April 2, 1993: Passover Edition

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Jewish Press

April 2,1993

5753 PASSOVER 1993 Filling in the spaces in Jewish education By Rabbi Sidney H. Brooks, Rabbi Emeritus, Temple IsraeL In a traditional flight of fancy a commentator addresses himself to a question in typical rabbinic style. Asked what purpose is served by the prescribed empty spaces in the lines of the Sepher Torah., he answers that even Moses needed time to reflect between one verse and the next and between one subject and the next! If Mosheh Rabbenu, Moses the inspired author of the Torah, so to speak, needed time to reflect, so do we! If there is one over-riding characteristic of Jewish thought it is intellectualism. From Israelite.times ol the biblical books through all their commentaries to the Judaism we know today our people were never sat isfied with simple, absolute, final answers. In Jewish lore there are far more questions than answers. We have eschewed transparent, momentarily satisfying solutions to vast existential ever-changing issues of living. Our literature is the collection of the magnificently thoughtful probings of our teachers and students. All of it. We have never abandoned the search for contemporary guides to our problems and the formulation of goals that ill lead to a life of truth and peace. Even the word "education" does not mean to Judaism what it suggests in ordinary discourse. The reason is that to "etiucation," that is to say knowledge, the true Jew must add the dimensions of the sacred. I venture to say that, when we speak of Jewish education, most of us are overwhelmingly concerned with our children, the young. Mistakenly, we beheve that periodic classes and what we hope is Jewish education in them will preserve the Jewish People authentically. Such alone will not! Many an "educated" Jew has been lost to the Jewish. People. I can recite the names of many great students of Jewish theology and history both Jews and nonJews who were qjoite clearly anti-Jewish. Among them were some whose writings are still uijed in academic circles and some who abandoned Judaism as a personal religion. Still, I doubt there are many Jewish communities the size of ours who have given more attention to Jewish Education than have we. Out multiple approaches with devoted rabbit and teachers are greatly to our credit. But I sense some "spaces." We have adequate facilities, wonderful libraries and great hopes. But have we really touched the opportunities for imbuing Jewish piety in our student^ both young and older? In short: 1 wonder about whether uur observances of rituals, holidays, customs and ceremonies are no more than that—just fun and games. What happened to mitzvot, di'. and expeclationa. to infuse' our lives vv) 1 am concerned about the multiplication ot techniques over spirit. Remember our synagogues were called "schules"tiools. These were primarily fOr adults in a ^cred Itting. Ours is the first Jewish experience in which liidren teach their elders about Jewish life an bought instead of the other way around. I You will reliiind me of the vastly increased adult ducation opportunities of which we may justifiably St. But there is need for reflection here too. Adult lucation staggers and stumbles and re^ata itMlf •use of little ongoing continuity And th« probiara \ not a simple oi^ and the solution not easy. Furthermore, we are still sMaiJad by tha prophaU nf

Ian and Trevor G«rw>B ^aiy Torah witk Dr. Lionel Wolberger at TriedtYu •nratag (pkotobyJoCi uuuiii niiw ui-wiare the dei> .. ,,,ii from the never wUl. According to tha commantator gf so Increase of inter-marriage. J rospect ia (Msed ago who saw the need for avan Moses to on statiatics. 1. tor one, rafiise w uvi; m a statistic. I'd reflect between vames of tha Torah, so ought we prate to ba a Jaw and livetike one. As a statiatic, my and rtflact not only upon, what wa have accomphsbadi tdantity ia danuiM of Jawish maaning and sacrad.com- but upon what we might yet do to diacover tha sacradneas in what wa ara and know aa Jaws. mitmenL In tha final'analysis it ia Dot what we know that Hiaratea, our Jawiah education must altar the statiHtics. The "numbers itamu* hss never saved us and really counts but how wa GMI about what we know

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Jewish PreM

April 2,1993

NCSY has 25,000 members Headquartered in New York, NCSY boasta the largfBt youth group membership in the United States, close to 25,000. Here in Omaha, the Jr. NCSY and Sr. NCSY are advised by Rabbi Allan Gonsher with Cantor David Taub as the assistant advisor for the seniors. Both have driven the groups to Shabbatonim in St. Louis, chaperoned events, taught learning sessions and inspired the NCSYera to be imaginative in their programming, while retaining Jewish content. As an example, the Juniors sponsored a Jewish scavenger hunt at Crossroads Mall. The object of the game was to find as many of the Jewish objects on the list, like blue and white pencils at a toy store or specific Jevirish books at the mail's bookstores or even kosher candy found tucked away at the back of a candy store. "It's an easy way of mixing fun with something Jewish," said Rabbi Gonsher, "and I have to give credit to Rabbi Mark Urkowitz who brought the idea with him from suburban Chicago!" Rabbi Gonsher's background has helped him in his role as NCSY advisor. With a Master's in Social Work from Columbia University and rabbinical ordination from the Jewish Theological Seminary, he moved to Omaha with his family in 1980 to become executive director of the Jewish Family Service. Six years later, he opened his own counseling/family programming center in West Omaha: Kids, Inc. He admiu his training sometimes takes over when settling group discussions among the NCSYers. but adds, "Even the Seniors are still looking for guidance. They don't want to be thrown to the wolves' to do their own programming. "When the kids come up with their own ideas, they want to be reaasured that it's an appropriate, realistic activity with respect for Halacha and Jewish content," said Rabbi Gonsher, "And that's what NCSY provides." Recently, Cantor David Taub has been assisting Ribbi Gonsher with the NCSY programming at Beth Israel. New to Omaha, Cantor Taub, his wife Lisa and baby daughter Rivka, moved here in August ftwn New York City. "The pace is much less hectic here," said Cantor Taub, "But don't let anyone fool you into saying there's nothing going on! "In the few short months I've been here, I've already

Among thoae attending the St. Louis Shabbaton arc fr<jm left, back row, Aaron Rich, Men CionKht^r, Jacob Katzman, Alex Wolfson, Scott Saltzman, Amanda Mack, Fiorina Mosenkii.; middle row, Jonathan Mllner, Zack Gonaher, David Tipp; front row, Jeffrey Shyken, David Shrago, Marina Taed and Lauren Paley. helped with a Jr. Shabbaton hosted by Beth Israel where we had 80 kids, 5th-7th grades, from Memphis, St. Louis, Little Rock and Omaha. And my wife and I drove nine Seniors to a Shabbaton in St. Louis!" Cantor Taub's educational background might, at first glance, appear to be unsuitable for the job as NCSY advisor. He is a yeshiva graduate with a Master's in Political Science from Brooklyn College. However, he admits to singing back-up for rock groups in New York! 'I look forward to again singing with Rabbi Joey Friedman at the next Shabbaton," concluded Cantor Taub, "and to continuing to work with these terrific NCSYers to show Omaha you can combine tradition and fun." The mere mention of Rabbi Joey Friedman's name to

NCSY members in the Midwest Region brings smiles to their faces. He is the Pied Piper of NCSY, a young man with a mission: to turn young Jews on to Judaism. Bom and raised on the East Coast, Rabbi Friedman came to NCSY through the camping program. A former NCSY camper himself, he gravitated into the field after . graduating yeishiva and He and his wife Melissa live in St. Louis with their four young sons, but are frequent visitors to the NCSY cities of the Midwest Region: Omaha, Memphis, Des Moines, Sioux City, Little Rock, Kansas City and Minneapolis. Though most of his time is spent in St Louis, the region's headquarters, he often vists the NCSY groups to inspire, csjole, plan and raise awareness among both parents and youngsters.

CjghtdarvswccclcbraiXf j. ^ , 'T.ightbd:fs we recall nht adivcT^jKe fromTB^ypt, nht journey tofrecchn... OflHt days we ryotcc/ Jr T.iahtcbvs we remember nheitk^ ^e blessing of^peace. JWay your Passover be T^^ bright with promise, (i^:Y {\\\cd with hope, blessed with peace and joy.

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Jewish Press

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Education through postage stamps . By Dr. Murray Frost I am writing this article with a dateline of Overloon, Netherlands because I am beginning the first draft of it here after having just delivered my 48-page stamp exhibit on the Holocaust to the Dutch National Museum of the War and Resistance to be exhibited April 19 to May 31,1993. The exhibit has as its theme that we must NEVER FORGET so that it never again occurs. By the use of postage stamps and other postal items, I was able to t«ll the story of the Holocaust. Since this theme is shared by the museum in its own exhibits, they asked to display mine. The use of stamps to educate, of course, is well known to the governments which issue them. Governments have frequently used stamps to educate and influence their citizens (or those in other countries who receive the letters). In fact, my Holocaust exhibit includes a set of stamps from Serbia with distinctly antr-Semitjc designs. A number of Arab nations have produced stamps with anti-Israel messages. And on a positive note, Israel has publicized its products and tourism, honored its heroes and holidays, and used stamps to plead for peace and "To let my people go." Stanrips can be used to educat« the way any illustration can. They can provide information directly ("a picture is worth a thousand words"). Or it can be the stimulus to ask questions and to seek their answers. When I have given a slide presentation about Judaica stamps in the presence of a rabbi, I am always inter' rupted as he (or she) sees ah opportunity to provide additional information or to make the listener think about what has been said or shown. Stamps can be used in the same way by a parent. "Did you know...?," "Do you think that...?' "I wonder why..." The pleasure of seeking the answers to those questions could be »joint project, or one a child or adult can do alone. A stamp depicting the Star of David can lead to research on Jewish symbols. One showing a synagogue can result in reading about the development of synagogues or about the Diaspora. I know that stamps depicting Biblical events, characters, or quotes have led me to rejd portions of the Bible and Biblical commentaries for the first time. Each month I write a column for "Global Stamp

Dr. Murray Froat ahowa aome of hia aUunp material to Edye Wolf; Federation librarian. News" on Judaica philately in which I try to educate through stamps. (The paper is free and can be requested by writing Global Stamp News, P.O. Box 97, Sidney, Ohio 45365.) The themes vary widely, from Jewish women on stamps (a topic I developed into a set of slides) to "Jewish" animals (e.g. the Jewfish). My February column was about a Jewish pirate, while last month I wrote about the musicals depicted on the lat-

est U.S. stamps (all four musicals depicted, Torgy and Bess," "Show Boat," "Oklahoma," and "My Fair Lady," were written by Jews.) There are more than 1,000 Jews whose portrait or works have appeared on stamps—Einstein alone has appeared on stamps from more than 30 countries, from Aitutaki to Zaire. They range from artists and athletes to rabbis and writers. All of the Jewish holidays have been portrayed on stamps, thanks to Israel (a fact that made me appreciate Israel's unique relation to Jews throughout the world). But other countries have issued stamps related to our holidays, and these are especially interesting. For example one from Poland depicts a painting of the Tashlich ritual on Rash Hashana, and several have portrayed scenes illustrating the story of Purim (including a stamp from \he Netherlands Antilles which shows a gravestone depicting Mordechai de Crasto). - One of my favorite articles uses stamps to illustrate the Haggadah song "Echod Me Yodaya" (Who Knows One?). And I am sure that "Chad Gadya" with each conqueror being vanquished by another can be illus* trated with stamps. There are thousands of stamps from hundreds of countries that relate to Judaica. Stamps are colorful (there is even one from Grenada depicting (Joofy at the Adier Planetarium in Chicago, named after the philanthro{)tBt Max Adler, and some from Mongolia with Mickey Mouse illustrating Paul Dukas's "Sorcerer's Apprentice" from the movie "Fantasia," and a set with Bambi which was written by Felix Salten). They can be relatively inexpensive. They are easy to obtain through mail order dealers or at local stamp shows. They are easy to collect; one can use ordinary loose leaf paper and stamp hinges to mount them. You can choose to write about the stamp or leave the knowledge in your head. The Judaica Historical Philatelic Society (2856 Grand Concourse, Bronx, NY 10458) has several publications, including a list compiled in 1983 and kept current in its quarterly "Judaica Philatelic Journal." So let stamps be your ticket to Jewish education and a heightened Jewish identity. I cannot guarantee you a trip to Europe to consult on your collection, but I can guarantee knowledge and fun.

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Page 6

Jewish Press

April 2,1993

Friedel Jewish academy seeks integration

Jbdy Goldstein

Denise Bennett

Over three years ago, the Board of Friedel Jewish Academy started the process of revising the Jewish Studies Curriculum. The Board members, sensitive to the mission of a community school, knew the Academy required nothing short of an all-encompassing, state-of-the-art curriculum which would meet the needs of families from all sectors of Omaha's divergent Jewish community. They wanted the Jewish Studies Curriculum and the General Studies Curriculum to be integrated and to complement one another. Their overall goal was to create at FJA an outstanding environment for learning, socialization, and emotional development where every Jewish child would be comfortable. The Board commissioned Richard Freund, a professor of Judaic studies at the University of Nebraska at Omaha who is also a rabbi and a Friedel parent, to serve as a consultant and to help produce the final product. Prof Freund met with representatives of Temple Israel, Beth El, and Beth Israel, school faculty and parents to consider their opinions and expectations. He continued to meet with this committee through every step of the process, working from one grade level to the next. He researched the programs offered by Jewish day schools throughout the country and made several visits to observe other educational programs in a^ion. After three years of dedicated work, in January, 1992, Prof. Freund presented to the FJA Board a detailed Jewish Studies Curriculum, 60 pages in

Lucille Saunders

Bobbie Allgood

Rini Gonsher

Richard Freund

This unique creation of an integrated Jewish and length plus additional teaching guides. The Curriculum committee of Friedel approved the Hebrew studies curriculum is at once a reflection of document last Spring and is continuing to fine-tune the parents, teachers and students involved with the curriculum and work on testing and evaluations Friedel and at the same time consistent with modem standards to be used in conjunction with the curricu- Jewish educational theory and practice for a Jewish lum. TTie depth and breadth of the materials are bare- Community school of this type. The Jewish 'Community" da> school movement has ly touched upon in the following highli^ts which was grown in the past 20 years almost 100%. These prepared for this issue of The Jewish Press: The main highlight of the Jewish and Hebrew Community Jewish Day schools need to be crafted into Studies Curriculum of the Friedel Academy is that it is a special mosaic of the community they represent and a unique 60 page document on "the cutting edge" of often "ready-made" curricula are not geared for the Jewish educational theory and practice created in the community school. In order to create a curriculum image of the Omaha community but reflecting the which represents the high standards of education in Nebraska and which does justice to the vast array of hi^est goals of Jewish education anywhere. The Curriculum committee was comprised of Rabbis, Jewish subject materials to be taught, different Jewish Cantors, teachers and parents in the Omaha communi- Community school curricula nationwide were consultty and in the over 30 meetings which took place over a ed in the process of preparing the Friedel curriculum. This document reflects the history of Friedel and the two year period, scores of drafts of each section were Omaha Jewish community but also takes into account researched, read, discussed, and rewritten. Elspecially important in this process was the work of the present sensibilities of different ideological quesa sub-committee composed of Dr. Freund, Friedel tions present in the Orthodox, Conservative, Reform, teachers Scott Littky and Susan Bernstein and the Reconstructionist, Hasidic and Humanist sectors of tireless work of Margo Riekes a long-time educator and the Jewish community. It attempts to present a curricular approach which leader in the Omaha Jewish community. The final curriculum contains nine separate areas to does justice to the historical tradition of Judaism as be taught at Friedel including, 'Ivrit (Hebrew well as meeting the spiritual needs of the present genLanguage), Tefillah (Prayer), Tanach (Bible) , Torah eration. The curriculum is sensitive to issues of current SheB'al Peh (Rabbinics), Hagim/DiniraU'Minhagim (Holidays/Observances and Customs), Arachim (Jewish import in our society. In particular, as a community Ethics), Toledot Ha'Am HaYehudi (Jewish History), school, this curriculum reflects issues of general Jewish interest and not necessarily connected to reliYisrael (Israel), and Hadashot (Current Events).

Generation to Generation... 1119 in We beep the story of Passover alive by retelling it every year to our children. Someday they will tell their children just as our parents and grandparents told us. We must also pass this world from Generation to Generation. 1 did not find the world desolate when I entered it. and. as my fathers planted for me before I was born. Âťo do I plant for those who will come after me. The Ttimud

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Jewish Press

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of Jewish and general studies -'tmr

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Stephanie Goldstein at the Academy's library

gious education. AreaB such as "Current Events" and "Israel" are two examples of important areas of Jewish concern which are dealt with syatematicaily within the curriculum and not as extensions of Rabbinic Literature, Tefillah, or Tanach as is often done in other schools. Toledot Ha'Am HaYehudi (Jewish History) or a Jewish historical perspective is found in all of the areas of the curiHculum and the Jewish history section and chronology gives a Friedel student a grasp of the history of the Jews as it fits together with the history of all peoples on this planet. Certai.n unique elements emerged as a part of the writing of the curriculum. The curriculum, for example, employs gender neutral language in the teaching of Judaism to help the instructors be sensitive to this issue current in our own society. The curriculum also employed the word "Divine" to reflect radically differing views of theology present in modem Judaism, lliese are just two examples of how this curriculum attempts to address issues which are significant parts of a holistic approach to Jewish religious education which are consistent with principles present in general society. The Bible curriculum preparesthe FViedel graduate to be literate in our whole biblicar literary heritage. It was found that some Jewish schools concentrate only on the Humash (Pentateuch), but the decision to make the entire "Bible" or Hebrew Biblc/Tanach the focus of a mtOor part of the curriculum is one which will enable FViedel students to be prepared for the general coursework found in high schools and college as well life.

Other Jewish day schools have also chosen this route and the 'educational value of a general understanding of the entire Tanach was a curricular decision which fits well with modem Jewish educational theory and the mission of Friedel. Perhaps the most innovative sections of the curricu- • lum are in the areas of Rabbinics and Arachim (Jewish values). In the area of Torah SheBeal Peh (Rabbinics), a Friedel student leams how to study rabbinic texts in general, not just the individual rabbinic text which is taught in class. In the Jewish values section. Dr. Freund, a nationally known expert in Jewish ethics created an entire Jewish values clarification section which will prepare Friedel students to be both socially aware Jews and healthy young adults. . Finally, the Hebrew curriculum choice of the Melton Hebrew Language program was also a curricular decision which fits well with the other goals established by the Friedel Jewish Academy's curriculum committee. That is: the teaching of Hebrew as a vehicle for learning Jewish texts. The most unique feature of this curriculum is that it was truly written by committee and reflective of the entire community. Representatives of all the m^or religious and Jewish organizations in the community were consulted and given the opportunity to give their imput. This Collaborative effort of parents and teachers was a laborious effort, but one which reflects the best efforts and Highest aspirations of our community and coipmunitywork.

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Hillel foundations respond By Larry YudeUon NEW YORK (JTA) Richard Joel is losing patience with the task forces and commissions looking for solutions to the problems of assimilation. The international director of B'nai B.'rith Hillel Foundations already has one in place: the international network of campus Hillels, which are devoted to creating and maintaining Jewish life on campus. And he feels the Jewish community is underfunding and under-utilizing this vital resource. Hillel's $17 million overall budget, including activities on more than 100 campuses and Joel's headquarters in Washington, means that barely more than $40 is spent for each of the 400,000 Jewish college students Hillel is mandated to serve. While the issues related to intermarriage and identity grouped under the rubric "Jewish continuity" have leaped to the top of the Jewish communal agenda since the release of the 1990 National Jewish Population Study, Hillel funding has so far shown no such leap. Like other Jewish agencies, Hillel has suffered from the current recession and the fundraising campaign to resettle Jews from the former Soviet Union, which have reduced its income from Jewish federations. What has brought Hillel's funding problems to the fore, however, has been deep cuts from its parent organization, which is suffering serious, and some fear irreversible, financial difficulties. In the past two years,

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B'nai B'rith has cut back its funding of Hillel by $1.1 million, nearly a third, to roughly $2.6 million. This has translated into across-the-board cuts to campuses across the country, and the closing of Hillel houses at some smaller schools. Across the country, Hillels have laid off program staff. And Hillel directors are putting their energies into fTindraising, at the expense of promoting Jewish activities and outreach to students. All this at a time when Hillel professionals are reporting an upsurge of student interest in their programs — perhaps, the professionals say, because of a renewed search for spirituality that has swept the nation or perhaps because of an increased interest in Israel. This new interest only adds to the need for increased funding. But Joel hopes to turn the crisis of the decline of B'nai B'rith, the world's oldest fraternal Jewish organization, into an opportunity for the organization he has headed for the past four years. • , "^y concern is that the community not perceive its challenge as saying how do we make up B'nai B'ri^ money," he said. "If we set our sights on ensuring we ai% as poorly funded as we have been, we might as well close up shop. "To continue to do triage work on campus, with much too little support, is absolutely criminal when the community has identified the campus as neces-

sary," Joel said. Joel, a former assistant district attorney in the Bronx and dean of Yeshiva University's Cardozo Law School, is starting to take his case to the community. T wouldn't say it is now or never," said Joel. "But this yelar, and this (General Assembly of the Council of Jewish Federations), is a watershed in terms of refocusing on the community's responsibilities." Joel was referring to the central gathering of the Jewish comniunal and organizational world, which begins Nov. 10 in New York. Immediately following the assembly, the CJF will hold the first meeting of its national task force on the campus. Norbert Fruehauf, the CJF official staffing the task force, explains its purpose as working with "federations and the national agencies serving college studente to provide expanded programing on campus, additional resources and more planning. "It also aims to involve students in their respective communities, and have federations engage in more planning with the university campuses and to set up some sort of an approved system for resource allocation in the country."" Joel is pleased by the creation of the task force, but impatient. "One of the issues from my, end is how do you provoke this community into not processing everything to

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Jewish Press

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;o assimilation death? I think the task force is an effort to not juat paper over the problem, but I'm really chomping at the bit," he said. Joel talks of doubling Hillel's budget, perhaps over a five- year period. He is stepping up Hillel fund raising, which marHs a departure from the organization's tradition of relying on, and not competing with, B'nai B'rith. "Hillel may separate from B'nai B'rith, even lose all that funding, in the next year, rather than go down with ship," said one Hillel director on condition of anonymity. Currently, the B'nai B'rith contribution is down to one- seventh of Hillel's budget. The new Hillel logo identifies the organization as The Foundation of the Campus Jewish Community" but does not mention B'nai B'rith. At the same time, if Joel is'to succeed, federation funding, which currently is nearly half of the Hillel budget, must increase. . Joel says it is a neicessary investment. "If the community is concerned about continuity and identity, it knows that Hillel has the credibility," he said. "Clearly we could do more with enhanced staff and funding," said Rabbi Paul Saiger, Hillel director at the University of Rochester in upstate New York.-"There may well be 50 percent of the students who, by the time they hit college, really will not be affected by Jewish approaches. But the other 50 will, and in no

place where you have one or two people trying to deal with a thousand, 3,000 students, can you do the job that has to be done." At Ohio's Oberlin College, Rabbi Shimon Brand agrees. "If I had more staff, I would have people in dormitories, doing the one-to-one stuff we don't have time to do. The really effective work is person-intensive." At the largest American federation, Jeffrey Solomon is hesitant to accept Hillel's claims on face value. Solomon, the chief operating ofilcer for program services at UJA-Federation of New York, notes that Hillel has become an increasing priority and taken an increasing proportion of his federation's allocations. But he cautions that "one has to do significantly more research before one draws any conclusion on the subject. We don't know continuity *ill be enhanced. We believe it, but we need a lot more research." Joel counters that Hillel's own task force on outreach has already developed an inventory of succesful programs and an agenda of piloting new and innovative programs. If continuity is not the foremost buzzword in the Jewish establishment and at the federations' General Assembly, the honor goes to continental responsibility: the notion that problems facing American Jews cannot be solved on a city by city basis, that Jews in Texas should be no more left to their own resources than those in Tel Aviv or Tashkent.

This notion is enshrined for the first time in by-laws of the Council of Jewish Federations that are expected to be approved at the General Assembly. And it is an idea high on Hillel's agenda. Currently, the bulk of the roughly $8 million of federation money that goes to Hillel is allocated by federations to campuses either in their community or in their state. This system, however, does not take into account the fact that students do not always go where there are federations to finance their Jewish life on campus. One of the most striking examples is at Binghamton University (formerly the State University of New York, Binghamton campus), in central New York StateBinghamton has 4,000 Jewish studenU, a third of the campus, most from New York City and its environs. The actual Binghamton Jewish community numbers only 5,000, and, not surprisingly, can afford to contribute only $7,000 to Jewish activity on campus. To make matters worse, Binghamton was never a recipient of B'nai B'rith money, and first became formally affiliated with Hillel two, years ago, when it received a three-year annual grant of $7,000. This enabled the Jewish Student Union to become a Hillel, and hire Riva Rittberg as its director. She receives a part-time salary, but puts in far more hours than that, trying to riaise the money to keep activities going and ensure they continue when the Hillel grant concludes.

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By Lucille Saunders Senior General Studies Teacher In 1984, ,the Nebraska State Department of Education published a position statement on liindergarten that has been recognized and emulated throughout the country. Renowned early childhood educators were responsible for formulatihg this statement. One of the joys of teaching at the Friedel Jewish Academy has been Icnowing that we have been able to implement the principles of appropriate education outlined in this prestigious paper. At Friedel, the children experience a planned, childcentered environment that encourages learning through exploration and discovery. They have access to multilevel experiences and activities of varying degrees of complexity. The children can make choices and decisions within the limits of the materials provided. One of the most satisfying components of working at the Academy has been developing a whole language program. This fits nicely with the position statement that claims, "the children's own language, experiences, and stages of development form the basis of reading and writing activities." The children learn to ei\joy books and to appreciate literary language through daily story time, creative dramatics, and repeated opportunities to hear and learn simple rhymes and other poems. "Hie children at Friedel develop mathematical understanding through use of familiar manipulatives such as sand, water, unit blocks, counters, and other concrete materials. Their curiosity about natural, familiar elements forms the basis of scientific observations, experimentation, and conclusions.

