Young Urban Moshav is thrilled to have the opportunity to create a demonstration garden at the JCC of the East Bay. The garden is intended to serve the after school program’s garden curriculum and to function as a Jewish outdoor learning center for the community. The project site design will integrate best urban garden practices with Jewish cultural items such as traditional holiday foods and the fruits of Israel. The space will accommodate groups of learners and holiday activities. Young Urban Moshav’s participatory approach includes support with community engagement, from communications content and crowdsourcing to strategic connections with other Jewish green initiatives.

Artisan Katherine Gulley of Raised Bedlam Woodworks (left), Green Educator Ezra Ranz (center), JCC East Bay Berkeley After School Director Cassie Brown (right) enjoy the new beautiful redwood garden furniture that arrived in November.

Young Urban Moshav, a new Jewish food start-up, has been accepted into the Hazon CSA network and aims to develop a residentially-based Community Supported Agriculture program. The JCC East Bay garden will be an example of garden design and implementation that Young Urban Moshav is offering for other institutions and private residences as it embarks on its goal to grow a system of interconnected urban agriculture sites across the East Bay.

In developing this exciting demonstration garden, Young Urban Moshav is sourcing labor and products from within the community whenever possible. As of the end of November 2014, exciting progress has been made. The garden has received its first major contribution from Katherine Gulley at Raised Bedlam Woodworks in Berkeley. A beautiful redwood table and bench, including end planters and a garden box, are already on site! Katherine makes custom outdoor and reclaimed furniture. She herself grew up in Berkeley attending the JCC and proudly claims that she was at her after school program at the JCC when the big earthquake of ‘89 hit.

Chuck Weis (left), Jory Gessow of Gessow Landscaping (center), and Garden Educator Ezra Ranz (right) scope out the site for grading upgrades.

The garden site, an alley between the southwest corner of the JCC building and the adjacent commercial CVS building, is being graded during the month of December so that the main area in use will be flat. Approval has been obtained for a retaining wall and ramp, to be constructed by community member Jory Gessow of Gessow Landscaping. You might recognize Jory from the annual Tikkun Leyl Shavuot events as he is an avid participant of many years!

JCC After School Director Cassie Brown has been overseeing the project. Green Educator Ezra Ranz has been coordinating between the JCC and Young Urban Moshav on a volunteer basis while already growing some starts with students in small boxes on location (pictured in the featured image of this article). Facilities Supervisor Chuck Weis is managing construction details regarding the building site. Front Desk Supervisor Selena Martinez has been filling an insightful and exemplary advisory role. The garden design has been developed by Young Urban Moshav volunteer Talya Ilovitz, who now is updating the drawings to include the newest developments.

Next major steps include construction of raised garden beds and installation of drip irrigation as well as a spiral herb garden and worm bin. Material contributions are being graciously accepted, from lumber to soil, garden equipment and planters to irrigation supplies, seeds, plants and even worms! Please contact youngurbanmoshav@gmail.com if you would like to contribute to this exciting Jewish community garden.

Cranberry Shabbat 

Saturday, October 25,  Raindate, November 1

Wachusett Reservoir, Boylston

Join us for our annual Cranberry Shabbat. We will intermix songs and prayers with wild cranberry picking, and share a picnic lunch at the end. Please bring something to share and your own drinks and utensils. (Warm soup sounds good for a picnic in October!) Also bring containers for the cranberries. Most of our pickings will be given to a homeless shelter for their Thanksgiving dinner. There may be muddy spots, so be prepared footwear-wise, and it could be windy and chilly along the water. Please RSVP to Ma’yan Tikvah for details.

contributed by all the organizations and initiatives on “the Map” http://jewcology.org/map-of-initiatives/

Here’s a quick bit of Sukkot Torah to start us off: “The four species of the lulav represent the four types of ecosystems in the land of Israel: desert (date palm), hills (myrtle), river corridors (willow), and sh’feilah, the lowlands (etrog). Each species has to be fresh, with the very tips intact – they can’t be dried out, because they hold the water of last year’s rain. Together, they make a kind of map of last year’s rainfall, and together, we use them to pray for next year’s rains.” I hope everyone enjoys the wonderful array of activities and ideas we are generating. We are a strong and beautiful network. Please add more to this list if you like: write to rebduvid86@gmail.com and I’ll update this page. I will also be updating the format and fixing the fonts — I don’t have time Erev Yom Kippur to do more than simply share this content. Thank you to everyone who shared, and g’mar chatimah tovah! Rabbi David Seidenberg, neohasid.org

Resources

from Judith Belasco, Hazon

http://hazon.org/educational-resources/holidays/sukkot/ Hazon also has an incredible array of resources on Shmita linked at: http://hazon.org/shmita-project/educational-resources/resource-library/

from the Religious Action Center

“Eco-Friendly Sukkot”  http://resources.rj.org/Articles/index.cfm?id=1369

“Table Texts about Food Justice” http://rac.org/pdf/index.cfm?id=23602

from Max Arad and Rabbi Carol Levithan, The Rabbinical Assembly

“The Sukkah as Shelter: A Source Sheet” http://www.rabbinicalassembly.org/sites/default/files/public/jewish-law/holidays/sukkot/sukkah-as-shelter.pdf See also: http://www.rabbinicalassembly.org/jewish-law/holidays/sukkot

 from Jeffrey Cohan, Jewish Vegetarians of North America

“Sukkot, Simchat Torah, and Vegetarianism” http://www.jewishveg.com/schwartz/hlydysu.html

from Rabbi Katy Z. Allen, Ma’yan Tikvah

Ushpizin for an Ecological Sukkot by Laurie Levy https://docs.google.com/file/d/0BzF1ISt_50TyVG9lWE0zOXJpd1k/edit

from Rabbi Arthur Waskow, Shalom Center

14 articles on Sukkot at: https://theshalomcenter.org/treasury/114 including “Reb Zalman’s Prayers for the Earth on Hoshana Rabbah” and “Spread over all of us a Sukkah of shalom, salaam, paz, peace!”   from Rabbi David Seidenberg, neohasid.org “How-to Build a Sukkah For Under $40” http://www.neohasid.org/sukkot/a_simple_sukkah/ more links at: http://neohasid.org/zman/sukkot/ including “Eco-Torah for Sukkot”, “Hoshanot, the Original Jewish Earth Prayers”, and “Egalitarian Ushpizin with a Prayer for the Earth”

 from Canfei Nesharim via Rabbi Yonatan Neril

resources can be found at http://canfeinesharim.org/sukkot/ and on Jewcology http://jewcology.org/resources/sukkot-shemini-atzeret-resource-and-program-bank/

 also from Rabbi Yonatan Neril, for Jewish Ecoseminars

http://www.jewishecoseminars.com/let-the-land-rest-lessons-from-shemita-the-sabbatical-year/

 from Nati Passow, Jewish Farm School

Two resource sheets for Shmita to be posted on Jewcology – look for them on Monday before Sukkot

 from Anna Hanau, Grow and Behold Foods

Recipes (meat): http://growandbeholdblog.wordpress.com/tag/sukkot/

Events

We have three big regional festival events going on, Sukkahfest, Sukkot on the Farm, and Sukkahpalooza, and lots more local events:

 from Judith Belasco, Hazon/Isabella Freedman

Oct 8-Oct 12, Sukkahfest at Isabella Freedman Retreat Center http://hazon.org/calendar/sukkahfest-2014/

 from Pearlstone

Oct 8-Oct 12, Sukkahpalooza http://pearlstonecenter.org/signature-programs/sukkot/

 from Sarai Shapiro, Wilderness Torah

Oct 9-Oct 12, Sukkot on the Farm, Green Oak Creeks Farm, Pescadero CA http://www.wildernesstorah.org/programs/festivals/sukkot/   local events and projects:

from Hazzan Paul A. Buch, Temple Beth Israel, Pomona CA

Our synagogue will break ground during Sukkot on a 1/2 acre urban farm on our property, in cooperation with a local NGO. The farm will be fully managed by the NGO at no cost to us, and all workers are paid a living wage. The produce grown will be available for purchase to our congregation and sold at farmers markets in the area. A portion will be dedicated to those who are food insecure. Question for everyone: Do you know of any other synagogues who have dedicated their land in a similar way?  Please note this is not an urban garden, but a functioning not-for-profit commercial project.

