Reform Judaism for Teachers module - Touro Synagogue

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Applying Your Learning Here are some suggestions for bringing your learning from this lesson back to your classroom: Younger Students Older Students How Do We Make our Decisions? Engage the students in discussion about why it is important to make certain decisions, why decisions must somehow change, and what are the rules for a fair decision‐making process. Ask the students to define, or define for them, the meaning of the word “community.” If possible, create a role‐play activity that enables them to tell the difference between making a decision on their own or consulting members of their “community” (i.e., class or group of friends). Have the students draw or paint a picture of themselves making a decision alone or with others. Principles Explain to students the value of community; what happens when we have each other to depend upon. Create a student driven learning experience, encouraging them to come up with an activity they can all do together in order to teach the value of community. Note how they negotiate the plan. How We Pray Talk to students about prayers we say in English and those we say in Hebrew. Encourage them to think about whether the prayer means something different to them if they have learned about the theme of the prayer. Ask them to work together and with their clergy member to come up with their own class minhag‐ create a prayer that is good for your community! Union for Reform Judaism-Department of Lifelong Jewish Learning Ask the students to identify a topic in the world (i.e., whether a country should go to war, should everyone who needs free medical care receive it, should there be ratings restricting access to certain movies) and have the students come up with the pro and con questions associated with the issue; ask them to establish a fair process for how the decision will be made about the issue. Provide an activity where student groups go through the four CCAR Principles and circle anything that has to do with decision‐making. It would be wonderful for the teacher to black out the year, and encourage the students to put the “Statements of Principles” in the correct order depending on content. Note: Teacher may need to create a simplified version of principles for activity. Ask students if they are aware of any trends in prayer/worship; something that is started by a group of people that catches on (for example, rising on toes for each of the avot and imahot). Use this as a discussion starter, leading into the modification of prayers and perhaps the creation of the Mishkan T’filah prayerbook. 24
Jewish Values for Our Times – What is Important? 5 Mitzvah/Value Essential Important Somewhat Not Observing Shabbat Giving tzedakah Helping someone find a job Keeping kosher Attending High Holy Days services Attending synagogue services regularly Supporting and visiting Israel Comforting mourners Being honest in your business dealings Respecting your parents Fasting on Yom Kippur Important Important 5 Adapted from a lesson by Lisa Lieberman Barzilai in the CHAI Learning for Jewish Life curriculum. Union for Reform Judaism-Department of Lifelong Jewish Learning Not Sure 25
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 and 30: 1. Share this quotation with the cl
Page 31: 3. If time permits, distribute the
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
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Reform Judaism for Teachers module - Touro Synagogue

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