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Jewbh Press

Page 11

Education at Beth Israel Synagogue By Rabbi Mark Urkowltz An old statement in Talmudic literature lists various Mitzvot which have no upper limit. One of those MJtzvot is the study of Torah. The section concludes that the study of Torah can be compared to all the other Mitzvot combined. We are known as the people of the book, for our devotion to study and our intellectual growth. Over the years we have altered the focus of our attention from traditional Jewish texts to secular ones. The goal of Jewish education, however, is to redirect the people of the book back to Jewish books. At Beth Israel, we have taken both traditional and non-traditional approaches to Torah study. We've established the Chevra Mishnayos and Chevra Shas, two classes studying traditional Jewish texts of the Mishna and Talmud. We've completed two books of the Mishna, a two-tl^ousand-year-old collection of Jewish laws, and we've made headway into Tractate Baba Metzia of the Baylonian Talmud, which deals with civil laws. During the months of April through October, we offer a class on the weekly Torah portion, following kiddush on Shabbat. This class extends an opportunity for more in-depth study of the parsha than during Shabbat services. We've also tried to add an avant garde flavor to traditional practices. So, instead of just reciting Tashlich on Rosh Hashonah afternoon, Beth Israel sponsored a Tashlich Picnic at Mahoney State Park. More people attended the picnic this year, thirty miles west of Omaha, than came to the Tashlich service at Elmwood Park last year. Dressing up old Mitzvot in new clothes is always a challenge, but seeing thirty-five people come for the breaking of tlie Fast of the First Bom on Erev Pesach is a delight. The catered breakfast sponsored by Bagel Bin certainly helped! In the future, we look to reintroduce the Mitzvah of Kiddush Levanah, the blessing of sanctification over the monthly renewal of the moon, with Rosh Chodesh luncheons and study sessions.

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Beth Israel Synagogue New and innovative programs are always a special plus during the long nights of winter. One new program this year is the Video Club. Beth Israel members and gueste gather at someone's home to watch a video of Jewish interest and participate in an open, sometimes funny, sometimes serious discussion. Topics have ranged from Jewish attitudes on brain death to an excellent production from the UAHC (Reform movement) on intermarriage. An attempt must be made to reach those who want more. I,n association with the National Jewish Outreach Program, we have offered classes like, A Crash Course in Reading Hebrew in Five Easy Lessons, Basic Judaism and Beginner's Minyan. We look forward to working with NJOP next year on a program entitled, "Turning Friday Night into Shabbos."

Mini-series of lectures are always popular at Beth Israel. Classes run from three to four weeks and have included topics ranging from Kashrut to holiday workshops. Our Scholars-in-Residence programs have brought to Omaha some of America's most respected educators and authors. We've hosted such noted scholars as Professor HaLivni, Dr. Fred Roaner and Dr, Daniel Sinclair. Their talks were informative and thoughtprovoking. In a community effort, several of our speakers have also lectured at other synagogues, universities and institutions while visiting Bath Israel. Judaism's strength has been its attachment to a thorough knowledge of our teachings. We can only insure the survival of Judaism by pursuing Jewish education and furthuring our knowledge.

^igf«12

Jewish Press

April 2,1993

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Academic excellence a keynote of Academy By Jody K. Goldatein, educational director Outstanding secular academics is a lieynote of Friedel Jewish Academy, which is fully approved by the SUte of Nebraska for Kindergarten through Grade 6. The following summary provides an overview of the general subjects taught at the Academy: Reading: Recognizing the critical role of reading skill to every subject area, Friedel seta three main goals for its reading program: helping teach children to think, to understand what they read, and to select books for etyoyment as well as knowledge. The reading program uses a "whole-language approach" integrated with phonics and specific skill development. Oral and Written Lanf(uage: Oral language and writing skills are promoted daily. Emphasis if placed on the four-step writing process: prewriting, composing, revising-editing, and publishing. Spelling and phonics skills are integrated into the writing process. Handwriting: At the Grade 1 level, teachers introduce students to the correct formation of letters and numbers. Students begin cursive writing skills in Grade 3. Teachers continually emphasize the importance of increasing and maintaining legibility. Mathematics: The math curriculum emphasizes thinking skills and problem-solving strategies, real applications, mental arithmetic, estimation, approxi-

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mation, measurement, and organizing data. Science: The science program assists students in developing skills for making inferences and predictions, observing, classifying, collecting and orgainizing data. It is a hands-on approach combined with cooperative learning. Social Studies: The social studies curriculum is designed to guide students irr thipkiiig strategies, responsibilities, current events, environmental issues, ' geography, government, and economics. Learning about other cultures is an important part of the curriculum. Health: Students learn about physical and mental health, safety, and available health resources. The program for Grades 4 through 6 includes the study of human growth and development. ' Physical Education'. The formal physical education program is conducted at the Jewish Community Center. The curriculum provides students ways to become physically fit through games and exercise. Music: The miisic program offers a variety of experiences to help students understand symbols, listen critically, and appreciate music as a valuable art form. Art: The art program, which offers a wide range of experiences, includes art history, element* of design, and techniques used in drawing, painting, and crafts.

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April 2,1993

Jewish Press

Page 13

Friedel parents express satisfaction, enthusiasm for unique education The parents of current and fonner FYiedel studenta come from a variety of backgrounds and have different synagogue afliliations. One thing they share is a commitment to the Academy and satisfaction with the educational experience offered there. Several parents were asked why they send their child to Jewish day school, and others w6re asked how they feel their graduate benefited from a Friedel background. Here are their commenta: "In public school it'a so easy for a child to get lost, but at Friedel every student is special and his needs are met. For me, Friedel has provided a family for my children... Now my older sons are at Brownell-Talbott, \yhere the solid basis of their Friedel background gives them to the means to continue an outstanding education ... At Friedel my boys develop strong Jewish identities, 80 they respect others but do not feel threatened by the larger world." —Barbara Nichols "We chose the Academy because we saw it as a valuable implement to the Jewish identity we are providing at home. I am the product of a Jewish day school, and I recognize the advantage of reinforcement of Jewish values and Jewish learning on a daily basis." * —Eliane Freund "Fiorina really saw how much Friedel had given her once she started at Beveridge Junior High. She began to notice that when teachers would ask a question,

only she or another graduate of the Academy would know the answer. Friedel gives that comfortable surrounding where children can ask more questions and get individual attention. It was wonderful for Fiorina and Robert when we first arrived from the Soviet Union to feel that they were part of a family." —Anna Mosenkis "Friedel equips a child to live comfortably as a Jew in the non-Jewish world. At Friedel, Jacob has had an opportunity to go to school with a wonderful mutture of Jewish children, from many areas of our Jewish community, including the Soviet children....We are delighted that Friedel has started Jacob on a path leading to scholastic and professional success, and, equally important, to continue a richly rewarding emotional and spiritual life." —Julee Katzman ', "Friedel offers a superior Jewish education, which prepares a child for a bar or bat mitzvah and for a life seen through Jewish eyes....Rachel developed thinking and writing skills at Friedel which prepared her to be in leadership or "starring" roles in junior high. It's been a natural continuation of excellence...,Friedel has provided the opportunity to learn tolerance and kindness and to develop a strong Jewish identity.' -^Aveva Shukert "I went to Jewish day school for 12 years, and my husband has a strong Jewish education, too. We think

it's very important to have a strong Jewish identity and an observant home. It's important to us that our child be in a Jewish environment, that he observe our holidays." —Laura Bloom "We are committed to Friedel because of its intensive, warm, loving Jewish atmosphere and because learning is individualized so that each child moves at his or her own pace. Rachel, now in Grade 2, is learning how to express herself and to write effectively , She comes home with the most marvelous stories! At the same time, she is already reading and writing in Hebrew. Our older children continue to benefit from the valuable background they received at Friedel. Today, Melissa is doing very well academically and socially in high school, and Jeffrey is excelling in middle school, where he was selected for the Excellence in Youth program." -MDarol Katzman "Friedel contributed in a positive way to our boys' overall outlook on life. They have strong Jewish identities and strong commitment to Judaism. Their feelings led us to wapt to all go to Israel as a family. We have been inspired by our boys to continue to lean and to study as a family." —Lynne Saltzman

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Jewish Press

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Passover recipes By Naomi Arblt FOX POfNT. Wia (JTA) - T»»e epring tiollday of inurntM the nijiht of the JewUh people Hi 'lanoppreeeonthoUMiMUofyearaeilo. I eader w a kw^ and Joyou* feast during whkh the ii recited fay tita famtly. The eeder plate with varioui symbollr foudi holde a small amount of t, a sweet miiture of walnut*, apples and wine, j the nwitar uaed to build the Rfyptlan edi, Addtttonal charoset may be aerved In a laige bowl or t individual platee to be eqloyed as an aooompaniment to ) dinner 1/S cup raisins 1/3 cup cboMad dates 1/4 cup rsd wine 4 r Smith apples, pealed and chopped I cup chopped I (about 8 ouncM) 1-2 teaspoons cinnamon S tabtaI augar (or to taste) In a bowl, eoak raisins snd, I in rad wine iat eeverai hours or ovamight. |n a fbod ' with metal blade pnieaaa all ingrsusnU togethI coarse or as flrte as you pralbr. Oti*f*M< (MM** Isat Vm1«ty| cups dry rad wina 1 > Ih •uol*. DeeM. corfKl nedapncots. KJ luted walnut 111

halvee 1/3 cup whole pecans Brinti first six ii^redients to a boil in a haavy saucepan, stirring until augar disaolvs. Reduce heat. Simmer until almost all liquid ia abaortted and miiture looks syrupy, stirring occaalanally, 30-26 minutes. Cool. Divide miiture evenly among sii plates. Sprinkle walnuts and almonds over the top,

OcMtaPlah frood Pfoo#|aaof iMtHoell 3 onkMis 3 carroUI 4-6 Iba. lbs. fUlet^ fUleteld flah fish wkiUfUh, wkitefUh, pike and irout (cod or haddock) haada and bones than fish 1 teaspoon salt; 1/3 taaapoon white peppsr 4 laige agga I onkMi. flMly dM»ppsd 1/3 cup water 1/3 cup roataah meal I in teaspoons sak: 1/2 teaspoon white pepper Sin onions and carrots with slicing disc and remove firom bowl. Place flah heads ana bonaa in a laigo pot with onkuis, carrots, ons teaspoon salt and 1/3 taaapoon pepper Cover with cold water and brlni to a boil. Cut fish into stripe and procaas one cup at a timo with atael blade until finely gntund. Place flah in a mixing bowl and rapeat with nmainli^ flsh. Place remaining ii^radient* in the work buwl and proceas for 10 sseooda to blend. Combine this mixture with the flsh and mbi thortnq^ly ' hands with cold water and shape no U flsh uval ball*. 8traln flah stock: retiii i liquid to pot and bring to a boil. Place balls ii«iiUy into bolllrw stark, keeping them apart sittfhtly

Lower heat and simmer for two-three hours Shake \ pot occasionally to keep the balls fhim sticking. Allow stock to oool 16 minutes. Using a skXtad spoon, remove j gefllte flsh to a relHgerator oontainar and pour the stock i ovar them. The liquid will gel Add the dkad canoU At aerviiw time, placa flsh on individual plates, garnish with carrot slkie and a cube of Jelllad broth i I cup matsah meal 3 teaspoons salt; roors or leas to taste 1 carton egg subatltuta, defroslad (equivalent of 4 agga) 1/8 stteh maifarine, roaltad 4 tabieapoona «oU wrtar In a mbclng bowl eombina maal, laH and egg i ' Stir In melted margarine and water and mli wall, mixture over night. Bring one large pot of chicken-(|t<l vored water to a boil. With wet handa, ron one tabieapoon mi halls'! and drap into boiling liquid Turn heat il' .inar, cover and cook, covered, lor 30 minutes iraiiefmr with s slotted spoon to hot chicken soup. PMllMfUvM M«Uah Ulla 3 large egge 1/3 cup matsah meal 2 Ubleepoona etable oil eait and pepper to taste In a small mixing' beat egip thoroughly Stir In matsah meal, oil, salt pepperftefrigerate raverrd eeverai hours

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April 2,1993

Jewish Press

Page 15

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the c«ni«r oi the oven 3MU nunutas or until chtcken is forktander. In a small bowl aamialade with comstarch, _«UrTln« to blend w. 'rumnalade mixture around I over chicken I diah to uycn; ctuitlntn' l>akln|| for IS to IS minUtaa or until aaueaiacieo > aiwsa and grapaa and heat through. Makaa 4-<i

FarM C«s««f«to

„ ,, Jiatablaoil 1 cup oalM. chopped 1 cup . thonwi 1 cup lauahnoata, alk«i I/a gnan poppar, i; opttOMl a 1/8 cupa matsah farM 2 egp, alightty , or egg aubi'ltUt« I nn cUnr roiutntuml rhLk...

loup salt and pepper tO taste 1 cup boiiinK waU<r In a skillet, heat oU. aauto the onion, celery, and mushrooms. Add matxah Tatfel. Combine egga, condensed chicken fioup and seasonings if desired. Pour into mataah mixture. Add hpiling water and aet aside unUI all tha liquid has been abaorbed. Bake in » greaaad baking dish at 350 degrees for 45-60 minutes or until set and golden browii Of) top.

eiMOOlata Tort* (Kkmrlesa) 7 ouncea bittemw-' ' ' wraiswoet dtocoUta. chopped -^ or margarine 4 large egga 1 V,i «..,„. ...^n, instant coOoe granulea Grsaae and sugar. eter springforni i>..ii Wr.,,, f,.,i i ^ Melt cnocolat< i>an over low heat. ..... >;ar. and cofTee powder l-d Whisk in chocoUu 1... Place cake in a large baking pan Ad<l baking pan to com* halfWay up side* knife inserted into center coroea out cleii hours (cake will be about l/3-ineh high) ...-.nowIVom water batk Cool. Remove foil. C-nver and raOigrr overnight. (Can be prepared one week ahead; keep refn^ erated ) Release pan sides from cake. Cut cake Into ""Hljje*.

Serve cold with dollops of whipped topping, served 10. Itospbowy ChoGolata Swiri 2 10-ounce packages frozen raapbiTriea in syrup, thawed 2 ounces semisweet chocolate, cltopped 3-4 cupa whipped topping llrnin rnsDl)frri.v.i nml in H hi.«vy saucepan brint: ,t,| it is 4hick ami _ ..up. Transfer the syrup to a bowl and let It cool. In n fond proccuwr. \n\xw 0(»> riwuhprrixii ni<.l furru the ."P. , U)tK

until

.loin

ia blended and chUI, mverad forona ! ^ tlm'.. iiililpiiinionii water, stirring iH'rature , rrv ,.,,.1..• .—nlly

.Id • -•-»» --*...... .-.. M> ,i,ti« ti in

into atammed daaaert glasses

Nauml Kt^X. \^ th* co^utlxir of aevaa trmrhbpnks. • eradicated food writer aad a aiember of the laieraalloaal AsaoelatkM oTCuHnary riiiOsalDaak

'^^ei!r*S!^S5ViW*SR;.^lis;iVi

Page 16

Jewish Press

April 2,1993

Torah and Siddur Skills By Larry Moldo

Beth El Synagogue

Adult education at Beth El By Larry Raful Beth El's Adult Education programs for the 1992-93 year were organized last summer as part of what was '^ envisioned to be a "total" education package for the entire Beth El family. As an integral part of education for children, young families, older adults, singles, and the many other groups who make up the congregation, the adult education programs were designed to be of value both as "stand-alone" programming as well as building upon the foundations of other programs. One continuing issue about adult education is meeting times, 80 in the busy schedules of our week, Beth El tried something new this year, and has found much success. Once a month for four successive months (December - March), the Shabbat services, minus the sermoit, end early at 11:15. Congregants adjourn to the social hall for kiddush and snacks, and ^en partici-

pate in a discussion with the Rabbi about issues confronting the Conservative Movement. Children'stay in their programs until noon, so the adults have time to study and learn on Shabbat mornings, which many have found to be a real treat! The m^or focus each year of adult education programming is what was once called the Torah Weekend, and is now renamed, in order to memorialize an endowment gift to Beth El, the Dr. Leon Fellman Scholar-in-Residence Weekend. Each year the synagogue brings a m^or scholar to Omaha to provide a fresh outlook on Jevnsh issues to members of Beth El and entire community. Thisyear's guest was Rabbi Elliot Dorff, Provost of the University of Judaism, who spoke of themes such as prayer, law and the methods to discuss and decide the fundamental questions in the Conservative movement.

Cantor Emil Berkovits helps Jennifer Epateln (left) and LUa Pitlor prepare for their Bat Mltzvahs.

Rabbi Paul Dnuen gives Diane Baiun individual attention at Siddur. lessons held Tuesday mornings.

I

Study at Beth El Then' la a widi> range of study opportunities at Beth El. Both formal and informal offerings are sponsored by tile synagogue, its organizations and sometimes are held witli no sponsor at all. the least publicized, although perhaps the most important arena for study at tha synagogue, is personal tutoring and teaching. Prom pre-Bar/Bat Mitzvah students to adults, Betli El's members take advantage of tlie opportunity to study, one on one, towards a specific goal, The topics and areas df study vary widely and include learning to read Hebrew and c)ianting portions of services, to Torah nteding and chanting Megillah or liaflarah lliese sessions, taught by Cantor Berkovits and Larry Moldo are set to be convenient for the student. Over the years many people hsve chosen to havt' an adult Bat Mitxvab celebration becsuse of those studies, or choasn those studies to msst (heir goal of becoming a Bat Nfltzvah. Mambera of the conitreKation learn with Kabbi

>uHiiz«d ctawt MtsiR hsiiis. '0. IIS been part Mnatlngon of Ik Ilas and [-Thursdays at' ii^iii .1 inti|{s from I'ttorisa ofourrciu •••wix nd sepsrstlon of \ tthtcs of madkal cart, i rhurth and state. "It's an ttour vatauon from the cnuinesa of the offl«e.* Is * <WrH(i«k>n gWsn by on* Lunch *n' Laam regi' the location has changed, from i-t to the current inatJiod of mai s oAlosi aimml town, ||v« Mi.irii ,

il ntinnrliinll* In (tiiilv

has remained a (instant. In addition to some of the more formal groups noted in other articles, various study-discussion groups take place on a frequent basis.' Coffee: Grounds for Discussion hss tackled topics such ss "Qod in .the dedroom" and preparing for Passover. All About TefllHn and How-To Take An Aiiyah are groups with obvious subject matter held on a regular basis. Beth El offers a number of informal study opportunities, as well. What better way to learn how to mske Shabbat than to see It done? For nearly a decade, Beth El's Second Shabbat dinners l\ave served s dual role, culinary delights and a hsnds-on. chance to see how a traditional Shabbat dinner takes place.

Prayer and song By Cantor Emil BerkovlU Th\M cantor's perspective on educating both children 'tiiiif^ tprayer snd song.* Music invsnit •lif, rnn ninR. (to why not pray and sing! il worship ts to Hi I iirough song. Formal snd Informal sduoatioa toward this, my goal, is happening at Beth El. It is happening at T8S (Torah A Siddur Skills) lor the youth of our congrsgation. It Is hsppsning In our sanctuary every'Shabbat and Holiday. I strivfl tor ail worahlppan, yoimg ud old, to b* Ms to come forward and Iwid Uia ceMp«ptioa In pnuwr. Only through tha fiHollttflty oftlw praym and hanoa comlbrt of lynigafua Hturgy, will tha antlra cooinption ahars In that avarfleetlng communal tafotftinioas • rul •ptrlliiat f\iinitmani

If you train youth in the proper way, there is a greater likelihood that they will know how to get where they are going. At Beth El, TSS trains youth in a number of impor-' tant Judaic skills. The students (grades 4-7) learn through regular attendance, how to lead services, participate in services as congregants, and how to read Torah. The tutors and grade heads (grades 8-12) learn to train students in the Torah and Siddur skills they learned when they were in the program, to treat their students as individuals and how to act when everything they do is being noticed and potentially copied. Everyone involved in the program learns about the importance of regular Shabbat attendance — and these lessons are learned best when the parents attend synagogue services on a regular basis. Imagine that the subjects listed below are on a report card from the community school: Siddur skill, Torah reading, Bible knowledge, Midrash, Talmud, Piano/music, Gymnastics/dance,. Hebrew grammar, Arabic grammar, TIkkun Olam, Israel geography, Zionist history. Q. Why so much? A. Actually, this is just a sampling of what is important for an educated Jew to know. . Q. What's with the piano and gymnastics? A. We know that many of the students are involved in these activities. What the community school does is teach these subjects using Hebrew, similar to what does occur in many camp environments. The extra time this takes allows the parents to be involved in adult education courses offered. Q.Arabic?!? A. Arabic is one of the primary languages of Israel. Understanding Arabic will help during ^e student's visit to Israel as part of their sophomore year. Q. What will it take to evolve a report card like those? A. A willingness to change the emphasis from "my children can learn what they need if they want to — later" to "my children need a basic background from which to choose what to learn more about." llie desire to do things as a Jewish community. An intense understanding of how to develop and use individual interest and talent in furthering the positive development of the community. Above all, coofwration. Q. What about the parents' right of control? A. I don't know that parents have a right of control a much as they do a mandate to develop their charges. If the parents are Jewish, they are mandated to develop their charges Jewishly, which includes at least the items lis^d above, if not more. Q. Is this practical? A. Not unless we all will it to be so.

When it Comes

M 'Roaii cftomer's

April 2,1993

Jewish Press

Page 17

Mif. iM etntf m <i^IW tfte propfiet, an^ (je m mm tJie mm of tlje parents w tbe cftjl^ren an^ tlje imm d tJje tfjfl^ irren to tfje parents . /. IHaM 3:23*24 "We Will AU Go, Young and Old"

Eio*u,IM

Friedel Jewish Academy wishes the entire community

MaythieTseeover brinq

peace ar\d love to parente

Jewish Home

andchiUren everywhere

Itaitt, prafuiloeal fit lAsltwiihataMsyktrt.

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BETH EL WOMEN'S

The doard of Directors and Staff of the Jewish Freee

Best Wishes for a Happy Passover

Henry Monsky Lodge B'nai Brith

LEAGUE Wishes you a bappy, healthy Passover

B'nai B'rith Women of Omaha

Happy Passover to the Omaha Jewish Community

wishes the community a healthy and happy Passover Omaha Chapter-at-Large We are the activist organization for the modern wornan, helping to educate over 200,000 young people in Jewish communities around the world.

?^ The Nebraska Jewish ^ ^ Historical Society

Best wishes for a meaningful and joyous Pesach.

wishes you a Happy & Healthy Passover and Invites you to share your memories

Next Year in]erusalem\ Rabbi M. Mendel Katzman Chabad of Nebraska

May Passover bring you blessings of fulfillment and peace.