from Becky O’Brien, Boulder Hazon

Oct 6, at 5:30 pm, family sukkot program, in partnership with the south Denver JCC Oct 12, at 4:00 and 7:00 pm, screenings of “Road to Eden”, co-sponsored with the Boulder JCC Oct 16, Sukkot Mishpacha, a program for young families at a local organic farm Rabbi Julian Sinclair stopped in Denver/Boulder on his recent book tour promoting Shabbat Ha’aretz; we hosted five programs with him earlier this month. We are leading a shmita hike for local staff of Jewish organizations to help them decompress from the hectic time of the high holidays. We expect that many shmita-related programs will arise throughout the year but we don’t yet know what they will be.

from Helen Bennet, Moishe Kavod House

Fri Oct 10, Shabbat in the sukkah Tues Oct 14, Sukkot Festival dinner, co-hosted with Ganei Beantown (Leora Mallach). Moishe Kavod is planning to run a series of learning and DIY sessions on shmita starting in November, with focuses on economic justice, food and ag system, and chesed/caring community principles.

 from Gail Wechsler, St. Louis Jewish Environmental Initiative (JEI)

Sun Oct 12, 4-6 PM, screening of the film “Fire Lines”, about joint Israeli and Palestinian fire fighting efforts during the Carmel fire of December 2010. The film includes environmental themes as part of the reason for the fire was overforestation of the affected area. The director, Avi Goldstein, will speak after the film.  In partnership with the Jewish Community Relations Council, Webster University and the JCC.

followed by:

Sun Oct 12, 6-7:30 PM, organic potluck Sukkot dinner. In partnership with the JCC and its Garden of Eden, a community garden that grows organic fruits and vegetables to benefit the clients of the nearby Harvey Kornblum Jewish Food Pantry. Both events at the Jewish Community Center Staenberg Arts & Education Building.

from Michael Rosenzweig, Boulder JCC

We have a great event each year called Sukkot Mishpacha, where we partner with a local farm so the children and families can learn about environmental issues, do fun arts and crafts projects, and pick their own gourds. http://www.boulderjcc.org/events/2249/2014/10/14/boulder-jcc-events-calendar/sukkot-mishpacha/ Note: I have not included narrative detail in general here, but I found Rhonda Ginsberg’s description so delightful to imagine and I just didn’t think I could condense it. So here is what she wrote to me, with some minor editing:

from Rhonda Ginsberg, teacher, Carmel Academy, Greenwich CT

For Sukkot we do a 4 year rotation focusing on different aspects of the holiday.  The first year of the cycle we invite the ushpizin and have the 7 species at a festive meal.  The second year we look at wind with kite flying as a major activity, the third at rain and water, and the last year at stars and shade. Each exploration is done both from the Judaics side with text study and from the science/experiential side. This year we are looking at water.  For the K to 3rd graders, teachers act out the story “Why Does it Rain on Sukkot”, MS. Frizzle (science teacher) comes to teach about rain & why it’s needed, then students rotate through stations that are led by 4th graders and teachers.  At the stations they investigate kosher tops for pipework sukkot, create rain sticks, have various water activities & races, sing songs & learn the dance “Mayyim”.  For the 5th to 8th graders, they start with an appropriate text study.  Then, the 6th through 8th graders become the instructors teaching the other grades about the aspect of water that they researched and created a project for.  6th graders look at the water cycle, which they present through posters, dioramas, etc.  They also perform a song and skit on the water cycle.  7th graders research water pollution – causes, effects, and possible solutions.  8th grade engineering students investigate flooding – causes, effects, how engineers have created solutions.  8th grade honors biology students investigate droughts, concentrating on trouble spots in the Western US, Israel & the Middle East, and Africa.  They also look at causes, effects, & possible solutions.  Then we have a Simchat Beit HaShoava – the biblical Water Libation ceremony which took place during Sukkot in Temple times, with students singing, dancing, juggling, filling pools with golden pitchers, etc.

Outdoor High Holiday Services with Ma’yan Tikvah – A Wellspring of Hope

Rosh HaShanah Day 1, Thursday, September 25, 9:30 AM, Cedar Hill Camp

265 Beaver Street, Waltham, (accessible by MBTA bus)

Click here to carpool to this service.

Rosh HaShanah Potluck Dinner and Shmita Seder, Thursday, September 25, 6:30 PM, Location TBD, in Wayland

Rosh HaShanah Day 2, Friday, September 26, 10 AM, Greenways Conservation Area, 60 Green Way, Wayland

Kol Nidre Service, Friday, October 3, 6:45 PM, Church of the Holy Spirit, 169 Rice Road, Wayland

Click here to carpool to this service.

Yom Kippur Morning, Saturday, October 4, 9:30 AM, Cedar Hill Camp, 265 Beaver Street, Waltham, (accessible by MBTA bus)

Click here to carpool to this service.

Neilah Service and Break-fast, Saturday, October 4, 6:30 PM, Church of the Holy Spirit, 169 Rice Road, Wayland; Break-fast will be at a nearby private home

Ma’yan Tikvah celebrates the High Holidays in the woods with morning services on Rosh HaShanah and Yom Kippur as well as Kol Nidre services on Erev Yom Kippur. The services are led by Rabbi Katy Allen and are a combination of traditional and nontraditional; they are informal and participatory for those who wish to add their voices. Morning services are held outside, or if the weather requires it, under an outdoor pavilion. There is time to sing, to appreciate the natural world around us, to meditate and pray, to read and discuss the Torah portion, to hear the sound of the Sofar on Rosh HaShanah, and to remember our loved ones during Yizkor on Yom Kippur. On the first day of Rosh HaShanah, our services are followed by a pot-luck lunch and then tashlich.

We will have a very different service on the second day of Rosh HaShanah – a hike interspersed with meditations, prayers, discussion, and the blowing of the shofar, and the day will include a picnic lunch – bring your own. We will through the fields and woods and end with a picnic near the Sudbury River.

Our Kol Nidre service is mostly indoors, but if weather permits we go outside for part of the service. We will also have a short Neilah service at the end of Yom Kippur followed by a pot-luck break-fast. All are welcome, including families with children. The sites for the first day of Rosh HaShanah and Yom Kippur are handicap accessible.

For more information or to register, go to www.mayantikvah.org and click on Shabbat, Holidays, and Classes, or call 508-358-5996 or email rabbi@mayantikvah.org.

The meteorologists predicted a possible heavy rainstorm and suggested bringing an umbrella to work.  But as I drove home from an interfaith conference, I got a call from my husband announcing: “ You’ll have to swim home – everything is flooded here.” My heart stopped beating for a minute when I heard this, realizing that all my rabbinic books and papers, many photograph albums including those from my parents’ lives in pre-Holocaust Europe, all our children’s albums and  memorabilia, my father’s award-winning black and white mounted photos, and beautiful maple wood furniture which pre-dated me – all that was DOWN THERE!

