a week and listen with strong intention to try to understand the practice of meditation, a practice that was changing my everyday life. During the past two years, when people Rabbi Zeller would talk often about the concept of devekut (attachment to learned that I was president of Adas Israel God) that the Hasidic masters had brought alive from teachings in the Zohar: Congregation, they inevitably cracked a “If you are already full, there is no room for God. Empty yourself like a vessel.” joke about feeling sorry for me. Never has I would try my hardest to understand what this meant, but I could not grasp that sentiment been further from the truth. I how to embody this concept, how to make it true to my own experience. have relished serving in this role. I have met How do you empty yourself? What does that feel like? many people, shared many experiences, For many years, in my own spiritual practice, I committed myself to learning and the feelings that permeated all that has meditation, sitting for 5, 10, 20, 30 minutes in silent meditation several times happened during my tenure make up one of a week.
    [Show full text]
  • WJEC Unit 3: a Study of Religion - Option C: a Study of Judaism
    WJEC Unit 3: A Study of Religion - Option C: A Study of Judaism Specification Theme 1: Religious figures and sacred texts (part 2). A) The structure and development of the Talmud and its importance within Judaism. The differences between the Jerusalem and Babylonian Talmuds. The nature of the Mishnah: content, style and importance for study in Judaism. The nature of the Gemara: content, style and importance for study in Judaism. Guidance for Teaching: This section considers the early development of Talmud, by considering both the Jerusalem and Babylonian Talmuds and their differences. Candidates will need an understanding of what the Talmud contains in terms of Mishnah and Gemara and a brief understanding of their defining content. A list of vast content is not required, rather a focus on the character of the content, or, style of writing. Finally, an overview of the relative style and importance each has within Judaism should be understood. Useful resources Books: Cohn-Sherbok, Dan (2003) - Judaism: History, Belief and Practice, Routledge, ISBN:0415236614 De Lange, Nicholas (2009) - An Introduction to Judaism (Introduction to Religion), Cambridge University Press, ISBN:0521735041 Dosick, Wayne (1998) - Living Judaism: The Complete Guide to Jewish Belief, Tradition and Practice, HarperOne, ISBN:0060621796 Robinson, George (2001) - Essential Judaism: A Complete Guide to Beliefs, Customs & Rituals, Atria Books, ISBN:0671034812 Satlow, (2006) Michael L. - Creating Judaism: History, Tradition, Practice, Columbia University Press, ISBN:0231134894 Digital: • https://www.myjewishlearning.com/article/tale-of-two-talmuds/ • http://www.jewishvirtuallibrary.org/the-oral-law-talmud-and-mishna • http://www.jewishvirtuallibrary.org/mishnah 1 WJEC Unit 3: A Study of Religion - Option C: A Study of Judaism Specification Theme 1: Religious figures and sacred texts (part 2).
    [Show full text]
  • RELIGIOUS STUDIES JUDAISM Scheme of Learning
    A LEVEL RELIGIOUS STUDIES JUDAISM Scheme of Learning The principal aim of the Scheme of Learning is to support teachers in the delivery of the new WJEC A2 Religious Studies specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted. Judaism Theme 1: Religious figures and sacred texts (part 2) Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- The Talmud, Mishnah Talmud Mishnah WJEC/Eduqas Religious Students to research Talmud, Mishnah Using scholarly views, learning and Gemara. Gemara Studies for A Level Year 1 & and Gemara and write a paragraph for explain why the activity AS – Judaism each one which gives a clear, concise Babylonian Talmud has – Helen Gwynne-Kinsey.
    [Show full text]
  • Gender in Jewish Studies
    Gender in Jewish Studies Proceedings of the Sherman Conversations 2017 Volume 13 (2019) GUEST EDITOR Katja Stuerzenhofecker & Renate Smithuis ASSISTANT EDITOR Lawrence Rabone A publication of the Centre for Jewish Studies, University of Manchester, United Kingdom. Co-published by © University of Manchester, UK. All rights reserved under International and Pan-American Copyright Conventions. No part of this volume may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher, the University of Manchester, and the co-publisher, Gorgias Press LLC. All inquiries should be addressed to the Centre for Jewish Studies, University of Manchester (email: [email protected]). Co-Published by Gorgias Press LLC 954 River Road Piscataway, NJ 08854 USA Internet: www.gorgiaspress.com Email: [email protected] ISBN 978-1-4632-4056-1 ISSN 1759-1953 This volume is printed on acid-free paper that meets the American National Standard for Permanence of paper for Printed Library Materials. Printed in the United States of America Melilah: Manchester Journal of Jewish Studies is distributed electronically free of charge at www.melilahjournal.org Melilah is an interdisciplinary Open Access journal available in both electronic and book form concerned with Jewish law, history, literature, religion, culture and thought in the ancient, medieval and modern eras. Melilah: A Volume of Studies was founded by Edward Robertson and Meir Wallenstein, and published (in Hebrew) by Manchester University Press from 1944 to 1955. Five substantial volumes were produced before the series was discontinued; these are now available online.