•

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Jewish Press

April 2,1993

AN EVEACHANGING STORE IN TODAY'S EVERCHANGING WORLD RegerKy Ck)urt 120 Regency Parkway

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David M. Parsow Steven S. Parsow Larry Qinsburg

History of the Jewish By Steven J. Riekee I'nor to 1969, pncruni In adult Jewish vducmion m naha were generally weak and occasional, and sufired from lack of fands, comprehensive planning, Bucity of staff and inadequate participation. The variIIS synagogues made attempts, but they were occalal. Scholars from outside Omaha visited infrequently. Other organizations, from time to time, sponored lectures or discussion gr6ups, but had ni>ith<")ie staff nor funds to do more. SooM people foresaw certain advantages that mlgtu I gained if communal institutions were to combine fforta. Funds would be greater participation based I a community wide appeal. Navertheleas, tite view MS that the synagogues and the Federation could ^naver get together to agree on any combined program. In the Spring of 1969, the young leaders of kar Lodfi of Vnai B'rith held a meeting with rabUa. HM rabbia agreed to hold a •*>ri«s of leeMMorad by tha Lodge. The lectures wan baaad I the Bibia. Baeh rabW spoiM in a qnwfagtta other than hia own and thara was participation by the entire

ommunity. The program was not only s success in lerms of the number of participants and the qtulity of the lectures, but the series proved that there waa general interest in adult Jewish education and, fUrther, that the synagogues could cooperate in a combined pro-, gram. After the success of theprogram sponsored by Corahusker Lodge, a very strong effort was made to get ..^r.,.r,,,r,«| orgsniiatlons to forge a uniti»H "ITnrt In h education. It was not easy. mnvinrt> various organisations to oooperale anu Ui »iii tribute. However, by September, the Fedaratkm (brmed tha Jewish Cultural Committee. (After the eetablishmant of the Jewish Community Center In the early 1V$, this name of the ocganiiatlon waa changad t« tha Jewtah cultural Arts Council). Hie Fadaration eooimltted the sum of 11,(00 and each of the synagogues agreed to oontribate $200 to the program and invite other Jewish otfuiiaatkms to join with a t200 oommll ment. The other Jewish organisations committing thamaelvee at that time were both lodfsa of ffnai B'rith and Hadassah. The Federation appointed the

Chairman of the Committee, each of the synagogues appointed three delegates and each of the other organizations appointed a delegate. I was tha first Chainnan. "nie rabbis were oonaldered ey ofBcio members, and they gave added enoourageroebt. A program was worked out for the Spring of 1970. There waa an inaugural address by the I Honorable Philip Klutmik, a former Omahan, past International Prxiidnni i^rnnai B'rith and Ambassador to the Social and Economic Council. He •ij.»K •! ijvui i»reel to an audience of approalmataly SOO. For the nast four weeks, daaaaa were oSared at Temple. There was another address by Dr. Trudy Wlae-RMamarln at Beth iarael fbUowed by an additkmal fbiir weaka of claaaea at Beth Bl. The initial aeries waa oonalderMl a great suooees by all sponsor* and the community in general. The Federation increased ita initiiiiiiriH.ni >iv mntherl 1,000. In Msy ' >r* sgreed thst the Committee aimuiu ix- y^,,„n,t^,<Uf eetabliahed and the aynafOfUM agraed to give more eubatanUal fUnding to tiia CkmmittM. TWa ware loina stormy maatlags, but

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Cultural arts council by lummer, the "politic*" had more or IN* died down and the Uvmendoue energiet that were required to forge a comrounel eflbrt of thia kind were no longer oeceaaary to overcome internal difncultiM. Parochial attitude* were channeled, nuurt conatrucUvely, into planning. The Committee ran aereral ekaaea In Rabrtw converMtion during the aummer. tha Pall leriee opened with an addreaa by Rabbi Arthur Hentberg After the .holidays, for five we«ki, claaaea were offered at Temple. In December, a performance was offered by Rabbi Shlomo Carlebacli, which performance drew the largeet indoor crowd that had been seen for years. The program had particular appeal to ,f*""'"'> - "lliTfi youth and young adult*. More than a i persons attended. (Incidentally, aonte wentM lo nur Uw Rabbi sing hla aooga of love* all night. At midnight, I told hln that he ought to have aooe "tove* <br the Janitor.) In February of 1971, the Committee, apoaaored a program to educate the con mceming the plight of Soviet Jewa. The L^ lee brought in Dennia Prajer, then head of the Student Btwala fcr

Soviet Jewry, to apeak at a mass rally. Six hundred pereona, Including the Archbiahop of Omaha, listened to Mr. Prager in awed alienee. Mr. Prager returned to speak in Omaha in the Fall of 1992. "Htere were many other unusual programa during the early yeara. For example, the Committee sponsored a Yiddiah theater troupe (W>m New York. More than 900 hundred pereons attended a lecture by Rabbi Mosha Paris, a black rabbi tnm Ethiopia Soma of the giante of contemporary Jewry such as Abraham Joshua Heachel and ESie Wieeel alao spoke. Additional sponsors bm-uinr InliTviiii-d in ihi< program. In the Summer ni I of Jew'"'- ^

^'^sme •• n,,.,,,•.,

,.^,„y, nim-pni all

Je» o in Omaha are partldpanU. Unguiiiiiy, uie admintstratlva work for the Committee ww conducted by nvyself and my law Arm, Itiee kaoem aa Bate * Steharda. But the work grew to aaonaottB pnportloaa, "Hie then •seculW* director of the Federation, Mortimer Oreenberg, asked the Fed«ratk>n atefT U> participate with the work of the Committee. The flrat staff person was Mr. Sherrean

Poeka. (Mr. Poeka uaed toJ()ke that no matter how diatinguished a scholar we might present, some would complain. "Riey would say that i>vt>n Mmu-H wag too okl or had a speech defect) With the establiahment ... uii- urM Jewish Community Center at 132 Street, mattera became som^hat more complicated. While it was agreed that the JCC would house iu activiUee, the Jewi«h Cultural Arts Council wanted to remain an independent umbrella orgnnizntion Some feared that if the JCC were allowed >! .jon of adult Jewix luted. Some edui nist and ' wiLii rfiTFaiiiui iiiun wiui liewiah edti. r«. On the other hand, there were those Uul Islt Uial these ectlvlUee should become a part of the new Center. Additionally, there was the problem of sUtHng. Sooieone had lo be rseponalhle Ibr staffing, and the Federation waa reluctant to take diract raeponaibtttty. After m*"- -""-Mnga, U waa agreed that the t-..«..„, ^i «rau^>> idepot^eii^mbrei^miUaa^i.

1 I

Page2Q

April 2,1993

Jewish Press

WISHING YOV A HAPFY PASSOVER

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By Jo Carroll Temple B'nai Israel's confirmation class is not all books and studying on Cass Street in Omaha. Each class takes a trip to New York City in the fall. "niis trip provides the students a close up look at how larger Jewish populations live, while at the same time gives them an inside view of part of their Jewish heritage. This year's confirmation class had a lot to say about what the trip meant to them. In some cases they were impressed by their history, in other cases some individuals were overwhelmed by the enormous city. Stephanie Deporte had expected that a reform temple on the East coast would have very diflTerent services than those in Omaha. Instead she was impressed by, "The way Jews all over the world have the same prayers and basically the same traditions and customs." Stephanie said she felt a sense of unity with the Jews in New York City. At the same service Lisa Coren liked meeting New York teenagers. "I was surprised to see that there were normal teens in New York who were also Jewish," Lisa said. Jamie Endelman liked hearing what the teenagers in New York do. "I think it would be really scary to grow up in such a big city. On the other had it would be nice to grow up in a town where Jews are much more common," she said^ Rachel Krieger said she felt everything on the trip had the spirit of Judaism, even the visit to the Stage Deli. But for Rachel the high light of the trip was the moment at Ellis Island when she typed her grandmother's name into the computer and names of her relatives appeared on the screen. "I felt like a part of me was one with the Jewish religion." Joey Homstein tried to image what it was like on Ellis Island when his relatives came from Russia. "I realized the joy and pain they must have felt while I was riding on the ferty. I felt as if I waa them on my Way past the Statue of Liberty."

AndyWeitz

Mlndy Colcher

Elizabeth Kaplan realized she was the same age as her great-grandfather when he came to the United States from Russia at 16. "I didn't realized what he had to endure two to three weeks on a crowded ship with horrible conditions," she said. Washington Square impressed David Kulakofsky. It made him realize the diversity of life in New York. If David moved to New York he would want to live in the Village. But according to David the trip also made him think, "about my heritage and how lucky I am." Some hard scenes of the city were also witnessed. While riding on a bus Eric Bassik looked out the window and saw a man using drugs. "He tied the rubber band thing around his arm tightly and it\jected the heroin into his arm. This was a goose bump type of moment." Jamie Epstein said, "I will never use drugs because of the sight on that park bench." Jacob Slosburg witnessed the same incidence. "Although many people may believe that this experience has nothings to do with Judaism, I disagree," Jacob said. "Judaism, as well as most other religions, can help in healing people with problems. I believe that many of our society's problems would be solved if people resorted to religion instead of drugs and violence." Andy Weitz remembers the orthodox sephardic synagogue the group visited. "It was the first time I had ever felt out of place in a synagogue. It was a different world, one full of different customs and stricter rules. Yet I'm glad I got to be a part of it, even if only .for a short time." Mindy Colcher came back with very positive feelings about Omaha. ' ' "Trips like this really make me glad that the Jewish community, although fairly small in Omaha, is strong and active. In Omaha I am more aware of my religion than I ever would be in the East," she said. Funds were provided by the Livingston Foundation for this year's confirmation class of 24 students. Rabbi Azriel and sue teachecs accompanied the group.

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Jewish Press

Page 21

A visit to Siena House I^F By Siuie Silverman erally shrink away if you spoke to her or in anyway On a cold wintry January night, four of us left our touched her. warm, secure West Omaha homes with trepidation as Another young woman told us of her plans to go to a we ventured forth tq cook, serve, dine with and visit 3/4 Home Shelter soon so that her three children could with the women at the Siena House Shelter. When begin to visit her. She i« approaching her 30 days of Women's League, in essence, "adopted" the sobriety and has been in and out of treatment proFrancis/Siena Houses as an on-going charitable pro- grams for drug and alcohol abuse numerous times. ject, we knew that we would be interacting with the Visiting with her was absolutely delightful! She really "clients" of both houses but we did not seemed intent on improving her life really understand what our role would from this jjoint forward. There was a be and how it would affect us. young woman there, quite friendly in Judi Moore, co-ordinator of this proan elusive way, who had attended ject, proposed making a traditional college, appeared to have a good job Jewish meal for the women and so we, and yet was living at the Shelter. We Jude, Norma Sphayer, Sheila Polikoy did learn that many of the women and Susie Silverman, prepared matza who come to the Shelter have been ball soup, noodle kugel, brisket, salad, physically abused while others are fresh fruit for dessert and challah. At alcohol and drug abusers. the time'we truly wondered if our efforts After about an hour or so of just would be appreciated. visiting we noticed how late it had When we first entered the Siena become and that it was time to leave. House we felt a chilly reception from We promised to come again soon (a several of the women which made us promise we plan to keep) and yet we feel totally uncomfortable and truly realized that many of the women we Suaie Silverman aware of the differences between ua and met will in all probability be gone the them! next time we come and a new group will have taken Once all of the women sat down for dinner and we their place. began to serve them the atmosphere noticeably I think all of us found this experience to be like nothwanned up. ing else we'd ever done. Our emotions were almost too First, Norma explained to the women our Shabbat much to talk about with each other on the ride home. traditions and even though it WHB a week night we lit We learned that women are women no matter what the. candles, blessed imaginary wine and did the motzi over circumstances and that almost anyone can find them the bread and then all of us sat down to eat together. self in a situation of desperation. Most importantly, we Our meal went over with a bang! There was barely any realized that most of these women had never met anyfood leftover and the praise heaped upon lis for our one Jewish before and hopefully, if the topic of Jews copking ability was music to our ears. During dinner ever comes up for them, they will remember the four we talked more about some of our customs and being women from Beth El Synagogue who were basically not Jewish. any different thap they were. Many of the women now began to open up to us, We returned to our warm, secure West Omaha although there was one woman at my table who had homes feeling good about ourselves-and with the recently come to the Siena House and was visibly knowledge that we left something good of ourselves at frightened of almost any contact. You could see her lit- the Siena House one cold, wintry January night.

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Women's league goals similar to founding Sisterhood, the forerunner of our present day Women's League, was founded 75 years ago by Mathilde Shecter as a means to educate its members and to improve their knowledge so that they could better serve the Jewish community. Our goals today are still very similar to our founder's goals. Beth El Women's League continues to educated not only our members but also to plan programs that will further the knowledge of the entire congregation. A Siddur Review and Refresher class taught by Rabbi Paul Drazen, Cantor Berkovits and Walter Feidman meets twice a week. The clasd is divided into three period*—Hebrew Reading, Prayer Meaning and Prayer Chanting. "The class is intended to help the attendee feel more comfortable while attending services. From the response received' for this clasa it is apparent that this was something very much desired. As one participant observed, "I want to underatand what is going on when I attend synagogue and even though I am in my 40s it is never too late to learn!" .Attendance has been equally divided between men and women. Another group which has been meeting is strictly for women and is a study group led by Susie Druen entitled -Women Can We Talk?" We are talking about being women, baing Jewish women and being a Jewish woman at an egalitarian Conservative Synagogue. As with the Siddur Class the response for this study group has bwin excellent.

Women's League also tries to educate our members by having a diverse group of speaker? at our monthly meetings—so far we have covered the topics of AIDS and the Jewish Perspective, the Homeless in Omaha, Women taking control of their lives addressed in a program, "Risk Taking-Taking a Chance on You" and learning about the Holocaust from a teen's perspective from one who was on the March of the Living. Not every form of education is necessarily serious and we have tried to Include fun activities as a way of educating our members in the ways of Jewish traditions. We have had craft classes in order to have a hands'on experience in creating our own holiday objects and cooking experiences with traditional Jewish foods. Women's League is also educating its members to the needs of the community with our ongoing Francis/Siena House project. After learning of the needs of the homeless, as mentioneid above, we have taken positive steps to help these people in the Jewish tradition of Tikkun 01am, improving the world. Our members are regularly going to the shelters to cook and serve iU clients and also together with the entire Beth El Congngatitm doMtjng a continual supply of . goods to them. ' ' , In this 76th yttr of tha founding of Sisterhood, our Women's League continues to be true to the founding ideals of Mathllds Shecter, raising the level of knowledge of our members so that they can better themselves and tlMlr community.

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Jewish Press

April 2,1993

Professional perspective... By Ann Klbel Schwartz, Director of Education Temple Israel Religious School The key to a Jewish future is linking Temple, home and Religious ; School. Right from the l)eginning of life, a p'arent becomes a child's fu-st and most important teacher. Values are not transmitI'ted in formal lessons, but in the everyday interaction \vith life. When a parent enrolls a child in Religious School, we are : given a precious trust: to build upon and expand the Jewish education already begun at home. Curriculum: Temple Israel Religious School is based upon the national goals of Reform Jewish Education. These Goals provide an ever-present focus for the U.A.H.C./ CCAR curricular Guidelines: Jews who affirm their identity and bind themselves inseparably to their people by word and deed. Jews who bear witness to the brit (the covenant between God and the Jewish People) through the practice of mitzvot (commandments) as studied in Torah and the classic Jewish literature it generated, and interpreted in light of historic development and contemporary liberal thought. Jews who affirm their historic bond to Erets Yiarael, the land of Israel. Jews who cherish and study Hebrew, the language 9f the Jewish people. Jews who value and practice tefilah (prayer). ., Jews who further the causes of justice, freedom and peace by Tzedakah Crightebusness), mishpat

(justice), and chesed (loving deeds). Jews who celebrate Shabbat and the festivals and observe the Jewish ceremonies marking the significant occasions in their lives. Jews who esteem their own person and the person of others; their own family and the family of others; their own community and the community of others. Jews who express kinship with IClal Yisraelby actively seeking the welfare of Jews throughout the world. Jews who support arid participate in the life of the synagogue. Each goal describes the ideal behavior that an adult Reform Jew will achieve through a lifetime of Jewish exploration. These goals cannot be completely fulfilled in one year, or even 10 years of study. Rather, they are on-going images for Jews to strive for. The Jewish student will achieve the many aspects of each goal at growing levels of sophistication as he or she matures and develops. Partnership; We strive to reach these goals at Temple Israel through a unique partnership between parents, teachers, and students. The entire congregational family becomes involved through lay committees who proâ&#x20AC;˘ vide leadership and vision along with an outstanding professional staff. Rabbis Aryeh Azriel and Daniel Fink and Cantor Karen WebberGilat are intimately involved in all aspects of religious education. They teach classes, conduct teacher training, facilitate family education pro-

grams, conduct worship services that feature youth participation, and are always there to talk, to sing, to tell a story, to give a hug, to interact in virtually hundreds of ways each year. Faculty: Our faculty of 25 teachers and specialists include 17 with academic degrees in education and/or Judaic Studies. This trend toward increasing the numbers of professional teachers is one we intend to continue. Community Teachers provided by the Bureau of Jewish Education, are an important part of our teaching team. Another benefit of our relationship with the BJE is a'growing special needs staff, who provide support to students with learning challenges. Teaching assistants: Teenage TA's serve as role models for younger students and help set the tone for the children to follow. TA duties include assisting with the preparation for activities, cleaning up classrooms, leading games or songs, serving snacks, and many other such tasks, depending upon their skills and the school's particular needs. During the year, they receive special training and supervision. They are a very special part of our teaching team. The value of our TA program becomes clearer each year as teenage participants mature and develop their teaching skills. Specialists: Highly trained individuals in the areas of the arts, media, Hebrew and literature serve to expand the learning environment at T^ple. Hebrew Letterman,

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Temple Israel Jeff Taxman, provides Hebrew reading readiness experiences to young students before formal Hebrew studies begin. Music, art, dance, and drama, are all applied to Jewish studies. Audio-visual specialist, Mark Kazor, captures special, events on video tape and helps students create with video presentations of their own. We are fortunate to have a professional children's librarian, Marcia Greenhill, to present book talks and storytelling sessions for our younger students. She organizes our library centers and developed a very positive working relationship with the Jewish Federation Library. Consequently, our' students read more Jewish books each year. . Other specialists in the â&#x20AC;˘ areas of the arts and media also expand the learning environment at Temple. Professional development: Teachers and teaching assistants have many opportunities to expand.their own, Jewish knowledge each year. Several faculty members attended the CAJE (Conference on Alternatives in Jewish Education Conference) each summer. Guest presenters such >s Dr. Sam Josei^, professor at H.U.C., present Inspiring teacher workshops. Jerry Kaye, director of tha Olin Sang Ruby Institute, conducts sessions for teachers (and parents) in the winter. Teachers alao attend teacher workshops offered by the BJE. Excellent teachers are precious and rare., Wa must nurture the ones we have and do all that we can to recruit new ones.

MALBAR VISION CENTERS INTERNATIONAL CONTACT LENS Barbara and Stan Malashock Jody and Neal Malashock Diane and Larry Malashock

AnnKibel Schwartz Student leadership: Hebrew and Judaica TeaStudents' are our most chers in order to assist valuable resource, stu- students who have missed dents not only learn from their regularly scheduled us; we learn from therti. class. It is our goal that these Our curriculum, provides an accelerated and innov- students remain current ative educational environ- in class assignments and ment. Our students rise do not miss vital class to the challenge and presentations and prorespond with higher acad-^ jects. Parent involvement: emic accomplishments and student participation Parents are a key to our success! Many more pareach year. Increased skill levels ents are Actively involved are evident at our grade in Religious School every level Shabbat Services, year. Attendance ht ^ which were conducted by been outstanding at students in Grades 3-6. events such as Parent These allow,families of Open House, Grade level students to get to know Shabbats and Model each other better as they Seders. PEP (Parallel Educashare Shabbat. Junior Student Council in grades tion for Parents), an inno6 and 6, take a leadership vative program' created role In planning programs and conducted by Rabbi. which feature Jewish Aerial, is very well ateducation, Tzedakah, so- tei\ded. PEP provides an cial action, and Tikun opportunity for parents to' learn while their children Olam. Keep-up lessons: Espec- are in Religious School ially in Grades 3-6, in- and gives a strong mescreasing numbers of our sage to our students that students participate in a Jewish education is a lifevariety of honors pro- long pursuit. The PEP family retreat grams, and extra- curricular arts or sport activities. In May at Platte River We are keenly aware of State Park provides an the cdnfllcts that often ideal climax to this outarise when rehearsals, standing series of classes meets, games, etc. conflict and discussions conductwith the regularly sched- ed by Rabbi Azriel. One of uled Hebraw and Judtic tha bnteflU of PEP is the educational programs of effect It has on the students: Pride that their our religious school. We provide a positive parents are taking classes altamative to forcing chil- too. Room parents provide dren to akip eatracurricular activiUas that increase Important support to their self adtaem. 'Kaep- classroom teachers - espeUp Lessons," are held on cially In areas such as Wednesdays from 4-6 preparations and transp.m. Taachfr Alon Mor, portation for field trips works closely with our and ipoclal tvants.

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April 2,1993

Jewish Press

Page 23

Restoring the broken link By Matt Faier For me, Yom Kippur, despite its solemnity, is an occasion of joy and happiness. This time of year has become very meaningful and important for our family. Not only for its religious significance but also for its obligation to remember, in a special way, the passing of a dear family member. It also provides an opportunity' to spend some quality time each year with another congregational family. We have had the delight of spending the last eight Rosh Hashanah's as their house guests, and both have become important traditions in our lives. Let me share some personal history With you which may help to explain the title of my talk. I believe these experiences were responsible for me leaving and then returning to Judaism with more enthusiasm than I ever had before. 1 grew up in a conservative Jewish family environment in Omaha. My grandparents from both sides of the family were immigrants, from Poland, Russia, and Romania. My father was the product of an Orthodox upbringing and my mother had little Jewish training. Both of my parents speak Yiddish, although they were both born in the U.S. To this day, 1 am sorry .that I did not take the time and effort to learn this distinctively Jewish language at least as well as they know it. My maternal grandfather fled Poland around the turn of the century, and arrived in the United States with nothing of material value. He'd had' very little in the way of formal education, and never did learn to read and write English very well. He had virtually no , Jewish education. He did learn arithmetic, worked very hard, and was honest. Before hia passing in 1973, he owned the second largest construction . company in Omaha; and he had accomplished what he may have been proudest of in his life—he had built the Orthodox, Consarvativa, and Reform synagogue! In the city

Growing up, I remember attending Hebrew school three or four times a week. I also recall the feelings of resentment at having to go at all, when I could be having a good time doing something else. I remember my Bar Mitzvah and all the work which went into the preparation for it. To this day, however, I couldn't tell you what my Torah portion was about or what my haftorah was about had I not reviewed them recently. The assistant Rabbi at our synagogue read the Torah and the bar/bat mitzvah and sang the Haftorah. Form, not necessarily substance, was the order of those days. Both readings were in Hebrew and translations and explanations in English were just not done, except for the Rabbi's Sermon. One of the reasons I enjoy the Temple and its services so much is the participants are much more involved in the service, both individually and collectively, and the teachings seem more relevant. Some day, perhaps, I'll have the opportunity to read, at a Shabbat Service, the Torah portion I should have read almost 40 years ago. I believe it would add a great deal of meaning to my religious life. Finally, after confirmation, a not so strange thing happened. Judaism and its rituals slowly but steadily lost their mean-' ing to me; and over the enduing years I became Jewish in name only. I rarely, if ever, looked back. Even getting married and having two beautiful children had little effect on my Jewishness. We were unable to have a truly Jewish wedding because no Rabbi was willing to perform the ceremony. Frankly, I knew all along that would be a problem, but I didn't expect the total disinter-est all the Rabbi's showed in the possibility of gaining a Jew, by choice. Even though I didn't particularly disagree with their reasons for refusing to perform the marriage ceremony, their lack of interest, and their relatively

AJOYOUS

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my roots" as it were. Kris, being possessed of greater wisdom than I, apparently sensed ^at I was more atached to my roots than I cared to admit. She insisted that we needed to have a religious life in our family, but that she couldn't help raise Jewish kids and From the left Tory (the dog), participate in a Ashley, Kria, Matt, Adam. Jewish home without information. We cold approach to the situation only served to push subsequently contacted us farther iaway from my the Temple, enrolled the past. After our son was kids in the religious bom, a misunderstanding school and began, occaabout the attendance of sionally, attending sernon-Jews at a brit milah vices, ostensibly to help broke the link with my the children to meet their past completely. Four services requirements. years later we came to Over time, we grew to Nashville, and I believe enjoy the warm environour lives began to change ment of the Temple family, 80 much so-that Kris at that time. I had not attended High decided she wanted to Holy Day services in become Jewish. Concuryears, and I had no par- rently, we watched most ticular need to do so (oi' so of the other Jewish famiI thought) until the fall of lies leave Cookeville, lose, the year we moved here. interest, or convert to Through a chain of events other religious. I was I won't bore you with, I slowly assuming the posireceived an invitation tion of "Cookeville Mavfrom one of the Temple en" on Jewish issues and members to join him for dogma. I was forced to 'Yom Kippur. Kris and the relearn my. past in order kids were out of town and to satisfy my new role and the dog and I were to assist Kris. Apparently delighted to meet some- the combination of these one from Nashville since events jolted me into the we had only been here a reality that I had abanshort time. David (Fll call doned over 5000 years of him that) called me as history and tradition, and Yom Kippur was almost that I was not helping my upon us and invited me to family to know and unspend the day and break derstand this tradition the fast with him—which and their heritage. I was I did—with my dog, on on the verge of being the roof of his'home— another Jew who was DONT ASK! Thus I came about to damage, irrevoto have my fu^t exposure cably, this chain of histoto any synagogue in years Kris and I are often and my first visit to the invited to speak at Temple. After a time, circumstances lead us to Cooke-. ville where we live today. Interestingly, at that time in Cookeville there were several Jewish families— jtnost of whom were nonobservant. Over a period of time We all met each other and eventually would celebrate a Paasover seder together. But BtlU there was no burning deaire to "come back to

churches in the area about Judaism and related things such as the Jewish holidays. These talks have helped both of us since the teacher always learns more than the student. One question always seems to come up on these occasions in some form: "How difficult has it been to be a Jew in a small community like Cookeville which is so far from a Synagogue and has so few Jews in the community?" The answer we most often give has been related to the needs of our family. We don't want to be assimilated into our local religious society. There seems to be a certain inner joy and peace which comes from the effort we must make to achieve and maintain our Jewish individuality. This feeling is accentuated during the High Holy Days. Frankly, after visiting other religious establishments and having so many non-Jewish friends and associates, we have failed to see anything which offers even as much as Judaism offers to us. We have never even been tempted to change. We have also been very lucky in that most of our friends and my business partners have been supportive of us. No one has ever pressured us to change our religion at least not overtly. My partners cover for me when I. need them to do so, even if it is inconvenient for them. It's not a one-way street either— I've taken call on most Christmas Holidays for the past 25 years of my professional life. A few weeks ago we were privileged to attend and ei\joy the bat mitzvah of an adult member of our congregation. In her speech to the congregants she commented that "in order to know who you

are and where you are going, you have to look back and see where you came from." I believe Uiat this sums up what happened to me. In the past ten years Fve learned and releamed more about my heritage and my family that I ever had before. I've come to appreciate why it was so important to my parents to give me the Jewish education they insisted I receive. It's the same reason Kris and I have insisted that our children receive it and, hopefully, our grandchildren, etc. Judaism and its traditions and its history, happy and sad, have given so much to the world at large and at such great cost that we firmly believe it must never be allowed to die out— regardless of how inconvenient, awkward, or uncomfortable it may make us feel. No matter how much our children may resist and resent our giving them this tradition and education Kris and I feel that they must understand what is at stake. If even one Jewish soul is lost frpm the chain, if even one small link is irretrievably broken, the whole chain of Jews and Judaism which cannot be separated from one another, may become damaged and weakened. If this damage continues it will ultimately be irreparable—a sad and disastrous event for -all of us if, God forbid, it should evet- happen. It is our sincere hope that for the sake of all our children this calamity will never happen. I'm glad I saw this reality before I contributed further to the damage. I do not want to leave such a legacy to rqy parents, my family, and to the future. It seems now as if I'd never left at all.