But for now, I had to focus on getting home somehow – and indeed, the roadblocks on the main streets and highways were everywhere, with 12 feet of water at a nearby highway underpass near our home. Parking the car at a school several blocks away, I trudged through knee-deep water, only to find my husband standing waist-deep  in the middle of the lake created on our street, valiantly trying to hold back the debris so the storm sewers could drain in front of our house.  All the basements in our small suburb and several other surrounding ones had flooded with 3-5 feet of contaminated water. The irony of it all only hit me two days later when the curbsides where piled high with water-logged garbage – our community was nationally  known for being a leader in recycling ! – yet now was contributing to a huge increase of  landfill acreage with all these destroyed belongings.

Like Noah, I looked for signs of a renewal of life and dry land. This morning I found my “white dove” in the shape of the humongous white hydrangea trees and bushes and the fragrant white lily hostas blooming expansively in front of my house. Our garden did remind me that life  goes on and there is beauty and hope to be found around us, in just letting things go naturally.

As we enter the month of Elul, reflecting on what this all means and where we can improve our lives – and also entering the year of Shmita, of releasing the land to rest – I find several clear messages coming through:

First: Live simply and examine  what you are “attached” to.

Second: We have had an Oral Tradition accompanying our Written Law – perhaps it is time for us to focus on this in a new way, relying on our memories to tell the stories, archiving what is really important on computer memory sticks, and relying on the vast internet libraries instead of creating our own paper jungles at home.

Third: Thank and show appreciation for our neighbors, friends, and families for whatever ways they support us; be on the lookout constantly for  ways to help others, quietly and in advance of a request.

Fourth: While we never can fully understand the ways of God, we  know that if we truly rely on God’s help and direction, it will come; let us be patient and trusting as our ancestors were when they could not plant for an entire year. We will survive – and even prosper!

I resonated deeply with a spiritual writing that described the personal journey of a young man who made meaningful contributions to help alleviate suffering, first locally and then he volunteered in Peru with a health organization performing basic life-saving measures for the most needy. He realized that he could not SAVE them all, that whatever he does is a small amount given the needs and intensity of the impoverishment and sickness of those in dire circumstances. And his conclusion is similar to mine—that one cannot effect major changes, but we can become more aware that individuals in pain and need require compassionate responses. He called it a “ministry of silence”—being there, being present. I was motivated anew and started to participate in healing services for homeless people in my community in order to be a witness to their lives, to their small steps to heal, to be present as they were receiving some comfort and momentary relief during the service in which I participated. One homeless woman said to me — “it mattered to me that you were here” — that comment committed me to be there regularly.

My involvement with a Jewish inmate (writing him for 9 years of his incarceration) meant helping him in a variety of ways in his re-entry into society after years of extreme deprivation of basic human decency, civility and concern, and consequently, he lacked the life skills that would enable him in succeeding. Being his “big sister” and listening to him and his travails and providing some financial assistance gave him an opportunity to acclimate somewhat to life on the outside (“I am physically out of prison but my mind is still shackled from the abuses”). There are few Schweitzers and Paul Farmers capable of performing their amazingly impactful service to humanity but there are endless opportunities to alleviate the hopelessness and abject suffering of individuals in our midst. We can offer a smile, and heartfelt caring that expresses joy when good things happen to them and offering advice and empathy when the challenges cannot be faced alone– communicating that “I am here now with you on your journey as you face and cope with life’s extreme difficulties.”

Participating in a weekly Buddhist meditation group adds to my sense of teshuvah, as it prepares me to practice deep listening, offering new ways to respond with compassion and kindness and caring by being mindfully present. My deep seated Jewish values and traditions inform how I address the pressing societal ills and illusive peace as I learn again and again to be present a little more each year.

Maxine Lyons, retired community educator, is currently CMM (Cooperative Metropolitan Ministries) board member and co-chair of CMM’s RUAH Spirituality Programs, active participant in the ALEPH prison pen pal program (“connecting Jews on the outside with Jews on the inside”), member of Temple Beth Zion, Brookline, and joyful wife of 37 years and mother of two accomplished and wonderful thirty somethings.

The world seems a little topsy turvy these days. A plane missing. 223 girls kidnapped in Nigeria. 3 teen agers kidnapped and murdered in Israel. A plane shot out of the sky. Israel in Gaza. Rockets in Israel. Too many children killed in the streets of Chicago. Too many deaths. When does it stop?

In the Fox River Valley, Illinois, after a punishing winter of epic proportions, it is nice to be outside. Six congregations, part of the nascent Prairie Jewish Coalition, sponsored the Topsy Turvy bus.

What is a topsy turvy bus? It is a school bus, bright yellow, with half of another school bus on top, welded together and running entirely on used food oil. It is a project of Hazon to draw attention to climate change.

Draw attention it does. You have never seen anything like it. Part school bus, part RV, part camper, five  people (and two support staff) are driving this bus from Colorado to Isabella Friedman Retreat Center in Connecticut.  Inside the bus there are sleeping quarters, a kitchen, storage space and even a library!

Ben Cohen of Ben & Jerry’s commissioned the bus. The first tour raised awareness of wasteful spending at the Pentagon. Maybe this Topsy Turvy bus can bring peace! The second tour promoted the White House Organic Farm project. So it makes sense that on a sunny, Sunday afternoon, my congregation, Kneseth Israel, and Pushing the Envelope Farm have come together to host this event.

The residents, drivers, educators engaged all ages who turned out. There were yummy blueberry smoothies made by a bicycle blender. Even better vegan chocolate chip cookies made with three different models of solar cookers. This led to an interesting debate about whether you could use a solar cooker to cook a chicken for Shabbat.

The solar cooking and the bicycle smoothies remind me that I want to install a solar ner tamid, eternal light at our synagogue.  The brainchild of Rabbi Everett Gendler, one of the first Jewish environmentalists, Temple Emanuel of the Merrimack Valley installed the first one in 1978. It raises awareness about the power of the sun and the need to protect our environment, to be caretakers with G-d, in this glorious creation..

People could tour Pushing the Envelope Farm, owned by Rabbi Fred Margulies and his wife Trisha who built the farm from spare acreage on their Continental Envelope Company land in Geneva, IL. They are using it primarily as a teaching farm, with programs for schools, synagogues, churches and scout troops. With 14 acres, there is an organic CSA, various crops and farm animals.  A portion of everything they grow goes to the nearby Northern Illinois Food Bank.

The kids who came loved playing with the chickens and the goats. They loved making their own smoothies and solar cooked cookies. I loved seeing the signs in English, Hebrew, Spanish. And while the bees are critically important, to sustainability and our celebrations of Rosh Hashanah, I gave them a wide berth as I hiked by.

But maybe what I loved most is how this Topsy Turvey bus got all of us—from six congregations and from two years old to eighty, outside on a beautiful, summer day. It would seem that the world is not so Topsy Turvey. Maybe there can even be peace.

Rabbi Margaret Frisch Klein is the rabbi of Congregation Kneseth Israel in Elgin, IL, and the author of A Climbing Journey Toward Yom Kippur. She blogs as the Energizer Rabbi, at http://www.theenergizerrabbi.org.

A memory: Our newborn is up again. I turn to the clock. It’s 4:25 am. Less than three hours since she last awoke. My husband and I are exhausted, and we lie quietly for a few moments, willing our daughter back to sleep. But her cries are persistent. Who knows if she’s hungry, cold, or simply distressed and looking for comfort?

Regardless, we’ve reached our “give-her-a-moment” limit; there’s only so long one can ignore an infant baby’s cries. My husband grabs for his glasses, makes his way to the

nursery, and returns with our loosely swaddled howling bundle. He lays her beside me and her whimpers subside. She begins to nurse. We are calmed. At that moment, there is no more peaceful sound than the blissful rhythm of our baby sucking.

­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐

The calf is born. Cold and disoriented, its mother nestles close to provide warmth; she guides her baby’s mouth toward her udders. The calf suckles and then falls asleep by its mother.

