Reform Judaism for Teachers module - Touro Synagogue

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Introduction Many of the teachers who work in our congregational schools are not Reform Jews, and those that are may not be knowledgeable about what Reform Judaism really stands for. As a result, these teachers often cannot convey to their students the validity and the importance of Reform Judaism in our world. In fact, too many of our students report feeling “inauthentic” as Jews when they enter our nation’s colleges and universities, despite their many years of learning and active involvement with congregational schools, our youth programs and our camps. The purpose of this training module, therefore, is to familiarize teachers in Reform congregational schools with the historical background and the contemporary importance of Reform Judaism in American Jewish life. By providing this kind of training to the teachers who interact with our Movement’s students on a daily or weekly basis, we are hoping to strengthen the teachers’ ability to present Reform Jewish approaches and practices in a meaningful and engaging manner, thereby increasing the likelihood that our children will grow to be confident, committed Reform Jewish adults. Each session can be taught as a stand‐alone session or as one in a series. Lessons have been written to be conducted within an approximately 60 minute time‐frame, although experience has shown that the lesson may take up to 75 minutes to complete. The sessions have been developed using the Understanding by Design (UbD) curriculum model, adapted by the URJ Department of Lifelong Jewish Learning. Each session contains these four elements of the UbD approach: • Enduring Understandings – Foundational concepts for Jewish learning. Enduring understandings are the “big ideas” that have lasting value to our learners long after they have left the classroom. 1
• Essential Questions ‐ Inquiries leading to the enduring understanding(s). • Questions to Be Addressed ‐ “Triggers” that relate to the specifics of the session’s message. These can be a useful guide to help participants follow the progress of the session. • Evidence of Understanding ‐ Measurable evidence which demonstrates to the teacher or facilitator that learning has occurred in a given student. If you are teaching more than one session, it is advisable to give an overview, where possible, of what came before and of what will follow. The chart below has been provided to assist you in this task. Session # 1 2 Title Focus/Questions to be Addressed How Our Past Affects Our Future How We Make Our Decisions 3 Contributions of Reform Judaism 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? What is the difference between the more autonomous approach suggested by “informed choice” and the more collective approach suggested by “choice through communal and open dialogue?” How do I encourage my students to utilize this practice in their decision‐ making with regard to their ritual as well as their interpersonal behavior? How do I facilitate the process of enabling my students to react and make personal decisions about their own Jewish beliefs? How has Reform Judaism led the way for important changes in our understanding of gender equality, social action and outreach within the American Jewish community? How can I help my students understand and relate to contemporary intellectual and social challenges through a Reform Jewish perspective? How does the social, political and ethical environment of the Movement affect the choices my students make about their own religious practices? 2
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Page 5 and 6: Enduring Understandings • To be a
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Page 9 and 10: Introduction Lesson #1 How Our Past
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Page 13 and 14: of each of these periods written in
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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
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Page 27 and 28: Shapiro Abraham, Michelle, CHAI Jew
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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
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Page 45 and 46: Israel We are Israel, a people aspi
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Applying Your Learning Here are som
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L'takein (The Na Na Song) Words: R.
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Resolution Adopted by the CCAR 12 E
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people. Since Emancipation, Jews ha
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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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