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Jewish Press

Aprr2,199J

Hadassah understands the importance of Jewish education By Susan Paley ^wish education is the foundation and inspiration for allof Hadassah's work in Israel and America. Hadassah's Mission Statement, adopted in 1985, states, 'Hadassah believes that having an informed membership, aware of its heritage, is essential to the continued existence of the Jewish people." Hadassah traces its earliest roots to the-Daughters of Zion study groups founded by Theodore Herzl in 1899. Herzl said that 'American Jewish women would play a mtyor role in the unfolding of Zionism." He suggested that groups of women meet to study and teach the ideals that motivated Jewish life. Henrietta Szold, a pioneer Zionist, working editor, scholar, and activist joined one of the groups. On February 12, 1912, 38 "Daughters of Zipn" became national Hadassah under Miss Szold's leadership. It's mission then was to understand the importance of knowledge in Jewish tradition and strengthen the core of Jewish family life and personal Jewish identification through education and learning. 'Hadassah is dedicated to practicing and living the traditions of our people," said Julee Katzman, president. "Hadassah fosters broad and innovative educational programining designed to strengthen the personal commitment of our members to the ideals and values of Judaism and Zionism." Historically, Hadassah has been involved with educational activities through medical research (Hadassah Medical Organization), youth rescue (Youth Aliyah), development of Israel (Jewish National Fund), Zionist Affairs, Hadassah Israel Education Services, and American Affairs. "We also understand the dramatic changes and challenges facing today's Jewish women. Although we are still devoted to Hadassah's classical activities, we are focusing on,contemporary needs, as well," Mrs. Katzman said. "Our time and energies are being directed toward educating our membership on issues which directly effect our lives as Jews and as women." '•• • Hadassah nationally supports and encourages ^ Hebrew study groups, recognizing that Hebrew language is a symbol of Jewish continuity throughout the ages. "In conjunction with this ideal, our chapter in Omaha is planning to initiate a Shabbat Support group which will teach and encourage Jewish women to learn to make Shabbat for themselves and their families," said Mrs. Katzman. 'Several additional study groups are 'in the works' and will focus on topics such as 'Women in the Middle,

Julee Katzman the Sandwich Generation' and 'Jewish Marital Status, How it effects the way we live as Jews.' "Issues like Child Care and Women's Support groups have become crucial in today's world," said Mrs. Katzman. "Women's health issues are on the top of everyone's agenda. Nationally, we are the only Jewish women's organization sponsoring support groups for Jewish women with medical problems." Hadassah Magazine, a monthly publication presenting current information on the Israeli political scene, American-Israeli relations, parenting, and health issues is the Number 1 Jewish publication in America, according to Mrs. Katzman. In addition, Hadassah's national office publishes state-of-the-art materials in a wide range of contemporary topics like "Between Arab and Jew: Unravehng the Knot," 'Jewish Ethics," "Jewish Unity: ProfUes of stereotypes within the Jewish world," and "The Princess Myth, insidious anti-Semitism." "The ways we educate people have changed," said Mrs. Katzman. "We are turning more toward the printed word. A formal class on Israeli-Arab relations might attract 10 women. A mass-mailing of timely issues reaches all 900 of our members." Omaha Chapter is currently re-assesaing th^ ways in which it seeks to educate its memberahip. "We feel that giving someone an excellent printed piece which can be easily digested in 20 minutes will go much farther toward knowledge of the particular subject than trying

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to call people together for a formal study session," Mrs. Katzman said. "Women simply don't have the time they once had to attend luncheons and programs. Up-to-date information directly into the home is what the msyority of women need. Of course, we vrill continue to maintain our highly successful, book discussion groups, programs like our Lunch Bunch, and bringing in top-notch national speakers. But we want to also disseminate as much information as possible and there just isn't time to organize a formal study group for every issue." Other issues which Hadassah addresses are: the rise of anti-Semitism, the Peace process, the continued re-unification of Jerusalem, and local and national political issues which effect Jews and women. . Next fall, Hadassah will initiate a national program. Curriculum Watch, in Omaha. "This program is designed to sensitize us to be aware of anti-Semitic or distorted facts about Jews and Israel in our children's school textbooks. The national Hadassah office has appointed a task force which is working with mtyor publishers of school texts to correct these kinds of subliminal anti-Semitic messages," Mrs. Katzman said. "Nationally, Hadassah publishes information on every conceivable Jewish subject from Jewish holidays, Holocaust, and books of the Bible to videos depicting how Hadassah is helping to settle new Ethiopian Olim. As an organization, Hadassah is synonymous with Jewish Education in every way." Mrs. Katzman said that Hadassah recognizes that today's women are confronted with the demands of multiple roles and responsibilities in the family, the workplace, and in society at large. "Our goal is the same now as it has been for 80 years: To transmit Jewish values and ideals from one generation to the next. That's what Judaism and Hadassah is all about—Tradition. Henrietta Szold was a liberated woman long before it was fashionablel "Her clarity of vision in the early part of the 20th century will carry all 385,000 Hadassah members into the next century and the next millennia. Hadassah, the Women's Zionist Organization of America, will continue as it always has, to educate and inform Jewish women about issues which effect their lives as Jews, as wives and mothers and daughters, and as women," Mrs. Katzman concluded.

HM ftwut^^ toxNipe ooaslaiad of, ftroM )mh, tint row, Julia GuUilk». rrtodlaBdMr, NIcoto LWBMT. Sarah Kobll.

IKi-uM-J :. "i

April 2,1993

Jewish Press

Page 25

from teachers days, I am also learning. iTvere's more to it than just another holiday but the meaning of that special holiday and how it came about. I'm ei\joying this very muchi

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our snacks. It is so cute to see them fascinated hearing the Jewish stories. It feels so good to see them learning about being Jewish.

their birthday was on one day. I asked one "How come you were both bom on the same day?" He said, "My Mom wanted it that way!"

Klds can say the funniest things, like when a set of twins told me that their birthday was on one day. I asked one "How come you were both bom on the same day?" He said, "My Mom wanted it that wayl"

Dinah Raful One of the Child Development Center Preschcol's goals at the JCC is to focus on all the Jewish holidays and to build a beginning understanding of Judaism. In reaching this goal, we familiarize the children culturally and historically with all aspects of the Jewish holidays. Through many hands-on activities, our children experience and learn in unique, stimulating ways. We are fortunate to have Susie Orazen, as our Judaic music- instructor, and Nancy Carlson, as our secular music instructor, who each week teach twenty minute lessons to our children covering the holidays and weekly themfes. Through generous grants from the PhUip G. and Terri L. Schrager Foundation we have been able to expapd our Judaic curriculum material this year. Susie Drazen'is able to utilize a basic curriculum guide expanding our leaching material with oUr children covering readiness skills in Hebrew sucli as colors and animals shapes. With a strong Jewish teaching staff who attend inaervices and workshops, our children are given'wonderful opportunities to learn about Judaism. In the upcoming years, we hope to further enrich our Judaic curriculum and strengthen our teaching skills. It's a very special feeling to see our little ones celebrate bur holidays, and our weekly Shabbat. Each one is learning the beauty of our religion, ita <!ufitom8, traditions and hnrning how wonderiUl it U i« h." Jewiahl

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Bettie Adams Growing up in Los Angeles, I took my religion for granted. My husband and I moved to a small town in Iowa where I was the only Jew. This was an interesting experience! When my family and I moved to Omaha, the opportunity of teaching in a Jewish environment really appealed to me. 1 enjoy the creativity and flexibility that is encouraged at the JCC Child Development Center Preschool. Every year I re-discover more about Judaism. I learn with my preschoolers and that makes me feel good!

Teaching in the Child Developihent Center has been so enjoyable. It's exciting to be a part of a child's life in the learning of Judaism. We have made kiddish cups, challah covers, and a class Shabbat tablecloth. Each Friday reinforces the joys of celebrating Shabbat. Our three-year-olds in Room D have a great deal of fun while they are learning, and they have made many new friends along the wayl

Christy Hankin It is exciting for me to be a teacher here because I myself am learning about the Jewish religion, heritage and practices, I am not only learning the importance of the religion, but I am sharing the enthusiasm of learning and celebrating it with the children.

It's exciting to be a part of a child's life In the learning of Judaism.

VicKi Perimeter Teaching at the JCC Child Development CenIt is my pl6aaure not ter Preschool the past only to teach about and nine years has been a celebrate the Jewish reli- wonderful experience for gion, its practices and hol- me. I have been a part of idays in very simple ways the introduction to Jewish with my two-year-olds, educistion for many twobut also to enjoy teaching and three-year-olds. Hearsongs about these things ing from a parent about to all the children in the their child's eagerness to preschool during our Fri- recite the Shabbat blessday music classes. Real- ings on Friday night izing how much they makes' my job very relearn through music is warding. My flrst class of really rewarding and tM- children are making their ing their enthusiasm as' Bar and B*t Mitzvahs they sing is a delight. this year. Mazel Tov to you alll Nancy Carlson

EUene Edelatein Teaching children the Jewish aspects of our religion has many rewarding, challenging and emotional benefits. 1 love singing all the holiday songs and practicing the prayers. I enjoy sharing in their excitement and comforting them when they're sad. No words can describe their innocence, honesty and curiosity. Teaching in Jewish surroundings and watching the children's Jewish education flourish helps fulfill me as a teacher.

We wish all our friends a Happy Passover.

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1 approach teaching with an infonoative, fun and enriching appeal. Making a difference, no matter how small, is very important to me. The children are exposed to many Judaic aspects. I incorporate my knowledge of sign language and my love of art into our Judaic Curriculum. My job is to prepare our children as ihiy begin their journey of life . by enabling them to pack essentials such as selfesteem, creativity, love of learning and being proud of their Jewishness! Several pn^ects include batik aflkomen covers and challah covers.

May your family be blessed with all the joys that make a

Happy Passover B«v Gilnksy

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National council of Jewish women By Carol Katzman The National Council of Jewish Women celebrated its first hundred years of organizational life at its Centennial Convention in Chicago recently. Omaha Section past presidents, Jan Schneiderman and Carol Katzman, were installed as National Vice President and National Board Member. It is the first time Omaha has had two members on the 40-woman nationar board and a National vice president from Omaha. l^e focus of NCJW has always been on community service from the days when founder Hannah G. Solomon and her friends undertook the role of'friendly visitors,' seeing that newly arrived Jewish Americans were properly housed, fed and integrated into American society. Today, NCJW in Omaha also focuses on hands-on community service projects, like its Child Care Fair, the RA.F.T. resource guidebook for teens and MinU Grants for teachers in the Omaha PubUc Schools. But, NCJW has always performed its service to the community 'in the spirit of Judaism,' as stated in the opening paragraph of its by-laws. So while Hannah G. &)lomon urged the Jewish women of the early 1900'8 to dare "to go in to the worla\and do what her convictions demand," she also proposed a resolution caUing for the organization to 'organize and encourage study of principles of Judaism; the history, literature and customs of the Jews and their bearing on world histoly." At that first convention, NCJW also passed the following resolution: *apply knowledge gained in study to the improvement of Sabbath Schools." NCJW in Omaha listened to the words of its founder, Hannah G. Solomon, and in the 1920's founded the first Jewish library at the Lyric Building on 17th and Farnam Streets. Mrs. Israel Rosenthal (Stella), president at the time, undertook the responsibihty to raise the funds, buy the first books and maintain the library for the use of the Jewish community. In the 19308, NCJW co-sponsored the Community Forum with the Jewish Community Center. Held at the City Auditorium, NCJW was host to the dayenne of the American Reform Jewish community. Rabbi Abba Hillel Silver of Cincinnati, among other notable*. After both World Wars, NCJW put its talents to work resettling.and educating newly-arrived Jewish . immigrants in Omaha. Past-presidents Lillian Farber and Lois Friedman remember receiving phone calls in the middle of the night from the New York office of NCJW. "I would rush down to the traun station to find some young women, barely out of her teens, whose family had been killed in the Holocaust," recalled Mrs. Farber. 'NCJW had the job of finding housing, buying groceries and teaching English to these young women or men. The Federation had no Jewish Family Service in those days, so NCJW volunteers, with the help of the Jewish community, resettled immigrants, brought them into the Jewish community and taught them about Jewish life in Omaha," added Mrs. Fi^edman. President i 1928-30) Sadie Kulakofskv had a much

Artkiur riaadhr pwmad tka llaim ' TnsiiPirni*>^HMiimiw

NCJW has been involved in resettlement of new Americans since the 19208. Susie Sophir (right) At its first convention. NCJW reafflrmed its and Jan Schneiderman welcomed the Leonidze family to Omaha in 197a motto, "Faith and Humanity."

Director of the ADL-CRC Robert Wolfson, Nebraska State senator Jessie Rasmuasen, Carol Bloch, State Public affairs chairwoman, and David Patron, AIPAC Midwest coordinator. more difficult time in the Twenties with the job of resettling refugees. The Omaha Board of Education had no money then for teachers of English as a second language. NCJW undertook the responsibility and held classes at the old JCC on 20th and Dodge in the years between to World Wars. Under the mitzvot of Petuach Nefesh, literally, saving souls, NCJW joined in concert with other Jewish organizations to raise its voice in protest over the treatment of Jews in the Soviet Union. As a co-sponsor to the educational forum, American Jewish conference on Soviet Jewry, NCJW took part in a national effort to arouse world opinion. Today, Federations all over the country owe a d^t to NCJWs efforts in the 20s and 408 and to a book, written in 1978 by NCJW, entitled, "Community Partners; StafE'Volunteer Team in Soviet/Jewish Resettlement." "Hie guide was reissued in 1989 for the last wave of Soviet immigration. Some of the perplexing problems of living in an open society have been explored by NCJW under annual Hannah G. Solomon fellowships, granted by NCJW through the National Foundation of Jewish Culture. Long before the Council of Jewish Federations . shocked the American Jewish community with its 1990 statistics on assimilation and intermarriage, NCJW published its study in the 1960's, by sociologist [h". Erich Ro6«nthal. which found "that intermarriatrv

Lillian Farber, president of Omaha section trom 194S-47, has been honored as the longest continuous board member.

Hannikh G. Solomon — founder of NCJW in Chicago in 1883.

between Jews and Christians was a large and rapidly growing phenomenon." NCJW also sponsored a study and discussion of disabUities suffered in matters of marriage and divorce under Jewish law in the late 60e. A resolution adopted at its National Convention then "urged worldwide rabbinical authorities to consider reinterpretiag traditional law governing these matters.' In the late 1970*3, the Omaha Section began interviewing older members of the Jewish community in anticipation of the publication of "Our Story." Recalling memories of early Jewish life in Omaha, the stotytellers related the horrors of pogroms in Russia, the sickness in steerage, the breath-taking view of the Statue of Liberty and the celebration of Jewish holidays on Jewish 24th Street. Grandparents passed down more than stories; they transmitted a heritage of Jewish life from one generation to another. When the photo-exhibit of the book opened in the JCC in 1983, NCJW was awarded the Federation's Community Service Award for the iinpact of "Our Story" on the community and the addition to the community's Jewish historical and educational materials. Today, the Omaha Section still focuses its energy on community service, with its emphasis on education. According to current president; Kate Kirshenbaum, Omaha Section hopes to bring yet another project to this community: HIPPY, the Home Improvement Program for Pre-School Youngsters. Developed by the N 4rch InstitiMe for Innovation in Education "' !PPY teaches oarents how to teachJ preach with Hebrew Univ IV'i"r. he HIPPY project V* • amved from Arab land Tin- ytjjK->.i !n«jii ^^jpfau lo Other Israeli communitit including Arab towns, and then to Turkey, tt NVtluTlanJ.,. Chile and, in 1960. to the UnitedSUt N(. JVV \'..i., ::..,t. forgqtt«n its original purpose of« _ cation, but has exiMndad it to meet the nseds of a changing society The three-praagsd apfM^Mch of < • !Pi!i:'', „T'.,.,. ''.lu'.i'init and advocacy and ««rv4| -N'CJ'A lor IW viars. .Vkiubers can 'go from a *ion about Jewish books at the monthly Jewish Book (.''••'- ' ed by Jane Rips, sad 'spply knowledge K '» study,' sa sUtsd by fimnder Hannah G. Solomon, w> a panel disftussioii twt ftll on Judaism, sexuality and atertiML Chaired ^ 8*n Jwlar and cosponsored by BSYO, tht panel brovgiM logwttMr aU of Omaha's rabtMs for an open and feaak dlacnsaloaop . the Jewish view of these sensitive OHtters. In i C(h(ii)onrt4)rwJ vJucaLinnut riimin NPJW« StLtU

u> become advocste* 4nii u>gi>iiijt!VH iu>iu«s of concern W\ iiiuiity ikes many fbrma; Ctrmal *4 "isions mid.coaunnnity i*nk j, a durwrt bettoOt to tht «otunt«ir i I < wUbrittag lu centena'ial, N( 'inglo'lmpfveeto< ~.. 4goe. races, rsttgtona "vel*. sad to streagthsn tha spirit

April 2,1993

Jewish Press

Pige27

UTTO 2000: A vision By Stanley J. MitcheU Thirty years ago the religious school in which I was teaching was visited by a secular educator to evaluate our educational system and to suggest how the school could do better. His first conclusion was that given all of the factors working against the supplementary (congregational, afternoon) school—competing activities, length of day for students, parental cooperation and support, lack of motivation of students, minimum number of classtoom hours, etc—he was ariiazed that we accomplished as much as we did. In the 19908 teachers are better educated, educational materials are far superior and a lot of the foolishness is no longer tolerated by our school. Yet, many of us still feel that w^ are swimming upstream and that we must still contend with the shopping list of factors working against us. Although there have been many positive changes in Jewish education in the last 30 years, perhaps it is time for our school to re-orient itself as we approach the 21st century. Teachers should be able to teach (Hebrew word means "guide") students who are willing and able to be taught. In a management course I took, the instructor explained the 80/20 rule, supposedly applicable to most ventures, e.g. 20% of your customers generate 80% of your business, 80% of classroom problems are created by 20% of the students, etc,. Our school should be structured in a way to allow teachers the use of 100% of the time productively, with cooperative students and supportive parents. Education of the family is of primary importance— the family which studies together...Jewish family values. » In a 32 Sunday year, or a hypothetical four Sundays per month, students would have classes twice a month, parents would have parallel classes at (least once a month (with perhaps some concurrent ..activities for students) and teachers would have inservice workshops ohce a month (methodology and/or ^content). Creative minds can adjust and be flexible. Beginning in grade 3, parents and students would ^commit themselves (by signing a contract) to the same seriousness of purpose—doing homework, proper classroom conduct, attendance at services, etc.—as |they demonstrate in public school.

From left, UTTO fifth graders Aaron Aizenberg, From left, Jonathon Ck>Uis, Yuval Rubinstein and Jennifer Lee, Michael Fineman, and Rachael Tiffany Eiseman with their sixth grade Torah Kubart listen to their teacher, Margo Rlekes. teacher Gloria Kaslow. The general curriculum would cover several areas of instruction but would be streamlined and revised to reflect the family's active participation in Jewish life and education. Each grade, 3 and up, would have one Shabbaton (in an appropriate facility), in which teachers would have a dual role—facilitators and participants. There would also be one school-wide Shabbaton. Parents, teachers and clergy would work together in selecting themes, topics for discussion, etc. Realistically, we know that all parents and students are not ready or willing to commit themselves to the program described above. Therefore, five other tracks will be available beginning in grade 3: Hebrew, history, customs/ritual, Bible/ethics, bar/bat mitzvah. Each track would be presented on a different day of the week, and students/parents could opt for the track(s) of their choice. Although each track might contain some material related to another track, the primary focus would be that track. The bar/bat mitzvah track would begin to train students specifically for bar/bat mitzvah. However, there would be a few adjustments: The bar/bat mitzvah ceremony itself would not take place until age 15; Since

AU ithu UT huogrv. •«< Ihon too* and *al. Al who *>« la 0M4. Iti llwm coMt ctM««u PaMovcr Now m (ft hm. N«il yw In tt» iMd at kfwl. Horn m an tlavn. Nni ytar

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"Ethics of the Fathers" tells us that the world stands on three pillars (Torah study, Avodah, worship, Gemilut Hasadim, deeds of loving kindness), students would be eligible for bar/bat mitzvah upon achieving certain exit outcomes. These might include completion of of a specific number of projects, activities, or accumulation of a certain number of points of which no less than 20% nor greater than 40% could be attained from any of. the three categories. With regard to personnel, in addition to the traditional faculty, we would engage the services of a Shabbaton coordinator, who would meet with the smaller planning groups, arrange for the facilities, etc. Also, the Cantors would be designing the curriculum to accomplish their specific needs. Our school will be housed under one roof in rooms which were designed to be classrooms, perhaps multipurpose but whose primary design is for classes. Wherever that location may be, we will no longer be forced to use meeting rooms, pods and the like. In sum, we're doing well, considering...But we could and should be doing a lot more. It may require a retooling of the system in order to accomplish it.

Our Best Wishes loyous Passover. Ma> ) our home be filled with health and happiness this Rassover and thn)ugliout the year.

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Jewbh Press

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Did religious school adequately prepare you for participation in the Passover Seder? By Dawna Robertson My parenting style has been strongly influenced by a quote 1 read many years ago: "The only legacy we owe our children is Roots and Wings." The wisdom of this, unknown author is particularly insightful when applied to the so-called, American "melting pot" phenomenon. The Jewish-American experience in the last century has required tremendous adjustments as we have sought to establish our iden- Dawna Robertson tities as Americans and practicing Jews. Many of us can trace our roots to immigrants separated by only a few generations; yet those immigrants, whose influence continues to impact upon our own lifestyles and identities today, were subjected to entirely different circumstances in their upbringing. Isolated within ghettos or shetles, immersed within a Judaic lifestyle that dictated methods and thought for every aspect of the daily routine, our ancestors were extremely well-preptired to participiate in any of the lifecycle events. Having escaped Europe's anti-Semitism, my grandfather sought to re-invent his identity in this, New World. Though he may never have heard of the euphemistic use of Roots an Wings, his upbringing did allow enough foresi^t to send his own children to religious school. My grandfather concluded, "The children should have the knowledge of their spiritual heritage so they can qualify to make their own decisions." His son, my own father, still scoffs at his bar mitzvah preparation. "Mumbo Jumbo," he says of his religious schooling. *1 knew only enough to make the correct sounds. After that, I forgot everything." Or did he? I pften encounter parents who express similar doubta about their own levels of Jewish knowledge. Yet, when queried, these same individuals will tell you they feel very comfortable participating in the Passover Seder, one of the most complex of our celebration rituals. Is this an unreasonable contradiction? Perhaps not. The Passover Seder is the quintessential family celebration, a staged production complete with a variety of powerful cues marking each of the four "tellings." Through elaborate preparation of food, ritual and song, family members re-enact historical roles. An extremely powerful memory is created when the child witnesses his "significant others" reaffu-ming the Jewish vision of deliverance. Participation in the symbolic activities so steeped in tradition elicits our reverent awe while drawing on our use of the imagination and all the senses. The story of the Exodui—our origins—becomes an intimately shared story, a m^or event. Significantly, it occurs in the most potent of classrooms taught by the most Influential of teachers—the family. Hie Passover Seder has been designed with utmost wisdom. Having defined the presence of the pascal lamb, the matzahs and the bitter herbs, we are commanded, "Forever after, in every generation, every Israelite must think of himself or herself as having gone forth from EcypL* Did raUgious school adoquatoly prefMuv you to partidpaU in the PaaMrar SWIM^ HW queltion bocomes Irrelevant when we acknowledge that it is primarily the famil/s duty to pass on to its children the legacy of Roota and Wings

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Beth El Early Childhood Committee The Beth El Early Childhood Committee, chaired by Sheri Abramson, offers three programs for preschoolers that are ongoing throughout the year. Our preschoolers, their parents, grandparents and friends meet at Beth El three to four times during the school year on Fridays for Lunch and Learn " for preschoolers with the Rabbi. Sherry Abramson We lunch together, share story time with the Rabbi and sing with the Cantor. An art activity for Shabbat or a current holiday concludes the program. It's a wonderful time for our little Beth El members to get to know the Rabbi, Cantor and theij synagogue. On alternate months from_ Lunch and Learn, the Early Childhood Committee sponsors a Kabbalat Shabbat service on Friday evenings at 7 p.m. Our Kabbalat Shabbat is a special service for families with young children.- In a relaxed environment we learn traditional prayers and celebrate the joy of Shabbat through story and song. An Oneg Shabbat follows the service. Volunteers from Beth El's congregation also provide Shabbat Storytime in our nursery the first and third Shabbat morning every month. Our nursery is well stocked with Judaic materials for young children and is available during the week for play groups.