The mother and child remain this way, comforted, nurtured by each other’s presence. The calf awakes and drinks more of the colostrum, or early milk, from its mother. This liquid gold is rich in antibodies, essential for the health and growth of the baby calf, but not fit for human consumption. Within 24 hours, the calf has done its job, drunk all the colostrum. The cow’s milk fills her udders. This milk, unlike the colostrum, is valuable and will be collected for humans.

It is time; a farmhand waits until mother and baby are sleeping side-by-side, lifts the baby to its feet and nudges it away. The unnecessary cost has been removed; this calf, like all the others on this farm, is separated permanently from her mother. This calf will never again drink its mother’s milk.

Neighbors awake. They hear strange noises: indescribably, inhuman, and unrecognizable. The sounds are clearly coming from creatures in distress. Between midnight and 7:00 am, at least four neighbors alert the police. Officers are dispatched to the dairy farm to investigate the source of the eerie, troubling sound. Assurances are given that all is well.

This is just business as usual. The calf must not drink the profits. The cow and calf’s time together has ended. But maternal-child bonds are not easily broken. The separation causes extreme anxiety and suffering. The bellows emanate from the mother cow lamenting the separation from her baby. Gates will be check to ensure she is securely penned. It is not uncommon for a mother cow to trek for miles in search of her calf. Sadly, this pregnancy, birth, separation, commercial milk production cycle which is forced upon the cows continues. Lactation will not occur otherwise.

Dairy products are suffused with the suffering of a mother and a child separated and unable to soothe one another. I hear their cries and cannot ignore them.

Diana G. is a plant based nutrition/cooking teacher with a BA in nutritional sciences from Cornell, and an MA in Education from Harvard. She is a mother of three and an animal rights advocate. Her article was inspired by this article and this book.

This is a great resource to get you started: http://www.jewcology.com/content/view/Do-It-Yourself-Body-Care-for-the-New-Year

Become a partner in engaging your community this year!

Together, we will organize Jewish campaigns throughout the year to help you learn about opportunities to make a difference on key environmental issues at the national and state level, to get to know your elected representatives, and to engage your community.

How can Jewish environmental advocacy make a difference?

The Jewish community has a long history of championing support for Israel and social justice causes. For the last twenty years, we have been learning and changing our behaviors to protect our environment. To address this critical global challenge, it is now time for us to unite in support of sustainable policies that reflect our Jewish interests and values, to make a meaningful impact at the state and national levels and beyond.

Explore our current Year of Engagement Opportunities:

• Campaign #1: Wish Your Reps a Happy Tu Bishvat
  
• Basics of Advocacy for Jewish Environmentalists: A Citizen Training Webinar
  

Campaign #1: Wish Your Reps a Happy Tu Bishvat!

We are beginning the Year of Engagement with a simple but effective way to begin a conversation about environmental advocacy with your family, community, and elected officials.

For our first Year of Engagement campaign this year, we encourage you to send a simple letter to your representative to wish them a Happy Tu Bishvat and explain why our nation needs sustainable climate and energy policies.

On Tu Bishvat, many Jewish communities get together for seders and to learn about Jewish environmentalism. If your community has a shared event, invite them to join along with you in your letter.

To help you turn your Tu Bishvat into a policy engagement opportunity, we’ve created:

•Activity instructions (PDF),

•A template letter for your elected representatives (editable .doc file),

•An example letter to show you what it will look like (PDF), and

•some talking points to help you engage your community (PDF).

Each of these materials can be previewed below if you are logged into google. Or simply click the links to download the files.

We hope you’ll take this opportunity to begin to share your views with your elected representatives and your community. Let us know after you take this action!

Basics of Advocacy for Jewish Environmentalists: A Citizen Training Webinar

To build a more sustainable society, we need more than just individual action: we also need sustainable policies at the local, state and national level. Many Jewish environmentalists want to get involved with advocacy, but aren’t sure exactly where to start. The advocacy world can feel like a confusing maze. When should I call my representative? What kind of letter will make the most difference? How do you schedule a meeting?

Join COEJL, Canfei Nesharim and Jewcology for “Basics of Advocacy for Jewish Environmentalists,” an opportunity to learn about the basic tools of advocacy and how you can make a difference. We explored the challenges and opportunities of advocacy, tools to help you, and practice some specific skills to help you get started.

Recent webinars:

• Monday, March 31 at 8:00-9:30 pm. 
• Tuesday, January 28 from 12:30-2:00 pm. View the webinar here!

Want to hear about future opportunities? Let us know.

This training requires your active participation, so please plan to have computer, internet and telephone available and to be present for the full 90 minutes. Space is limited. This webinar is free, thanks to the generous support of our Year of Engagement sponsors.

(from http://neohasid.org/zman/chanukah/ice_menorah/)

First, here's what's cool about an ice menorah: reflections in the ice; it floats – water is amazing and awesome; renewable resource – and if it's cold enough where you are, just freeze it outside; meditate on climate change and melting glaciers, and resolve to do something about it!

Here's how to do it:

1) Set candles in cardboard brace.

2) Fill loaf pan or any container part way and set brace over it — see diagram. Candles should be immersed half inch or more in water.

3) Shamash (not pictured) — fill dixie cup or any small cup or jar with a few inches of water and set shamash candle in that.

4) Freeze it all.

5) Remove ice with shamash, put it on top of ice in loaf pan. add another half inch or more of water to freeze the shamash to the rest of the menorah.

6) You can carve a little channel for melted water to flow away from the shamash

(idea and execution – Heidi Creamer; diagram and instructions – David Seidenberg; neohasid.org)

for pictures of a real ice menorah, before and after it's lit, go to http://neohasid.org/zman/chanukah/ice_menorah/

You'll notice while the menorah is burning that the melted ice warms up and creates its own channels (see pic above), sometimes making holes through the ice. Among other things, that's a great moment to talk about melting glaciers. Let us know what you do and how it goes!

You can design meditations on water, on climate change and glaciers, on renewable resources, on science, using this project. Send ideas to rebduvid8@gmail.com and I'll post them here.

Please share widely.

Cadette Girl Scout Troop 4056 is pleased to present, as its silver award project, this cookbook of recipes that not only use leftover or excess food as ingredients but also conform to Jewish dietary laws, or kashrut. In preparation for this project, the troop earned the New Cuisines badge and experimented with cooking foods from different times, places and cultures. The troop also volunteered in the kitchen at Martha’s Table, a Washington, D.C. organization that prepares over 1,000 meals per day for needy residents of the city. The Troop learned about the Biblical commandment not to waste food, and brainstormed ways of using food that might otherwise go to waste. Members of the troop collected recipes from their families. They tested recipes, typed and edited copy and provided photographs of completed recipes.

This cookbook contains recipes that use three different categories of “leftovers.” The first category includes traditional leftovers–dishes prepared for one meal that are then repurposed into a second meal. For example, if roasted chicken and rice are served on Monday, any leftover chicken can become a chicken pot pie or chicken jambalaya later in the week and the leftover rice can be reused in kugel or as fried rice. Other common leftovers in this category are leftover cooked vegetables and leftover cooked pasta. The second category includes leftovers that are not previously cooked but that might be tossed out as garbage, such as potato and carrot peels, chicken wings and necks (which come with the whole cut up chicken but which my family doesn’t eat), or a pumpkin that has been used for a Fall display. The third category includes foods that were purchased in bulk and are in the refrigerator or pantry but will spoil or go stale if not used. These foods include milk, eggs, bread, cereal, bananas and apples, and for any family with a backyard vegetable garden, tomatoes and zucchini, in season.

