Community+Synagogue-+Tikkun+Olam+Program

J-Life: Tikkun Olam
Tikkun Olam: With These Two Hands, 1st and 2nd Grades, 2006-2007Cathy Deutchman This program has been designed for students in the 1st and 2nd grade and their families. There are five consecutive sessions, //tikkun olam// activities in the community and three shabbat dinners and reflection gatherings throughout the year. The five sessions are purposefully placed consecutively in order for families to build community while learning together about //tikkun olam//. Students in the first and second grade and their families. One and one half-hour for each session. As Jews, we are responsible for doing our share to fulfill the mitzvah of tikkun olam, repairing the world. When parents model Jewish behavior it positively impacts Jewish learning and identity building for their children. What do the Rabbis say about tikkun olam? How can tikkun olam enrich my life and my family’s life? What is this program all about? Who are the other parents of 1st and 2nd graders?
 * Lesson Overview**
 * Participants**
 * Time Required**
 * Enduring Understanding**
 * Essential Questions**
 * 1) 10/21 Session I, Introduction to Tikkun Olam: Repairing the World

What do the texts teach us about the mitzvah of g’milut chasidim? How do performing acts of g’milut chasidim make us more God like? How can we teach our children to give of themselves on a regular basis?
 * 1) 10/28 Session II, G’milut Chasidim: Acts of Loving kindness

What is the difference between Tzedakah and G’milut Chasidim? Are there different levels of giving? How does having a tzedakah box in our homes help us fulfill the mitzvah of tzedakah?
 * 1) 11/4 Session III, Tzedakah

4. 11/11 Session IV, Bikkur Cholim: Visiting the Sick What does Judaism teach us about the human impact of healing? Why is bikkur cholim an obligation that all people (and not just doctors) share? Is feeding the hungry a core biblical idea? How does the biblical process of gleaning, leaving part of a field for those who need food, becomes a model for our behavior today? Reflection on volunteer experience, celebrate Shabbat. Reflection on volunteer experience, celebrate Shabbat. Family Mitzvah Fair- A fun, culminating event.
 * 1) 11/18 Session V, Maakeel Ha Rayaveem: Feeding the Hungry
 * Reflection and Sharing**
 * 1) 1/19 Session VI- Potluck Shabbat 5:30-7:30 PM
 * 1) 3/19 Session VII- Catered Shabbat 5:30-7:30 PM
 * 1) 5/18 Session VIII- Picnic Shabbat 5:30-7:30 PM

Participants will know the meaning of the following: //tikkun olam//, //tzedakah, gemulit chasidim//, bikkur cholim and meakeel reavim. Families will be able to sing “Al Shlosha Devarim” and understand its meaning. They’ll also become familiar with at least two nonprofit organizations in their community where they can help to "repair the world" as a family.
 * Evidence of Understanding**

Social time/community building for parents-15 minutes Adults learn with Family Educator/ Students learn with Teacher **–**45 minutes Family learning-30 minutes
 * Format Options**

Materials vary from session to session and are listed in the curriculum at the end of each lesson plan.
 * Materials Needed**

//Tikkun Olam: With These Two Hands//

 * Cathy Deutchman, Saturdays 10/21-11/18** **9:15-10:30 AM**


 * 1.** **10/21 Tikkun Olam-Parents Only**

Introduce Tikkun Olam-explain meaning in Hebrew and English Read “The Jewel” with the students and answer questions given at the end of the story Have students write a letter and/or draw a picture to their parents for their journal. Show prototype of journal. As homework- ask students to read “The Jewel” (Torah Aura publication) with a parent.
 * Teachers and Students meet in classrooms:**

9-9:15 Coffee in Lobby- Have parents fill out nametags
 * Parents:**

9:15-9:25 Welcome Tell parents the “Starfish Story” (This can be found by googling “Starfish Story”), stress individual’s role in improving the world. Ask parents to introduce themselves and tell the name of their child Give parents outline of program and review (include the class lists with teacher’s name and room)

9:25-9:50 Butcher Paper Activity Make a circle about as big as your hand and write your name in the middle Make another circle and write one of your first memories of doing something to better the world (tikkun olam) Make another circle and write what brings you and your family to Community Synagogue. Look around and draw lines to other circles that are similar to yours Debrief about activity: What did you learn about yourself? About someone else?

9:50-10:10 Text Study Family Educator will define Tikkun Olam in Hebrew and English. Tell parents they’ll work in small groups of 3-5 people to read and discuss two sources of Tikkun Olam. Give sources-Aleinu, Kabbalist story of the vessel filled with light. Explain “kabbalah” briefly. Ask parents to use the questions on the back of the sources to guide their discussion.

10:10-10:30 Reflection, Q and A Distribute journals and tell parents that they’ll share these journals with their child to reflect on things they learn and do together in this program. Ask them to write a message to their child on the first page. This can be in the form of a poem, a story with pictures or as a letter. Ask parents to share thoughts/ask questions about the program today. Collect journals and nametags.

