Friday, April 28, 2017

Preparing Israeli Vegetable Salad

We spent the first half hour of Tuesday's and Wednesday's sessions this past week up in the Oneg Room with Karen (on Tuesday) and Stephanie (on Wednesday), preparing a very colorful and tasty Israeli vegetable salad with the other 5th and 6th grade students. This was the last of the 8 cooking sessions scheduled for this school year.

This coming Monday evening and all day Tuesday we'll be celebrating the State of Israel's 69th birthday - Yom Ha'atzma'oot (Independence Day), and what better way to begin our celebrations than by preparing one of the most ubiquitous of recipes in Israel today. A big bowl of this salad can be found on almost every Israeli kitchen counter or table, since it's eaten for breakfast, lunch, and sometimes even dinner in combination with eggs and dairy products such as cheeses, yogurt and sour cream. It makes a perfect snack food on its own as well - light, delicious and filled with nutrients.

The basic recipe is made of diced cucumbers (English and Persian cucumbers work best since they have few seeds and the seeds are much smaller than in our thick-skinned American cucumbers), diced Roma tomatoes, bell peppers and scallions. Many Israelis also add in minced mint and parsley leaves. If you use any dressing at all, a lemon juice/olive oil dressing with salt and black pepper to taste is best - just enough dressing to drizzle lightly on the vegetables immediately before eating the salad.

Obviously, most of the salad preparation in the Oneg Room this past week involved slicing, chopping and dicing, and the students became very adept at both by the time they had completed the process. 

Jack and Gabe are busy slicing cucumbers and scallions. Did you know that the word "scallion" is derived from the Israeli port city of Ashkelon?
Callen is developing quite a knack here for slicing the peppers.
There were also yellow peppers to slice, which Gabby is doing here (with Rona busy dicing the cucumber)
Alexia developed her own technique for the English cucumbers - first slice, then dice!
Michael preferred his Persian cucumbers to be sliced thickly.
The bowl is starting to fill up and looks so colorful!
Once the vegetables were all chopped, sliced and diced, it was time to go up to the main table to get the parsley leaves, salt and other salad dressing ingredients.
Finally, the salad is ready.
Time to dig in and put as much as you wanted to eat into a paper bowl.
Then join everyone else at the tables to enjoy the "fruits" of your labor.
TA's and teachers also had a moment to enjoy every tasty bite!
I'd like to take this opportunity to thank Karen and Stephanie for all the effort they each put into making all 8 cooking sessions so successful. It meant buying the ingredients, setting up the Oneg Room so that everything was ready to start preparing the recipe as soon as teachers and students came into the Room, baking the pastry recipes, dividing them up into plastic bags to hand out to the students at the end of the session, and, of course, cleaning up. YASHER KO'ACH to you both!

I'm looking forward to seeing those fifth grade families on Sunday morning, who signed up to visit the Contemporary Jewish Museum in San Francisco for a tour and art project relating to the exhibit of Roz Chast: Cartoon Memoirs. Meanwhile, our sixth grade families will be meeting on Sunday morning, first session only, in the Social Hall for the final B'nai Mitzvah Prep workshop of the year.

YOM HA'ATZMA'OOT SAMEACH! HAPPY ISRAEL INDEPENDENCE DAY (#69)!

Monday, April 24, 2017

Yom Ha'Shoah - Holocaust Remembrance Day

Below is an excerpt from a post I wrote on this blog back in 2014. It bears repeating because it shares better than anything I could write again today how important Yom Ha'Shoah - Holocaust Memorial Day (which we began observing last night) - is for me personally, and why I feel it's so important for me to share the background of this blackest era of Jewish history. There are very few survivors left to tell their stories, and now it is up to my generation and those to follow to keep their stories alive. 


"Today is Yom Ha'Shoah, a very somber day in Israel and for Jews all over the world. It has a very special meaning for me, since my father was a Holocaust survivor from Poland. In fact, I was named after my father's mother, Czarna (Charne in Yiddish), and his sister, Ruth, both of whom perished in Treblinka sometime in 1944, along with other members of my family. My brother was named after my father's brother, Artur, who also perished during the war.