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Page 30

Jewish Press

April 2,1993

Education at B'nai Israel... By Dr. Martin Rosenberg The most exciting educational news from B'nai Israel is that after a hiatus of over 20 years, B'nai Israel has re-established its religious school. As the Reconstructionist synagogue in the OmahaCouncil Bluffs area, we are committed to making this important contemporary perspective on Judaism available to the larger community, as well as to serving our own growing congregation. In keeping with the Reconstructionist orientation of the congregation, students study all aspects of Judaism in.the light of contemporary American experience, as well as our rich tradition in all its facets. A model of Reconstructionist Jewish education which has been developed focuses on four maior concerns which leading educator Julie Greenberg describes as: demonstrating the relevance of Judaism to the student's life; the evolving nature of Judaism; the diversity of expression of Judaism; and the importance of building knowledgeably and creatively on our past tb create a Jewish future. These are the guiding principles of instruction in our religious school. • A particular focus in our school is the arts, an areain which our teaching staff has particular expertise. Through a variety of "hands-on" experiences, our studetits are ^ble to explore many aspects ofbur tradition, including making ritual objects for use in the home. Ift this way, the arts provide a bridge between what students learn in the synagogue and what their families practice at home. A key aspect of our instructional program is a series of Holiday Workshops, held monthly at the JCC and open also to children from unaffiliated families, which involve children with our holiday traditions through the arts. These innovative workshops, supported by a grant from the Esther K. Newman Fund, were developed last year by Claudia Case-Jacobs and Rebecca Bloom, both certified art teachers, and are now under the direction of Anne Johnson. At the Holiday Workshop on Tu B'shvat, for example, students made a series of murals which served as the decoration for the social hall in which we held our Tu B'shvat Seder. TTiis artistic exploration was placed in the context of recognizing our dependence on nature. In addition to providing an engaging way of celebrating a holiday, the Tu B'shvat seder also served an important educational function, by focusing the attention of adults and children on the pressing concerns of ecology and Tikkun 01am. In fact, the Tu B'shvat seder, adult classes and discussion groups and related efforts exemplify the notion, particularly strong in a Reconstructionist congregation with its dual commitments to informed participation and constant re^examlnation of the tradition, that education should be a constant concern of all congragants, adults and children. Recent Adult Study courses; such as Rabbi Shulewitz's "Maimonides as a Modem TTiinker," allowed congregants to consider one of the gianU of Jewish thought in the light of their own contemporary experience. B'nai Israel was also delighted to bring Rabbi iffrey Schein, a leading Reconstnictinnist expert in

B'nai Israel Synagogue in Council Bluffs

Martin Rosenberg

Rebecca Bloom

Marti Nerenstone •

Mitch Siegel

Jewish Education, jto Omaha the weekend of Feb. 18- family for yeara, it is also one of the first Bar or Bat Mitzvot at B'nai Israel for a long time. Of course, it is 20,1993. The visit was made possible through our national also special in other ways. It is the firet time I get to organization, the Federation of Reconstructionist read from the Torah. That alone has special signifiCongregations and Havurot. Among a plethora of cance because having an Aliyali is not something you events, all focusing on myriad aspects of Jewish educa- get to do every day." We plan'to institute a post-Bat and Bar Mitzvah tion to which the entire community was invited. Rabbi Schein held a special workshop, co-sponsored by the class next year to accommodate these children and Bureau of Jewish Education, for all Jewish educators those who are preparing now. Rabbi Shulewitz plans to pilot an innovative course in the area on; The Changing Jewish Family: What on "^omen in the Bible" with this group. For adulto Every Jewish Educator Should Know." Our future religious school plans include serving who have children in religious school and t^iose who do more children at a more advanced level of education. not, we are beginning a Sundsy morning discussion As one sign of the renewed vitality of our congregation, group on "Exploring Reconstructionist Judaism" which we have recently begun regular preparation of our chil- IwiUlead. One of the great advantages of a small school is the dren for Bat or Bar Mitzvah. Among those who have recently celebrated this mile- flexibility, individualized attention and focus it prostone are: Jed and Johanna Moss, children of Leonard vides. Our teachere have a very dose relationship with and Dale Moss, and Matt Rosenberg, son of Ellen their pupils, and we plan to maintain this atmosphere Fennick and Martin Rosenberg. At the time. Matt as we grow. B'nai Israel has also been very pleased to join the reflected on what it may talie to prepare for and to cellarger community of Jewish educaton in the Omahaebrate his Bar Mitzvah at B'nai Israel: •While this is the first Bar or Bat Mitzvah in my Council Bluffs area throuf^ active participation in the

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Jewish Press

Pa^31

.. after a hiatus of over 20 years We look forward next year to participating in the Community Teacher Program. We are fortunate to • have been able to draw an excellent and highly-coramittedteaching staff from oiir own congregation, including: Rebecca Bloom, head teacher; Marti Nerenstone, music and liturgy; Mitch Siegel, Torah and Hebrew; Anne Johnston, leader of the holiday workshops; and Marty Rosenberg, director of education. Please allow thero to introduce themselves to you: •Rebecca Bloom, who also teaches at the Joslyn, heads-the list of educators working in the B'Nai Israel Religious School Faculty. "Becoming a religious school teacher has brought many aspect of Judaism into focus for me. Having training and degrees in art history and art education does not necessarily transfer to Jewish studies—but it helps! Because this situation is new to me, I feel that as I study and prepare to teach, I am indeed learning with my students. With the help of our lay leaders and visiting Reconstructionist rabbinipal student Sherry Shulewitz, I have been developing a Paul and Stephanie Simon religious school curriculum that I feel is unique to the great Omaha community. We teach all the usual areas; Torah, Hebrew, holidays, and Jewish values, with additional components of visual arts and crafts, music, emphasis on living in a Jewish manner in difTicuIt times (such as our environmental problems), participation in B'Nai Israel's services and activities, as well as in the larger Jewish community. As our congregation and school grow in size and gain experience in all aspects of Jewish education, we feel a strong commitment to educating children, their parents and other congregants to thinking and living in a Jewish manner for themselves and for the peoples of the world. Anne E.J. Johnston, froni Storm Lake Iowa, prepares, with Rebecca Bloom, B'Nai Israel's holiday workshops, held the third Sunday of each month at the JCC. Bringing to her position a wide variety of teaching experience, from pre-school through adult, Anne currently serves as a resource teacher for a child devel' opment center in Storm Lake as well as continuing her studies in Special Education. 'Living in Storm Lake, where my family of three constitutes three-fiflhs of the the local Jewish population, has given me a special perspective on the Reconstructionist movement's approach to 'living in two civilization,' secular and Jewish. A committed Reconstructionist, I commute two and a half hours each way to Rabi Sheryl Shulewitz with Bar Mitzvah attend shul and to teach. Living out here has taught Matt Rosenberg' me the importance of observance to defining a Jewish life outside of an obvious community. Yet the compro- hands, singing a folk song. Music, both traditional and mises we as a family have had to make because of our not-so-traditional, has always played an important role isolation (physical and cultural—^most people here have in my life, and it melds together well with my Jewish never heard of Hanukkahl) have also taught me the studies. My background in a conglomeration, which importance of supporting families in their attempts to includes NFTY youth group, college junior year in claim as their own the rituals, texts, and history of our Jerusalem, chaplain assistant in the Army for an orthopeople. I hope that through our holiday workshops, we dox Rabbi, and being actively involved at B'Nai Israel, as a congregation are showing our children and their llie learning will continue always, whether it is a new families how joyful Jewish ritual observance can be, children's song or Torah trope. and how our traditional holidays resonate with contemDr. Mitchell Siegel, by day a dentist in the Section of porary concerns. ; • Geriatrics and Gerontology of the University of Guitarist, singer and service leader, Marti Nebraska Medical Center, brings his love of the Torah Nerenstone takes time from her law practice to bring to the B?4ai Israel Religious School. *As a young boy music education to the B'Nai Israel Religious School .hating Hebrew school, my life changed when my fifth each Sunday morning. "I was bom with a guitar in iny grade Hebrew teacher made Torah, Hebrew and

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Anne Johnston Judaism come aUve. I experienobd Mr. Levy three days a week for one year—and I'll never forget him. He wanted each of us to know our Rabbi, an intimidating fellow. Rabbi Gottesman's booming, deep voice was always scary; and when he looked at you with 'the squint' the electric chair seemed a kinder fate. Mr. Levy and Rabbi Gottesman became my friends, they knew how to communicate. It was wonderful to be Jewish, to go to Hebrew School, and to participate in services. Teaching is communication. I love making Torah live, making Torah real, and seeing children equate learning with fun." "niis desire, to make the study of our rich Jewish heritage ei\joyable, relevant, and satisfying for adults and children motivates all the^ducators at B'nai Israel.

I Page 32

Jewish Press

April 2,1993

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Jewish Press

Page 33

syna a A F'l

Beth Israel Synagogue

Temple Israel

1502 No. 52nd St Omaha, NE 68104 566-6288 Services are conducted by Rabbi Mark Urkowitz and Cantor David Taub. FRIDAY: Kabbalat Shabbat service is at 6:30 p.m. SATURDAY: Morning service is at 8:45 a.m. in the Sanctuary and Goldstein Chapel. Junior Congregation and Shabbat Juniors meet at 10 a.m. Babysitter service is provided courtesy of Sisterhood. Talmud class with the Rabbi is at 5:45 p.m., followed by Mincha at 6:30 p.m. Shalosh Seudos, Ma'ariv and Havdalah conclude services. SUNDAY: Service is at 9 a.m. MONDAY: No chametz may be eaten after 10:20 a.m. Chametz must be burned by 11:15 a.m. Public burning of chametz will be in the Beth Israel parking lot at 8:30 a.m. Fastoftheflrstbom 6:30 a.m. Evening service 7:30 p.m. Congregational seder 8:15 p.m. TUESDAY: Morning service 8:45 a.m. Evening service 7:30 p.m. THURSDAY: (Choi Hamoed) Morning service 7 a.m. Evening service 7:30 p.m. APRILS: Morning service 7 a.m. Evening service 7 p.m.

7023 Casa St. Omaha, NE 68132 556-6636

.

Beth El Synagogue

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14506 California Omaha, NE681S4 492-8550 Nl{abbi Paul Drazen and Can^r Emil Berkovits conduct services. FRIDAY: Services are at 6 p.m. SATURDAY: Services are at 9:30 a.m. Kiddush follows services. Shabbat Story Time for children ages 2 to 6 is at 11 a.m. Torah Siddur Skills (TSS) is at 10:15 a.m. Sitter service starts at 10 a.m. Minha-Ma'ariv services are at 6:40 p.m. SUNDAY: Services are at 9 a.m. and 5:30 p.m. Weekdays: Services are at 6:55 a.m. and 5:30 p.m. Judalca Shop: Open Sunday, 10 a.m. to noon; TTiursda^ and Friday, 11 a.m. to 2 p.m. ADULT EDUCATION Beth El Women's League and The Adult Education Committee Monday nigtit classes are on hiatus during JCAC season. Ute Tuesday morning classes meet at 9 a.m.

i

^ SHABBAT DINNER lllowing 6 p.m. services on April 9, Beth El will have • PasBOvsr Shabbat dinner. Reservations may be mailed to the synagogue.

CHILDREN^ LUNCH N'LKARN Children's Pasaover LMnch N'Leem with Rabbi Drazen and Cantor BerkoviU la Friday at 12:15 p.m. this is for children In preschool through sixth grade, and their parent* and grandparent*. Reaarvations may be called in to Kristie Schulman, or pay at the door.

PASSOVER SCHEDULE S7S8 (IMS) MONDAY Shaharit Siyyum Bekhorim Be'ur Hamef' Mtnha-Ma's'

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APRIL 9: Choi Hamoed Pesach. Services are at 8 p.m. Oneg Shabbat hosted by Miriam and Julius Misle.

B'nal Jeshurun

20th and South streets Lincoln, NE 68602 FRIDAY: 436-8004 Shabbat Evening Service is at 8:15 p.m. Rabbi Aryeh Azriel, Rabbi Dan Fink and Cantor Karen Webber- Services are officiated by Cantor Michael Weisser Gilat will officiate. Cantor WebberrGilat will lead a FRIDAY: Sabbath evening service is at 7:45 p.m. Freedom Service to celebrate the coming of Passover. SATURDAY: Morning service is at 10 a.m. The Oneg Shabbat will be sponsored by Nancy and SUNDAY: Hebrew classes for children at 9 a.m.; reliDavid Jacobson in honor of the Bat Mitzvah of their gious school at 10 a.m. daughter, Sara. B'nai Israel SATURDAY: 618 Mynster St Shabbat Morning Service is at 11:15 a.m. Simcha Council Bluffs, Iowa 51503 B'Shabbat, an alternative Torah-study service, will take place in the Chapel, l^e regular Shabbat service Services are officiated by congregants. For more inforis in the sanctuary. mation, leave a message on the synagogue answering B'NAI MITZVAH: Sara Joanne Jacobson, dau^ter of Nancy and David machine (322-4705). Jacobson, will celebrate her Bat Mitzvah at the FRIDAY: Services are at 7:30 p.m. Shabbat Morning Service. Next week, Erin Beth Cooper, daughter of Ronda PASSOVER: Thompson and Jeff Cooper, will celebrate her Bat On Tuesday, B'nai Israel will host a dairy-vegetarian potluck Seder at the synagogue at 6 p.m. The Seder is Mitzvah at the Shabbat Morning Service. free and open to the community. All food contributions MONDAY: Passover evening service: 5 p.m. Rabbi Azriel, Rabbi must be kosher for Passover. For reservations, leave a message on the synagogue answering machine (322Fink and Cantor Webber-Gilat will ofTiciate. 4705) or call Marti Nerenstone (323-9504) during the TUESDAY: Passover morning service 11:15 a.m. evenings. Congregational seder 6 p.m. Rose Blumkin Jewish Home SITTER SERVICE SATURDAY: Services are held in the (ioldsten Chapel Sitter service is available each Shabbat Evening Service and, when there is a Bar or Bat Mitzvah, dur- at 9 a.m. ing the Saturday Morning Shabbat Service. Please Members of the community are invited to join resimake a reservation so we may plan accordingly. There dents for the service and the kiddush following. MONDAY: First seder, 6 p.m. are no facilities for infants. TUESDAY: Services, 9 a.m. i^econd seder, 6 p.m. PEP Parallel Education for Parents meets Sunday at 10 WEDNESDAY: Services, 9a.m. a.m. Discussion topic is "Jewish Family Treeu: Who, THURSDAY: Services, 9 a.m. FRIDAY: Services, 9 a.m. Where. When and How?" ADULT EDUCATION "Jewish in Hollywood," led by Rabbi Azriel, is Thursday at 9:30 a.m. "The Matriarchs and Their Legacy," led by Rabbi Fink, is Thursday at 10:30 a.m. SISTERHOOD On Thursday at 7:30 p.m.. Sisterhood will enact Temple Israel's first Women's Seder. This is not a dinner, but dessert will be served. The story of the Exodus, and the special roles played by our matriarchs, will be celebrated. The story of the Four Daughters and of Miriam the Prophetess, will be told. There is no charge. For reservations, call the Temple oflice (656-6636).

Tifereth Israel 3219 Sheridan Blvd. Lincoln. NE 68602 423-8669 Service* are officiated by Rabbi Elihu Milder FRIDAY: Rabbi Milder will present the second in n lecture aeries The Art of the Haggadah." SATURDAY: Sarvicaa begin at 9:30 a.m. MONDAY: Siym of the flrat bom. First aeder TUESDAY: First day ofPMaeh. Shacharit, 9 a.m. Second seder. WEDNESDAY: Choi Hamoed Peaach. Shacharit. 9 a.m.

Chabad House 1322 So. 119th St Omaha, NE 68144 687-1124

Pesach schedule: SATURDAY: Shabbat Hagadol. Shachsrit, 9:30 a.m. Mincha, 6:30 p.m. SUNDAY: Bedikat Chametz: in the eveninR. MONDAY: Chametz may be eateh until 10:20 a.m. Chametz must be burned by 11:15 a.m. Ma'ariv: 7:50 p.m. TUESDAY: Shacharit, 10 a.m. Minchaj 7:30 p.m. Ma'ariv, 8:30 p.m.

Wb;UNESDAY: Shacharit, 10 a.m. Mincha, 7:30 p.m. Ma'ariv, 8:30 p.m. Havdalah to follow Ma'ariv. THURSDAY: First intermediary day of Pesach. Shacharit, 7:30 a.m. Mincha and Ma'ariv, 7:50 p.m. FRIDAY: Second intermediary day of Pesach. Shacharit, 7:30 a.m. Mincha and Kabbalat Shabbat 7:30 p.m

Offutt Capehart Chapel 28th Street and Capehart

Omaha, NB«ia3 S9440S1 IDAY: y^ Services stall at 8 p.m.

Page 34

Jewish Press

April 2,1993

Books stimulate imagination By Susan Paley

"The ol(]er children's section is organized by call numbers, similar to the adult section of the library. According to assistant librarian Dorothy Kaplan, Subject areas includ^: Holidays, Holocaust, the Jewish literature for children is "a whole new ball- Immigrant Experience, Jewish Identity and Life game." Cycles, Israel, History, Biography, Bible stories, and The Children's Library, housed in the Federation Folktales." Children use the library for their assignLibrary at the Jewish Community Center, opened in ments from both religious and public schools, said Mrs. 1989. A re-allocation of space in the JCC enabled the Wolf. library to expand to include a iseparate, special section The newest educational medium is the children's exclusively dedicated to children. video. "We have about 75 videos, including the popular "Children's literature has literally exploded over the Shalom Sesame series, Bible stories and holidays," said past five years," said Edythe Wolf, head librarian. "We Mrs. Wolf "Continued funding for the library has have a sizeable percentage of everything that has ever enabled us to purchase practically every Jewish video" been published in'Jewish children's literature. We also' that is available for children." • have an extensive library of Jewish children's videos." Videos may hi checked out for one week. There is no Furnished with private donations, the Children's charge. "The videos are extremely popular. We have ' Library is equipped with a video viewing and listening had to limit them to two per family per week. station and a cassette station for read-along-and-listen Mrs. Kaplan notes a steady increase in patronage of booi<3. the Children's Library. "A lot of young [^ple with chilThe space is divided into two sections: one, dren are interested in pursuing good children'6 literapreschool - grade three; the other, grade four and up. ture. Books for kids are much more sophisticated than "We have about 1,500 bool<s for young children," said they used to be. It's a whole new ballgame.. Mrs. Wolf "These include easy readers the children "Our location next to the JCC's Child Care Center can read themselves, as well as literature which is has also contributed to an increased demand and meant to be read to them. The categories are color- awareness for children's literature. Mothers bring their coded for easy selection. children into the library ailer -Preschool Shabbat' on

Fridays to check out books about Shabbat and other Jewish holidays. "Parents also bring in their kids before and after child care.The Children's Library is bright, colorful, and comfortable. Sharing a book together is very special." The Federation Library sponsors Children's Story Hours each year during its celebration of Jewish Book Month. Professional storytellers from the community read to children atid often dramatize the stories. "The annual Book Fair also gives the library an opportunity to offer.the community a variety of Jewish educational games, toys, and puzzles. Parents can purchase Hebrew-oriented educational materials, as well as stuiTed menorahs and Torahs," said Mrs. Wolf 'Jewish games and toys are an excellent way toeducate children." The Elinpr A. Whitman Memorial Book Report Contest is also sponsored annually by the Federation library. "Many of the religious school youngsters enthusiastically participate," said Mrs. Kaplan. "It's a wonderful way for them~to learn about their Jewish heritage. "The winners are given beautiful, hardbound books, each personally selected by Edie and myself with care to the reading level and interests of the child. Each book is inscribed with a personalized book plate in the child's honor."

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April 2,1993

Jewish Press

Page 35

LTemple Israel focuses on adult education By Deborah Fellman Afler listening to lectures by Rabbi Azriel and psycholAccording to Rabbi Aryeh Azriel, the best way to ogist Stephen Skulsky, parents split into discussion keep American Jews Jewish is to educate them groups to share their experiences and struggles as parthroughout their lives. ents. "The future of Judaism does' not lie with kids. It lies During the school year, parents of school-aged chilwith adults," he said. "You can't just ignore people dren can attend Sunday-morning classes at Temple after their bar and bat mitzvahs and expect them to while their children are in religious school. The proidentify with being Jewish." gram, called Parallel Education for Parents (PEP), Temple Israel offers an array of courses, study allows parents to continue learning and sets a positive weekends and seminars for adults. This year, all example for children. Rabbi Azriel said. courses center around the theme of family. "The children whose parents are studying in the Most classes are based on primary texts such as the social hall while they're studying too become better Talmud, the Torah.and the Mishna. But commentary students," he said. "TTiey don't complain about having comes straight from the 20th century, Rabbi Azriel to go to religious school, their behavior improves, and said. they achieve more scholastically." "In 1993 it doesn't make sense to teach Talmud Jews-by-Choice and Jews who wqnt to iihprove their without tnaking connections to people's everyday knowledge of Judaism can take the eight-Week lives," he said. "Without that, it's worthless." "Introduction to Judaism" course. Offered twice yearly, The Temple's best-attended adult-education course it meets two evenings each week. Thp course is also this year has been a special two-session series on par- popular among people considering conversion. enting and teaching Jewish values, Rabbi Azriel said. Adults who never had a Bar or Bat Mitzvah can

study prayerbopk, Torah and Hebrew then become B'nai Mitzvah as a group. Next year, a third "basic" class will be offered: Confirmation for Adults. Other outreach programs at Temple include an annual discussion on the "December Dilemma" of Celebrating Hanukkah and Christmas, and a workshop weekend with Marsha Luhrs (outreach coordinator for the Union of American Hebrew Congregations). Temple Israel also sponsors scholar-in-residence weekends. This year, Dr: Fred Rosner spoke' about medical ethics in a weekend co-sponsored by Beth Israel Synagogue. Rabbi Gary Tobin spoke about intermarriage and modern synagogue life, and Rabbi Joe Black entertained with Jewish music. Later this month, Rabbi Kerry Olitsky will speak; next month, Marilyn Price will lead an arta workshop weekend. To teach adults about death and dying. Temple sponsored a three-session "mini-university," taught by clergy and professionals.

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'Piige 36

Jewish Press

April 2,1993,

From our past:

Jewish education

(Courtesy of Nebraska Jewish Historical Society)

City Talmud Torah Graduation 1947

Temple Nursery School 1948-49

BACK ROW (left to right) Judah Wolfson, Rabbi Moskowitz, Shami Kurtzen. MIDDLE ROW (left to right) George Kahn, Lester Friedman, Leonard DePorte, Joe Dwoskin, Maynard Tatelman. FRONT ROW (left to right) Jay Lashinsky, Beverly Bernstein, Jean Katz, Harris Dienstfrey.

JACK ROW (left to right) Cyril Silverman, Shelly Sommer, Jim Krasne, Alan Whitman, Terri Milder. FRONT ROW (left to right) Vicki Milder, Sandy Kasin, Susie Gilinsky, Larry Mayer, Linda Joffe, Eddie Treller.

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bwish Education in Omaha By Sandra Passer President of Temple Israel Sisterhood

Ballenger, counselor will discuss birth.order and how it affects us and our children. For many years Sisterhood education has reached Temple Israel Sisterhood is cominto the community to include our mitted to meeting the challenges of non-Jewish neighbors and friends. the Reform Jewish woman. We are Women from Omaha and the surcommitted to helping every woman rounding community are jnvited for in our congregation reach her an afternoon of fellowship and potential. This means programs friendship as we discuss Jewish holiand projects which utilize and days and customs. Through educadevelop women's skills and abilition and understanding we are ties. It also means helping women strengthening these bonds of frienddevelop their inner resources, their ship. inner life—their spirit if you will. D'vor Torah has become an imporHelping women deal with their tant part of each Sisterhood meeting. souls, as well as their bodies is Topics from Torah to Tikun 01am intrinsic to Judaism. That is what have been presented by indivitiual connecting commandment to commembers. This not only provides an , mitment ultimately requires. educational experience for the group Thursday mornings October as a whole, but an opportunity for through May, you will find about our members to express personal 30 women from all age groups views and gain self-confidence. Sandra PMMr studying together during SisterOur Women's Spirituality group is hood Adult Education sessions. Between 9:30 to 10:30 in the formalizing stages. Our goal is to provide a a.m. Rabbi Azriel is leading the discussion "Jewish in forum where women can explore Jewish, religious selfHollywood." Movies such as "Jazz Singer," "Driving identity. In our search for God and attempts to achieve MisB Daisy," and "Europa, Europa" are examined to a life of holiness we will reflect upon the search for God see how Jews have been portrayed in Hollywood and attempts to achieve a life of holiness we will reflect movies from the 1920s up to the modern era. Jewish upon the realities of our everyday existense. A women's values are looked at, as well ^s an overview of how Seder is planned for April 8. We will gather as a comHollywood works and thinks. At 10:30 a.m., Rabbi munity of women to give thanks for the preservation of Fink discusses "The Matriarchs and their Legacy." our spirit in the face of challenge and threat, for the Biblical heroines like Sarah, Rebecca, Leah, and Ra- inspiration that taught us to live by law, and we will chel are not only persons in Uieir own right, but also give thanks for the first laws which proclaim tlie digniarchetypes that continue to speak to us across the gen- ty of human beings: the Ten Commandments, Torah, erations. Sessions deal with these women as real his-' and Shabbat—when we are reminded that all are torical figures with triumphs and failures, strengths equal We will gather as a group of women to celebrate and temptations, inhibitions and struggles. Midrash tlie special part that won^ep have played in Jewish liband classical biblical commentary are used in the eration. study. Being a Jewish woman requires becoming a Jewish The overall theme of "Family" has been carried out woman. It is a life long project. At every age, at every in the Itincli/dinper programs offered by Sisterhood stage there are new questions, new issues which this year. Dr. Gail Flannery, the leading authority on demand additional Jewish learning and understandthe status of children in Nebraska, gave a presentation ing. Sisterhood is here to help fulfill that mission by entitled "Voices for Children." Jean Beyer, RN, talked connecting Je)vi8h women to each other, to the congre about the "Miracle of the Family," and Sharon gation, and to the community.