Materials: Nametags, folders, butcher paper, crayons (art room), thin markers, golf pencils, basket to collect nametags, bin to collect journals, quotes about Family Ed for the table Prototype journal for each teacher to show the students

Inspirational Quotes for the wall: “To educate a child without educating and involving the parents and the entire family can be compared to heating a house while leaving the window open.” Mordechai Kaplan “If you truly wish your children to study Torah, study it yourself in their presence. They will follow your example. Otherwise, they will not study Torah themselves but will simply instruct their children to do so.” Rabbi Menahem Mendel of Kotzk, 1787-1859

//Jewish Living and Learning, Community Synagogue//
Tikkun Olam: With These Two Hands, 1st and 2nd Grades, 2006-2007
 * Cathy Deutchman**



= = =//(////9:15-9:25////) Welcome-All//= Review what we did last week (parents and students learned meaning of tikkun olam). Ask: Who remembers the meaning of tikkun olam? Tell them that today we’ll learn about G’milut Chasidim. According to a well-known prayer the world stands upon three things. Ask kids, “Does anyone know what these three things are?” If no one knows, tell him or her the answer is “On Torah, on worship/study and on acts of loving-kindness”. In Hebrew we say, “Al HaTorah, Al HaAvodah v’al G’milut Chasidim”. Put up a poster board with the words of the prayer for all to see. Make a visual handout for each as well. Cantor will lead group in singing: Al Shlosha Devarim.
 * 2.** **10/28 G’milut Chasidim (acts of lovingkindness),** 

Al Shlosha, Shlosha Devarim HaOlam HaOlam Omed Al HaTorah Ve Al Ha Avodah Ve Al Gemilut Chasidim

(9:25-9:55) Activity-All G’milut chasisdim is giving of ourselves-time, energy and loving-kindness to people in need. Can you give an example of how you have “given of yourself”? “Role Play” involves a person in need and a person who helps as a way to reinforce definition. Group students and parents into 3 or 4. Tell them they’ll each get a slip of paper with a description of a scenario. Groups may want to act out a different scenario within the same topic.

Topics: Visiting the Sick Scenario: The girl who sits next to you in class has been sick for a week. The teacher tells the class that she has a bad virus and may miss another week of school. She lives on your street. Topic: Feeding the Hungry Scenario: It’s lunchtime at school and someone in your class forgot to bring a lunch. He/she is hungry and looks like he/she may start to cry. Topic: G’milut Chasidim Scenario: Someone in your class fell down while playing tag. The other kids ignore him/her and keep playing. Topic: Tzedakah Scenario: Your parents have been asking you to help them to go through your closet and get rid of the clothes that are too small. You tell them that you want to keep EVERYTHING. Your Synagogue is having a clothing drive to collect clothes for people who can’t afford to buy new things.

Each group will have about 10 minutes to discuss and practice acting out their scenario. Tell them that their role-play should be no longer than 2 minutes. Give each group a chance to “perform” followed by a discussion of the problem and a viable solution. Remind the families that each of these are Jewish values and considered a mitzvot. After groups have acted out their problem, the rest of the group will try to guess the problem and give a solution.

=//(////9:55-10:25////) Reflection-Students in classrooms/Text study-Parents with Family Educator in OSR//=

Give out photo journals and have parents read the letter they wrote to their child and have child read the letter he/she wrote to their parent. Tell them we’ll decorate these photo journals and use them to write and draw about tikkun olam.
 * Parent and Student:**

Students: Decorate the journals. Use pictures of the globe, Band-Aids, pictures of feeding the hungry and visiting the sick to make a collage. Write your name and “Tikkun Olam” and “Repairing the World”. When collages dry, you will get a piece of contact paper to put over the pictures. When a student finishes, give him/her a journal page handout and ask them to write and/or draw an example of g’milut chasidim to glue in their journals. They may want to think back to one of the “Role Play” scenarios. Or, they could just draw a picture of a nice world. Then, have them share and discuss their pictures with the class.

Parents: Give handout from “A Bridge to Our Tradition: Pirke Avot” by Nechama Moskowitz with the text “Al Shlosha Devarim” written out in Hebrew and English. Read aloud:

“The world stands upon three things- torah, study/work and acts of lovingkindness”. “Al shlosha devarim: al hatorah, al ha’avodah, al g’milut chasidim”.

Tell them the source of this prayer is Rabbi Shimon the Righteous (HaTzadik). Explain that Rabban Shimon ben Gammliel believes that the world stands on three different pillars. Give out handout that asks each individual to compare Shimon the Righteous with Shomon ben Gammliel and then fill in a trangle with three things he/she feels their world stands upon.

1. You learned about what Simon the Righteous and Rabban Shimon ben Gammliel feel is the three most important things that the world stands upon. You also wrote the three most important things to you.

Is anything in your triangle similar to what is in the two rabbi’s triangle?

2. What do you think your 1st and 2nd grader would write? What would you like them to write in their triangle?

3. What do you think is the best way to teach your children what you believe is most important in this world?

4. To what extent will you tolerate variances in what they might write in their triangles?

Materials: Posterboard with the words to “Al Shlosha Devarim” Deck of cards to use with role-playing Copy of Scenarios that families will act out Journals, Materials for collage, Contact paper Quotes for the wall “These are the things that are priceless..”

Inspirational Quotes for the wall:

These are the things that are priceless, that yield interest during life, while the principle remains for you in the world to come. They are: honoring one’s father and mother, deeds of compassion, attending the house of study, morn and eve; welcoming the stranger, and visiting the sick, and providing for the wedding couple; providing for burying the dead, devotion in prayer, and making peace between one another. But the study of Torah equals them all.

These are the obligations without measure, whose reward, too, is without measure: to honor father and mother; to perform acts of love and kindness; to attend the house of study daily; to welcome the stranger, to visit the sick, to rejoice with the wedding couple, to accompany the bereaved, to pray with sincerity, to make peace when there is strife. And the study of Torah is equal to them all because it leads to them all.