My father had been sent by his family to Brussels, Belgium in 1937, at the age of 15, after he was stabbed in the thigh by a gang of Polish youths on his way home from a Hashomer Ha'tzair (a socialist-zionist youth organization) meeting in Warsaw (the head of his ken -  his meeting place - was Mordechai Anilewicz, who would become the leader of the Warsaw Ghetto Uprising in April, 1943). My grandfather realized that there would be no safe haven anywhere in Poland.

Sadly, the rest of the family couldn't get out before Poland was attacked on September 1, 1939. In fact, my grandmother was visiting my father when she heard the news, and decided to take the train back to Warsaw immediately, to be with her two younger children (my uncle, Artur, was only 15 at the time, and my aunt, Ruth, was only 9). The only member of the family to survive the war, aside from my father, was my grandfather. He and Artur eventually escaped from the Warsaw Ghetto through the sewer system, just prior to the uprising.  Artur quickly joined a Polish partisan group in the forest outside of Warsaw; after the war, my father learned that he had been shot by the Polish partisans when they found out he was Jewish.

My father eventually made his way to the U.S. near the end of 1944, thanks to an uncle living in New Jersey who sent him money via the Red Cross during the war, surviving a trek alone through Belgium, France, Spain, and Cuba, always one step ahead of being arrested. He joined the U.S. army to obtain immediate citizenship, and when the war ended, was assigned as a civilian to translate at the Nuremberg trials in Germany (my father spoke 7 languages fluently). Once in Europe, he spent many weekends searching for his father, and finally found him, still living in Warsaw with family friends. Within a year, my grandfather was able to join my father in New York.

My father passed away almost three years ago, in June, 2011. He wrote his life story back in the '90's for the sake of his children and grandchildren, and I re-read parts of it every Yom Ha'Shoah."


Yesterday, we observed Yom Ha'Shoah in our Edot classroom. Using a timeline I had put together some years ago, we discussed how such a seemingly "cultured and civilized" country as Germany could have devolved so quickly into a dictatorship led by fanatic nationalists. We discussed how important it is for people to have a sense of dignity and pride about themselves, and if this is taken away, how quickly they can learn to hate. I then shared an age-appropriate presentation I prepared about 10 years ago, taking video segments from the "Heritage: Civilization and the Jews" dvd-rom program to share the history and personal stories from that black era. Following the presentation,we joined the rest of the school in the Sanctuary for a very moving Yom Ha'Shoah assembly led by Rabbi LeVine and Revital, our Music Director.  Seven candles - six for the 6 million Jews who perished, and one representing non-Jews who were also murdered by the Nazis had been lit and were standing on the altar table.
ZICHRONAM LEE'V'RACHA - MAY THEIR MEMORIES BE A BLESSING

Monday, April 3, 2017

Mah Neeshtana Meeschak Ha'sh'kaleem Ha'zeh MeeKol Ha'Meeschakeem?: A Very Unique Shekel Game

We have just completed two units of study in our Edot class - the history and culture of the Jews of India and Pesach (Passover). As we do at the end of each unit of study, we played the Shekel Game yesterday morning. What made this game different from all other Shekel Games we've played in the past was the fact that only three Edot students were in attendance; not surprising since most families already began their Spring Break holidays and were out of town.

This turned out to be the longest Shekel Game ever played, lasting 45 minutes (thank goodness I always come prepared with many more questions than we usually have time for!). Usually, this is a group game, allowing the students in each group the chance to put their heads together to arrive at the correct answer to the review questions. Yesterday, each student opted to become a team unto himself, and so each only had his own memory to rely on for the answers. There were several questions asked where the student was sure he didn't know the answer (and so bet nothing that he could answer the question correctly), but then came up with the correct answer after all (and sadly earned nothing). I learned that the three boys recalled quite a bit of information that I had shared with them during the previous weeks; the boys (hopefully) learned that if you take the time to think things through, you can often recall quite a bit of information.