Troop 4056 developed this project as a part of the 2013 Year of Jewish Action on the Environment, developed by the Jewish-environmental organization Canfei Nesharim and its Jewcology program. The year-long program focuses on actions to save energy and reduce food waste, practical actions called for by the Jewish mitzvah of bal tashchit. Jewcology.com is a social media portal where Jews who care about the environment can connect and share resources. As part of the Year of Action, Jewcology members can take action and check a box to see their personal impact, and can also see the shared impact of the entire Jewcology community. You can see the full program at www.jewcology.com/action.

This cookbook is the featured online tool for the Year of Action’s “Food Waste Action #8: Make Leftovers” and, as such, will be distributed to Jewish communities worldwide. Troop 4056 wishes to thank Evonne Marzouk and Canfei Nesharim for helping develop the project and for distributing the cookbook.

Laura Warshawsky

Advisor, Troop 4056

Silver Spring, MD

September 2013

In celebration of Parshat Noach this coming Shabbat, Jewcology is proud to share a wealth of resources on the topic of Noach.

Please enjoy and share these resources from many of our partners and participants so we can all benefit from the lessons of Parshat Noach.

Explore all of our Parshat Noach resources

Here’s a sampling:

Countering Destruction – Lessons from Noah

Although the flood and the life of Noah occurred thousands of years ago, the story of Noah offers important lessons about how our actions affect the world. The Torah teaches that ten generations after Creation, all life on the planet had “corrupted its way on the earth”(Genesis 6:12). G-d gave humans 120 years to improve their ways, using Noah and his ark as messengers. Yet the people ignored the message and missed the boat. Noah built the ark, brought the animals into it, and lived on it with his family for the duration of the flood. After Noah left the ark, G-d made a covenant with Noah, designating the rainbow as the sign of the Creator’s commitment not to destroy the world.

Rainbow Day!

You can find Torah, prayers and liturgies, midrashim about rainbows, lesson plans about seed-saving, learning from Hoshea and Ezekiel, Kabbalah and midrash, and project ideas-39 in all-that you can use to celebrate the Rainbow covenant on Rainbow Day (May 7-8 in 2013), Shabbat Noach (Oct 19-20 in 2012), Shabbat Behar (May 3-4 in 2013) and every week. The Rainbow covenant with all life is the first covenant of the Torah. In 2013, Rainbow Day, when the covenant was made, comes the week after Shabbat Behar-Behukotai.

Environmental Responsibility at School

Noah lived in a period in which he was required to assume responsibility, listen to the voice of God and save the various species. Each of us should assume Noah’s role. Each of us is responsible for the environment in which he lives. In this lesson, we will learn about man’s responsibility for the world’s existence and how each of us can reduce our negative impact on the environment at school.

Have a green week!

The Jewcology Team

By Hanna Szekeres

The Botanical Gardens in Jerusalem, Israel is a 30-acre oasis where you can see, smell and even taste over 10,000 species of flowers from around the world. But the educational department of the gardens also focuses on another type of seed: “the seeds of peace.”

Five years ago the department started a project called “Coexistence” that brings together nine- to 11-year-olds from the city’s Jewish and Muslim schools and teaches them about the production of spices, olive oil and herbal remedies in the gardens.

The project consists of 10 sessions throughout the school year and ends with the children visiting at each other’s schools and planting trees, symbolizing the fruits of their cooperation and mutual learning.

“Nature is everybody’s and nobody’s,” says the project director, Leah Gerson. “The Garden serves as a neutral ground, as a charming atmosphere with wonderful tasks that allows room for openness and listening.”

Due to the language barrier, the teachers act as translators for the children and bridge the gaps between the sides. “My initial fear was for nothing,” says Gerson, “because the children found their own ways to communicate, as children do.”

In the past year alone the project has brought together 160 Jewish and Arab children for combined studies. “We have the largest collection in the country and are a living showcase for biodiversity,” says Sue Surkes, director of development. “We translate the plant biodiversity into trying to encourage human diversity as well.”

Coexistence is just one of several programs blossoming at Israel’s largest botanical garden, adds Surkes.

To reach broader audiences, including Christians and Muslims, the JBG is also opening a newly upgraded Bible Path, complete with new plantings, outdoor classrooms, interpretational aids and innovative programming.

This article appeared on www.nocamels.com

During the time surrounding the High Holiday period, I had the opportunity to speak to Grade 8 Science classes at a number of the Toronto Jewish Day Schools.

My talks are generally drawn from materials I have access to as a result of being trained by Al Gore as a Climate Reality Project volunteer presenter. Recently, Mr. Gore hosted a 24 hour effort, 1 for each time zone in the world, where local speakers would explain climate change and global warming in the global and local context.

What was new this time were some of the videos and visuals used to get a clear message across, that the time to debate scientific findings is over, and the time for action was now.

The message I wanted to impart on these Grade 8 science students had to be carefully crafted to balance the challenge of climate change and the belief that something can be done about it.

The key message that emerged dealt with questioning and looking for proof around statements and assertions being made on the topic and how to differentiate between propaganda and reality.

Through the videos and slides selected, the conversation with these students helped them understand why it was important to become more literate on the topic of climate change, understand how to put the issue into a Jewish context, and then find some way to ensure measurable energy consumption reduction action going forward.

Fortunately, the schools which invited me to present had also discovered that the best way to learn was to work together. These schools had recently agreed to submit a joint proposal to the ongoing ClimateSpark Social Venture Challenge (http://bit.ly/climatespark-svc).

The focus of their joint Inter-School Conservation Quantification proposal was to find creative ways for students and teachers to quantify measurable energy consumption at school and to become more skilled at quantifying energy consumption at home.

The first level of discovery was expected to be within the individual school branch, looking at real numbers around the consumption of electricity, water and natural gas and developing an understanding of what was actually driving the consumption.

As the numbers were being gathered and visualized, the Grade 8 students were also asked to look at what other students aged 12 – 18 were doing, specific to activities for which energy consumption reduction could be quantified.

From there, the proposed effort could go in 2 directions either into the home or to the sister campus of each of the schools. Once the North / South intra-school effort was in place, the next step envisioned would be an inter-school effort testing out community electronic brainstorming.

The current proposal needs to execute with the Greater Toronto Area. The next logical direction for the proposal would be an inter-country effort linking Grade 8 students in Toronto and Eilat, Israel using the fact based approach and electronic brainstorming to develop a stronger understanding of the differences and similarities to the problem and approaches to solving it.

This is one of almost 50 proposals currently competing in ClimateSpark. On November 1, the schools will discover whether they make the final 20.

winegust@gmail.ca

Ontario EcoSchools is an environmental education program for kindergarten to Grade 12. Developed and run by school boards,the program allows students to acquire ecological literacy and learn about practices that will make them environmentally responsible citizens. In addition, Ontario EcoSchools helps to improve operations within school buildings in order to reduce environmental impacts. (http://bit.ly/tsj1104-01)

Several Toronto Jewish day schools participate in the program including the Paul Penna Downtown Jewish Day School, the Toronto Heshel School, Bialik Hebrew Day School and the Associated Hebrew Schools, Kamin Branch.

Many of the Toronto District School Board (TDSB) public schools are part of the EcoSchool program. (http://bit.ly/tsj1104-02). TDSB schools have recently added a quantitative element to their efforts using the Zerofootprint Challenge, a program which encourages schools around the world to measure, compare and change their environmental footprint. (http://bit.ly/tsj1104-03)

TDSB gathers monthly data about electricity, water and natural gas consumption from many of its schools. The key is to visually benchmark performances against each other. Data can be manipulated in order to compare usage per student or per square foot of the school. With this information students and teachers can select specific elements of the EcoSchools program to help improve energy conservation measures, the impact of which could be measured over time.