The Siddur for Reform Jewish Prayer

=Tzedakah, vesm=
 * 3.** **11/4 Family Program III**

Introduce the topic: Tzedakah. Write on the flip chart “TIKKUN OLAM”. Under that, draw a Venn Diagram and write on one side “Tzedakah” and on the other “G’milut Chasidim”. Explain that there are many similarities between these two ideas. Ask them to tell you what they remember about g’milut chasidim and write it in the Venn Diagram. Tell them that Tzedakah is giving as well but involves giving things such as money, clothes, food, etc.
 * (****9:15-9:55****) Welcome/Story-All**

Tzedakah involves giving things. The real meaning of the word tzedakah comes from tzedek, which means “justice”…doing the just and fair thing. When we share possessions we are spreading them out a little more evenly in the world, and that is justice. The Torah states that we should give away one tenth of what we have. So, if we were farmers and had 10 animals (hold up 10 fingers), we’d keep 9 (show them 9 fingers) and give away 1.

Read story “A Story of Two Towns” from Torah Aura. Suggestion: Do this as a role-play with a mayor for each town and an assistant mayor, using parent and student representatives. Let parents help teacher to read aloud. Ask the mayor and assistants, or the general group if you’re not doing a role-play: What was the difference between the two towns? What can this story teach us about giving tzedakah? If there is time, ask the rest of the group for their ideas. = = Students: Teachers will discuss last page in Torah Aura handout with students. Tell the students to design their own based on the supplies we’ve provided. Students make tzedakah boxes. Use recycled containers with lids, glue different colored tissue paper over it, then modge podge. Supplies: foam brushes for paint, tissue paper (not white) in assorted colors, modge podge, foam brushes for modge podge, paper plates, foil take out containers (for the cut up tissue), disposable tablecloths Prep: Cut tissue paper into strips about 1 inch long and then cut strips into triangles about 1 inch high and 1 inch wide. Project: Write family name on labels and put them on the bottom of boxes. Have children decide on color scheme. Paint modge podge onto dry, gesso covered box. Layer tissue paper pieces and cover box entirely. Paint layer of modge podge over entire box, coating all the tissue paper. Do second coat of modge podge. Let dry. They can use foam brushes or their fingers to paint the modge podge onto the container. Pour modge podge onto paper plate and distribute for kids to share.
 * (****9:55-10:25****) Activity-Students make Tzedakah boxes/Text Study-parents with Family Educator**

Important: Tell them to put one piece of tissue paper on at a time. Tell them to use one hand for gluing and one hand for tissue paper. Placing tissue paper into aluminum trays works well. Use a disposable tablecloth for the tables.

PARENTS
I want to remind you that this program is a pilot program. It’s brand new and we’re all learning together. I’m very excited to be part of this and feel that you are all enthusiastic, bright and willing to share their thoughts and ideas with each other. You all are building a foundation for your children by being here and engaging in this learning, and hopefully getting something out of the process personally as well.
 * 10:00-10:25** **Welcome**

Some notes to keep in mind today: Please sit with people you don’t know when it comes time for discussion groups. Part of the goal of this program is community building and getting to know others

Here’s the plan: Background on Maimonides, Self-quiz, small discussion groups, debrief in larger group

Give background on Maimonides: He was a 12th century Jewish sage first person to write a systematic code of all Jewish law, Mishneh Torah great philosophical statements of Judaism, The Guide to the Perplexed published commentary to the Mishna Served as physician to the sultan of Egypt Wrote numerous books on medicine In his spare time served as leader of Cairo’s Jewish community Known as RAMBAM, Rabbi Moses ben Maimon, religious rationalist

Give handout “Defining Tzedakah” and ask parents to rank levels of giving by order of importance. Then, distribute Handout with Maimonides ladder (levels of giving) and have them compare their answers. There are two things about Maimonides’ level of giving that are important to note. One, NOT giving isn’t on the ladder. Two, giving anonymously is only a high level if the person gives as much as he/she can and not use it as an easy way out.

Jewish Living and Learning, Community Synagogue
Tikkun Olam: With These Two Hands, 1st and 2nd Grades, 2006-2007

Discussion Questions
Think about how you did on the “pop quiz”/Annual Tzedakah Contest and reflect upon what you learned about Maimonides 8 levels.

Discuss with a small group the following:

1. What do you think about Maimonides’ 8 Levels? What do you agree or disagree with? How, if at all, would you rearrange the ladder?

2. Based on these 8 levels what aspect of giving is the most important for you? What is the most important lesson you’d like to teach your children about giving?

3. What are you already doing to give tzedakah as a family? What would you like to be doing?

4. When you return to the classroom you’ll have an opportunity to discuss the following questions with your child. Think of ways you’d like to guide the discussion with your son/daughter.

Where do we want to put our tzedakah box? When should we put money in? Who might need the money we collect? What kinds of things might these people need? There are lots of ways of giving. What is important to remember when we give to others in need? Why is helping someone to become independent most important?

5. Brainstorm other questions you could ask your child to ponder relating to tzedakah.

Parents and Children meet together to discuss the following and then put answers in Reflection Journal.

Tzedakah: Helping Others by Giving


 * 1) Where do we want to put our tzedakah box?
 * 2) When should we put money in?
 * 3) Who might need the money we collect?
 * 4) What kinds of things might these people need?
 * 5) There are lots of ways of giving, what’s important to remember when we give to others in need?
 * 6) Why is helping someone to become independent most important?

Use another journal page to draw a picture in your photojournal and/or write to show how you answered these questions. Share with others.