Max has all the tools necessary to play the game - Israeli sh'kaleem (shekels), a piece of scrap paper, pencil and eraser, a bowl of Goldfish crackers and a pitcher of cold water to wash them down (OK, so the last two items were not really needed to play the game, but certainly added to its enjoyment).
Joey is all settled in his "territory" as well, ...
...as is Gabe. Let the game begin!
Once I tell the player which category the question will come from (Hebrew Through Movement, Siddur/B'rachot, Jewish History, Edot or "The Circlemaker" story), he writes down how much he's betting on the piece of scrap paper. He can't bet more than half the amount of money he has when the question is asked during the regular rounds of play. During the "All-Or-Nothing" final round of play, he can bet all, part of, or none of his money, and can choose the category the question will come from. Of course, the question will be a very difficult one for that final round, so he has to carefully consider which category he feels most comfortable with, and how much money he dares bet on his ability to answer correctly.
He has 30 seconds to think of the answer after the question is asked. If he answers correctly (as Gabe did here), he is paid the amount of money he bet; if he answers incorrectly, he pays that amount to the "bank."
As mentioned before, one of the categories was Hebrew Through Movement. In order to win the money bet, the student has to correctly follow each of a series of Hebrew commands. Here, Gabe is following the command to lift up the chair from the floor and place it on the table (l'hareem keeseh mey'ha'reetzpa, v'la'seem et ha'keeseh al ha'shoolchan).
After we finished playing the game, we still had time for a Hebrew Through Movement session, during which we practiced all the Pesach (Passover) Hebrew vocabulary we had learned over the past two and a half weeks, and also practiced acting out the "Mah Neeshtana" (the Four Questions). Our session was cut short, however, by a fire drill (which had been planned by Rabbi Greninger and announced to the teachers beforehand). It took us less than a minute to grab the earthquake preparedness bag, the teacher emergency binder and attendance slip and leave the room in an orderly fashion. All the classes met up on the lawn outside the Sanctuary, where teachers took attendance and let Rabbi Greninger know, class by class, that all children and teachers and TA's were present.

From the lawn, we all filed into the Sanctuary where Rabbi Greninger and Cantor Korn led us in prayer and singing Pesach songs, to get us all in the mood for the upcoming holiday.

I look forward to seeing everyone back in the classroom again after the Pesach holiday, on Tuesday or Wednesday, April 18 or 19. In the meantime, I wish you all a very enjoyable and meaningful Pesach holiday with your families and friends.

CHAG HA'MATZOT SAMEACH!  HAPPY HOLIDAY OF MATZAS - HAPPY PESACH!

Thursday, March 30, 2017

The Pesach Time Tunnel

We reviewed what we had learned last Sunday about the 15 steps (rituals) of the Pesach seder, and how Talmudic era Rabbis described how our bodies as well as our minds and souls will travel back in time to Egypt if we follow each ritual in order (seder) and with kavana (intention). In that sense, the rituals become "dials" which we turn in a time machine, directing the machine to take us back to the final moments of slavery in Egypt (feeling the sting of the taskmaster's lash on our backs and the bitterness of slavery), and allowing us to experience the very first moments of freedom and the birth of our nation.

We then sang the "Kadesh U'r'chatz" song that we had learned on Sunday (the lyrics to which are the names of each of the steps) a couple of times over. As a final activity, each student decorated a "Pesach Time Tunnel" sheet by coloring in the letters of the names of each ritual and making a simple drawing to remind them what was involved in each ritual. The children brought these home at the end of the session, hopefully to have on hand during your own seders.

As the students focused on the activity, I played a recording of the Sephardi version of  the "Kadesh U'r'chatz" song on Tuesday...


and on Wednesday...


On Wednesday, we had a surprise visit from the third and fourth graders in the Bonim (Builders) track while we were working on the Pesach Time Tunnels. Tamar's students entered the room carrying crates, and then shared with us that they had made one crate for each 3rd-6th grade classroom. Here's what they told us the crates were for:


We finished each session in the Shira classroom, singing Pesach songs with the Shira and Y'tzira students, led by Eric. As it happens, one of the songs he taught us was the "Kadesh U'r'chatz" song, and he even taught us hand signals to use for each ritual. What a perfect review for our own Edot class activities over the past couple of sessions!