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April 2,1993

Bureau of Jewish Education impacts on students ttirough hiigh schooi By Susan Drazen, executive director, BJE A] tistakel b'iianltan, eleii b'ma sheyesli Iw. "Don't looit at the container, rather at what is inside." This quotation from Pirkei Avot, the Ethics of the Fathers, is generally used to caution the reader about making snap decision about other people. In true rabbinic tradition, I maintain that the same caveat pertains to the Bureau of Jewish Education. From its modest home just west of Room 10 in the Jewish Community Center building, the work of the Bureau of Jewish Education impacts on students in our community from kindergarten through high school. Despite our unassuming exterior, ^mong the .activities of the Pureau of Jewish Education are; •Community Teacher Projfram The Bureau of Jewish Education hires professionally trained teachers of Hebrew and Judaica and in turn leases their services to the Omaha area Jewish schools: The Friedel Jewish Academy, the Temple Israel Religious School and the United Talmud Torah of Omaha. In addition, one of our community teachers also is a faculty member in the Foreign Language Department at Burke High School as an instructor of Hebrew language. A percentage of the cost of the teachers' salary is borne by the participating schools and the remainder is subsidized by the Bureau of Jewish Education. •Teacher In-Service and TraininK The Bureau of Jewish Education provides an ongoing program of teacher training for al^ the teachers in Omaha's Jewish schools, including the JCC Preschool, Programs and areas of instruction range from textual study to hands-on classroom activities to peJagogicul theory anil concepts. In addition, the Bureau ol Jewish Education also provides funding for tuition for teachers to elect classes sponsored by the ifcwish ('iiliiii-i.l Ai.i-- rmiiuil'-, rullcL'i' (if Jewish Ix'arniii! •SpCl'lill IXt-t'il.S • Ill^JIUIIl

The Bureau of Jewish Education provides resource teachers lor children with special learning needs who are enrolled in the United Talmud Torah of Omaha and the Temple Israel Religious School. In addition to dealing directly with the children, these teachers func-

Susan Drazen

tion aa resourcea for other teachers in the school. Since 1988, the Bureau of Jewish Education has operated a special class for children whose disabilities are severe enough to prevent them from being mainstreamed into an age-appropriate religious school classes. The Et-Gar (the challenge) class meeta during the school year on Sundays.

•School Subventions While the Bureau of Jewish Education does not operate any schools, it does provide funding to help bear some of the financial burden borne by the existing schools (the Friedel Jewish Academy, the United Talmud Torah of Omaha, the Temple Israel Religious School and B'nai Israel Synagogue, Council Bluffs). • Conferences Hie Bureau of Jewish Education provides funds to ita community teachers and to the synagogue schools to enable members of their staff to attend educators' conferences and'other programs of professional Jewish enrichment. •Acculturation of New Americanii Tlie Bureau of Jewish Education provides educational materials and programs on an as-needs basis for the Jewish acculturation of aev arrivals to the United States. • Israel Preparatory Course Tlie Omaha Jewish community 1« ... .>;. M. u.i .i.n«.i lance of providing Israel experiences for our high school students. Students wishing to participate in a six week summer study tour to Israel operated by one of the national youth organizations (NFTY, USY, NCSY, Ramah, BBYO> can receive an automatic subsidy from

the Financial Aid Committee of the Bureau of Jewish Education. In addition to the religious and cultural preparation each student receives from the youth group to which they belong, the Bureau of Jewish Education provides the educational component of the pre-trip preparation through its Hachanah LYisrael class. Students wishing to receive the Federation subsidy are required to attend this semester long series of classes offered by the Bureau of Jewish Education. •Special Projects Special projects of the Bureau of Jewish Education include preparation of educational materials, speaking to community groups, and consulting on matters of Jewish education where requested. •Financial Aid Committee The Financial Aid Committee of the Bureau of Jewish Education administers 13 scholarship and loan funds for the Foundation of the Jewish Federation of Omaha. Through these funds, financial aid is available for preschool, Jewish summer camps, Israel study tours for teens, day school education, and university study. • Nebraska Council of Jewish Educators The educational directors of the Jewish Community Center Child Development Center, United Talmud Torah of Omaha, Temple Israel Religious School, Friedel Jewish Academy and B'nai Israel meet together with the Bureau of Jewish Education Director. The council shares concerns, brainstorms ideas and works togetlier on a variety of educational projects. The work of the Bureau of Jewish Education goes on throughout tlie calendar year regardless if school is in session.. We are charged with developing, fostering, promoting, enhancing and improving and advancing Jewish education in Omaha. We assist, provide support for and cooperate with existing institutions of Jewish learning. We recognize that Jewish educaiton is also a responsibility of the whole Jewish community. We are mindful of the commandment that Tou shajl teach words of the Torah diligently unto your" children and speak of thenj when you sit in your house, when you walk by the way, when you lie down and when you rise up." In short, we help our schools do what they 4o best... teach our kids. .'

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By Frieda Krizelman President, Omaha Chapter, B'nai B'rith Women Omaha's B'nai B'rith Women is part of the Gateway Region, which offers ongoing retreata, conferences and training sessions on such topics as personal growth and awareness, organizational skills, and Jewish identity. The many Omahans who participate in these programs learn valuable skills which enhance their effectiveness as Jewish individuals and as members of the wider Jewish community. One project which demonstrates BBW's efforts at helping members strengthen their Jewish identity took place several years ago. Dr. Egpn Mayer, a noted sociologist and demographer, conducted an attitudinal study of BBW members toward interfaith marriage. In response to Dr. Mayer's research, BBW recently published a book entitled "Mingled Roots: A Guide to Grandparenting Interfaith Families." Sunie Levin, a grandparenting authority based in Kansas City, wrote "Mingled Roots," which features simple activities and projects all Jewish grandparents can initiate as a means of sharing their Jewish heritage with their grandchildren. The activities and projects in "Mingled Roota" would be fun-flUed and meaningful for any grandparent and grandchild. However, they are carefully designed to avoid becoming a threat to interfaith couples, so they are especially applicable for use by grandparents of interfaith grandchildren. BBW of Omaha will conduct a workshop on "Mingled Roots" for the entire Jewish community later in the spring.

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Shabbat club ly Elyce Azriel Hebrew Curriculum Coordinator In the Fall of 1992, Temple Israel instituted a new program for grades 5-6 to encourage worship experiences entitled "Shabbat Club." The goals were: to develop competence in synagogue alcills; to create a sense of l>eing comfortable in a worship situation and in synagogue; to motivate the student to want to attend worship services and to enable the motivated student to participate in the worship, meaningfully. Because of limited classrooms and a need for holding school on Shabbat, "Shabbat Club" was easily introduced to the students and parents as an advantage to their studies. These years are being clearly marked with the greatest prayer fluency,.Siddur familiarity and being comfortable within the synagogue. All the students are expected to attend services along with their teache'rs, and a discussion follows as to what parts of the service they were able to follow along easier each time. On the following Tuesday the students are expected to nil out a card with comments in order to keep a record of their attrfhdance and to see their progress and as the program has grown in-depth and intensity, there was an appreciable growth in the numbers of young people involved in worship on a regular basis. As a result of this program: The involvement of the youth inspired greater participation and involvement of the. adults. We regularly receive praise apd compliments from visitors to our services. While Temple Israel has always prided itself on being an active, participating congregation in worship, the service was truly now "opened up" with a broad base of support and participation. Each new skill area led to yet another new area of

synagogue skills to be learned by tlie congregants and students. Faculty members were increasingly enthusiastic to attend in-service classes when they saw the fruit of their labors appreciated by Rabbi, Cantor, Educator and families: These young people have very much become an "in" group in the Temple, and while open to all, it was understood that commitment to worship and acquiring of synagogue skills was the only price of admission. Grade Seven: Classes feature a combination of Jewish studies. Scott Littky guides the students through Jewish history from an. unusual perspective: backwards. The class starts with current events and works back through time to see what led up to the kinds of lives we live today. Elyce Azriel leads studies of Hebrew prayer and Jewish ethics designed to prepare'students for adult participation in worship services and Jewish life. Seventh Grade studies of comparative Judaism features a special panel discussion with Reform, Conservative and Orthodox rabbis. Through the mini-course "God the Eternal Challenge," students explore their personal views of God. Tikun 01am studies focus on "Pidyon Shevuyim," (Redeeming the Captive) and "Haqhanasat Orchim" (Hospitality). This Fall, seventh graders reached out to young immigrants to Omaha with a Shabbat dinner in October. This winter, Seventh Graders, welcomed new comer families with flowers and by aiTuing mezuzahs to the front doors of their apartments. Pre-confirmation and Confirmation classes, (Grades 8-10) meet on Monday evening. Once each month, they are preceded by a 6 p.m. dinner provided by parents on a cooperative basis. Eighth Grade studies of Jewish ethics are enriched by a series of guest speakers on topics such as substance abuse, sexuality, marriage, aging, death, etc. Teacher Anne Broder guides students in an expio-

ration of these and other contetnporary issues from the perspective of Jewish ethics. Scott Littky conducts two half-year courses: "Holocaust Studie8".and "Conflicts in the Middle East." Students keep personal journals and complete research projects on these topics. Ninth graders under the guidance of Rabbi Daniel Fink and Alon Mor focus on Tikun Olam (Repairing the World.) They work on a variety of community service projects throughout the year such as help the needy, hungry and homeless of Omaha. This year they also studied domestic violence and prepared a public service radio announcement in partnership with Women Against Violence and the local media. Tenth graders: Confirmation students travel to New York together with Rabbi Azriel. Throughout the year, students prepare original thoughts and reactions to selected readings, videos and class discussions on all aspects of life with a Reform Jewish perspective. Students create and conduct the Confirmation- Service during Shavuot. Post-Confirmation students (11th and 12th graders) are able to continue their Jewish education through the Omaha Hebrew High School, since Temple Israel joined forces with UTTO, which provides these classes to Omaha Jewish youth. Tikun Olam becomes the annual foctis for Grades 810, at mid-year, when stuidents put away books to participate in a hands-on social action project. Each year Grade 8-10 students have participated in a Tikun Olam project that reaches beyond the doors of the Temple such as: an "African-American JewishAmerican Teen Dialogue" in 1990. Students from Temple Israel, Pilgrim Baptist Churcli, and St. Mark's baptist Church participated in a series of programs designed to encourage understanding and communication. Cultural aspects of this program were funded by a grant from the Nebraska Arts Council, Metropolitan Arts Council and the Temple Israel Men's Club. IMKaU^^(ttJ<llllU'.«kJ>rl»>>>.'

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Friedel's faculty teams up for educational excellence The faculty of Friedel Jewish Academy faculty redefines the meaning of team teaching. Together, these dedicated teachers create a nurturing environment to promote self-esteem and a love of learning, and together they integrate general academics and Jewish studies into a complete program. Lucille Saunders, senior general studies teacher, introduces her Kindergarten-Grade 1 students to the unique Friedel experience. "Thematically, I do everything possible to make my classroom reflect the educational duality that exists at the • Academy," she said. "For example, I decorate my bulletin boards with colors, numbers, and letters identified in both English and Hebrew. Then, after I've read my students one of their favorite stories, such as 'Caps for Sale' or 'Little Red Hen,' they explore the same story in . Hebrew during a Jewish

studies session." passages on the passing Ms. Saunders builds of the Israelites over the lesson plans around age- Red Sea. In one related appropriate opportunities lang.uage arts lesson, for hands-on learning. they wrote their own Last year she developed a prayers to insert into the unit on nutrition which Wailing Wall. incorporated science, - During the trip, teachmath, economics, and the ers Scott Littky and laws of Kashrut. Her stu- Lionel Wolberger'served dents designed and oper- as guest speakers. ated their own grocery Dr. Wolberger, who store—taking turns as came to Omaha this year customers and clerks— as a community teacher and took field trips to a with the Bureau of Jewsupermarket and to a ish Education, concenKosher deli. trates on teaching Bible, This winter, she taught Rabbinics, and values. a' unit that took her stu^ . He Is passionate about dents on a simulated trip Friedel's value-centered to Israel which became a education. platform for a wide range "Of course we teach our of lessons. During their students to'treat each extended trip they had other with consideration science lessons on how a and kindness. I believe it swamp is reclaimed, how makes our guidance so mountains and sand are ' much more powerful to be fonned, and how miner- in a position to tell them als are taken from the such behavior is not only Dead Sea and utilized. right, but is an expecta'Their Jewish history tioii shared by Jews for and social studies lessons 3,000 years," Wolberger focused on sites in Israel said. as they traveled there, Like Ms. Saunders, and they studied Bible Wolberger seizes opportu-

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op self-esteem in our nurturing environment; they make lasting friendships. Moreover, they learn the language oTour people, which gives them access ib Jewish rituals on their deepest level; they become spiritually enriched; and they find answers to life's questions in our Torah," he said. Teachers Scott Littky and Denise Bennett have assumed a different role in helping students search for answers. Having recently completed a two-day training session on peer dynamics offered by Nebraska's Department of Education, they are building a peer group among 4th, 5th and 6th graders, The group meets regularly to talk about such pre-adolescent concerns as relationships and increasing independence. Littk/s main responsibility is teaching Jewish

history and social studies, which includes an emphasis on current events. "My course of study complements the general studies history. The added dimension is that we look at events from our Jewish perspective which carries with it a personal involvement," he explained. One of his most successful techniques is dividing students into teams to create their own books. Another is reading plays together with students taking different roles. Also a community teacher with Omaha's BJE, Littky has worked in the field of Jewish education since 1985. He earned his degree in history and certification in education from Michigan's W^yne State University.. Denise Bennett teaches Grades 4, 5 and 6 qt Friedel.

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Jewish Press

April 2,1993

Pursuing Jewish Icnowledge During winter vacation, while some teens went skiing and otliers worked at vacation jobs, six Omaha members of the National Conference of Synagogue Youtli (NCSY) pursued more Jewish knowledge, but in two very different ways. Three Senior NCSYers, Boris Davidson, Josh Gonsher and Evan Saltzmah attended a mini-yeshiva in New York as part of the Gluck Scholars Program. Melissa Katzman, Nikki Paley and Rebecca Wolfson traveled to St. Louis for an NCSY Leadership Training Seminar. Following, in their own .words, are their stories. On Sunday, Dec. 27, we, Boris Davidson, Josh Gonsher and Evan Saltzman, accompanied by Rabbi Mark Urkowitz, flew to New York City for sightseeing and studying. First stop was Yeshiva University Museum on the Upper West Side of Manhattan. We drove down Broadway, past Central Park, Rockefeller Center ^nd NBC Studios. That evening we had dinner at Kosher Delight in Boro Park, Brooklyn, and what a delight it was! The next day. Rabbi Urkowitz and his entourage went

ona walking tour of Boro Park, our home for the first part of our New York trip. We visited the Jewish book stores and gift shops, and a butcher shop. The rabbi met some old friends and we met some new ones. We stopped at "Dial-a-Daf Torah communications, where hundreds of people learn Geiriorah or Mishna for an hour at a time, over tlie phone! We watched sofers check for mistakes in Torahs, scrolls, mezUzot, t«fillan and other religious articles, using a million dollar computer system. For dinner, we went to'Young Kee, an all-you-can-eat Kosher Chinese restaurant, and boy, did we eat all we could! On Tuesday, we took a ferry ride to Ellis Island to see the exhibits of the immigrants who came to America in the early part of this century. We looked for names we knew on the commemorative wall and watched the tourists. The same ferry took us to the Statue of Liberty. Sightseeing over, we bought cold cuts and bread at a kosher deli for our trip to Yarchei Kallah in Asbury Park. There, at the Berkeley Carteret Hotel, we met 80 •

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April 2,1993

Jewish Press

Page 43

in different ways venirs (or our families! again n^xt year! Boris was stopped by airport security after setting off Todah Rabah, Rabbi! the metal detector; they thought he was carrying someWhile the tliree boys were in New York, tliree Omaha thing dangerous. It turned out to be a silver-covered girls were in St. Louis. On Dec. 24, Bob Wolfson drove copy of the Five Books of Moses! Melissa Katzman, Nikki Paley and his daughter, At the gate, Evan met his grandmoUier and Boris met Rebecca, t<i St. Louis for the NCSY Leadership Training one of his dad's relatives. Seminar. The by-invitation-only event was for Sr. We said a quick goodbye and boarded the plane for NCSYers who showed potential for leadership in their home. communities. • Since Sunday was the Tenth of Tevat, commemoratThe majority of thfe weekend was spent at Rabbi Joey ing the day when Nebachadnezzar laid siege to and Melissa Friedman's house and Young Israel Jerusalem, we had to fast until sundown. Synagogue. The community graciously opened their Rabbi Urkovvitz saved our kosher meals until homes to the 22 teenagers who came from Omaha, 4; 15p.m., when the fast ended. We drank the 'compli- Kansas City, St. Louis and Memphis. mentary' beverages so fast, it was a? if we inhaled them! Upon our arrival in St. Louis, we Melissa Katzman, Our families were waiting for us at the Omaha air- Nikki Paley and Rebecca Wolfson, stopped at NoBuU's port. This misty-eyed greeting concluded our wonderful Cafe, a kosher restaurant that serves dairy and pareve irip to New York. We would like to thank Rabbi meals only. No bull. Get it? No meat! The French onionUrkowitz for putting up with us the whole week and for soup and fried mozzerella sticks were superb. getting the money from Omaha foundations to send us LTS began with the lighting of the Chanukah candles to New York. We're sure he wouldn't mind taking us and dinner at 'Chez Friedman.' After dinner and bench-

ing, we had our first seminar with speaker Rabbi Jeffrey Bienenfeld, rabbi of Young Israel. He made the introduc tions for the weekend while talking about how to be a leader and Uie key ways in accomplishing this. We also watched a tape, and learned the three steps in becoming a leader: 1) To serve as a bridge to spirituality for those who choose to follow us; 2) To teach all tliat we know; and 3) To always remember to deal with different people, difl'ereijlly, to treat people as individuals. Following a fdm on communication and public speaking, we did some of our own public speaking and leariied how to overcome some of pur fears and to be effective •speakers. . ' ' The days began with Shacharis at the synagogue anil continued with sessions. The fu-st on Friday was '^lo Should Hebuild the World," followed by "Dealing with Difficult People." Led by Susan Katzman, aunt of Melissa and daughter of Maury and Madeline Katzman of Omaha, the group spent hoius defining difficult people, watching a video relating to the topic and learning how to deal with someone labeled difficult.

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Jewish Press

April 2,1993

Jewish children's literature: a history & overview Hershel and the Hanukkah Goblins by Eric Kimmel By Edythe Wolf, Library director Jewish educators were the first to commiBsion chil- was a Caldecott Honor book. Despite the Jews being a people under constant dren's books. From tiie late 1920'8 to the 1940'8, fine histories, collections of legends and Bible stories for threat, much humor and eiyoyment of life is expressed children were written by Hynian and Alice Chanover, in the literature. Were one to choose a central, underLily Edelman, Hyman Goldin, Elma Levinger, and lying theme that prevails—it is the love of family, and Abraham Burstein. These were intended for use in the when the family is affected by political tragedy, social problems, illness or death, it is constantly recalled. classroom, to teach Judaism.. That is why ap many of our books, especially the picAn important step towards creative Jewish children's literature was taken more than 50 years ago ture-storybooks are nostalgic. They are expressions of {1930'8) by Sadie Rose Weilerstein, the creator-of Ziakhor. We do not want to forget our past. We can ICtonton, a mischievous thumbling who is saved from also take pride that our children's literature does not disaster by remembering and making use of Jewish condone cruelty and violence, not even in retribution. Instead, the values it most frequently expresses are: teaching. compassion, social justice, and generosity of spirit. These stories and others written by Weilerstein mow over 90) are still eiyoyed by children today. During the 1950s and 1960s, Sydney Taylor wrote the winning All- of-a-Kind family series, the first books with Jewish content written purely for children's recreational reading, The Jewish values learned are secondary to the story. The strong characterizations and universal appeal have brought this series a broad readersliip, including non-Jews. Over the past 50 years, Jewisl\ children's boolis have thrived. They have improved in literary quality and fcrniat, and have increased in quantity. Today it has become literature, with quality authors and quality illustrators. Illustrations have progressed from simple line drawings to bold, beautiful artistic The competition generated by the trade houses has creations. On the whole it is a body of literature to be atTected the specialty Judaica houses in both positive proud of Some of the art and writing is outstanding. and negative wa>'s T^e competition keeps the Jewish The boom in books for Jewish children can be attrib- publishers on their toes and has expanded the market. uted to a thriving market of Jewish baby-boomer parJewish publishers have a much harder time getting ents who grew up having their own favorite children's their books reviewed and into the secular market on a books and so ei^pect their children to have their own. scale comparable to a tra4e publisher. Jewish publishThe increase in children's publishing in general and ers claim to have a mission far beyond the profit the proliferation of children's bookstores has also motive—publishing for the sake of educating our chilhelped Jewish books for children are no longer pub- dren, building memories and guaranteeing civilization lished exclusively by specialty publishers such as the as we know it. While Judaica houses, like trade houses, look for Jewish Publkatiou Society, which has had a children's what's hot and marketable, they are oAen left to fill in list since 1920. Judaica publishers now com^te with trade houses. what the trade houses detenaioe to be infeasibk and Another sign that Jewish booHs have come of age is of more limited appeal Consequently, thaie is vastly that two of the uuMit prestigious awards for 1990 were more variety among books published by Judaica hous-, bestowed on books with Jewish themes: Number the es. For example. Kar-Ben has published books about Stars by Lois Lowry won the Newbery Aw-'ard and bar mitzvahs, conversion, women rabbis, aging and

Even a child with a strong Jewish identity is under stress from Xhp ideas and influences of the majority

culture.

death. Concept books that emphasize Jewish values are staples of Judaica houses. UAHC Press, which reflects the perspective of Reform Judaism, makes a conscious effort to portray both men and women in rabbinic roles, and to use nonsexist language. Most Jewish Uterature for children falls into the following categories (as well as additional areas): Holidays (esp Hanukkah & Passover), Holocaust, Immigrant experiences, Jewish identity and life cycle events, Israel, History, Biography, Bible Stories, Folktales. All of these categories can contain books which could beclassified as fiction as well as non-fiction. We have Jewish Fiction when the subject of the book is a Jewish problem or concern and when tlie characters are identifiable as Jews. If the reader identifies with the characters and enters the story—then we have good Jewish fiction. As stated above, Jewish books for children are no longer dry, drab and lackluster, but there is, according to the literature, still room for growth and improvement. Some authors tend to be didactic in explaining unfamiliar terms Uiany of these tiooks being writen for the Jewish as well as tlie non-Jewish reader). Treating Jewish life nostalgically can be another pitfall. We need more books on contemporary .situations rather than books set in the slitetl. It is harder to find books that reflect Jewish life as it exists today, and not in some idealized Jewish family. Historically, the Jewish family has been central to tlie transmission of the teachings of Judaism. One way for parents to pass on Jewish tradition is to study together with their children: if not to teach children, then to learn wtth them. And one way of doing this together is by reading, discussing, and eiuoying Jewish children's books. A positive ethnic and religious identity will certainly add to one's sense of self Even a diild with a strong Jewish identity is under streas from the ideas and influences of the iniuofItj culture. It is therefore all the more important for Jewish children to read about Jewish children and their families, to read book^ that will give them a sense of pride in their religion,and traditk>ns and a feeling of oneness with the Jewish people.

•";SSa4tSvJ6T-5.:,'i;'t^-.'5V3a«8i

April 2,1993

Jewish Press.