Sing along to CD “Al Shlosha Devarim”

Materials: CD of Al Shlosha, 3 CD players Materials to make Tzedakah Boxes Handouts, chart paper for Joan and Stefanie

Inspirational Quotes for the wall: “Because the land will always have those who are in need—Because of them, I **command** you saying: You must open //your// hand to //your// brother/sister, to //your// poor, and to //your// needy in the land.” Deuteronomy 15:11


 * 4.** **11/11 Family Program IV**
 * 4. Bikkur Cholim: Visiting the Sick,** 

=(9:15-9:25) Welcome-STUDENTS and PARENTS= Review the meaning of tzedakah and ask students to tell you where they put their tzedakah boxes in their house, if they put money in yet, etc. Today we’ll learn about the mitzvah of visiting and comforting people when they’re sick, bikkur cholim.

When someone is sick, Jews say an ancient prayer for healing the sick “Mi sheh berach”. When we say the prayer together, you may call out the names of those who are sick (at the appropriate moment). This is how you say it in English:

May the One who blessed our ancestors, Abraham, Isaac and Jacob; Sarah, Rebecca, Rachel and Leah, bless and heal those who are ill__. May the Blessed Holy One be filled with compassion for their health to be restored, and their strength to be revived. May God swiftly send them a complete renewal of body and spirit, and let us say, Amen.

Now we’ll sing along to Debbie Friedman’s version of “Mi Shebeirach”. Please sing along with the Cantor, or CD.__

=(9:25-9:55) Torah study-Parents with Family Educator/Activity for students=

Students: Teachers review Torah Aura pamphlet “Visiting the Sick” with students. Then, students will create “Get Well” cards for members of the Synagogue who are ill to be distributed by the Hesed Committee. Please brainstorm with the student’s appropriate words to include on the card. They may also include some personal information such as their name, age, pets, hobbies, etc.

Parents:


 * 1) The plan for today is to meet here until 10. Then, you’ll join your child in his/her class to discuss many of the same questions we’re discussing here. Now, the students are singing Misheberach with the cantor, learning about the mitzvah of visiting the sick with their teachers and making cards for homebound elderly and community member who are ill.


 * 1) I’m going to summarize the story from the Talmud : Give Me Your Hand. It’s taken from “Taste of Text”.


 * 1) We’re going to read aloud “Jewish Healing: What Does Judaism Say?” There are 5 paragraphs. Could I have 5 volunteers? Take turns reading text aloud.


 * 1) Please use the guiding questions I’ve prepared questions to discuss with a small group this topic. Discuss for about 10 minutes in small groups.


 * 1) Then, we’ll come back together and hear the highlights of what each group discussed.


 * 1) Refer parents to Illness and Health in the Jewish Tradition, the eighth benediction of the weekday Amidah (silent devotion) deals with healing the sick and “Code of Jewish Law” p. 87.

Jewish Living and Learning, Community Synagogue
Tikkun Olam: With These Two HandsCathy Deutchman, November 11

Guiding Questions

 * 1) Have you ever visited someone who was sick? How did it make you feel?


 * 1) Many people would rather not fulfill the mitzvah of bikkur cholim/ visiting the sick because they find it a difficult mitzvah to fulfill. Why do you think some people find it difficult?


 * 1) When we talk to our children about this, should we bring God into the conversation. If so, how?


 * 1) What are the best times of day to visit a sick person? Do you agree with the Jerusalem Talmud that relatives and close friends should visit as soon as they learn of the illness of their loved one, while others should wait several days?


 * 1) What do you think are some appropriate things to bring a person who is ill?


 * 1) What are your personal rules regarding what to say or what not to say when visiting a sick person? Is it necessary to talk with the patient all the time one is visiting? When would “silence be golden”?


 * 1) According to the midrash (B’reshit Rabbah 53:14), the prayer of sick persons for their own recovery avails more than the prayer of another. Do you agree with this statement? Why or why not?

10-10:30 Parents and Students meet in classroom Discuss as a family:

//Discussion Questions for Parents and Children to discuss in pairs and then in small groups//
1.Have you ever visited someone whom was sick? How did it make you feel?


 * 1) Many people would rather not fulfill the mitzvah of bikkur cholim/ visiting the sick because they find it a difficult mitzvah to fulfill. Why do you think this may be difficult?


 * 1) How are we acting in God’s image when we visit the sick?


 * 1) What do you think are the best times of day to visit a sick person?


 * 1) What do you think are some appropriate things to bring a person who is ill?


 * 1) What are some personal rules about what to say or what not to say when visiting a sick person? Is it necessary to talk with the patient all the time one is visiting? Have you ever heard the expression “silence is golden”? Discuss what this means as a family.


 * 1) What sorts of prayers could you say with a sick person?

Ask them to form a group with another family to discuss what they talked about. Ask each group to choose a leader to share with the class what their group talked about. Students will write or draw in their journal ways they can help a sick friend or relative to feel better. Materials: Copies of words to Debbie Friedman’s Mi Sheiberach, Art supplies to make Sympathy cards Inspirational Quotes: Rabbi Acha son of Chanina said, “One who visits an invalid takes away one sixtieth of his pain.” Babylonian Talmud, N’darin 39b

Rabbi Akiva taught: One who does not visit the sick is like a shedder of blood. Babylonian Talmud, N’darim 40a

One who visits the sick will be spared the punishments of the next world. Babylonian Talmud, N’darim 40a

Be zealous in visiting the sick, for sympathy lightens the pain. Pray for him and depart! Do not fatigue him by staying too long, for his malady is heavy enough already. Enter cheerfully, for his heart and eyes are on those who come in. Ethical will of Rabbi Eliezer
 * 5.** **11/18 Family Program V**
 * Maakeel Reaveem: Feeding the Hungry**
 * Note: We will go to services today!**


 * 9:10-9:20** **Students and parents meet at “Blue rug”. Cantor will lead “Al Shlosha Devarim” and “With These Two Hands”.**

9:25-9:45 Students and parents: Listen to presentations about various volunteer organizations having to do with “bikkur cholim/visiting the sick”.

