Reform Judaism for Teachers module - Touro Synagogue

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Gates of Prayer • Gates of Prayer placed increasing emphasis on the Holocaust and Zionism, the discovery of ethical and cultural roots and the incorporation of participatory and emotive styles of worship. • The first CCAR prayer book available in an optional Hebrew opening format, it Mishkan T’filah signified the Reform Movementʹs growing openness to tradition. • The prayer itself (the keva, or fixed text), fully transliterated and with a faithful English translation, appears on the right‐hand page. Thematically related prayers, readings, and meditations (kavvanot) appear on the corresponding left page. Those wishing a straightforward, traditional service can stay entirely on the right‐hand side; others can elect to say (or sing) one or more of the alternative prayers on the left. • To signal the end of a section, the chatimah, or one‐line summary, is recited and everyone turns to the next page. Guideposts in the margins list the progression of the service with the current prayer or traditional reading highlighted and historical notes and spiritual insights appear across the bottom of the page. 5. Conclude by explaining that Mishkan T’filah contains songs, poetry and contemporary commentaries to enable worshipers to engage in alternative prayer experiences within the context of the traditional liturgy. Conclusion: (5 minutes) 1. Ask participants to share with the group one new thing they learned in this session about changes in approaches to decision‐making about ritual observance and practice in the Reform Movement over time. Ask them if they like the direction in which they think the Movement might be going (i.e., greater emphasis on the community as a stabilizing, guiding force). 2. Distribute the Applying Your Learning sheet and discuss the suggestions with the participants. Union for Reform Judaism-Department of Lifelong Jewish Learning 22
3. If time permits, distribute the “Jewish Values for Our Times – What is Important?” sheet and ask participants to complete them. Bring the group back together as a whole class and facilitate a conversation about participants’ answers. Union for Reform Judaism-Department of Lifelong Jewish Learning 23
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 and 10: Introduction Lesson #1 How Our Past
Page 11 and 12: Enduring Understandings • To be a
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
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Page 27 and 28: Shapiro Abraham, Michelle, CHAI Jew
Page 29: 1. Share this quotation with the cl
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
Page 41 and 42: At the same time that we consider t
Page 43 and 44: We encounter Godʹs presence in mom
Page 45 and 46: Israel We are Israel, a people aspi
Page 47 and 48: Introduction Lesson #3 Contribution
Page 49 and 50: Reading Resources for Teachers Euge
Page 51 and 52: 3. Distribute the resolution packet
Page 53 and 54: Applying Your Learning Here are som
Page 55 and 56: L'takein (The Na Na Song) Words: R.
Page 57 and 58: Resolution Adopted by the CCAR 12 E
Page 59 and 60: people. Since Emancipation, Jews ha
Page 61 and 62: Resolution Adopted by the CCAR 13 S
Page 63: Books Union for Reform Judaism-Depa

Reform Judaism for Teachers module - Touro Synagogue

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