The York Catholic District School Board measures and displays electricity consumption in near real time. Its Eco Champions program enables students and teachers to act when consumption gets too high and to see the impact of their actions within two minutes. (http://bit.ly/tsj1104-04)

What about Israel? Sviva Israel, a leading environmental education organization for school-aged children, develops and implements programs that promote environmental literacy while exploring the connections between Judaism and the Environment. Its website http://bit.ly/tsj1104-05 does not have a quantitative benchmarking capability. A session at the recent Eilat/Eilot renewable energy conference, was on how schools in Israel teach environmental responsibility with a focus on renewable energy. Curriculum development in Israeli schools has begun, but has not yet reached the level of Ontario EcoSchools curriculum integration.

Eighteen schools in Eilat are considering a pilot, using the same application that TDSB is using to make their energy consumption visible. Over time, the information gathered would allow the staff in the Eilat schools to implement exercises for energy consumption reduction and the effects could be quantifiably measured. (http://bit.ly/tsj1104-06)

Unlike the Ontario Public, Catholic and Eilat schools approach, there is no centralized ability for the Toronto Jewish day schools to measure, compare and change their energy consumption. Perhaps the Eilat Schools and the Toronto Jewish Day Schools should partner with each other.

Elements of Ontario EcoSchools which could help accelerate the curriculum development and link environmental and conservation ideas. And the Toronto Jewish day schools could get a better understanding of the value of making energy-consumption data more visible to its community through a centralized effort. This would give them the ability to measure, compare and reduce energy consumption and apply operational savings to educational needs.

Sounds like a possible community engagement project to bring the twinned cities of Eilat/Eilot and Toronto together in joint purpose. Anyone want to help?

winegust@gmail.com

http://youtu.be/0ezZepNft2g

Did you check out the sky today?

Remember the Rainbow Covenant on Shabbat Noach, Shabbat Behar and Rainbow Day!

Celebrate Rainbow Day and the Rainbow Covenant with all life!

In the Rainbow Day curriculum, you’ll find Torah, prayers and liturgies, midrashim about rainbows, lesson plans about seed-saving, learning from Hoshea and Ezekiel, Kabbalah and midrash, and project ideas—40 in all—that you can use to celebrate the Rainbow covenant onShabbat Behar and on Rainbow Day (both fall on the same day this year outside of Israel, May 15-16, 2015), and on Shabbat Noach (Oct 16-17 in 2015), and every week. The Rainbow Covenant with all life is the first covenant of the Torah. (You can download in-depth study sheets on the connection between the Rainbow covenant and the Sinai/Shmitah covenant with the land that is found in that week’s parshah here. Go to the Shmita Project to learn more about Shmita.)

Download the Rainbow Day curriculum. It includes: Rainbow and Shmitah covenant Torah texts, poetry for kids, liturgy and midrash, frogs, mikveh, the dangers of triclosan (found in anti-bacterial soap), hydrofracking in Israel, and much more. A table of contents with a list of all 40 modules, along with the ages each is appropriate for, can be found below. Many individual modules have study sheets, articles, and lesson plans that you can download directly below. You can add your ideas to this curriculum too: write to R’ David Seidenberg of neohasid.org (rebduvid86 at gmail.com). Every year we add a link to one of the issues found in the curriculum here: Learn about fracking in Israel. New to this year’s download: all the url’s are live links that you can click. Lastly, don’t leave this page without listening to the Brit/Hoshea song — scroll to the very bottom and hit the play button!

What is Rainbow Day?

On the 27th day of the second month, Noah, his family, and all the animals that were with them left the ark (Genesis 8). Exactly one lunar year and ten days before—one complete solar year—the flood began on the 17th of the second month, the day before Lag B’Omer. When Noah, the animals and his family went out from the ark, God made a covenant, with all the animals and the people, that there would never be again be a flood of water to destroy life on Earth. Rainbow Day is always the 42nd day of the Omer, the day after Yom Yerushalayim. Other days connected the Rainbow Covenant include Shabbat Noach and Shabbat Behar.

Why is the Rainbow Covenant important?

The Rainbow Covenant is a time to celebrate the diversity of life on Earth, and to remember our role in God’s covenant with all Creation. It is a time to remember that the first covenant was not with human beings but with all living creatures. It is a chance to reflect on the deep spiritual and religious meaning of diversity, creation, and our role as part of creation and partners with God.

What is the message of the Rainbow Covenant?

The Torah teaches that God has promised never to flood the Earth again. But that doesn’t mean humanity can’t “flood the Earth” and harm life. We live in a time when many species have gone extinct or are threatened with extinction. Our civilization is using so much of the world’s land and resources that we don’t always leave room for the other creatures. And the climate is changing. As the African-American spiritual goes, “God gave Noah the Rainbow sign, no more water, the fire next time!” The story of Noah and the Flood teaches us that we have a responsibility to care for all creation and all creatures, and that caring for all species is a mark of righteousness.

What can you do to celebrate the Rainbow Covenant?

The resources here will include ideas for teachers and educators, for kids and adults, for rabbis and prayer leaders, gardeners and meditators, for Torah study, science study, and for action. Find a venue where you can make a difference and use one of these modules. We suggest that you leave a few moments after whatever activity you use for teaching the traditional blessing for seeing a rainbow:

Blessed be You YHVH, our God. . .who remembers the covenant.

Barukh atah Adonai Eloheinu melekh ha`olam zokher et habrit.

You can use also these materials on Shabbat Noach, Shabbat Beh!r, or other days!

Download the Rainbow Day curriculum!

You can also incorporate ideas you’ll find here into the observance of Yom Yerushalayim, or as part of Lag B’Omer or for anytime of the Omer, etc. Or use them in religious schools in the week following Shabbat Behar or anytime. Whether you do something in a group, a synagogue, with friends or on your own, make Rainbow Day special.

Here is a prayer that you can use for Rainbow Day (longer version with vowels is found below, and this version with vowels is found in the curriculum as well):

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אל מלא רחמים God full of compassion,

זכור בריתך עמ כל החיים remember Your covenant with all life,

ברית מי נח the covenant of the waters of Noah.

ופרוש סכת רחמיםושלום Spread a Sukkah of compassion & peace

עלינו ועל כל מיני החייםover us, over all Life’s species.

הקיף כלם יוחסינו Surround all our relations

בזיו השכינה with Shekhinah’s radiance,

בנחל עדניך תשקם Water them with Your river of delights

בכל מושבותהם in all of their habitats.

ואז ישוב עץ החיים Then the Tree of Life will be restored

לאיתנו הראשון to its original strength,

ונראתה הקשת בענן and ‘the bow will appear in the cloud’

שש ומתפאר בגוונין joyful and beautified with its colors,

ותזכנו אנחנו וצאצינו so that we and our descendants may merit

לישב ימים רבים על האדמה to live many days on Earth,

כימי שמים על הארץ like days of the Skies over the Land.

More thoughts on the Rainbow Covenant:

According to Kabbalah, Rainbow Day is also the day of Malkhut in Yesod, a unity of masculine and feminine that represents a milestone on the way to the revelation of Shavuot. For us, it can represent a chance to commit ourselves to the rainbow covenant, to turn from actions that destroy the earth, to turn our lives away from unraveling earth’s climate and the web of life, from diminishing earth’s abundance.

The rainbow signified a new covenant between God and the land. It’s time for us to imagine a new covenant between humanity and the Earth, including the land and the seas, one that we start to live by as we change our lifestyles and habits. We can use the covenantal vision of the Shmitah year in Leviticus 25 to help guide our steps. And maybe next year it will be time to celebrate that new covenant.