Meet as a family to discuss: what organization interests your family? Why?

Go to the area of the room where your organization is represented. Sign in and check if you’d like to be a team “leader” to help organize your group. Discuss with other families: Why does this organization interest you? How might you work as a team?

9:50-10:2 0 Students and parents to the respective classrooms:

Ask families to read together “The Hands of God” Give families guidelines for discussion: Why do you think this story is called “The Hands of God”? What did the poor man do that is considered tzedakah? What can we learn from this story about feeding the hungry? Make up your own question and ask another family to answer it.

Family cooking project. The cookies that we’re about to decorate and bake will be distributed to St. Peter’s Church on Monday evening. (families have signed up to volunteer to deliver cookies Monday, November 21 between 5 and 7:00 PM to 18 Smith Street, Portchester, NY 10573) Ask everyone to use a wipe to clean his or her hands. Then, roll out dough and decorate cookies.

Distribute: Copies of story and challah recipe

Materials: Copies of: “Hands of God”, challah recipe Decorations for cookies Aprons, tarp to protect floor, utensils, cookie trays, platters or containers to put cookies

Inspirational Quotes: The Torah teaches that there will always be needy people (Deuteronomy 15:11)

All who are hungry, let them come and eat. (TA’ANIT 20A)

For Adonai your God…befriends the stranger, providing the stranger with food and clothing. You too must befriend the stranger, for you were strangers in the Land of Egypt.” (Deuteronomy 10:17-19)

Jewish Living and Learning, Community Synagogue
Tikkun Olam: With These Two HandsCathy Deutchman, January 19 Shabbat Dinner

Goals: Reflection on Tikkun Olam experience(5:30-6) Enjoy Shabbat as a community(6-6:45) Learn Jewish sources about feeding the hungry and sign up for project(6:45-7:30)
 * 6. Maakeel Reavim/ Feeding the Hungry**

Bring food into Social Hall or into ovens, find your nametag and group Join Laurie and Cathy in the Sanctuary for reflection discussion Review: We started this program in October by learning about the concept of Tikkun Olam: Repairing the World. We touched on the idea of G’milut Chasidim/Acts of Kindness, Tzedakah/Justice, Bikkur Cholim/Visiting the Sick and tonight will talk more about maakeel Reavim/Feeding the Hungry. Some of you worked in teams and got to know one another better. Some of you were team leaders who coordinated the group. Some weren’t able to do as much as they would have liked. There were five choices of where to volunteer. We thought it would be a good idea to start the evening out by hearing from at least one person or family from each group. Please share with others: Where did you go? What was meaningful? Feel free to share any photos or items you have from the experience. The others who aren’t sharing should listen to the stories. If you’re in the same group, maybe you’d like to add something that wasn’t already said. If you aren’t in the group, you may want to ask a question. Ask for a volunteer from each group: Gilda’s Club, WorldCamps, Pinwheel Project, The Osborn Assisted Living, Westhab Women’s Shelter I’d like to collect handouts from those of you who brought them. Welcome and Shabbat blessings in the hallway by the Sanctuary-led by Rabbi Gropper
 * 5:30**
 * 5:40-6**
 * 6:05**

Shabbat Meal-Announcements from Carol Meyers and Lauren Leighton
 * 6:15-6:45**

Birkat HaMazon/ Grace after meals-led by Cantor Comisar

Explain that the game they’ll play at the their table is the “learning” part of the evening. It came from the website made by Mazon, a Jewish organization that fights Hunger. Mazon means “food” in Hebrew. The instructions on how to play are in your packet. Read along as I explain. Let the games begin!
 * 6:45-Official welcome to the Tikkun Olam dinner. Thank you for being here to learn as a family, celebrate Shabbat and create community. I appreciate the help from the volunteers who helped set up as well as those who are joining us as representatives of various organizations. As a table, you’re going to play “Who wants to be a Millionaire” and then hear about opportunities to sign up and volunteer at organizations that help to feed the hungry.**

Pass out cut outs of Hands-children write something they learned about hunger that they didn’t know before tonight. Have your child write his/her name and leave on tables.

Presentations from volunteers from various organizations-Allene-St. Peter’s Church, Lauren-Metropolitan Council Jewish Poverty, Sandy-Holy Rosary Church, Barbara Smith-Open Arms Shelter…
 * 7:00-7:15**

Give instructions on how to Sign up for Next Volunteer Activity After you’ve signed up find your way into Sanctuary for services
 * 7:15-7:30**

Quotes for tables: (see Jewish Text Sources for others) And the work of tzedakah shall bring peace. Isaiah 32:17

Hillel said, do not separate yourself from the community. Pirke Avot 2:5

Fill out evaluation online this weekend! 1. This evening you shared and listened to others share about their volunteer experiences. What was meaningful to you in listening and sharing?

2. This evening you shared stories about volunteering, celebrated Shabbat and learned text about feeding the Hungry and signed up for your next volunteer project. Do you have suggestions on how to improve the evening?

2. Were you and your family able to volunteer prior to the January 19 dinner? If not, could you share some of the reasons you were unable to volunteer so that we can try to accommodate you in the future.