    [Show full text]
  • The Exalted Rebbe הצדיק הנשגב
    THE EXALTED REBBE הצדיק הנשגב YESHUA IN LIGHT OF THE CHASSIDIC CONCEPTS OF DEVEKUT AND TZADDIKISM הקדמה לרעיון הדבקות בחסידות ויחסו למשיחיות ישוע THE EXALTED REBBE AN INTRODUCTION TO THE CONCEPT OF DEVEKUT AND TZADDIKISM IN CHASIDIC THOUGHT TOBY JANICKI Jewish critics of Messianic Judaism and the New Testament will often raise the argument that the Hebrew Scriptures do not set a precedent for the concept of an intercessor who stands between God and man. In other words, the idea that we need Messiah Yeshua to be the one to lead us to the Father and intercede on our behalf is not biblical. These critics state that we can approach God on our own faith and merit with no need for anyone to be a go-between. In their minds such an idea is idolatrous and completely foreign to Judaism. However, the talmudic sages of Israel developed the idea of the need for an intercessor in the con- cept of the tzaddik (“righteous one”). They, along with the later Chasidic movement, found proof for the need for an intermediary in the Torah and the rest of the Scriptures. By examining the tzaddik within Judaism we can not only defend our faith in the Master but we can also better understand His role from a Torah perspective. THE TZADDIK A true .(צדק ,is derived from the Hebrew word for “righteousness” (tzedek (צדיק) The word tzaddik tzaddik is a sinless person. Tzaddik has the sense of “one whose conduct is found to be beyond re- proach by the divine Judge.”1 According to the New Testament, there is no such person, “for all have sinned and fall short of the glory of God,”2 the only exception being Yeshua of Nazareth, who was “tempted in all things as we are, yet without sin.”3 From apostolic reckoning and the perspective of Messianic faith, Yeshua is the only true tzaddik.
    [Show full text]
  • The Archetype of the Tzaddiq in Hasidic Tradition
    THE ARCHETYPE OF THE TZADDIQ IN HASIDIC TRADITION A THESIS SUBMITTED TO THE DEPARTMENT OF RELIGION AT THE UNIVERSITY OF MANITOBA IN CONJUNCTION wlTH THE DEPARTMENT OF RELIGIOUS STUDIES AT THE UNIVERSITY OF WINNIPEG IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS BY YA'QUB IBN YUSUF August4, 1992 National Library B¡bliothèque nat¡onale E*E du Canada Acquisitions and D¡rection des acquisilions et B¡bliographic Services Branch des services bibliograPhiques 395 Wellinolon Slreêl 395, rue Wellington Oflawa. Oñlario Ottawa (Ontario) KlA ON4 K1A ON4 foùt t¡te vat¡e ¡élëte^ce Ou l¡te Nate élëtenæ The author has granted an L'auteur a accordé une licence irrevocable non-exclusive licence irrévocable et non exclusive allowing the National Library of permettant à la Bibliothèque Canada to reproduce, loan, nationale du Canada de distribute or sell cop¡es of reproduire, prêter, distribuer ou his/her thesis by any means and vendre des copies de sa thèse in any form or format, making de quelque manière et sous this thesis available to interested quelque forme que ce soit pour persons. mettre des exemplaires de cette thèse à la disposition des personnes intéressées. The author retains ownership of L'auteur conserve la propriété du the copyright in his/her thesis. droit d'auteur qui protège sa Neither the thesis nor substantial thèse. Ni la thèse ni des extraits extracts from it may be printed or substantiels de celle-ci ne otherwise reproduced without doivent être imprimés ou his/her permission. autrement reproduits sans son autorisation, ïsBN ø-315-7796Ø-S
    [Show full text]
  • HJC-Bulletin-Jan-201
    January 2019 / Tevet - Shevat 5779 Bulletin Friends and members, old and new, gathered at the Sisterhood Membership Dinner in October. Todah Rabah to Rachel Saks for being our guest speaker for the evening! Mazal Tov to Marilyn Klein, HJC Sisterhood’s Woman of Achievement ! Rabbi Ari Saks Vicki Perler Sisterhood News Rabbi President by Evelyn Abraham 631-423-5355 631-427-1089 Cantor Israel Gordan Maxine Fisher Director, Synagogue Programming Religious School Administrator MEMBERSHIP And Religious School Innovation 631-427-1157 Join Us and Support the Sisterhood of HJC 631-427-1089 ext. 22 New members to HJC receive a complimentary Sisterhood Ilene Brown Neil Kurshan Director, Early Childhood Center membership for their first year. It is not too late to return the Rabbi Emeritus 631-427-1089 ext. 15 Membership Dues Letter. Checks are payable to: Barbara Axmacher Sisterhood of the Huntington Jewish Center. Executive Director $45 regular membership 631-427-1089 ext. 23 $40 Z’havah HJC Board of Trustees / 2018-2019 $30 senior membership Vicki Perler, President Dan Schoeffler, 1st V.P. Jack Rubin, Treasurer Michael Richter, 2nd V.P. Leslie Hantverk, Secretary VOLUNTEERS NEEDED Brian Cooper, 3rd V.P. Donna Fleiss, Admin V.P. We are always looking for help with Extended Kiddushes, Shari Feibel Sandy Lynn Karow Ofer Rind Programming and Fund-Raising. It is an opportunity to Arthur Frischman Danny Klein Marvin Rosenthal make new friends and reconnect with old ones. Please con- AJ Hepworth Ora Kriegstein Debbie Stein tact Evelyn Abraham if you are interested. Stephen Holbreich Lauren Kupersmith Cari Schueller Todd Houslanger Jim Lodge Ellen Steinberg Marsha P.