Remember that this coming Sunday JQuest will hold just one session, from 9:00 to 11:00 a.m., and then we'll be on Spring/Pesach break until classes begin again on Tuesday, April 18th and Wednesday, April 19th.

Let me take this opportunity to wish you all a very happy Pesach holiday, which begins the evening of Monday, April 10th.

CHAG PESACH SAMEACH

Monday, March 27, 2017

Bene Israel Handprint Amulets and Pesach

During the week day sessions last week, we completed our unit of study about the Jews of India by re-creating hand print amulets that a Bene Israel couple would make during a special ceremony called the Mehndi that took place three days before the wedding ceremony.

During this ceremony, the right hands of both bride-to-be and groom-to-be were smeared with henna or saffron dye, considered by many cultures to have "anti-demonic" properties, then the hands were pressed against a wall inside the home. Once the prints had dried, the "Evil Eye" was painted in black in the center of the palm, and good luck symbols were painted around the prints. As with all other edot (Jewish Diaspora communities), the Bene Israel borrowed from the surrounding culture, which in this case was Hindi and Buddhist. Peacocks, elephants, and lotus flowers were often painted onto amulets (representing beauty, strength and purity of heart and mind, respectively). During the ceremony, one or more of these images would be painted onto the wall around the hand prints. Then Jewish symbols of holiness and good luck would be added to the Indian symbols - the Hebrew letters "chet" and "yud" (spelling the Hebrew word for life - Chai), the Hebrew letter "shin" (representing the first letter of one of God's names - Shaddai) and the ancient menorah were the three most commonly used symbols. Beginning in the late 15th century, with the arrival of Sephardi Jews from Spain and Portugal (known in India as the Paradesi Jews or White Jews), the Chamsa (the five-fingered amulet borrowed from the Muslim cultures of Arabia and North Africa) began to appear, and in the early 19th century, the Magen David (Jewish Star) was often painted on the wall as well. The hand prints thus became permanent home amulets, ensuring a happy marriage for the couple and protection for the woman and baby during childbirth.

When the Bene Israel and other Jewish communities in India began to move to Israel in the early 1950's, they sold their homes to non-Jews. To this day, the hand prints and the Jewish as well as Indian good luck symbols remain on the walls of many of these homes.
First, the students traced their hand onto a piece of white paper.

Then it was time to choose an Indian symbol to draw free-hand or trace onto the corners of the paper.
A few years ago, I found instructions on the internet for drawing elephants, peacocks, and lotus flowers. This made the process of drawing the good luck symbols much, much easier!
I had found copies of a ketuba (Jewish marriage contract) of a couple who were married in Mumbai in 1913 (then called Bombay), decorated with two peacocks. Some of the students used those peacocks as models for their drawing.
Below are some of the completed amulets. I'll laminate all the hand print amulets when they're completed, and then hang them up in our classroom which will become a very safe place to be, indeed!












Yesterday, we had a very full schedule each session. After I read two chapters from "The Circlemaker," we began to learn the first two questions of the "Mah Nishtana" section of the Pesach Haggadah. Using props from our Hebrew Through Movement program, the students were able to "act" out the two questions by holding up or pointing to the props.

"Mah nishtana HA'LAYLA ha'zeh...?" ("How is this NIGHT different...?") Zach points to the photo of the Moon, representing the word, "LAYLA" (NIGHT).
"...meekol ha'LEYLOT?" ("...from all the NIGHTS?") Abby points to the photo of the different phases of the Moon, representing the word, "LEYLOT" (NIGHTS).
Here's Maddy doing the same.
"She'be'chol ha'leylot anoo ochleen CHAMETZ OO'MATZA..." ("That on all the nights we eat leavened food and matza...") Here's Jack holding up the CHAMETZ (a challah bread from our Shabbat HTM props) and MATZA.
"...ha'layla ha'zeh, koolo MATZA." ("...this night only MATZA.") Jeremy's holding up the HTM Matza prop.
"She'be'chol ha'leylot, anoo ochleen SH'AR Y'RAKOT..." ("That on all the nights we eat all kinds of greens...") It's hard to see in the photo, but that's a bunch of parsley Jeremy's holding up to represent the greens.
Once we had practiced the two questions a few times over, we still had time to practice our usual HTM vocabulary with some Pesach twists:

Callen, la'seem hagada shel Pesach al ha'rosh. (Callen, put a Passover haggadah on the head.)
Callen, la'seem yad al ha'rosh shel Maddie v'hagada shel Pesach al ha'rosh; Maddie, la'seem yad al ha'beten shel Callan v'l'hachzeek hagada shel Pesach ba'yad ha'sheynee. (Callen, put a hand on Maddie's head and a Passover haggadah on the head; Maddie, put a hand on Callen's stomach and hold a Passover haggadah in the second hand.)
Zach, leekpotz al regel echad la'keeseh. (Zach, jump on one foot to the chair.)
We also reviewed our Israel and its environs geography. Michael, l'hatzbee'a al eretz levanon. (Michael, point to the Land of Lebanon.)
And continued to practice recognizing written Hebrew words in our classroom. Maddie, l'hatzbee'a al ha'meela "rosh." (Maddie, point to the word, "rosh" - it means "head" and was one of the words for our "letter of the week" last week - RESH.
Then it was time to begin our Pesach unit of study. I had prepared a table with those ritual items involved in the 15 steps of the Pesach seder. The students all sat around the table, as we went through each of the 15 steps using the "Student's Haggadah" book.

Pesach is a spring holiday, and there's no doubt that spring is here, just looking at the magnificent oak tree outside our classroom window!

After lighting our "yom tov" (holiday) candles using the Hebrew Through Movement candlestick and candle props and commands ("...l'hadleek ner shel yom tov"), the first step of the seder is the Kadesh (Aramaic for Kiddush).
The second step involves washing the hands without saying the blessing.
Third step: Karpas - dipping a green vegetable (in our case, parsley) into salt water and eating it after saying the blessing "...borey p'ree ha'adama." ("...who creates the fruit of the earth.")
Then comes "Yachatz" where the middle of a pile of three cakes of matza is taken out, divided in half, and replaced on the pile (one half becomes the hidden Afikoman) - Joey is doing the honors here.
 Jumping ahead in this photo, we come to the "korech" step, in which "maror" (bitter herb) is put between two pieces of matza to make a sandwich.
A few students were a bit hesitant about tasting the maror...
Once in the mouth, they quickly discovered why horseradish is frequently used in Ashkenazi households for the maror. It does bring forth the tears and bitter feeling of slavery!
As we came to each succeeding step, each student had a chance to read the Aramaic name of the ritual and the description of the ritual involved in that step.
Once we went through all 15 steps, I read through the names of each of the rituals, and the students discovered that they rhymed. To help them learn the ritual steps of the Pesach seder by heart, I then introduced the Sephardi (Spanish/Portuguese Jewish) melody to the "Kadesh U'r'chatz."
(It's the second of the two recordings at the bottom of the page, sung by Rebecca Pardue.)

Yesterday's tefillah session in the Sanctuary was very special, in that it was the final Creative Tefillah session led by sixth graders for this school year. The theme to which the students, including our Edot students Ashley and Emily, fit the prayers was "school." YASHER KO'ACH to all the sixth graders who have participated in the Creative Tefillah sessions this year.

Sunday, March 19, 2017

The Bene Israel Jews of India

Today, we focused our attention on the second and largest wave of Jewish immigration to India, that of the Bene Israel. We viewed a YouTube video about them, which shares the filmmaker's belief that they were descendants of the Tribe of Zebulon, one of the "Ten Lost Tribes of Israel," which was part of the Kingdom of Israel before its conquest by the Assyrian Empire in 722 B.C.E.. To this day, members of the Bene Israel insist that they are not "Yehoodeem" (Judeans), but rather are "Israel" (i.e. descended from the Kingdom of Israel). The Bene Israel themselves believe they are descended from 7 couples who were rescued from a shipwreck off the coast of India by none other than Elijah the Prophet, and to this day they venerate the Prophet in the midst of all their holiday and life cycle ceremonies.