4. Additional Comments:

//Jewish Living and Learning//
Tikkun Olam: With These Two Hands, 1st and 2nd Grades, 2006
 * //Community Synagogue//**
 * Maakel Reaveem/Feeding the Hungry**


 * Jewish Millionaire**
 * A Game for Kids, Grades 1-3**

Ask the players what they think it feels like to be hungry. Have they ever skipped breakfast or lunch? Have they ever tried to fast on Yom Kippur? Does being hungry affect their mood? Does it make them tired, grumpy or unable to concentrate? Can they imagine feeling like that every day, all day long?
 * How to begin:**

Everyone at the table younger than 8 is qualified to play.
 * Qualify to play**:

Go around the table and ask each contestant a question (answers in bold). If he/she doesn’t know the answer, the other children at the table can help. If no one knows, the grown-up asking the question can tell the answer.
 * Play the game**:

a.baruch b. amen c. adonai d. **mazon**
 * 1) Which Hebrew word has something to do with food?

a. Chanukah b. Tubishvat d. Rosh Hashana
 * 1) On which holidays do we fast?
 * c.** **Yom Kippur**

Possible answers include: apples, honey, round challah, pomegranates, charoset, latkes, jelly donuts….
 * 1) Name 3 foods related to holidays:


 * 1) A food bank is
 * 2) a place to get money
 * 3) a place where they make food
 * 4) a place that gives food to hungry people
 * 5) **a place that gives food to anti hunger organizations, which then gives it to hungry people**

a. doesn’t bring lunch to school b. only eats one type of food d. doesn’t eat for one day
 * 1) In our society someone we would call a hungry person
 * c.** **doesn’t always have access to the food he/she needs to survive**


 * 1) The number of hungry people in America is

a. 1 million c. 50 million d. 100 million
 * b.** **35 million**

7. There are __ hungry children in the United States.


 * 1) 80 million
 * 2) 11,000
 * 3) 500
 * 4) **13 million**


 * 1) What type of people is hungry in this country?

a. adults b. children c. senior citizens d**. all of the above**


 * 1) A food stamp helps people

a. mail a letter b. **purchase food** c. buy toothpaste d. buy a house


 * 1) At a soup kitchen, people receive


 * 1) **hot meals**
 * 2) free computers
 * 3) medicine
 * 4) toys

//For more information on hunger issues, resources and educational materials, go to www.mazon.org//

Tikkun Olam: With These two Hands, 1st and 2nd Grades, 2006-2007
 * //Jewish Living and Learning, Community Synagogue//**
 * Cathy Deutchman**
 * Volunteer Opportunities Bikkur Cholim/Visiting the Sick**

[|www.gildasclubwestchester.org] Gilda’s Club mission is to provide a place where men, women and children with cancer and their families and friends join with others to build social and emotional support as a supplement to medical care.
 * 1) **Gilda’s Club of White Plains**
 * Program Director: Amy Mlodcianowski 644-8844**

Items needed for ClubHouse: Individually wrapped snacks such as crackers or cookies, model magic (big volumes from places like Costco), dish towels, tablecloths (60 by 120), paper towels, toilet paper, tissues.

Group size: 1-2 children can come to drop off items and have their picture Taken.

Times and days: Mondays and Fridays 9-5:30 PM, T-Th 9-8:30 PM

The goal of WorldCamps is to provide a camp experience for children affected by HIV/AIDS in developing countries and to change prevailing attitudes and behaviors towards AIDS.
 * 1) **WorldCamps South Africa**
 * Director: Phil Lilienthal 703-437-9363**
 * [|www.worldcamps.com]**

Items needed for the children: toiletries: toothpaste, toothbrush, shampoo, soap First aid items: bandaids, antibacterial lotion, etc. Money

Group size: No limit

Times and days: Bring items to Family Educator’s office at Community Synagogue, marked ”WorldCamps”

The Pinwheel Project is dedicated to the idea that children experiencing a hospital stay and their families deserve an extra measure of comfort and kindness.
 * 1) **Pinwheel Project**
 * Contact: Sandy Martinson, 273-7330**
 * www.thepinwheelproject.org**

Items needed (for children at: White Plains Hospital, Children’s Hospital at Montefiore and Morgan Stanley Children’s Hospital at NY Presbyterian): DVD’s, stickers, juiceboxes, coloring books, mazes, puzzle books, wordfinds (these can be downloaded from the internet and made into packets or purchased). When families go to deliver items they can also arrange a tour of the ER.

Group size: Flexible

Times and days: Flexible

Senior living community for retired individuals.
 * 1) **The Osborn Assisted Living**
 * Danielle Rotiroti, 925-8286 or Lynda Megura 925-8259**

Items needed: Each family should bring a bouquet of flowers (carnations are fine) and a small jar. The residents and families will make flower arrangements together.

Group size: 10-12 people

Times and days: Saturday, December 16 from 2-3:00 PM

The mission of Westhab is to provide decent, affordable housing to homeless people as well as critical supportive services.
 * 5.** **Westhab Women’s Shelter**
 * Marge Arsham, 345-2800, ext. 54, margery.arsham@westhab.org**
 * [|www.westhab.org]**
 * Coachman Family Center**

Items needed: School supplies: crayons, markers, pencils, paper, scissors, glue Books Money Children are encouraged to buy or collect books to donate to the “Literacy Center”. When they come to deliver the books the students and/or the parents are welcome to read to the younger children at the Shelter.

