Reform Judaism for Teachers module - Touro Synagogue

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emerged from the Holocaust: “The Emancipation prompted Reform Judaism to place most of its trust in humanity and its spiritual power. The Holocaust and the spiritual decline of our civilization showed that faith largely to have been misplaced.” 1 This resulted in a drawing inward within the Jewish community toward a more particularistic outlook. The Central Conference of American Rabbis (CCAR) Platform of 1937 was an early reflection of this shift by changing that organization’s pronounced position about the desirability of a Jewish homeland: “In the rehabilitation of Palestine, the land hallowed by memories and hopes, we behold the promise of renewed life for many of our brethren. We affirm the obligation of all Jewry to aid in its upbuilding as a Jewish homeland by endeavoring to make it not only a haven of refuge for the oppressed but also a center of Jewish culture and spiritual life.” This lesson includes a role play/monologue scenario that is intended to help participants develop a more personal understanding of the moments in Jewish history that are addressed in this session. Several copies of The Atlas of Great Jewish Communities by Sondra Leiman (New York: UAHC Press, 2002) will be needed in order to conduct this learning activity. (If you think that the role play/monologue activity would not be appropriate for your participants, you can conduct this segment as a text study instead.) A study of the 1999 CCAR Statement of Principles is included to help participants understand where the rabbis of the Reform Movement stand with regard to the foundational values of God, Torah, and Israel as they relate to Reform Judaism today. Depending upon your time constraints and the knowledge level of your class, you may want to provide excerpts from the Statement, rather than present it in its entirety as it appears in the lesson. Finally, an “Applying Your Learning” sheet appears at the end of the lesson. This can be distributed to participants as an aid in helping them take their learning from this lesson back to their own classrooms. 1 Eugene B. Borowitz, Reform Judaism Today (New York: Behrman House, 1983) p.69. Union for Reform Judaism-Department of Lifelong Jewish Learning 2
Enduring Understandings • To be an effective teacher in the Reform Movement depends on my ability to understand and transmit to my students the unique values, principles and contributions of the Movement to the Jewish people and to the world. Essential Questions • What is Reform Judaism and what are its unique values, practices, and contributions? • What knowledge about Jewish texts and Jewish thought is necessary to ensure the Jewish literacy of the next generation of Jewish adults? Question to be Addressed: • What were the significant events in the development of Reform Judaism? • How have Rabbinic Judaism, the Enlightenment and the Holocaust affected present day Reform Judaism? Evidence of Understanding • Participants will engage in a role play/monologue and text study that will enable them to connect key historical events with Reform Judaism today. Lesson Overview Set Induction ‐ What is Reform Judaism and Why Was Judaism in Need of Reform? (10‐ 15 minutes) Moving Through Time – Monologues (15‐20 minutes) Reform Judaism Text Study ‐ 1999 CCAR Statement of Principles (15‐20 minutes) Conclusion ‐ Creating a Synthesis (10 minutes) Materials Needed Monologues Preparation Sheets Reform Judaism Text Study ‐ 1999 CCAR Statement of Principles Several copies of The Atlas of Great Jewish Communities by Sondra Leiman, New York: UAHC Press, 2002. (not included) Applying Your Learning sheet Union for Reform Judaism-Department of Lifelong Jewish Learning 3
Page 1 and 2: Reform Judaism for Teachers: A Thre
Page 3 and 4: • Essential Questions ‐ Inquiri
Page 5 and 6: Enduring Understandings • To be a
Page 7 and 8: 2. Interesting & engaging (Were the
Page 9: Introduction Lesson #1 How Our Past
Page 13 and 14: of each of these periods written in
Page 15 and 16: Applying Your Learning Here are som
Page 17 and 18: Torah We affirm that Torah is the f
Page 19 and 20: We are committed to furthering Prog
Page 21 and 22: Monologue Preparation Sheet ‐ Has
Page 23 and 24: Union for Reform Judaism-Department
Page 25 and 26: eady to accept it, or even rejectin
Page 27 and 28: Shapiro Abraham, Michelle, CHAI Jew
Page 29 and 30: 1. Share this quotation with the cl
Page 31 and 32: 3. If time permits, distribute the
Page 33 and 34: Jewish Values for Our Times - What
Page 35 and 36: PRAYER SHEET Maariv Aravim from Sha
Page 37 and 38: Pittsburgh Platform ‐ 1885 1. We
Page 39 and 40: Reform Judaism: A Centenary Perspec
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Page 45 and 46: Israel We are Israel, a people aspi
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Page 51 and 52: 3. Distribute the resolution packet
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Page 55 and 56: L'takein (The Na Na Song) Words: R.
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Resolution Adopted by the CCAR 13 S
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Books Union for Reform Judaism-Depa
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Reform Judaism for Teachers module - Touro Synagogue

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