Rainbow Day is pregnant with ritual possibilities related to the elements, to the midpoint between equinox and solstice, to the time between the fire of Lag B’Omer and the fire of Sinai, to global warming, to healing the waters, to the growing wheat crop in the land of Israel, and to all the meanings related to the journey from freedom to revelation. And rainbows are a symbol of diversity: the diversity of colors, of people, and of all life.

♦ Here are some of the organizations that have contributed resources (starred organizations are members of the Green Hevra):

neohasid.org* The Shalom Center* The Teva Learning Alliance* Jewish Farm School* Kayam Farm* Religious Action Center*Green Zionist Alliance*

Thanks also to: Isabella Freedman Retreat Center* Jewish Reconstructionist Movement* Eden Village Camp* Organic Torah Tikkun Schechter Day School Network EcoJews of the Bay Green Zionist Alliance* Coalition on the Environment and Jewish Life* Jewish Greening Fellowship* Hazon* Urban Adamah* Wilderness Torah* Adamah*

The beautiful illustration below is “Noah & Naamah” ©1998 by Ilene Winn-Lederer; Prints may be ordered at: http://www.winnlederer.com/finearts/prints2/noah.html or via email to: ilene@winnlederer.com

♦ Jewish Lights is offering a 20% discount on the two versions of Sandy Eisenberg Sasso’s book about Naamah. Naamah, Noah’s Wife, ages 0-4 and Noah’s Wife: The Story of Naamah, ages 4 and up.

Download the Rainbow Day Curriculum!

⇒ Curriculum Table of Contents:Contents (version 4.2):

The Rainbow Blessing

1. Teach the Rainbow blessing and blessing for the trees

Texts from Tanakh

2. The Rainbow covenant in Genesis
3. A Tale of Two Covenants: Rainbow and Shmita
4. Hoshea 2:20 and the Messianic covenant

Songs:

5. A song for Hoshea 2:20

More Texts from Tanakh
6. Ezekiel, and a Kabbalistic interpretation of the rainbow

Midrashim: interpretations of the rainbow sign

7. Noah and environmental responsibility
8. Flood, Ark and Rainbow, R. Arthur Waskow (also for Lag B’Omer)
9. Human responsibility, R. Shlomo Riskin
10. The diversity and unity of all life, R. Shimshon Rafael Hirsch
11. On human moral development, R. Avraham Yitzhak Kook (link)

Biodiversity

12. Learn about biodiversity (link)
13. Pick a rainbow!
14. Study endangered species (focus on frogs)

Science, Culture and Art

15. How many colors are in a rainbow?
16. Do other animals see colors the way we do?
17. Colors and dyes
18. The science of rainbows
19. Art projects
20. Poetry!

Liturgues and Prayers

21. Rainbow prayer for creation, R. David Seidenberg
22. Between the Fires, R. Arthur Waskow
23. Council of All Beings (link)
24. A mikveh meditation, Carol Rose

Current Issues

25. Climate change
26. Keystone XL Pipeline
27. Hydrofracking
28. Fracking in Israel
29. Get active on the Farm Bill!
30. Don’t use triclosan!
31. Tzedakah and justice

Seed Saving, Harvests and Gardens

32. Seed saving and Naamah
33. Read Naamah: Noah’s Wife by Sandy Eisenberg Sasso
34. For the Omer: plant a “grainbow”!
35. Eli Rogosa’s story about finding an ancient wheat
36. “L’Dor V’Dor” seed saving workshops (link)
37. Plant a rainbow garden (link)
38. Count the omer! (link)

The Seven Noachide Laws

39. The seven colors of the rainbow and the seven laws
40. More study — articles by Rabbi Everett Gendler and Calvin DeWitt

The words from the song video are from Hoshea 2:20 (refresh the page if you can’t see it). They are about the messianic rainbow covenant that is yet to come:

V’kharati lahem brit bayom hahu im chayat hasadeh v’im of hashamayim v’remes ha’adamah v’keshet v’cherev umilchamah eshbor min ha’aretz v’hishkavtim lavetach

On that day, I will make a covenant for them with the beasts and the birds, with all creatures that walk on the Earth, that bow and sword and battle will disappear from the land, so that all may safely rest.

You can also hear another exquisite version of this song by Amen (Gaby Meyer and Amir Paiss) here!

Canfei Nesharim's Tu b'Shevat Programs

Planning a Tu b'Shevat Seder?

How to Run a Seder:
Tips and Instructions

Haggadot:
For download or order

Enhance your seder:
with Study Guides, Stories
and Speaker Notes

Audio Podcast:
Trees in Jewish Thought
(WAV file, 4:31)

Video Teaching:
Trees in Jewish Thought (4:37)

Experiencing Trees:
Suggested Activities (PDF, 3 pages)

For Children, Teens, and Synagogues

For 3-6 Year Olds: The Hakaras Hatov Tree

For 6-10 Year Olds: Making Tu b'Shevat Greeting Cards

For Teens:
Preparing Tu b'Shevat

Trees in Jewish Thought (Lesson Plan, PDF)

For Synagogues: Plan a Green Kiddush

To support campaigns that will help mitigate climate change.

Duration: 30 minutes

Materials: Used cardboard, Posterboard, Paper, Pens, Markers, Computers, if available

Background:

This is a program to help students implement a comprehensive greening strategy in your synagogue. It should not be completed until after students have learned about climate change and chosen a greening project to implement.

Procedure

1. Divide the students into four advocacy groups, with at least one student from each previous workgroup in each new advocacy group.

2. Assign each group to a different medium for advocacy. These include:

a. Online campaigns. Send email and letters from the web

b. Letter writing, the old fashion way. Considered much more effective than emails per letter.

c. Education and outreach. Inform others about the issues, and about where candidates stand on the issues

d. (*Optional) Protest. Bring the issue to a public place where we hope people and politicians will notice.

e. (*Optional) Lobbying. Using your positions and connections to convince someone to make a change.

3. Distribute instructions sheet (below) and sample letters (for online and letter writing groups) have students prepare or conduct their campaign for 15 minutes.

4. Photocopy the materials prepared by the 3^rdgroup (education and outreach)

(*Optional) Ask the 4^thgroup (Protest) to present what they have prepared.

(*Optional) As parents arrive, hold a mini protest around the synagogue.

5. As parents arrive distribute the flyers developed by the 3^rdgroup.

6. Mail the letters written by the 2^ndgroup (letter writing)

*Optional – Some parents and communities may not appreciate this form of expression. Please make sure a protest or lobbying will be well received by parents and the synagogue board before conducting this part of the program.

Materials developed by Noam Dolgin and the Shalom Center

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

Duration: 15 – 40 minutes

Materials: Flip Chart, Dry Erase Board, Markers

In advance of this project, consult with the synagogue greening committee and find a project or selection of projects for theses students. Projects should be synagogue specific. Good easily achievable projects include:

Changing all light bulbs to low energy compact fluorescent

Arranging a carpool board or list serve for the school

Researching recycled paper distributors for the synagogue office

Procedure:

The goal of this session is to empower the students to be involved in ‘greening’ the synagogue, taking the first steps in beginning a project, and laying the groundwork so the students will have a clear idea of what to do in the weeks to come.

1. Give a background on any synagogue ‘greening’ initiatives already underway. Explain to the students the project options available to them.

2. If you have more than 1 option, have students discuss and vote on a project.

3. Chose one student to take notes on a poster board (paper, so you can keep it).

4. Conduct a brief brainstorming session on how to implement the project. Write down all suggestions.

5. Eliminate any suggestions that are not realistic, based on conversations with teachers and/or common sense

6. How will you best accomplish this task? Decide on actions to take, and how you will divide responsibilities amongst the group. Use the “Greening our Synagogue Worksheet” on next page.