Once we had viewed the video about the Bene Israel, I shared another YouTube video which shows members of the Bene Israel participating in a Malida ceremony, which is the ceremony that venerates the Prophet Elijah. Once the students had seen the ceremony, and understood the meaning behind it, we prepared the poha rice dish used during the ceremony, which is also called "Malida." I used a very simple form of the recipe:

Pour 1 cup of the Poha rice flakes into a bowl, then pour enough cold water over the flakes to cover them completely. Wait 4 minutes, then drain the flakes of as much water as possible. Add 1/4 cup sugar, 1/4 cup unsweetened coconut flakes and 1 tsp. of cardemom spice to the flakes, and stir carefully until all the ingredients are absorbed into the flakes.

We then spooned the mixture into the middle of a paper plate onto which I had put apples, pears, bananas, dates and oranges.


Then it was time for us to "re-enact" the Malida Ceremony itself:


 During the coming week day sessions, we'll be learning about, and re-creating, a Bene Israel amulet which can be found on the walls of Bene Israel homes in India to this day.

Thursday, March 16, 2017

The Jews of Cochin and Pesach Stumpers and Challenges

We began our unit of study about the Jews of India during the past two weekday sessions. I shared with the students that there were 3 major waves of immigration of Jews to India over the past 2,000 (perhaps even as far back as 3,000) years.

The first wave of Jews were those who eventually settled in the City of Cochin in the Kerala District of southwest India. We focused on this group this week. I introduced them to the students by showing a two-part YouTube video called "The Heritage of Cochin Jews." The video shared the history and culture of Cochini Jews, as well as the move of most of the community to the modern State of Israel in 1953 and their integration into Israeli society. During the late 15th century, Sephardi Jews who were exiled from Spain in 1492 began to make their appearance in Cochin. Though small in number, they had an out-sized influence on the culture of the Cochini Jews.

The second major immigration wave consisted of Jews who called themselves the "Bene Israel" (Children of Israel), but who were called the "Shanwar Teli" by non-Jews around them (meaning the Sabbath Oil Pressers, since they brought the art of oil pressing to India and observed the Sabbath as a rest day). They settled further north, near the City of Bombay, and claimed to be descended from 7 couples shipwrecked along the coast, and rescued by none other than the Prophet Elijah. We'll be studying them in more detail this coming Sunday.

The last group of Jews to arrive in India were the Baghdadi Jews who, as their name indicates, came from Baghdad and other areas of Iraq. They were merchants and traders and were invited by the British in the 19th century to settle in the major cities of India during British "Raj" (England's occupation of India). They were, for the most part, Sephardi Jews (descended from the Jews of Spain and Portugal).

We ended both weekday sessions with the Shira and Y'tzira students, learning Pesach (Passover) songs with Eric, our weekday music teacher. He reviewed all four verses of the "Mah Nishtana" (The Four Questions recited by the youngest child at the seder ceremony), and taught us to sing the answer to the questions - "Avadeem Ha'eenoo; ata b'nei choreen!"("We were slaves; now we are free!") We also sang the spiritual "Let My People Go" and had a fun time singing the "Dayenu" song.


And since Pesach is just four weeks away (the first seder takes place on Monday evening, April 10th), I put up a new set of stumpers and challenges on our holiday bulletin board.


The Stumpers: (worth 1 sticker)
1.  Where does the word "Charoset" come from?
2.  According to the Talmud, what is the only way a seder can succeed?
3.  How have some seders and haggadot been changed to make them more meaningful to us today?
4.  Why did the Rabbis include "Had Gadya" in the Haggadah?

The Challenges: (worth 5 stickers)
1.  Name the 15 parts of the Pesach (Passover) seder by heart.
2.  Name the 10 plagues by heart.
3.  Say (or sing) the final verse of "Had Gadya" by heart in English.

Remember that 20 stickers = a $10.00 Toys 'R Us gift certificate!