Group size: No more than 8 people Times and days: Weekdays after school from about 3:30-4:30 PM

//Jewish Living and Learning//
Tikkun Olam: Repairing the World, 1st and 2nd Grades, 2006
 * //Community Synagogue//**
 * Volunteer Opportunities Maakeel Reaveem/Feeding the Hungry**


 * 1) **St Peter’s Church**
 * Contact: Ken and Allene Berman, 694-8614 work, 937-2130-home**

They are looking for people who can make bag lunches that include: sandwiches, bottled water, fruit and/or sweets. There are two locations for delivery.

They have frozen turkeys that were donated form Costco. They are looking for volunteers to cook the turkeys, make turkey sandwiches as part of a bag lunch and then deliver them for distribution.

They are also looking for wool caps and warm socks to distribute to those who frequent the soup kitchen.

a. **//Mondays deliver food before 5 PM//**, St. Peter’s Church at the corner of Westchester Ave. and Smith Street. (18 Smith Street, Portchester, NY 10573)

b. **//Tuesdays deliver food before 5:30//**, St. Francis Ame Zion Church, 19 Smith Street, Portchester, NY 10573


 * 1) **Soup Kitchen at Blind Brook H.S.**
 * Contact: Jane Romm 937-6478**

This soup kitchen serves about 150 people every Thursday that school is in session. They are looking for volunteers to prepare centerpieces for Valentine’s Day and dessert for 150. Jane requested that the dessert be the same, or very similar. The centerpieces and dessert platters should be delivered to a student’s house by **//3:30 on the Wednesday//** before the Thursday it will be served**.** Jane mentioned that they could use donations of toiletries as well.

Dates: **//Wednesday, Feb. 14 delivery//**


 * 1) **Carver Center- Dinner at Noon**
 * Contact: Donna DeLynn 937-0648, cell 262-2448**

They are looking for volunteers to set the tables and prepare, or buy, dessert and put on platters for the hungry.

Dates: **//Saturday, Feb. 24 and Saturday, April 14 from 10:30-11:30 AM.//**


 * 4. Metropolitan Council Jewish Poverty**
 * Contact: Benny via Lauren Leighton 921-1030**

Looking for volunteers to buy pre made tuna and egg salad, bread and baggies and make sandwiches that will be distributed to Jewish people in Brooklyn later in the day. Sandwich making must be done at Community Synagogue (for kashrut purposes) Monday-Thursday for a noon pick up.

Possible dates: **//February 19-22 between 9-11:30//**


 * 1) **Holy Rosary Church, Portchester, Contact: Deacon Bill Vaccaro 939-0547**
 * 22 Don Bosco Place, Portchester**

Collect food to give out to men who board at the church. Parents need to come with the children. They need cereal for children, canned soup, large cans of apple juice, tomato sauce in jars such as prego, regular coffee, canned fruit such as fruit cocktail. As a group you’ll distribute food into bags for the needy to take home.


 * //Call to schedule a Saturday morning between 7:30 AM and 10 AM//**
 * //Group size: 8-9 people//**


 * 1) **Open Arms Shelter, Contact: Denise Maxwell 948-5044 or Barbara Smith 238-5243**
 * 86 East Post Rd., White Plains**

Collect canned goods such as soup, tomato sauce, fruit cocktail to deliver to the shelter. Or, make cookies that will be and deliver them to the shelter.


 * //Deliver Tuesday-Friday from 7 AM-3:30, Saturdays 8-2 PM//**

//Jewish Living and Learning//
Tikkun Olam: Repairing the World, 1st and 2nd Grades, 2007
 * //Community Synagogue//**

Tikva is an organization that cares for the homeless, abandoned and abused children of the Odessa region of the Ukraine. The third annual Tikva Walk will be on Sunday, April 222. If interested, you and your child would solicit pledges from neighbors and friends and participate in the walk in one of the many locations in the area. Here are a few synagogues hosting walks:
 * Tikvah Walk**
 * Contact: Yonni Wattenmaker, yonni@tikvaodessa.org or**
 * Cathy Deutchman, 914 261 9463, cathld2002@yahoo.com**

Shaaray Tefila- April 22 JFC in South Salem- May 6 Sinai Free, Mt. Vernon- April 22 Beth El, Chappaqua-April 29

22 Don Bosco Place, Portchester
Collect food to give out to men who board at the church. Parents need to come with their children. The Church needs cereal for children, canned soup, large cans of apple juice, tomato sauce in jars such as prego, regular coffee, canned fruit such as fruit cocktail. As a group you’ll distribute food into bags for the needy to take home.

Call to schedule a Saturday morning between 7:30 and 10 AM Group Size: 8-9 people


 * Carver Center- Dinner at Noon**
 * Contact: Donna DeLynn 937-0648, cell 262-2448**

The Carver Center is looking for volunteers to set the tables and prepare, or buy, dessert and put on platters for the hungry. Note: When I spoke to Donna, she said that she only had space available for two families for this date. Sorry!

Dates: April 14 from 10:30-11:30 AM.

Senior living community for retired individulas. Items needed: Each family should bring a bouquet of flowers (carnations are fine) and a small jar. The residents and families will make flower arrangements together.
 * The Osborn Assisted Living**
 * Danielle Rotiroti, 925-8286 or Lynda Megura 925-8259**

Group size: 10-12 people Times and days: Saturday, April 21, 2-3:00 PM (with an option to return May 19, same time)


 * Westhab Women’s Shelter**
 * Marge Arsham, 345-2800, ext. 54, margery.arsham@westhab.org [|www.westhab.org]**
 * Coachman Family Center**

The mission of Westhab is to provide decent, affordable housing to homeless people as well as critical supportive services.

