Shabbat Commentary - Kedoshim

This week's Torah Portion, Kedoshim, gets right to the point. In the second line, God tells Moses, "Speak to the whole Israelite community and say to them: You shall be holy, for I, the Eternal your God, am holy." (Leviticus 19:2)*

This powerful directive is immediately followed by a multitude of commandments, many of which we've encountered in previous Portions. These commandments pertain to a variety of human behaviors and relationships - from "revering" parents and observing Shabbat (Leviticus 19:3) to dealing fairly with neighbors, employees, and the disabled (Leviticus 19:13-14) to not "mixing" animal species, seeds, or fabrics (Leviticus 19:19).
Twicw more in Kedoshim the children of Israel are reminded that they (and we) are holy because God is holy and that their (and our) holiness derives from following the laws of God who freed us from Egypt. (Leviticus 19:36, 20:7-8, 20:26).

Of course, we know this. Every time we say a Bracha before doing a mitzvah, the Bracha includes the phrase, "...kidshanu b'mitzvotav..." - God makes us holy by God's commandments. So familiar is this affirmation of our connection with God, that we may forget how unique this connection is. The legendary multiple gods of the Egyptian, Greek, Roman, and Norse peoples, for example, did not share their sacred status with their worshippers (with the exception of rulers who claimed to be descendents of the gods). But, our One God as revealed in the Torah, has chosen us to share God's holiness by following God's laws. To become holy as God is holy, we are commanded throughout our lives to learn, understand, and fulfill mitzvot which shape every aspect of our existence. Judaism commits us to a lifelong striving for holiness. Our cumulative efforts to be holy as God is holy give meaning and purpose to our lives and represent the legacy we leave to our children and our children's children.

In the coming weeks, ask yourself, "What have I done to be holy?" After studying Kedoshim, the answer in my case is , "Not enough!"

Shabbat Shalom Rest and Renew

*From The Torah: A Modern Commentary edited by W. Gunther Plaut

Shabbat Commentary - Acharei Mot (belated post)

There are many ways to engage in Torah Study: Shabbat sessions with a Rabbi, adult education courses, face-to-face or on-line chevruta (study groups), independent study using classic and modern commentaries. Or -you might commit to teaching Torah to children.
This school year, I decided to devote part of my sixth grade modern Hebrew language class to studying the weekly Torah Portion (in English).

Since my students have begun or are about to begin their B'nai Mitzvah preparation, I believe that it's important for them to have a sense of the teachings of Torah as a whole, as well as familiarity with the cycle of Torah Portions.
For most, it is their first opportunity to ask questions and to participate in discussions of the Portions - a first step toward lifelong Torah Study.

Because I needed to make effective use of our relatively brief Torah Study time, I chose as a main resource a book designed for younger children, My Weekly Sidrah by Melanie Berman and Joel Lurie Grishaver (published by Torah Aura Productions www.torahaura.com) .
This book presents a simple, but meaningful summary of the main themes in each Portion; a few lines in English quoted directly from the Portion; cartoon-style illustrations; and several written exercises to help the child understand the Portion in an age appropriate way.

For my class, I use the summary page and the quote page, sometimes including excerpts in Hebrew and English from the Plaut Torah Commentary which our synagogue uses.

Students read the material and together we discuss the major concepts and events in the Portion and share ideas about the moral, ethical, and theological issues posed. Students are encouraged to suggest interpretations and to relate the teachings of the Portion to their own life experiences. Even if we only explore a few of the multiple areas of inquiry found in each Portion, it's a significant beginning.

This week's Portion, Acharei Mot, begins with a reference to the deaths of Aaron's two sons and God's warning to Aaron not to enter the holiest areas of the Mishkan where he might die by coming too close to God's presence.
God, through Moses, then commands Aaron to offer special sacrifices to atone for the sins of the children of Israel. God speaks of a special Day of Atonement, the origin of Yom Kippur.

Acharei Mot continues with God's commandments against eating blood or animal carcasses. God also commands the children of Israel not to engage in incestuous or "offensive" relationships.

