All 8th – 9th -10th grade programs and classes are held on Thursdays from 6:30 PM – 8:00 PM
All 7th – 8th – 9th -10th grade programs and classes are held on Thursdays from 6:00 PM – 8:00 PM
Dinner is provided at all programs/classes unless otherwise noted. Please RSVP in advance.
Student Perspectives on L’Taken Seminar at Religious Action Center (RAC) in Washington, DC
Charlee –
The trip to D.C. changed the way I look about life. The first day in D.C. we learned about homelessness and I enjoyed that a lot because of the stories we heard and how we can help with this issue. That first night I had called my mom trying to explain everything that happened that day and we were on the phone for more than an hour. I liked this topic so much because of how powerful the speakers on behalf of the homeless were. One of them came in looking like a homeless man wearing many layers, i.e. a hat, sunglasses, and large pants. He looked homeless and sounded like it too. However the longer he spoke, his speech got louder and clearer and he started taking off some of the layers. I was shocked however I understood what was happening and it had a powerful effect on me, especially his story.
The day before we had gone to the train station and Rachel had brought cookies and we all were eating them. I guess someone had dropped part of one on the floor and a homeless man walked by, saw it, picked it up, and he ate it! It really freaked me out however I now understand why he would have done that after listening to the two men’s speeches that we heard when we were in D.C. That next day we went to a museum and we probably saw more than 20 homeless men and women playing instruments or music just to get some money for food, etc. We would dance to their music, smile at them and say hello to make them feel special and brighten their day which I learned from the speeches.
I felt that this was such a great experience working together as a group, writing our speeches, and making our presentations in order to make a difference.
Matt –
My experience in D.C. was amazing. I learned so many things and went to very interesting places. I learned how to lobby and what it was like to be in a campaign. The temple also went to the Holocaust Memorial and the Smithsonian. We wrote speeches to present to Senator Menendez and Congressman Lance. The two speeches were about poverty and GLBT (Gay, Lesbian, Bisexual, and Trans-gender) rights. For my part of the speech, I wrote about Jewish values for GLBT rights. The group I was in presented to representatives from the Senator’s and Congressman’s office. In addition, I made many new friends from all around the country. Overall, this was a great experience and I would love to do it again next year.
Aiden –
It is hard to describe my feelings when I first got off the train. I guess excitement was the main emotion that was pumping through my body. I was jumpy the whole way to the hotel. When we finally arrived, I was overtaken by the amount of openness and friendliness of all the fellow Jews. It is insane how many friends I made that I plan to stay in contact with. Besides socializing which was a major part of the experience, I felt I grew as a person during the seminar. I learned that it is truly possible for one person to make a difference. It is not everyday that you can say you lobbied to Congress and they listened to your words. The trips we took were also inspiring to say the least. The Holocaust Museum was too emotionally moving for words. It is one thing to read about it in a textbook then to actually walk through a cattle car used to transport Jews. It was chilling. The leaders of the program were passionate and really made the subjects interesting. Honestly, I would not give away this experience in a lifetime. Thank you for supporting this program.
Erika –
Walking into the lobby of what would be our home for the next three nights, the atmosphere was clearly buzzed. At the sign-up area, there were several men with kippahs bent over clipboards and the entire population seemed to have name-tags with their names, temples, and states (Betsy would have been in heaven). I went last year, but this feeling swallowed me again: yes, we all had suitcases, disheveled hair, name-tags, nervous chaperones, but we all felt oddly alike. All of the teens around us were Jews. And in Hunterdon Central, that’s weird.
Before I went to DC, I knew most of the people in our group. Rachel P. is my next-door neighbor and good friend and Aiden is my cousin. Even just by Saturday night I’d learned that Rachel W. drinks more water than anyone on the planet, Matt could depended upon for a funny quiet comment, Sam would laugh at just about any of my antics, Megan had the best music playlists on her iPod, Rachel S. was a pretty convincing writer, and Charlee liked sleeping. And by the end of the next night, I’d learned about 100 new names of people across the country.
Saying that the itinerary was ambitious is an understatement. By the end of the first night, we were to have gone to services led by a New Mexico temple, been fed (yay!), heard two speakers from the Coalition of the Homeless, and heard a lobby-prep speech. Throughout the weekend, we would have Havdallah at the Jefferson Memorial (with candles, moonlight, and quiet songs), visit the Holocaust Memorial, hear from RAC president, a representative of a Jewish disabled action committee, and specialists on different domestic and foreign policy issues; we would go to a full-immersion political action seminar, and ourselves become specialists in three issues (for me: global effects of AIDS, rebuilding infrastructure in third-world countries, and poverty in the United States). And, the climax, speak with the offices of the New Jersey Senators and Representatives.
This was my second year at the RAC L’Taken Seminar. It was, by no means, a repeat of last year. And I hope that it will remain a part of the confirmation curriculum for many years to come: there is no other group that is so well-organized and so tailored to the needs and capacity of the Jewish teenager. Who knows, maybe there’s a third year in my future.
Sami –
This weekend has been a great experience. Aside from the obvious fact of having the opportunity to lobby to the house and senators, but I also got to meet other Jews from around the country. Making new friends and becoming closer to my friends from Or Chadash was no doubt a good time.