Chabad offers wide range of educational opportunities Education for the young and the young at heart has always been the hallmark of Chabad. Activities are as wide ranging as the spectrum of the human experience. FVom servicing general communal needs to custom tailoring programs which provide individualized training and enrichment sessions, Chabad brings a ftesh, unique focus to learning and understanding. ' One of the universally accepted philosophies of Chabad is that the best kind of learning takes place when tiie subject matter is so well understood that it bears an emotional dimension and a practical application. The objective of all our programs is to inculcate and suffuse the minds of our students witli a tremendous love and greater commitment to our magnificent heritage. It is actually a very natural process. By nurturing every individual's '^eshama" through various Jewish experiences, the innate love and devotion /or Judaism is unearthed and blossoms. It is also our belief that familiarity and comfort with our tradition giv« way to tremendous pride and enthusiasm in our Jewishness. The more one understands, the more one masters—the greater one's intensity of love and commitment to Judaism. The knowledge fosters a passion which finds expression in increased Mit2Vot both in quantity and quality. Chinuch—the Hebrew equivalent for educationmeans much more than Just the.transmitting of knowledge from instructor to student. Chinuch means the imparting of morality, the molding of character, and the preparation of an individual for living a wholesome ^nd fulfilling life. Effective Chinuch, based on the long standing traditional Torah ideals, is essential for the continuity and thriving of Yiddiahkeit and for' the existence of the world at large. , Thus, Chabad (whose very name—wisdom, understanding and knowledge i synonymous with Jewish education and enrichment, has made it.its goal to enhance the communal quality of life here in Nebraska. By suppiementing existing programs and introducing a variety of others. Chabad contributes by bringing more of the warmth, vitality, strength, beauty, and aura of Judaism and its message to all mankind thandthe futu. ui in Nebraska. Kself as a caiaU : ^.iiteniitg Jewish awareness and education ikmnmni CoiwunXy; Our Speakers Bureau receives regular calls from schools, Bible siu^ groups, institutions of higher education, and authorities in >'mually every field or pruf^saion. Literally thousands of Nebraska residents beneflt from our mas« mailing of beautiful education ill materials We serve as an information center for

anyone who is curious about Judaism. PralMt TIACH: Our ongoing program for Jewish youth is Project TEACH (Torah Experiences At Chabad House). It includes Mommy and Me, Torah Tola, and Little Soholarti With age appropriate hands-on activities, for the younger ages is integrated. The children learn in an enjoyable, exciting setting, lliey come to associate Jewishness with fun and good times. One can observe the children's "appetite and tiiirst" fpr Jewish knowledge.increase with each subsequent lesson. The Little Scholars program features Chumash study, which has been so successful that it has been adapted by otlier educational institutions in the comr munity. After several years now, the older students initiate at the onset of the school year, lliis is the best proof of how meaningful and central this has become in their lives. Adiitt IdMcatlon Scrias: Adult education includes weekly classes during day or evening hours for both men and women. Subjects vary firom Advanced>^almud, Mishnayot, Insight into Parsha, Chumash for Adults to Hooked on Yiddish. Special lectures are presented periodically by guest lecturers—acclaimed in their respective fields as leading scholars. Innovative and novel topics are carefiiUy chosen and have reportedly drawn many into a keener appreciation for Tbrah study. Tulofinfl Progfanu Children and teenagers with varying skills in Hebrew reading and writing, Rashi and textual study have their curricula custom tailored to aid their individual growth. Private and semi-private tutoring sessions are much in demand. Chabad teachers cater to the specific needs of each studetit l^is aggressive pro gram helps increase Uie fluency of the novice and the advanced students excel. il«wish Mfomam The Talmud states, *An extra measure of understanding was gK-en to women." This statement and many others throughout our sacred literature testi^ \o the mtuor and crucial role that women play in our religion. "Rie Week of the Jewish Women, now annually recognited in the State of Nebraska, ja one of the meaiu through which Chabad publicizes this message Dunng this week, an elegant alTair focuses on one of

the aspects of Jewish womanhood. Special classes and discussion groups for women also serve to deal with the issues and challenges facing the modem Jewish woman. Insights are gleaned from a Torah perspective. Also, in-deptii study of various classical t^xts are offered to women. Coupl** Oroupat These groups provide a social and educational avenue for married couples to air pressing issues and view them in light of Torah. Couples enjoy frank discussions and take advantage during this forum of questions and answers to learn more about themselves and their legacy. A minimum of five couples are required to form a group which meets either monthly or bi-monthly. The host couple chooses the topic for discussion. Holiday Awaranaaas Community wide hands-on experiences such as the Shofar Factory, Model Matzah Bakery, Menorah on the Mall and more, serve to prepare and excite families about the observance of holidays. They also serve to educate tlie general community and to dispel myths about tlie reasons and origins of these holidays.

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Jewish Pren

April 2,1993

Education at Temple Israel

Lauren Brown watchen as Jerry King, camp director at Olin Sang Ruby Institute, does a magic tricic Camp is promoted by Temple Israel as part of its eduction program. Parent's AsBociation: The PA organizes parental support for special events, and extra curricular activities. The PA serves to enhance communication, education, social, and religious activities between the parents and the students of Temple Israel. Tlie PA plans school-wide events. Through the ears, events have included a Mitzvah Mall, a Family habbat Service, and various holiday festivals which provided our families wide opportunities to have fun learning together. A public school teachers Shabbat drew many of our students' secular teachers to the Temple to learn more about Judaism and become more sensitive to. the peripective of their Jewish students. Reliving the Exodus as a school-wide event that involved parent volunteers, older students who served as actors and our younger students ss participants. It vyas a day that gave Passover a whole new meaning for our youngsters: A family arts weekend is currently being jointly planned for presentation May 14-16, 1993. It will feature puppeteer, Marilyn Price. This will be a joint effort of the PA and other leadership groups of the Temple such as: the Adult Education Committee, Religious School Committee, Sisterhood, Men's Club, eU.

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When a parent enrolls a child in Religious School, we are given a precious trust: to build upon and expand the Jewish education already begun at home. •nu and taddkini age* 12-48 mAnths. SUrt«d In 1086 as an expcnmenlal program, ParentToddler provides a ^-'i-iv of aga-appropri'"" -'>•>-,i,,.., ,.,ri„,i....' .)

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Kindergarten: In honor of their initiation into more Shabbat. formal religious studies. Kindergartners are conseFifth Grade students share adventures in Jewish crated during the Simchat Torah Service, marking a history, Hebrew, and Mitzvot with facilitators Fritzi commitment to 11 years of formal Jewish eduction Luefschuetz, and Alon Mor. leading to Confirmation at th6 end of 10th grade, par"Feeding the Hungry" and "Caring for the Stranger" ents create unique Torah mantels for the miniature are themes for mitzvah study and the focus for projects Torahs given to each consecrant. such as a visit to the Food Bank, Dec. 15, and Mazon, Every week, Kindergarten teacher Marlen Frost the Jewish response to hunger. The annual Fifth leads-students in songs, stories, and fun activities. Grade Family Havdallah is combined with a model Jewish heroes, celebrations, Torah, and Shabbat are wedding which serves as an accent for study of Jewish central themes. Mitzvah studies focus on kindness to marriage customs. The evening includes a family dinanimals, which culminates in a Biblical Zoo visit for ner and traditional folk dancing. the students and their families in May. Sixth Graders complete a "Thirteen Mitzvot Family education is an important component of our Contract," which Includea a variety of group and indicurriculum. Pre- School and Kindergarten parents par- vidual projects and helps them prepare for Bar/Bat ticipate in PATT, (Parents Are Teachers, Too) pro- Mitzvah and Confirmation.. Elyce Azriel and Cantor grams designed to facilitate: 1. Perspectives on Jewish Karen Webber-Gilat guide the students through the Parenting; 2. Networking smong parents; and 3. • intricacies of Hebrew prayer, Torah study and Trope Interactive experiences with children. (Chanting). First Graders study the Mitzvah, "Love Thy Rabbi Laura Rappaport facilitates studies of classic Neighbor." Through the Jewish Family Service, the Jewish texts such as Pirke Avot. She helps students class adopts a Jewish family who hss recently immi- explore Jewish history and'ethics. Ann Kibel grated from the former Soviet Union. We believe in Schwartz guides investigation of Jewish Cultural Arts keeping classes small in ordec to provide more atten- and ArtiHt-in-Rf!sidence, Lisa Lipkin facilitates drama tion to each child activities. A new experimental program provides When a grade level is vely large, we divide it into Mentors who help each student build toward the spiritwo or more smaller classes, as we drd with our 1st tual achievements symbolized by Bar/Bat Mitzvah. grade this year, Teachers Steve Danon and Fritzi Sixth graders become "Junior Care Takers," planting Luefschuetz'help students explore the Temple, Its flowers to b'eautify a portion of the Temple Israel symbols and its people. cemetery. The studies of Temple Israel history are Second Grade features regular viaits from highlighted at the Family Shabbat Service, which they "Grandpersohs' who are an im|jort<int part of Second conduct one Friday evening in May. grade classroom activities. Teacher, Anne Joseph leads 2nd graders on a colorful journey through the Torah using the text book, A Child's Bible 1: Lesaons for Torah Carmit Mor conducts lively reading-readiness activities designed to pave the way to morefor^ trial Hebrew studies in 3rd Grade. Holiday and Mitzvah lessons are coordinated with apecial class projects "Kibbud Zekaynim' (Honoring the Aged) is put into action with a vioi' •" •' • Rose Blumkin Jewish Home in the spring. l)iird Graders begin uiivncimg i:>aiaas twice a week on Sunday mornings and Thursday sftarnoons. > ii placed upon bull' Uhips • nU Bible studies I ^ith A 9208. 72ndSIrMt Omaha, NE Mil4 Child • Uiblp II. Prophets and Writings. Hebrew teacher, Dnrii< Pttrkrr and Judiica Teacher, Dora 393-4057 (ioldstrom , nU in their journey through the Ai-:'h B«t, Jrw .Ukry, geography, vocabukiy, and

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Studying for the annual B'nai B'rith Bible quiz are from left, Dusty Nichols, Matt Goldberg, Jeremy Nichols, Rabbi Azriel, Lindsey Taxman, Dan Wigodslcy, Rabbi Finli &nd youth advisor Alon Mor.

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April 2,1993

h had no choice but to revitalize NCSY..." For a daiiy dose of Torah and a chance to leave a message for your friends across the region, call the NCSY Halacha Hotline: 1-80080S-NCSYI When Josh Gonsher graduated from the Friedel Jewish Academy in 1989, his father looked for a Jewish youth group in Omaha for his son. Rabbi Allan Gonsher wanted •*"' something traditional, where boys and girls would learn about their Jewish heritage, meet teenagers from other traditional communities, and still tiave fun. Rabbi Gonsher "I had no choice but to revitalize NCSY in Omaha," said Rabbi Gonsher. NCSY stands for the National Conference of Synagogue Youth, what some parents in Omaha might remember from their youth as SYO, Synagogue Youth Organizations. Headquartered in New Yorii, NCSY boasts the largest youth group membership in the United States, close to 25,000. Here in Omaha, the Jr. NCSY numliers 28 and Sr. NCSY at 15. Rabbi Gonsher serves as advisor for both groups, with Cantor Oavid Taub as the assistant advisor for the seniors. Both have driven the gnufm to Shabbatonim in St. Louis, chaperoned events, taught learning sessions and inspired the NCSYers to be imaginative in their programming, while retaining Jewish content. As an example, the Juniors sponsored a Jewish scavenger hunt at Crossroads Mall. . Tlie object of the game was to find as many of the Jewish 'objects' on the list, like blue and white pencils at a toy store or specific. Jewish books at the mall's bookstores or even kosher candy found tucked away at the back of a candy store. "It's an easy way of mixing fun with something Jewish," said Rabbi Gonsher, "and I have to give credit tA Rabbi Mark Urkowitz who brought the idea with him from suburban Chicago!" Rabbi .Gonsher's background has helped him in his role as NCSY advisor. With a Master's in Social Work from Columbia University and rabbinical ordination from the Jewish Theological Seminary, he moved'to Omaha with his family in, 1980 to become executive ' dircictor of the Jewish Family Service. ' Six years later, he opened his own counseling/family programming center in West Omaha: Kids, Inc. He admits his training sometimes takes over when set. tling group discussions among the NCSYers, butadds, "Even the Seniors are still looking for guidance. They don't want to be 'thrown to the wolves' to do their own programming. "When the kids come up with their own ideas, they . want to be reaasured that it's an appropriate, reafistic activity will) respect for Halacha and Jewish content," said Rabbi Gonaher, "And that's what NCSY provides." Recently, Cantor David Taub has been assisting Rabbi Gonsher with the NCSY programming at Beth Israel. New to Omaha, Cantor Taub, his wife'Lisa and baby daughter Rivka, moved herein August from New York City. The pace is much less hectic here," said Canttr Taub, "But don't let anyone fool you into saying there's nothing going on!' *In the few short months IVe beep here, Pve already helped with a Jr. Sl\abbaton hosted by Beth iarael where we had 80 kids, 6th-7th grades, from Memphis, St Louis, UtOe Rock and Omaha. And my wife and I drove nine Seniors to a Shabbaton in St. Louis!' Cantor Taub'a educational background might, at flrat glace, appear to be unsuitable for the Job as NCSY advisor. He is a yeahiva graduate with a master'a in politicfel science from Brooklyn College. However, he admits to singing back-up for rock groups in New York! •I look forward to again aingin- •"•''• Rabbi Joey* Friedman at the next Shabbatoi '-d Cantor Taub, *and to continuing to work wun uieae terrific NCSYers to ahow Omaha you can combine tradition

and tan' The mere mention of Kabbi Joey Friedman's name to NCSY members in the Midwest Region brings smiles to their faoae. He la the Pled Piper of NC8Y, a young man with a mlaeion: to turn young Jews on to und raised on the East Coast, Rabbi Friedman tstni' to NCSY through his educatt -' rk in Memphis at the Margolin Academy. A ihnre co> he job ut Keglonal >**^^«f*4A 4Ad

Jewish Press

Page 47

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Jewish Press

April 2,1993

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By Rachel Krieger Shalom! Some of you may think that OTYG (Omaha Temple Youth Group) is just all fun and games. This is only half of the whole truth. We also incorporate a lot of social action and educational programs into our schedule. Since the beginning of the year, we have had many interesting educational programs. I will tell you about some of these programs. One of the first social action programs that we had was on AIDS Awareness. We took a Sunday afternoon to learn a little more about this devastating disease, and what we could do to prevent it. We attended a Teens and AIDS Workshop, viewed the AIDS Quilt and also attended a prayer service led by Cantor Karen Webber-Gilat. It was an emotional afternoon, we will always remember. Another huge part of OTYG's "education" are MoVFTY Conclaves. Every single one of these awesome events has a specific theme, on which programs are based. For Fall Conclave, in Omaha, the theme was "Here Comes the Bride", the Sabbath bride, that is. During the weekend all the MoVFTYites learned a little more about Shabbat around the world and also hopefully went home with a better understanding of what Shabbat is all about. In December OTYG went to Kansas City for the 'Vinter Conclave. The theme of this weekend was "A lero Is More Than A Sandwich." We learned about arious Jewish heroes, and talked about our definition f a hero. I think everyone came home with the concept tiat anyone can be aliero, not just TV or movie stars or ports figures. In February, five delegates went to Denver, Colorado )r S.A.W. or Social Action Weekend. The theme of the /eekend was "The Plight of the Children." During the •reekend we helped children less fortunate than us and iamed about what we can do to benefit children in our wn cities. Our year long "Adopt-A-Grandparent" program is a reat example of our effort to make others lives better. •o far we have had a movie night, a scrap book night nd can't forget bingo! We learn about our "grandparnts" history and listen to their stories. Both the >TYGers and the residents ei\joy this fantastic proram which was created by Elizabeth Kaplan, OTYG's ocial action vice-president. We also had a very interesting program on the Lolocaust with Lisa Lipkin, Temple Israel's artist-inesidence. We viewed slides of the "March of the .iving" that a few of the OTYGer's attended. Lisa used er great story telling abilities to tell us about her lother, who was a survivor of the Holocaust.. It was a reat program and each and everyone of us learned >mething new.

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By Linda Brockman Aside from her full-time job, "Ruth" works as a religious school teacher. Since this is her second job, she does not have a lot of time to prepare for her 9 a.m., two-hour class. She feels like a secondclass citizen who is constantly infringing on someone else's classroom space. The pay is not good, but it isn't terrible either. Sometimes she teaches up to 26 children, who would much rather spend their Sunday mornings elsewhere. And parents treat the supplemental classes with less commitment than they treat their child's secular studies. They don't realize that they are sending a message to their kids that Sunday school is not that important—which makes Ruth's job harder. So why does she stay? If she taught solely for the pay or if she were easily annoyed by the inconvenience, she would have been gone long ago. But she knows how important a religious education is to Judaism's future. And she receives a great deal of gratiflcation from seeing children absorb the information and learn. "Ruth" is a composite of many teachers who have had similar experiences teaching in Jewish schools. Since the cons of\en outweigh the pros, it is difficult to find and keep competent teachers to teach in Judaic classes. And Jewish educators feel

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that such a shortage in the field threatens the future of the Jewish people. "There is always a shortage of good teachers—emphasis on the word 'good,' " said Dr. Sandy Andron, director of youth activities for the Central Agency for Jewish Edutiation (CAJE) in Miami. "Right now the problem is that we expected that following the hurricane, attendance would be down. But the number of students is up, therefore the shortage of teachers becomes more acute." CAJE is Soijth Florida's resource in the field of Jewish education. One of its many functions is to act as a clearinghouse for distribution of teacher's names and applications for religious and day schools in Dade and Broward Counties. The shortage is a problem in all branches and all areas of Jewish education in South Florida, said . Gene Greenzweig, CAJE executive director. "There is a shortage across the board.-. Jewish education is a priority at many South Florida Conservative congregations, says Harold Wishna, executive director of United Synagogue of Conservative Judaism. "Fortunately, with CAJE's help, we are getting good people. There is a serious shortage, but congregations are putting more money into the budget for Jewish education." In smaller congregations outside of South Florida, Wishna says the responsibility of

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days and on Sunday and, in some cases, Shabbat mornings," says Joy Kahn-Evron, principal of Bet Shira Congregation's religious school in South Dade. "That is the reality of the religious schools." Religious school teachers, who teach an average of two to 12 hours a week^ are expected to be Just as prepared for their classes as a full-time employee, Andron said. After receiving her teaching certificate, Kevyn Markowitz taught Sunday school at Temple Beth Emet in Pembroke Pines while looking for a full-time job in the public or private school systems. This fall, she also began teaching at a non- parochial private school in Hollywood. She plans to continue teaching at Beth Emet for a while, but admits it is getting increasingly difficult to give up a portion of her weekend and make time for curriculum planning.

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Page 51

Jewish Press

ass retreats at Temple Israel ; By Alon Mor, informal education coordinator : One of the educational priorities at Temple Israel ia informal education. Informal education programs ^ave some important values and goals for the stu[lenta: : Affirming a Jewish identity and commitment by yioTd and deed; Furthering ones own knowledge through study and experience; Enhancing the celebration of Jewish life through Jewish cultural expressions pf art, music, dance, and drama; Getting to know other Jewish teens from other parts of the country. Temple Israel has developed retreat programs for teenagers. The retreats are coordinated by professional youth directors, Rabbis, educators, and teachers. : Studenta get a chance to study Torah, pray together, participate in Tikun 01am activities, and have social programs. This year, 8th graders attended a retreat in Kansas City with two other congregations from

^

Kansas City - Beth Torah congregation and B'nai Jehudah congregation. This was a special program where the students got to work with the homeless shelters in Kansas City. Students conducted a Havdallah service together. They had an evening program at Comedy Sports, where they got to participate in a variety of sports and also have a great time with some of the local comedians. In February, 9th graders go on a weekend-long retreat to Minneapolis. This retreat is coordinated by the professional staff of Temple Israel in Minneapolis. The topic of this year's weekend is Tu B'Shevat. Students celebrate Shabbat together, sing, and dance Israeli dances. During this weekend, many, friendships are formed, some of these friendships will last for a lifetime. In the Fall, Tenth graders traveled to New York City with Rabbi Aryeh Azriel. - .^ ,

from

Teachers' perspectives:

^ I find oersonal personal satisfaction in teachinir teaching Jewinh Jewish histnrv. history,

Sulture values and traditions to our children. I feel it is irery important to transmit our heritage to the next generation, and being part of that process is an exciting and luirLlling experience. Marlen Proat, kindergarten ' Teaching Religious School is very important to me. My •hildhood years of attendance at 'Sunday School', do not iO(\jure up pleasurable memories. It was boring and unincresting. I am committed- to make religious school a neaningful 'experience'. , My goal is to create an atmosphere of learning by tringing'excitement into the classroom. My students learn to e^joy learning about Judaism'. A critical compolent for six and seven year old Jewish children is bringng spirituality and God into the classroom, t It is rewarding knowing that the framework of life-long Bvents for these children; concepts of God, leading a lewish life, making the worid a better place for everyone, religious tolerance and the importance of Mitzvot are ieing conceptualized in the classroom at this eariy age. ' Hopefully, my students will have pleasant memories of teligious school and frequently reflect on our many irovocative classroom conversations as they continue to nature and grow into active Jewish adults.' Stove Mnon, 1st Grade I teach because I ei\joy working with young people. In |iy clasaes, I always try to create an atmosphere which, ia nnducive to learning and one in which my students can ncpreiis their ideas and share their feelings with others. : Fritii LuaflKhueta, Ut and 6th Grade ' When we stimulate their imaginations and reach out to heir emotions, Jewish children will gain knowledge and juild on their feelings through their Religious School xperiences. Anne Joaeph, 2nd Grade I feel that a Jewish education ia very important. My caching Religious School is my contribution to our comnimity and to our future. Dor* GoMatrom, Srd Grade 1 have been a teacher in Jewiah education for over 40 itars in Omaha, since I came here as a bride from !hicago. My gmteat pleaaure \t\ teaching ia aeiiing my tudent* enter my beginning Hebrew claa* withiwt any Itwwiedge of Hebrew and by the time they leave, they, (e able to read Hebrew words, recite aome prajwn and |¥>w wnw Hebrew vocabulary. It make* me 'Kvell' and lel rve •eeompliahed aomething in giving my •tudeota a b^ww'wg in their Hebrew eduetkm and in making monJewkh. Pukar.ardCkwk iraaonting Hebrew letters to preachoolera, t« aeptuagenariane for reading Tbrah tor an adult Mitivah, and neuiy every age group in between, I've each teathiflg opportunity at TMM^ laraeL goal •• a Hebrew taaehv ie laiMthrats my want to be in the tynagngue. T» impact a for Judai«n while leaching Mhctad prayers and holand preeenMng phoaka akiUa for impraving Hebrew ia a tail erder. I hope that l bring ray pereonal ledge and enthttalaaw ta create a wana environthat makea Isarahtg ftw fornqr atiideala ' mln lacarparatlng the arts Into thecurFttr aaaiiiple, "tar F\mrth Orads hsid s ipirial I ssrvka Jan. 23. In prtparatlsa for the ssrrtesa, daaa disniassil Paiahal Va'sr* and law a vidso on 10 plaguss. Ws thea Jaslgwsd. nit eut, and glued a • dh^ictii^ the 10 pl^uee and namfd it; IITT rPBOnJCOO. Wt hung th* baling in the Sanctuary 'Uwisrrtcss. Wealssi

aw one of the mart be—tiftil, Iwtstestlng. and KlBatingthlngi that a« haw atwaAaa. I ballses that a can teatrihaia la chUran by pcavMhig thak edarM. Aa an IsratU. It Is OMMI Important la laa la idacali wish chlMiaa about boteg Jowish. and abaai Israers •gaafs, cMkiirs, and peepla My main gtal la laaihing la s4«ieats ths kids snaagh hr them to be proud ef U«JweWl. SskAMiQnidto

In mv eradp .Inriflirn my nixth sbith grade Judaica rinaspa classes >hi the students explore primary Jewish texts through a variety of activities. For example, the students held a campaign to elect the leader of the Jewish people. Each class supported either Moses or Abraham and their video ads, posters and speeches were backed by information from the Bible and Midrash. The students learn Pirker Avot through a weekly Jewish advice column ('Dear J.K.') which they write on a rotating basis. They have also created their own Midrashim through drawings and stories. My main emphasis is on helping the students to integrate Jewish teachings into their daily lives. Rabbi Laura Rappaport, 6th Grade I love teaching. I especially like working with young teenagers. They are a special group of young people because they are so creative. They are eager to begin developing their own ideas and their own values. They first want a direction within which to figure out their own course. I like the exchange of ideas and the questions they ask. And, I like learning so much from them and from the research on the subjects I teach, Anne Broder, 8th Grade In Pirfcei Avot, the Teachings of the Fathers, Rabbi Ben Zoma asks: 'Who ia wise? He then answers: 'Whoever learns from all people.' As a Rabbiy I teach so that I may learn. Preparing for my clasaes offers me the opportunity to return again and again to our tradition's treasure-trove of wisdom. Sharing that knowledge with our young people keeps that tradition ever-new. In the act of teaching, past and future meet When our children's eyes shine with the light of Torah. it makes all the dilTicult days worthwhile and reminds me why I became a Rabbi RabU Daniel Fink, 9th Grade The student's motivation to pursue knowledge about Judaism wilt increase if he/she is allowed to use hia/her areas of strength (visual — seeing, auditory — listening, tactile -^ touching, and/or kinesthetic — body movement). Every student has different talents which need to bto used to their advantage in the classroom... The willingness of the teachers at Temple Israel to have me come into their classrooms and provide suggestions of how to adapt the preaentation of the curriculum so that every student will benefit has be^n fantastic Lynn Popp, special needs teacher Jewish educstion, sn on-going procesa, occurs at all stages In life. One is never too young or too old to lesm about our heritage and what it mesrvs to be Jewish. Jewish education is important so tliat we can lesm about our hsritage, customs, and traditions so that we can peas on ths knowlodgs thst we have learned to future gsneraUOM.