My Weekly Sidrah focuses, not surprisingly, on God's teachings regarding Yom Kippur. In class, we read that section from the Plaut Torah Commentary (Leviticus 16:29-34).
Students noted that many observances which we now associate with Yom Kippur are not mentioned specifically in Acharei Mot; that, over time, as the Jewish community has evolved, we have built upon the Torah's teaching.

In examining the name of the Portion, Acharei Mot, students recalled the deaths of Aaron's sons, who were, as one student put it "incinerated" by God in the Portion, Shemini.
Another student likened this to the movie, "Raiders of the Lost Ark" and vividly pantomimed the fiery "melting" of the enemy in that film.
On hearing of God's warning to Aaron not to enter the Holiest part of the Mishkan "at all times" (Leviticus 16:2), the sixth graders observed that "Maybe God didn't trust Aaron after what his sons did." and "God wanted Aaron to be the priest and didn't want him to die, too."

Sharing Torah with children brings exuberant responses and fresh perspectives.

To centuries of learned commentary, my sixth graders have now added their own "take-away" from studying Acharei Mot.
From strength to strength!
Children are energetic learners and inspiring teachers.

Torah Study - never too early to begin. Never too late to join in.

Shabbat Shalom Rest and Renew

Shalom Kitah Gimel Students and Families #25

As we began our class with the Blessings for Torah Study and cookies, we noticed that students were eating a variety of other snack foods - a teachable moment! We discussed and recited the Blessing that is said over a mixture of foods and reviewed the meaning of the food Blessings. One student asked why there are specific food Blessings, when there exists a Blessing for a mixture of foods. Great question! The answer is that in saying the food Blessings, we're acknowledging God as the Creator of the food which sustains us. Hence, we think carefully about the type of food we are about to eat.
Students led the attendance conversation and were reminded that it is now Aviv (spring.)

Modern Hebrew Language
We reviewed vocabulary from chapters 1-6 in our textbook, Shalom Ivrit, by playing a pantomime game, "Read - Act Out - Describe." Each student received a card with a Hebrew sentence on it. Students took turns acting out their sentences while their classmates guessed (in Hebrew) what the sentence might be. The student pantomimes were expressive, creative, and fun - and elicited enthusiastic responses.

In preparation for our last class together (next Wednesday), students wrote question and answer cards based on the vocabulary and language patterns in chapters 1-6. These cards will be used in a Bingo-style game called Zingo.

Each student put his/her class folder into a plastic bag to bring home. Students were asked to treat the materials in their folders as though the folder was a book to be placed on their bookshelves. The information about modern Hebrew and the weekly Torah Portions is certain to be useful as they progress in their Jewish learning. Also,some of the sheets may have the Hebrew name of God and, as such, they may be re-cycled, but never discarded.

Torah Study
This week's Torah Portion, Kedoshim, begins with God teaching the Jewish people, "You should be holy, because I, the Eternal your God am Holy." God then commands that many different rules be followed including, "Love your neighbor as yourself." Students pointed out
that this was sometimes hard to do as neighbors could be rather un-likeable.
We stressed in our discussion that not only were the ancient Israelites holy, but we are also. Students recognized that being holy doesn't mean acting superior to others. Being holy involves being "responsibe" and "following God's commandments."

LAST DAY Party
Some students volunteered to bring refreshments for next week's LAST DAY celebration. They are welcome (but not obligated) to do so as long as the treats do not contain nuts or meat products.

Students shared one thing they'd learned and departed for T'fila.

T'fila was held in the Sanctuary where students practiced the parts of the Family T'fila which they'll be leading on Sunday. Following the service, the 4th Graders will receive their siddurim.
The Cantor recommended that on Sunday, the students wear clothing befitting their role as Prayer Leaders.
Please join our students for this, the last Religious School Family T'fila of the school year.