    [Show full text]
  • NIF Namesad R6
    NIF_namesad_Layout 1 7/20/16 9:24 AM Page 1 Howard Cohen Elaine Friedland Gabriele Libbey Naomi Halsted Bonnie Miller Bruce Maxwell Jaen Lawrence Fern Schlesinger Laurel Becker Corinna Munn Yaron Schwartz Judi Brenner Ken Lorch Maureen McGee Howard Lepzelter Larry Englisher Frank Picker Amy Fass Ursula Howald Dana Raucher Samuel Durkin Michael Sarabia Sandra Holland Jessica Brown Amy Leos-Urbel Daniel Klein Robert Brown Phyllis Fanger Ronnie Jill Kweller Jack Newman Jeffrey Hurwitz Jason Weiner Ellen Pearson-Gersh Yiskah Rosenfeld Cynthia Billops Rabbi Lisa Edwards Refael Phillips Mel Freilicher Robert Pozen Malcolm Siegel Edward Todd Herbert C. Kelman Mitch Hilton Alexander Weissman Bernard Hirschbein Sarah Lanzman Gertrude Brodsky Eileen Sarasohn Rachel Guthartz Diana Yun Moises Storch Janet Hodos Melvin Zimmerman Ruth Laibson Maram Epstein Olivier Hespel Greg Alexander John Steponaitis Ann Shartisi Alan Strauss Mike Schwartz Jessica Polansky Noa Bornstein Margaret Cathey Sandra Coliver Graham Carpenter David B. Johnson Eric Friedland Sandra Ashri Larry Branson Judith Obermayer Howard Berenbaum Christina Meyers Jake Gutman Chaim Levin Jerry Malamud Eliza Scheffler Nancy Karigaca Audrey Seidman Margaret Teahan Sally Klein-Katz Diana Yun Felicity Hohenshelt Aviva Herr-Welber Robin Reif Felicia Conyer Susie Coliver Mo Kafka Robin Rothfield Adam Stein Micki Fuller Peter Wong Tracy Turner Karen Crane David Katz Dorri Raskin David Winship William Beasley Lili Sachar Selina Gellert Edward Schneidman Carroll Dartez Andrew Kohen Rabbi Jeffrey Marker Jacqueline Berkowitz Nancy Bernstein John Nemesh Charlotte Salomon Janet Burstein Daniel Gordon Sasha Kopp Glenn Thureson Steve Denenberg Lisa Greer Charles Kalech Rachel Yeshurun Sandra Reiberg Rabbi Allen I. Freehling William G. Gonzalez Michael Bloch Julia Ruden Hannah Rothstein Mollie Schierman James Keats Elise Bernhardt Josh Sassoon Jason Rudaizky Susan Laemmle Daniel Atwood Lynn C.
    [Show full text]
  • LGBTQ Timeline of the 21 Century
    LGBTQ Timeline of the 21 st Century 2001 Same-sex marriages laws : o Came into effect : The Netherlands (with joint adoption) Civil Union/Registered Partnership laws : o Came into effect : Germany (without adoption until Oct 2004, then with step-adoption only) o Passed : Finland (without joint adoption until May 2009, then with step-adoption) Limited Partnership laws : o Passed and Came into effect : Portugal (without joint adoption) (replaced with marriage in 2010) o Came into effect : Swiss canton of Geneva (without joint adoption) Anti-discrimination legislation : US states of Rhode Island (private sector, gender identity) and Maryland (private sector, sexual orientation) Equalization of age of consent : Albania , Estonia , Liechtenstein and United Kingdom . Repeal of Sodomy laws : US state of Arizona Decriminalisation of homosexuality : the rest of the United Kingdom's territories [citation needed ] Homosexuality no longer an illness : China Marches and Prides : Protesters disrupt the first Pride march in the Serbian city of Belgrade The first memorial in the United States honoring LGBT veterans was dedicated in Desert Memorial Park , Cathedral City, California. [1] Helene Faasen and Anne-Marie Thus , from the Netherlands, became the first two women to legally marry. [2] 2002 Civil Union/Registered Partnership laws : o Passed and Came into effect : Canadian province of Quebec (with joint adoption) o Came into effect : Finland (without joint adoption until May 2009, then with step-adoption) o Passed : Argentinian city of
    [Show full text]