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Page 52

Jewish Press

April 2,1993

A cultural supermarket for Jewish education By Suoan Paley It was the Arab prophet Mohammed who first called Jews "The People of the Book." In Omaha, we are the people of the 30,000 books, all found in the Jewish Federation Library at the Jewish Community Center. As a Jewish community library, according to librarian Edythe Wolf, the Federation Library in Omaha is "almost unparalleled elsewhere. The depth and breadth of our collection is really incredible! Our libraiy has one of the largest collections of Judaica - the study of the religion, history, philosophy, and sociology of the Jewish people - in the central United States." International columnist and writer Carl Alpert called the library "a veritable treasure of Jewish knowledge and culture in a collection which must be ranked among the very best working Jewish libraries in America." , The nucleus of the library collection was chosen and accumulated under the direction of Paul Veret, executive director of the Jewish Federation of Omaha, 19381970. Mr. Veret began collecting Jewish books and other materials on Jewish heritage in the 1940s and started the library in the old Jewish Community Center at 101 N. 20th St. The library moved into its own spacious quarters on the new JCC campus when the building Opened in 1974. "If not for Mr. Veret's foresight, we would not have this library," said Mrs. Wolf "His picture hangs on the wall just above my desk." Mrs. Wolf said that the library is a resource for Jewish education for people of all ages and backgrounds. In addition to arting as a teacher resource center for the Jewish professionals and teachers in our community, the library also complements the Judaic studies programs at the Universities of Nebraska-Lincoln, UNO, and Creighton. . "The library acts as a m^jor supplement to Holocaust education throughout the city," said Mrs. Wolf. "It is used by non Jewish clergymen, religious school teachers and students in conjunction with their classes in comparative religion. As ethnic studies and multi-cultural education programs become more prevalent in public schools and universities, an increasing number of secular educators and their students are using the library, as well." The library, which is free and open to the public, houses 30,000 books of ancient and modern Jewish

knowledge in the areas of Bible, Fiction, History, Sociology, Psychology, Archaeology, Art, Philosophy, Hebrew Language, Politics, Geography, Biography, Holocaust, Israel, Middle East Studies, Religion, Art, Jewish Cooking, and Yiddish language and culture. Other media include videocassettes, records, films, filmstrips and sUdes; catalogues, encyclopedias, dictionaries, and atlases; directories; Jewish newspapers in Russian and English; and periodicals of all kinds. "We have over 300 large print books of Jewish content," said Mrs. Wolf "These are very important for the elderly and the visually handicapped. We have Russian language books and a Russian periodical and newspaper. The library also serves as an aide for people converting to Judaism, as a major part of their Jewish education is derived from our resources. "The cookbooks are sources of traditional foods and recipes, but also often give the reader a history of the holidays. I think they're really important, too. "TTie goal of the library is to attain the widest possible readership and utilization of the services which it offers, said Mrs. Wolf. Assistant librarian Dorothy Kaplan feels that the library's circulation has increased and that more people are coming in than ever before. In addition to its purpose as a community reference and resource center, the library sponsors a Book Fair every year in coi\junction with Jewish Book Month. "The continuing goal of the annual Book Fair is to raise community awareness of the educational value of reading quality Jewish literature," said Mrs. Wolf "The library literally turns into a Jewish bookstore. Nowhere else in the community can people find such a selection of timely Jewish literature in all subject areas." The library sponsors a community luncheon each year during the book fair. "Our speakerfor the luncheon is always a well-known Jewish author who educates and enlightens participants on a particular aspect of Jewish life and thought," Mrs. Wolf said. "The luncheon is a popular forum for Jewish education and always attracts a large crowd." An on-going monthly book discussion group is a regular part of the library's attempt to provide Jewish educational opportunities for the community. "It's another way for the library to help educate people," said Mrs. Wolf The library is an agency of the Jewish Federation of Omaha. The community's needs and services are grow-

ing faster than available funds," said Mrs. Wolf "It is a real credit to this community that it has kept up its allocation to the Ubrary. "In order to maintain the quality of our collection, we always need more money to purchase new books. We have items in our record collection which aie priceless and cannot be replaced. Steps must be taken in the near future to preserve our collection. Since records are now becoming obsolete, we must re-focus and purchase compact disks and audiocassettesllieBe are future educational needs which we must plan for now." "FRIENDS of the Jewish Federation Library" was formed to help meet these additional needs for funding. "A bookplate inscribed with the donor's name and/or special occasion will be permanently placed in a new library book," Mrs. Wolf said. "Those people who are really concerned with the . longevity and perpetuity of the library are helping to provide permanent educational opportunities for all the people of this community. "We must have these additional funds if we are even going to maintain the status quo. Books go out of print quickly. It's important for us to be able to purchase books as soon as they become available, llie need for Jewish education is at an all-time high in America. Maintaining our library is a tremendous way in which our community can stay on the cutting edge of Jewish educational trends and knowledge." The library will move again when the new Gordman Educational Center is completed in the fall of 1994. It will have approximately 20 percent more space than it does presently. The library will be the focal point of the new Center," Mrs. Wolf said. "We will have a bigger reading area, as well as more audio and video space. "Our sages said that 'He who increases books, increases wisdom.' We know that thousands of prized handwritten volumes of the Talmud and other Jewish books were burned and desecrated over the centuries. Jews have always valued their books as their dearest possessions, often risking their lives just by owning them. "The Jewish Federation of Omaha Library makes a m^or contribution to the Jewish education of this community. It is through our books that we will continue to transmit our traditions, our heritage, and our beliefs to succeeding generations."

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World-Wide schools attract members to ORT By Carol Nathan, education chairman, ORT Education of Jewish youth around the world is the mandate of the Organization for Rehabilitation Through Training, which supports and elevates all forms of general, vocational, technical and special public education programs. The ultimate aim of these programs is to increase productive employment. Therefore, the members of ORT chapters are committed to raising funds to support ORTs international network of schools. The thriving Chapter at Large of ORT in Omaha accomplishes its mtuor fund-raising through the annual gift-wrapping project at Crossroads, according to co-presidents Dale Moss and Sandi Fried. Other activities and functions are planned during the year to help the members reach their fund-raising goals. In addition, the Omaha Chapter sponsors numerous social and religious events for members, their families, and the entire Jewish community. These religious activities are an opportunity for ORT members to form bonds with each other and, on a broader scale, to strengthen Jewish identity within the organization and throughout the Omaha community One of the most meaningful religious programs sponsored internationally every year by ORT is the ORT Sabbath. The Omaha Chapter observes ORT Sabbath by sponsoring a family Havdalah Service for the entire community. Every year it is a wonderful experience to bring together Jewish families at this program. For many of us, it has become an inspiration tO'learn more about Jewish ritual, to involve our families in increased Jewish observance, and to keep up more closely with current events in the Middle E^st. Two years ago a number of recently arrived Soviet families attended the ORT Sabbath, and afterwarda many of the women attended ORT functions and joined the Omaha Chapter.

Jewish Press

Page S3

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Jewish Press

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Student perspective:

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I learned about Shabbat and Jewish things. I like to play with the blocks. I built the Temple. Max Samis, kindergarten I like to go and listen to stories. We learned about Chanukah. We made a Shabbat. Matthew Kelberg, 1st Grade I like the Second Grade because it is fun, and I like art work, and I like to study. I have a friend at Sunday School and her name is Sara. I've learned the word "hospitality.' We read out of the children's Bible. I've learned a lot. My favorite stories in the Children's Bible is Noah and the Flood and the Tower of Babel. Elyce Gallner, 2nd Grade I learned stories from the Bible, and my favorite one was Samson because he dedicated his hair to God. I also learned lots of Hebrew letters and Hebrew words. Next semester I want to learn more stories, and more Hebrew words. Lauren Feigin, 3rd Grade I learned that the teachers are very intelligent and ei\joy teaching. I'm glad tfl be in their classes! I learned some prayers and some of the Torah. Cory Epstein, 4th grade I learned the Avot, Yotzer, Kiddish and the Vahavta. My favorite prayer is the Vahavta because it has a certain ring to it and it was fiin to do. We read Mystery of The Coins and we went on a field trip to the Food gank -1 learned how it Works. Jeff Fredricks, 5th Grade We have been taught prayers, things about the prayere, like ethics. We also talk about the meanings of some of the words in the prayers. Elyce Azriel is one of the greatest teachers I've ever had. Thank you Elyce for being that kind of teacher. Ads Kohn, 6th Grade In Rabbi Rappapcrt's class we had J.K., which was when a student would answer a Jewish question. We did some work in Pirkei Avot. We studied Jewish ethics and we are going to have a mid-term exam over Midrash, Mishnah, and Germara. Steve Drucker, 6th Grade We have been learning a lot this year. We are learning Jewish ethics and are studying 'Sayings of the Fathers.' We are also learning about our forefathers. We have been attending Shabbat Club and we are reading and doing reports on Jewish books. We are also working on prayers and learning the meanings of them. Carrie Kaplan, 6th Grade • After coming out of class on Monday nights, I understand that I'm a very special person... I hope to be a better person at the end of the year in all ways. Nlarci Brookstein, 8th Grade

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Jewish Press

Page 55

Beth Israel Sisterhood - the years of the woman

Although 1993 has been formally coined "TTie Year Of the Woman" due mainly to the election of unprecedented numbers of women to local and national political offices, at Beth Israel Sisterhood it has been "The Years of the Woman" since the inception of the organization in 1950. FVom its beginning, this organization has been committed to the empowerment of Jewish women in three important areas. First of all, the organization provides a vehicle by which Jewish women can assume leadership roles and develop leadership skills. . Secondly, sisterhood is committed to providing services within Beth Israel Synagogue that enhance the synagogue attendance for all members. These services include providing babysitting during services and events, providing continuing support for the junior and senior NCSY youth groups and providing food for Shabbat Onega and Kiddushes, much of which is per-

I

Enjoying education atBethi Israel

Bonally prepared by sisterhood members. Finally, the organization is committed to the perpetuation of Jewish education with an emphasis on informing about Jewish responses to contemporary societal issues. The importance of Jewish education and consciousness-raising is evidenced in the monthly sisterhood program offerings. Programming co-Vice Presidents, Rebbitzen Devora Urkowitz and Eliane Freund, have chosen programs for the 1992-1993 calendar year which maximize the opportunity for Jewish women. One program features a political debate between Ally Milder, a Republican politician, and Paul Landow, a Democratic political activist. Another program is a comical skit acted out by sisterhood members which deals with the hypothetical situation of the first Jew elected to the presidency of the United States. In another program, Dr. Lionel Wolberger, a newly

appointed Omaha Bureau of Jewish EMucation community teacher and doctor of Jewish ethnomusicology, presents a Jewish musical program which highlights the musical traditions surrounding the Shabbat observance in the synagogue ahd in the home. In commemoration of National Holocaust Remembrance Day in April, Gary Shyken, a Beth Israel teen, shared his experiences in 'TPhe March of the Living" which took him and many Jewish teens from around the country to sites in Europe and Israel that testify to the atrocities perpetrated against Jews during the Nazi Holocaust. It has been a tradition at Beth Israel Sisterhood to host a "Know Thy Neighbor Sabbath" every February in honor of National Brotherhood Month. Area church members are invited to a Friday night service and enlightened about Jewish traditions. A lavish Oneg is provided.

NCSY Senior NCSY

indoor soccer, made latkes, had a few fundraising projects, gone on two Jewish scavenger hunts at " By Carol Katsanan Crossroads and Westroads, and have attended and Beth Israel synagogue offers learning experiences hosted many Shabbatons. from the time children are old enough to speak. Most kids think a Shabbaton is a bunch of kids playStarting with Little People's Services and fmishing ing all day, having boring discussion groups and only having one hour, at the most, of free time. Well, they're with classes for teenagers, congregants can be assured wrong! that their child's Jewish education is a priority. NCSY Shabbatons are events that we look forward For pre-schoolers through second-graders. Little to and when they're over, we start getting excited People's Shabbat, held on Shabbat mornings from 10 about the next one. Personally having b.een to six to 11:30a.m. is the primary educational vehicle. Shabbatons, I know. There, volunteers like Susan Paley and Dani Shrago So, here's what we do. We dance alot, sing tons, have teach Shabbat prayers and songs and tell stories based schtick contests, daven (pray), and yes, have discussion on the weekly parsha. Assisted by NCSY seniors, the groups, but they're so worthwhile! When Shabbos is four-to-eight-year-olds become familiar with the rituover on Saturday night, we always go out and do someals of the Shabbat service. thing fiin and then come back for dinner and dancing. Upon 'graduation' from Little People's Service, third Our Midwest Regional Director, Rabbi Joey Friedman, graders attend Junior Congregation until Bar or Bat plays the drums and has a great 'little' band! Mitzvah. Led by D'vora Urkowitz, the girls and boys Rabbi,Friedman is an inspiration to us all. He puts participate in the service, with special emphasis on the life into our region, which includes Kansas City, fluid reading and understanding of the Shabbat Omaha, St. Louis, Little Rock, Memphis, and now prayers. Members of Sr. NCSY often take a role in setMinneapolis. From teaching us to playing with us, ting an example for the younger children. Rabbi Friedman has a great relationship with all us From time to time, special programs on holidays are kids. You've never met anyone like him! offered for various age groups. This past year saw proLast, but not least, is our advisor, Rabbi Allan grams offered on Sukkot and TuB'Shevat. More are Gonsher. Rabbi Gonsher puts every ounce of himself being planned for spring and summer. into our chapter, Kadimah. He gives up Sundays and Last year, Rabbi Urkowitz instituted several new weekday afternoons to plan nice programs for us. He classes, beginning with the Junior High Chumash also drives us to whichever city is hosting a Shabbaton. class. The last one, January 8-10, was in St. Louis. With 14 Students learned Chumash with Rashi commentary kids, we needed more drivers, so Lynne Saltzman and from all-Hebrew texts. Rashi, the great Torah cotnJulee Katzman drove, too! Above all. Rabbi Gonsher is Junior NCSY mentator of the 11th century, also developed his own our friend; without him Jr. NCSY wouldn't be the same! By Lauren Paley, President ebrew script, which students learned to read in this The officers for this year are: Vice-president: Scott Being a young Jew in a city full of other ractis, 'weekly class. groups and religions, I feel lucky to be-a part of a lov- Saltzman; Secretary: Ben Gonsher; "Treasurer: Alex High school students can participate in two learning ing, warm community and especially lucky to belong to Wolfson; Photographer: Zack Gonsher and Editor: opportunities, taught by Rabbi Urkowitz. Beth Israel Jr. NCSY. Jeffrey Katzman. If you want to find out what it's like serves a light breakfast to students who arrive in time Jr. NCSY is a young group for all Jewish kids in 5th, on a Shabbaton, or come to our next program, call me iJo daVen Shacharis on Sunday mornings. This is fol- 6th and 7th grades. In NCSY, we do an assortment of or our advisor, Rabbi Allan Gonsher, 558-2767 or 330wed by the 'Breakfast Club,' a class on Chumash things: we have helped in the Blumkin Home, played 4014. Thanks! •with Rashi commentary for the older students. On Wednesday evenings at 6 p.m., prior to the start of UTTO Hebrew High School, Rabbi Urkowiu teaches 'Meal and Schpiel' at the JCC. The class covers a wide, ^variety of topics from the Mishna and dinner is provid, free of charge. •Carpel Sales and In addition to these classes taught by Rabbi •Tile NKWOHrSEI) Installation for Urkowitz, his wife, D'vora, also teaches Topics of • LinoteuDi Residential and nterest for Growing Young Ladies," on selected 111 1 • l,l:ASK . I UADK • 'USA.Nt l.\{. • Formica' Brand Products lundays each month at the JCC. And cantor David Commercial •WoodFtoors Taub leads a Qemara study' session for NCSY Seniors (i»'t .An MdiH'sl Kvaiutuion • Window Treatments uiid others who are intarested) on Mondays at 4:30 On Thi' .VdvuittuKt'H Bt-sl For You. p.m. in the Blumkin Home's Ooldstan Chapel. For information about any of these daises, please 11 Rabbi Urkowitt or the Beth Israel office at 556:28. By Rebecca Wolfson, President NCSY stands for the National Conference of Synagogue Youth. It is a world-wide organization, broken into regions, in which 8-12th graders learn, talk, bond, brainstorm and have a GREAT time! The meetings are fiill of ideas, talk, food and fiin. That might sound awesome, but it's nothing compared to an NCSY Shabbaton! A Shabbaton is a convention, over Shabbos, where kids from the region get together to learn, daven, sing and dance. It's a chance to see old friends and meet new ones, to have a mentor and become one to younger kids and to be with the Midwest Region director, Rabbi Joey Friedman. He, in himself, is amazing! Kids come from Omaha, St. Loiiis, Kansas, Memphis Little Rock and now, even Minneapolis. Sometimes there are more than 100 Sr. NCSYers at a Shabbaton. The officers for this year are: Vice-president Melissa Katzman, Treasurer Boris Davidson, Secretary Evan Saltzman, Editor Josh Gonsher and myself, president. Beth Shyken is on the regional board as treasurer! At our Shabbaton in St. Louis in November, Beth Shyken and Melissa Katzman painted keychains and sold them as a fundraiser. 'The region raised more than $200, most of it from the efforts of the Omaha Chapter! Our last Shabbaton was in Memphis, February 1214. To learn how amazing Joey Friedman is and how wonderful Shabbotonim are, you need to be a member of NCSY. To do that, call me or our advisor, Cantor David Taub, 556-6288 or 5584352.

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Page 56

Jewish Press

April 2,1993

ARTZA a summer experience in Israei By Beth Cohen, ARTZA Director Artza 111 ("to the land") will be a unique Israel experience for 30 Jewish teens sponsored by the Jewish JCC of Omaha and coordinated by Mrs. Anne Broder and Mrs. Janie Kulakofsky. The goal of Artza is to send a significant number of Jewish teens from Omaha to Israel with the intent of instilling Jewish commitment and identity in participants and expanding their knowledge of Jewish culture and history for the benefit of both the individuals and the Omaha Jewish community. Artza proved, in the summers of 1988 and 1990, to be a successful program in Omaha because it engaged an entire community. It has a sound educational base, it involves lay leadership and professional commitment, it depends on inter-agency cooperation and broad communal financial support. Although the three wfeek tour of Israel is the focal point of the program, Artza participants commit themselves to four months of pre-trip seminars that began in February of 1993. These seminars will explore the areas of: Israeli government, the Israeli Defense Forces, social welfare, the racial and religious diversity in Israel. These courses are required for participants, and will serve as a foundation and introduction to the trip. To'fully benefit from a trip to any country, one needs the historical and cultural background of the nation. Artza is the only Israel education program that

Best Wishes For A

allows Omaha youth to travel as a community to Israel, and also includes extensive pre- and post-travel seminars developed especially for this group. Worldwide, there is a need to educate Jewish youth' on Jewish heritage and the history of a Jewish homeland. By providing youth with this knowledge and experience, the Omaha community will experience the "spill-over" effect. Because such a large delegation of youth will be going to Israel from Omaha, this community will immediately see this in their renewed commitment to the Jewish community upon their return. The long-term impact of Artza will be the value of community that the teens will gain from the program. Jews who have visited Israel and have seen with their own eyes the history of the Jewish people become more committed to the Jewish people and the world wide Jewish community. Local Jewish organizations will reap the benefits of this commitment in the activity of the participants immediately upon their return and in the years to come. Artza III is made possible through the generosity of the Jewish Federation of Om^ha, the Herbert Goldsten Foundation, the Carl Frohm Foundation, the Phillip and Terri Schrager Foundation, the Joseph and Ruth Erman Philanthropic Fund, the Ike and Roz Friedman Foundation, B'nai B'rith Henry Monsky Lodge, the Mort Richards Philanthropic Fund, and Mr. Barry Broder.

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Page 57

Jewish Press

April 2,1993

Touching the future By Margie Gutnik "I touch the future, I teach." That is a line I've seen on a bumper sticker and a sweatshirt. It explains the essence of why I love teaching. In a discussion last year with my daughter about her future, she was passionate about leaving a permanent mark on the world, her personal legacy that would be remembered. Without being egotistical, I feel as a teacher, I have the possibility of leaving that personal, permanent mark. I have taught religious school in some form for most of the last 18 years. For the last seven of those, I have had the privilege of being on the staff at UTTO, A few years ago 1 gave up being a "stay-at-home-mom who does volunteer work" and got a "real job". A neighbor asked if I would continue teaching Hebrew school. Twice I tried to quit, and twice I changed my mind. I guess I'm hooked. One of the personal pleasures of teaching at UTTO has been working with a faculty committed to children, to learning, and to Jewish education. I learn from the same people who have, taught and been role models to my own children. One of them even taught me the alef/bet. These are people 1 admire, respect, and call my friends. Often, I am asked the question, "What do you teach?" My immediate response is, "Children." I know what the intent of the question was, but the most important thing I teach is not a subject or a grade level, it is a child. I hope that I convey to my studentis the joy of learning, the excitement of understanding. 1 smile every time I see the proverbial "light bulb" light up. When that happens, I tell my students to go home and tell their parents What they learned today. Wow, to be eight years old and teach your parents, you must be pretty smart! P.S. the answer to the question is that I teach third grade. What does teaching third graders mean? It means becoming part of the lives of about 2B eight-year-olds and their families every year. Teaching third graders means: hugging, listening to stories of their lives, helping them sound out many strange new words and differentiate between Tashlich, Tiahre, and Teshuvah. Teaching these youngsters involves so much more than just textbooks, worksheets and curriculum. Many of my students are children of friends and neighbors They are little sisters and brothers of my daughters friends. These children are the future of Omaha's Jewish community. On Mondays and Wednesdays when I walk into my room at the JCC, 1 feel an awe some responsibility. Children learn best when they are doing an activity I am lucky that my particular curriculum covers the study of Jewish holidays. The ritual observance of the

Jewish holidays lend themselves to all sorts of activities. Every Lag B'Omer, Mrs. Gutnik's third graders find a spot at the JCC, lay out our beach towels, and have a studying picnic. We make our own, "third grade-homemade" sukkot and hannukidt. We make apple wishes for Rash Hashanah, and we write our sins on paper shaped like slices of bread, tear them into crumbs and throw them away in order to "practice" Tashlich. A Tu B'Shevat doesn't go by without growing our own bean sprouts in jars. Since it is the birthday of trees, everyone writes down the date they were bom and we discover our corresponding birthday on the Hebrew calendar. When it is Purim, we act out a classroom Purim Shpiel, assigning parts by drawing lots. Inevitably, a boy gets Queen Esther and a girl becomes Mordecai. Amid the laughter, is a lesson on

the significance of drawing lota to determine your fate. We learn what work is and is not permitted on Shabbat, why a mother covers her eyes when she says the candle blessing, and we create Haiku poetry for Shabbat. We leam what Rosh Hodesh celebrates, the months on the Hebrew calendar, and the Mitzvot associated with each holiday. And yes, we do eventually differentiate between Tashlich, "Tishre and Teshuvah. If how we do any of this transmits the spirit of celebration and observance of the Jewish holidays, if it enhances the significance of Judaism in fheir lives, then I have done my job. I will have left my mark.

f(yi a

A different grade of class By Cheryl Krtoifeld My name is Cbeiyl Krlcd'eld and I t«ach the fifth grade; Working with children is a profeulon I would not trade. Tbea la a ipedal reason why I chooae to teach; So the next generation of Jews can practice what I ptweh. Judaism says to teach from i^neraUoD to generatien, fdor Vdor, • ' I care about the children and always want to teach them more. We discuss the works of ancient prophet* and kings, Belating each sdHy to modern day thim^ To get the itudanta motivated, a pntject will do the trkk.'. /n^is helpa them learn and the da/a leeaon will surely stick. "ttm sutgecU we cover range over a vride variety; We diacuM each individually and then relate the laaaon* to lodety. My studenta ei\ioy learning thing* that to thwa are new, Batng tau^ laatona of love and kindnew. how to be a Jew. HM atudenta of today an amaiter than ever. Improving their akilla i« alway* an endeavor. lliat I ta]M pride in woriung toward WiitchiiM my atudenta leam is my special reward. A new education building is a dream br the UTTO, One that will be CMT oar children'* childran to show. The futuraofaducationi* one that i* hard to guae* -' But the key i* to per«uade student* to do their beet!

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The Mirocle Doesn't Stop luith the Fourth Cup of UUine Rs vou sit ^kxun to VCK^ ocun seder and begin to recount the ston/ of the 6(odus horn Cgvpt. you should also be reminded of the current, on-going 6(odus from €ostern €urope and €thlopiQ. It Is your gifts to the Operation €iodus CompQigns thot mohe these rescues possible. Vour post support gove freedom to hundreds of thousands of oppressed Jews. Only your odditionol support uuill release thousonds more so thot they. too. con celebrate Possover in freedom. Best wishes for o happy pQs:&over. The President ond Boord of The Jewish ^eoeroctcxi or Omoho imtmkttr^HrmUm.Hvtbifikmltntl

Page 58

Jewish .Press

^^'i^m^a-

April 2,1993

Community Teachers

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Page 59

Jewish Press

Lay leader perspective:

Education at Temple Israel

PASSOUER GREETINGS

By Michael Walts Chairman Religious School Committee The goal of religious school training at Temple Israel is to provide for our students the best possible environment to participate in the culture and way-of-life that Judaism represents. Ttirough dedicated professional staff, teachers, curriculum, and congregational commitment, that goal becomes closer to reality each and every day. The enthusiasm and joy, the pride and love of our Jewishness ia continually being expressed by our stu-., dents. We are working diligently to expand the horizons of traditional education by participating in Tikun 01am and community activities, extensive field trips, and most importantly, integrating parents into the arena of Jewish education. We are never too old to learn, and adult education not only offers opportunities for adults to learn more, but increases the participation, enthusiasm, and commitment of the children. Through these efforts, we hope to find the path of sharing celebrations, and ethical commitment toward the betterment of humankind. We are striving towards a Religious School that makes Judaism relevant, interesting, and alive within all- of us: offering an environment, ideas, and a template for all members of the congregation to interact and share family oriented Jewish experiences.

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Jewish Press

April 2,1993

The cup Is filled the second time, and the youngest of the company asks the following four questions:

Ssp^ nn nSt^n nripi mf^ niS^^n S33B> .niS^^n' '"^

#â&#x20AC;˘#

4/.

pK* n)hir\ ^Dget' nnD ntn

Wherefore is this night distinguished from all other nights? On all other nights we may eat either leavened or unleav ened bread, but on this night only unleavened bread; on all other nights we may eat any species Price

of herbs, but on this night only bitter herbs; on all other nights we do not dip even once, but on this night twice; on all other nights we eat and drink, either sitting or leaning, Stores but on this night we all lean

i