L'hitraot - See you soon,
Morah Ronni

Shalom Kitah Gimel Students and Families #24

Students led the Blessings for Torah Study and cookies and also led the attendance conversation. Our Director of Lifelong Learning visited our class and gave each student an evaluation form to fill out regarding his/her Hebrew School experience this year. Students were instructed to be candid and not to sign their names, so that their responses would be anonymous. Student Evaluations of their learning experiences are an excellent idea. What better way to understand more fully how we might strengthen and improve our program. When the forms were collected, they were numbered and students were given a copy of their numbers. Later at T'fila, several forms were drawn at random and students with numbers that matched the forms won prizes. A fun way to gather valuable information! Modern Hebrew Language Students completed a five page Comprehensive Exercise in which they had the opportunity to demonstrate their knowledge of vocabulary and language patterns which they'd learned from Chapters 1-6 in our textbook, Shalom Ivrit. When all students had completed the Comprehensive Exercise, they received a Pesach packet containing the Four Questions in Hebrew, English, and transliteration. We practiced singing the Four Questions, so that students would be prepared to participate at their Seders. Everyone sang beautifully. The Pesach packet also contained a word search game in Hebrew. Students are bringing their packets home to use and to share. Torah Study Everyone in Kitah Gimel now knows that the first Portion in the Book of Vayikra is called...Vayikra! We named all the Portions we've read so far and read an information sheet about this week's Portion, Acharei Mot ("after the death"). When asked "Who had died?" students identified the two sons of Aaron who were struck down by God's fire when they erred in performing a ritual in the Mishkan. The class likened the son's deaths by Holy Fire to the "melt down" scene in the movie, "Raiders of the Lost Ark" - a frightful image, but a good way to visualize the event which the Torah describes. At the beginning of Acharei Mot, God gives Aaron additional commandments regarding his actions in the Mishkan. When asked, "Why?" Students suggested that God didn't completely trust Aaron after his sons' behavior or that Aaron or that God didn't want Aaron to err and die as his sons did. I read the section of Acharei Mot in which Goof commands us to observe Yom Kippur. We compared the commandments in Acharei Mot to the modern observance of Yom Kippur. Students pointed out that the Portion doesn't mention the shofar, fasting, or the connection between Rosh HaShana and Yom Kippur - very thoughtful observations. As students departed for T'fila, they told one new thing they'd learned in class. In T'fila, as we prayed the evening Service, the Cantor taught us that the Prayer for Peace in the morning is Sim Shalom, but in the evening, we sing Shalom Rav. Students learned that the word, Rav means "abundant" and also "Rabbi." Rav is related to the word Rabah, "very much" as in Todah Rabah "Thank you very much." In the evaluation forms raffle, one of our students won! YAY! Remember - There is no Hebrew class next Wednesday, as we'll be celebrating Passover. Students have already begun discussing plans for our end of the year celebration. It's hard to believe that the Hebrew School year is nearly over. Happy Passover. L'hitraot Morah Ronni

Shabbat Commentary- Metzora

The Torah is Judaism's most sacred object. We remove the Torah Scroll from the Ark with great ceremony and Blessings and we return it similarly with prayers expressing awe and respect. This week, we study the Torah Portion, Metzora, which continues the themes of the previous Portion, Tazria. So far, in the yearly cycle of Torah readings we have "been present" at the Creation and at the dramatic events in the lives of our ancestral "Fathers and Mothers." We have fled Egypt under Moses' leadership. We have received God's Laws at Sinai. We have "heard" God speaking through Moses and commanding the building of the Mishkan and the anointing of the Priests. Now we come to the Book of Vayikra and the Torah Portions Tazria and Metzora where we struggle to understand God's laws for ritual sacrifice, dietary rules, and Priestly duties. These duties include identifying skin diseases ("leprosy") and purifying the impure. We are puzzled to learn that not only can afflicted people be impure, but according to Tazria and Metzora, even natural bodily processes can render a person "impure." In addition, clothing and houses can also be, in some way, "leprous" and impure. Why does God include these "gross" situations in God's sacred Torah teachings which we are commanded to study? God doesn't need food, clothing, shelter, or intimacy. We, God's Creations, do and satisfying these needs plays a large role in our lives. Should our bodies, food, clothing, or houses become "impure," God speaks of ways to restore purity, to keep the community strong and each individual functional. As we study God's Laws in the Book of Vayikra (Leviticus), including those in Tazria and Metzora, we see God's presence in every aspect of our lives from the most visible to the most intimate. We realize from Tazria and Metzora that God sees and commands about stains on our bodies, our clothing, our houses, and our beds. How much more so, then, does God see the "stains" on our characters? God knows our human frailties and cares for us through Divine Commandments. We, in turn, seek guidance and comfort through our Prayers which connect us to God as did the ritual offerings of the ancient Mishkan. From Tazria and Metzora we understand that nothing in our lives is too gross, impure, offensive, or intimate as to cause us to hide from God. Individually, communally, nothing escapes God's omniscience. God knows! Study, learn, teach, understand, and fulfill God's Mitzvot. We are eternally watched and watched over. Thank God. Shabbat Shalom -Rest and Renew.