7. Divide into subcommittees. Examples: education, research, decorating, lobbying

8. Develop a to-do list for each group

9. Fill out form

No matter how far you get in the session, it is important to write up a to-do list and to try to get the students to develop a timeline with certain deadlines. These two factors increase the likelihood of the project’s success. .

Materials developed by Noam Dolgin and the Teva Learning Center

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

To wake up our body, mind and spirit.

Audience: All ages

Duration: 5 – 15 minutes

Materials: Suddurim (prayer books) -

Birchot hashachar can be found in every siddur (Artscroll p19, Sim Shalom p10)

Background:

These Blessing were once said at home immediately upon arising (see Rambam, Mishneh Torah, Laws of Prayer), but were integrated into the regular morning prayer service out of concern that they were not being said at home.

The blessings move through the natural process of waking up, opening your eyes, standing up, getting dressed, etc., and thanks God that are bodies are still working properly.

Procedure:

Instead of just reciting the Birchot haschar, let's act out what we are thankful for. Go through the ritual of stretching out our bodies, getting ourselves ready for the day and thanking God that are bodies are working.

1) Stand as a group in a circle

2) Read the first blessing aloud yourself – " Baruch ata adonai…"

3) Lead the group in a stretch or movement that is thematically similar to the blessing uttered. Examples – Cover your eyes with your hands, then reach up and stretch towards the sun; Walk and crow like a rooster in the morning.

4) Direct the participant on read the next blessing and lead the group in a new appropriate stretch or movement

5) Repeat for all the blessings or until everyone has had a chance to lead one stretch.

Blessings you may want to skip:

…who made me a Jew/did not make me a gentile

…who made me according to your will / did not make me a woman

These blessings are not good ones for stretches and are challenging concepts for many. I recommend just skipping over them if your are in a setting that allows such things.

Examples of how the blessings are connected to our bodies:

…who gives sight to the blind- opening the eyes

Corresponds to: Opening your eyes first thing in the morning

Appreciation for: Sense of sight – ability to appreciate the amazing things in the world.

…who clothes the naked

Corresponds to: Putting on clothing

Appreciation for: The protection and warmth that clothes give us

…who releases the bound

Corresponds to: Getting out of bed and out from under the sheets; Leaving the partial paralysis our bodies experience while sleeping.

Appreciation for: Our bodies abilities, strength, etc.

…who straightens the bent

Corresponds to: Standing up for the first time, straightening out

Appreciation for: Our backs and the support our spine gives us.

…who spreads out the earth upon the waters

Corresponds to: Our first steps upon the land

Appreciation for: The planet that support life, land and Creation

…who provides for all my needs

Corresponds to: Putting on shoes (traditional); First glass of water or morning snack

Appreciation for: What you have; What God/the world has provided you

…who firms one’s footsteps

Corresponds to: Taking first steps of the day

Appreciation for: Our feet; The journey that lies ahead

…who strengthens Israel with courage

Corresponds to: Putting on your belt

Appreciation for: Strength required to be yourself in this world

…who crowns Israel with glory

Corresponds to: Putting on hat / Kippah

Appreciation for: Being a Jew; Protection from rain and other elements

…who gives strength to the weary

Corresponds to: The strength we need to live for the day.

Appreciation for: Our lives; What is in store for the day

Materials developed by Noam Dolgin, Based on work done by the Teva Learning Center

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

Procedure:

1. Distribute one worksheet to each participant.

2. Read the opening paragraphs aloud. Allow students to discuss or ask questions of each paragraph if appropriate.

3. Explain the concept of Brit, covenant or contract, like Abraham made with God.

4. Read the Brit aloud (if time permits)

5. Direct students to choose one item from each list and to commit to these actions for at least the next month.

Materials developed by Noam Dolgin

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

Based on work by the Teva Learning Center and the Jewish National Fund

Duration: 15 – 25 minutes

Goals:

To explore our personal repsonsibility for climate change and it's solutions.

To explore jewish textsrelated to responsibility

Materials: Worksheet (attached) – 1 per group of participants

Pencils & pens

Procedure:

1) Define what is a paradox

"A statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth"

2) Divide students into small groups (2-4) and distribute a worksheet and pencil or pen to each group

3) In small groups or all together, read and discuss 'the paradox' – Ask one or two students to explain the paradox in their own words to the whole group.

4) Read and discuss the quotes from Rabbis Tarfon and Nachman and answer the questions posed on the worksheet

5) Ask each group to present their favourite answer to one of the questions & discuss.

Materials developed by Noam Dolgin, www.noamdolgin.com.

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

Duration: 15 minutes

Goals:

To explore shabbat as a weekly environmental holiday

To calculate how much energy is saved by observing shabbat

Materials: Worksheet (attached) – 1 per pair of students

Pencils & pens

Calculators – 1 per pair of students

Procedure:

1) Discuss the values and practices of shabbat.

2) Divide students into pairs and distribute worksheets on per pair

3) Read and discuss the quote at the top of the page. Discuss the value of shabbat as a day of not using resources.

4) Distribute pencils and calculators

5) Instruct students to compete the worksheet.

6) Share final answer and discuss.

Final Answer: If every Jew in America didn’t use a TV, computer or drive on Shabbat we would eliminate

10,923,120,000 lbs of CO2 each year!

Materials developed by Noam Dolgin, www.noamdolgin.com.

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

To explore the various values, themes, and riutals of Tu B'Shvat.

To learn in a fun and creative way.

To encourage participants to work together in solving questions

Audience:

Ages 8 and up, adaptable for younger with different questions.

Good for intergenerational and adult program as well.

Duration:

Flexible, 15 – 30 minutes.

Materials:

Questions Sheet (attached)

2 Dry Erase Board & markers

Procedure:

1) Divide the Group into teams of approx 5 – 7 people. (traditionally, family fued is played with two teams. If your group is small enough, use this model)

2) Direct teams to choose a team / family name

3) Ask a question, first hand silently up gets a chance to answer without help from there team.

4) If they answer correctly, the team gets another chance to guess, this time they can work together to find an answer..

5) On dry erase board number #1 record the score in the round. Total of all answers complete in that round.

6) Contiue till the team gets an anwer wrong. Then move to another team.

7) Direct them to answer the question. if they get one anwer right. They get all the point won in that round.

8) Keep score on the second dry erase board.

9) Bonus points – if answers remain, players may guess at the final answers for bonus point as indicated in the answer (If you are short on time, just reveal these answers and move on to the next question.

10) Repeat from step 3 with another question.

Materials developed by Noam Dolgin, www.noamdolgin.com.

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)

To explore the various values, themes, and riutals of sukkot.

To learn in a fun and creative way.

To encourage participants to work together in solving questions

Audience:

Ages 8 and up, adaptable for younger with different questions.

Good for intergenerational and adult program as well.

Duration:

Flexible, 15 – 30 minutes.

Materials:

Questions Sheet (attached)

2 Dry Erase Board & markers

Procedure:

1) Divide the Group into teams of approx 5 – 7 people. (traditionally, family fued is played with two teams. If your group is small enough, use this model)

2) Direct teams to choose a team / family name

3) Ask a question, first hand silently up gets a chance to answer without help from there team.

4) If they answer correctly, the team gets another chance to guess, this time they can work together to find an answer..

5) On dry erase board number #1 record the score in the round. Total of all answers complete in that round.

6) Contiue till the team gets an anwer wrong. Then move to another team.

7) Direct them to answer the question. if they get one anwer right. They get all the point won in that round.

8) Keep score on the second dry erase board.

9) Bonus points – if answers remain, players may guess at the final answers for bonus point as indicated in the answer (If you are short on time, just reveal these answers and move on to the next question.

10) Repeat from step 3 with another question.

Materials developed by Noam Dolgin, www.noamdolgin.com.

All content is subject to the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. (Ie. Tell other where you got it from and don't sell it)