Items needed: School supplies: crayons, markers, pencils, paper, scissors, glue Other: books, money Items for babies: diapers, bottles, formula Items for camp: suntan lotion, beach towels, board games Children are encouraged to buy or collect books to donate to the “Literacy Center”. When they come to deliver the books the students and/or the parents are welcome to read to the younger children at the Shelter.

Group size: No more than 8 people Times and days: Weekdays after school from about 3:30-4:30 PM

Rye Nature Center

 * Contact: Russ Johnson, Executive Director, 914 967-5150**
 * russjohnson@ryenaturecenter.org**

Their goal is to preserve a natural habitat for the public (and wildlife) to see and enjoy in perpetuity. Volunteer groups can help, especially with controlling invasives.

For your work, come dressed for rugged outdoor activity. Wear hiking boots or sturdy high top sneakers. Wear long pants and shirts. Rye Nature Center provides work gloves, safety glasses and tools. You’ll get an orientation on poison ivy and tool safety before attacking the invasive vines.

Dates: Saturday, April 7, 9-10 AM and Saturday, April 28, 9-10 AM


 * Off The Street, Mt. Vernon**
 * Contact: Meryl Lewis, mlewis@wjcs.com, 761-0600, ext. 222**

Help a group of underprivileged elementary aged children by making a party for them! Provide “goodie” bags with items such as: toiletries and sunscreen.

Group size: No more than 6 total Times and days: For no more than one hour between 3:30 and 5:30, M-F

Jewish Living and Learning, Community Synagogue

 * Tikkun Olam: With TheseTwo Hands**
 * March 16 Program and Dinner, 5:15-6:30 PM**

The Parsha of the week is Vayak’heil, from Exodus. Please read the following from Exodus 35:4-35:5.


 * Moses said further to the whole community of Israelites: This is what the Eternal has commanded: Take from among you gifts to the Eternal; everyone whose hearts is so moved shall bring them….**

Moses called upon the people to bring donations for the construction of the tabernacle. He couched his request by saying that “everyone whose heart is so moved” (Exodus 35:5) should make the contributions. Rashi explains that the donations should be made by those whose hearts prompt them to generousity.

Victor Frankl, a holocaust survivor, wrote a book called //Man’s Search for Meaning.// In it, he writes:


 * I remember how one day a foreman secretly gave me a piece of bread which I knew he must have saved from his breakfast ration. It was far more than the small piece of bread which moved me to tears at that time. It was the human “something” which this man also gave to me—the word and look which accompanied the gift.**


 * We who lived in concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way**.


 * We cannot merely pray to God to end starvation;**
 * For we already have the resources**
 * With which to feed the entire world**
 * If only we could use them wisely.**


 * Therefore we pray instead**
 * For strength, determination, and will power,**


 * To do instead of merely to pray**
 * To become instead of merely to wish;**
 * That our world may be safe,**
 * And that our lives may be blessed**.


 * Jack Riemer-adapted in Kol Haneshemah**

Please discuss the following:

Think about what/who influenced you to help to repair the world. Share with others in your group.

How would you like to be a role model for your children in helping to repair the world?

What spiritual gifts do you receive when you perform acts of tikkun olam?

Does taking part in tikkun olam with your congregation differ from taking part in tikkun olam in a secular setting? If so, how?

//Jewish Living and Learning//
Tikkun Olam: With These Two Hands, 1st and 2nd Grades, 2007Shabbat Picnic, May 18
 * //Community Synagogue//**

6-6:15 Welcome everyone and ask that they look through their child’s Reflection Journal as a family and pick out one thing they’ve learned this year about tikkun olam to share with the larger group.

6:15-6:45 Gather families in a circle. Tell them: We started this initiative in October so that children and their parents could learn together while building community with other families. Personally, I’ve enjoyed learning with you and getting to know all of you.

The mitzvah tikkun olam/repairing the world is an important one to learn about and model for children. I know that if you try to repair the world in your own way, you can make a difference.

I’d like to share a reading by Janet Collins from a book called “Open Mind”.


 * It’s easy to save our good feelings and acts of kindness and generosity for those people we love, for those people who please us. The challenge of non attached love is the ability to demonstrate that kindness and sense of fair play to all people, regardless of their behavior or relation to us. You can begin to practice this kind of love in simple ways.**

Ask each family to share something they’ve learned about this year by participating in the Tikkun Olam initiative. One or two sentences are enough. Go around the circle. Cantor will play “With These two Hands” in between each family speaking.

6:45-7 Play parachute games: Keep the earth ball from falling off, kids go under while parents flap parachute, everyone go under and tuck parachute behind our backs

7:00 Shabbat blessings and dinner

After dinner: There are “Repair the World Toolkits” for each family to take home. In them, please find: CD with songs about repairing the world, a globe ball, chocolate kisses and bandaids in a holder that says “Repair the World”


 * Rye Nature Center, Leaders: Sue and Katie**

April 7 Group: Zeitlin, Chumsky, Rubin, Rosenfeld April 28 Group: Davis, Davis, Buffone, Sandler, Cammisa


 * The Osborn, Leaders: Lisa Sandler**

April 21: Sandler (Lisa and Zach), Meyers (Carol and Sarah), Reissner (Amy and Stacey)

Westhab, Leaders: Lori, Carrie and Stefanie
April 18: Olbrys, Samberg, Burke April 23: Olbrys, Balaish? May 9: Kimmel, Leighton