Shalom Kitah Gimel Students and Families #23

We began our class using only Hebrew (Rock Ivrit) as students led the Blessings for Torah Study and cookies. We moved on to the attendance conversation, also student led, and discovered that we're now in the month of Nisan. In answer to the question Ayzeh chag b'chodesh Nisan? ("Which Holiday is in the month of Nisan?") Students replied, "Pesach!" Modern Hebrew Language We reviewed the story from Chapter 6 which had been assigned for homework. I understand that this is a busy time for students, but I reminded the class that doing their Hebrew homework assignment for at least 10 minutes each day really helps them build the vocabulary and language fluency needed for classwork and conversation. Students read the story aloud, answered comprehension questions, and translated story sentences from English to Hebrew. Students received a sheet which listed all the Hebrew verbs we've learned so far. Students then listened to a sentence with a verb and the masculine or feminine form of the pronoun "you." When the feminine form of "you" plus the feminine form of the verb were used, the girls acted out the meaning of the verb. Boys responded similarly when the masculine forms were used. Students identified pictures and objects in Hebrew and used these words in sentences which also included verbs from the preceding activity. All our Hebrew language activities were chosen to prepare students for a Comprehensive Exercise which they will complete next Wednesday. This exercise will cover the vocabulary for chapters 1-6 in our textbook, Shalom Ivrit. Students also completed a written activity on verb forms and meanings - the final activity in their chapter 6 packets. For homework, students were given a packet with vocabulary from Chapters 1-6. Students are to review a portion of the vocabulary each day. Torah Study We reviewed the fact that the name of the first Torah Portion in each Book of Torah is the same as the name of the Book. Next, three table groups were given pictures of non-kosher foods. The fourth table group was given a cereal box with the Kosher symbol. Students correctly answered that the pictures and box related to the Portions they'd studied in the Book of Vayikra, because some of the laws God commanded the Israelites to follow, form the basis for the Kosher Dietary laws. The Torah Portions for the last two weeks, Tazria and Metzorah deal with skin diseases, clothing, and houses that are "leprous" and in need of purification by the priests. When asked why the Torah deals with such "yucky" topics, students replied that having priestly rituals to deal with unpleasant happenings kept the people from panicking. Also, people trusted the wisdom of the priests and the priest's advice would help them to become healthy. One student asked why God no longer speaks to us directly as God spoke to Moses, Aaron, and the children of Israel. An excellent question - difficult to answer. I suggested that God still speaks to us in different ways. One student commented that a tsunami might be an example of God "speaking." As they left the classroom for T'fila, students told something they'd learned from our modern Hebrew activities and something they'd learned from Torah Study. It's especially gratifying to hear a student say that they learned the meaning of a Hebrew word which appears in their Bar/Bat Mitzvah Portion. In T'fila, the 4th grade students gave a presentation on the days of the week in Hebrew. Following the Torah trope symbols, students sang the Sh'ma. The Cantor taught us a new melody for the Mi Chamocha Prayer. Happy Nisan, L'hitraot - See you soon. Morah Ronni

Shabbat Commentary - Tazria

This week's Torah Portion, Tazria, tends to evoke the response "E-w-w-w!" in students who discover that it is their Bar/Bat Mitzvah Portion. Tazria teaches God's commandments regarding human and non-human states of purity and impurity. Tazria begins with God (through Moses) describing to the children of Israel, the rituals for restoring a woman's "purity" after the "impurity" of her menstruation following childbirth. From this natural and essential human condition, Tazria moves on to focus on a common, but pathological condition, skin diseases. God speaks to Moses and Aaron and reveals the procedures which the priests are to follow in determining the purity or impurity of a person afflicted with one of a group of skin diseases referred to as "Tsaraat," which is translated into English as "leprosy." (In his Commentary on the Torah, Richard Elliott Friedman notes that the "Tsaraat" or "leprosy" referred to in the Torah is not the leprosy or Hansen's Disease familiar to us today.) God does not instruct the priests to treat "the affliction of leprosy," but rather to observe the person's symptoms over time and declare the person "impure" while the disease appears to be active according to certain criteria, and to declare the person "pure" when the disease appears to be healed according to other criteria which God details. After instructing the priests regarding human leprosy, God speaks of the rituals which the priests will follow in purifying or destroying clothing of wool, linen, or leather which has some discoloration or characteristic described as "an affliction of leprosy." (Leviticus 13:47) From this summary of Tazria and from our knowledge of the previous Portions of Leviticus, it's obvious that the Book of Leviticus doesn't offer us the human dramas which we find in the Book of B'reishit or the awesome expressions of God's power which fill the Book of Exodus. Leviticus deals with subjects which seem strange, discomforting, and a bit repulsive to us in the 21st century. Yet, if we step back and examine a Portion such as Tazria in the context of the wilderness community of the children of Israel, there is, as we might expect, great wisdom here. Although our soul and spirit are created in the image of God, our skin-covered bodies are distinctly human and vulnerable to an unsightly, unpleasant, sometimes life-threatening array of skin afflictions. Living in the wilderness, it is no surprise that the children of Israel contracted skin ailments from exposure to the sun, wind, sand, insects, and plants in their harsh environment and from their closeness to their herds of animals. The sight of a skin ailment might have aroused fear and loathing in the community had not God commanded a very specific set of steps by which the priests as religious and community leaders could "officially" acknowledge and oversee the progression of the ailment and the eventual healing process. By giving the priests a procedure for restoring the impure afflicted person to a pure state, God provided a structure for maintaining the stability and compassionate functioning of the Israelite community. Dedicated to living by God's commandments, neither the priests nor the children of Israel had the right to attack, destroy, or impulsively banish an afflicted individual from their midst. In addition, there is no suggestion in Tazria that skin afflictions are associated with Divine punishment or moral flaws. Whether in skin or in clothing, "leprous" conditions are seen as impure states which need to be purified as God commanded. Because of the commandments which God spoke in Tazria, the community of the children of Israel never suffered the tragic fate of the community of Salem, Massachusetts, for example. In the 17th century, colonial Salem descended into chaos and cruelty when the church ministers responsible for religious rituals also assumed unlimited power to condemn as witches, individuals with physical ailments such as abnormal skin conditions. The people of Salem were at the mercy of frightened, over-zealous religious leaders who saw afflicted skin as one "proof" of evil and as cause for destruction of the afflicted person. God's very detailed instructions to Moses and Aaron in Tazria give the Israelite priests a constructive and humane (for those times) way to deal with visible "afflictions" in people and even in non-human objects. Tazria reminds us not to judge or to condemn, but"...to be sensitive to the added distress, embarassment, and vulnerability that are felt by those who suffer from illnesses that affect their appearance." (From Commentary on the Torah by Richard Elliott Friedman page 353.) From "E-w-w-w!" to "Eureka!" Torah always teaches. Shabbat Shalom Rest and Renew