The different topics to lobby about opened my eyes to the issues going on around the world and even in my own country. I lobbied for an act about anti-bullying towards gays. I didn’t realize how often gays are harassed verbally and physically. Over all I’ve had a great weekend and I hope I can do it all over again next year.
Rachel –
This year I was very lucky to attend the RAC trip to Washington D.C. It is a confirmation trip where you learn about applying Jewish beliefs to politics and things you believe in. The experience was one I will never forget. I got to meet a ton of new people and work with intelligent and very enthusiastic advisers. Our group really bonded well on the trip and we benefited a lot from it. I learned how to apply my life with what I believe in and make connections to Jewish text. I had the freedom to explore different seminars and work with many other Jewish students. I learned about energy saving and the real world. Which were just 2 of the seminars to choose from.
The days were long but very informative, and the free time was extremely fun. Three meals a day and an early start kept the experience wholesome and enjoyable. We traveled to do things other than the seminars. We went to Georgetown and the Smithsonian museums, some of our group chose air and space, and some chose modern art. We also went to the Holocaust memorial, and learned a lot about the past for Jews; and some of the more gruesome details of our pain and suffering. Everyday leading up to the Monday of our lobbying experience we worked on our speeches. We all chose a topic to speak about in front of a legislator or legislative assistant. They gave very good feedback, and they were also very proud of our work which gave us all a good feeling.
I had an amazing time on this trip and I was VERY sad to go home. The experience made you want to stay and learn more. As well as hang more with your new friends. In the end though I’m glad I can now apply these understandings to my life. I also keep in touch with many of my friends from their still!
Rachel –
I am so fortunate to have been able to participate in the wonderful L’Taken seminar that the RAC put on this year. From the moment we got there I knew it would be a great weekend, at dinner we sat with kids from New Mexico that very really nice, but I still didn’t really know how many amazing people that I would meet later! After dinner there was a homeless presentation, it changed my outlook on homelessness forever. They are really just like me and you but they got unlucky and lost their jobs, it wiped away the stereotype of “hobo” and “oh they don’t work hard” out of my head. Another powerful experience was visiting the Holocaust museum. We had all heard about and watched movies but seeing actual artifacts from the holocaust was a much different feeling. It was extremely upsetting, but I’m glad that I had the opportunity to see those things in person. The amazing weekend had to come to an end, but we got to lobby to congress. Most people my age would never even image lobbying for something you care about to one of your congress men or women! Overall it was an incredible weekend that I will never forget, and I cannot wait to return next year.
Thoughts on L’Taken Seminar at RAC, February 25-28, 2011 – Washington DC Bea and Larry Abrams
We had the privilege of chaperoning 9 of our temple’s teens for a weekend in Washington, DC, sponsored by The Religious Action Center (of the Union for Reform Judaism). It was the second time we participated in the program, called L’Taken (meaning to heal or fix). While the program was similar to that of last year, we were still impressed by its timeliness, scope and depth, as well as the professionalism and approachability of the RAC staff. We also were awed by how well the students became involved. Their grasp of subject matter and final presentations would make any rational person proud.
Our group was part of a session involving close to 300 teens from temples across the country, and included: Charlee Carter, Matt Harvey, Megan Kahle, Aiden Lewy, Erika Lewy, Rachel Podgorski, Sami Schwade, Rachel Strauss and Rachel Weil. L’Taken gave our teens the opportunity to discuss and debate issues that are being considered and argued by Congress and by our society. Using presentations, simulation exercises and training sessions the L’Taken staff presented the issues, legislative updates and the position of Reformed Judaism on topics such as homelessness, reproductive rights, LGBT rights, global AIDs crisis, environmental issues, the equal rights debates in Israel, the Israeli/Palestinian peace process, unemployment issues during the recession, immigration issues, embryonic stem cell research, and international human rights. All issues were discussed in the context of applicable Jewish teachings from the Torah and commentaries.
In addition to the educational sessions, participants saw bits of the capitol, with visits to the Holocaust Museum, World War II Memorial, Smithsonian museums/mall, and Georgetown. The culminating effort by students was the preparation of well
structured lobbying presentations on subjects of their choice, which they presented to legislative aides for Congressman Lance, Senator Menendez and Senator Lautenberg in the House/Senate Office Buildings. Matt, Megan, Sami and Rachel S. lobbied on the LGBT/Anti-Bullying issue, while Aiden, Erika, Rachel P. and Rachel W. chose the topic of Economic Justice/Poverty – extension of unemployment insurance. Charlee introduced the presentations for Senator Lautenberg and Congressman Lance. For each issue, the presentations explored the impact on our country, perspectives of Jewish belief, relevant personal anecdotes, and finally, specific requests for legislative follow-up. Thus, each student had the opportunity to present one segment of one issue. All three legislative aides to whom the presentations were made commented on their high quality.
Outside of formal presentations, the RAC L’Taken program provides an exciting venue for informal, enjoyable, and educational interactions with Jewish teens from all over the country, as well as the rabbis and educators that accompany them. L’Taken is a unique intersection of our Jewish culture and values with social justice and action. Our country and much of the world are facing difficult issues. The daily news often is frustrating and aggravating. The L’Taken seminar provided tools to approach and dissect complex societal issues. More importantly it gave the students the sense of empowerment necessary to act upon them.
The RAC 2011
B. Abrams
I sat on the hillside
Watching a sunrise –
Watching the fog dissipate
As light crept over the horizon.
I saw the blanket
Cacooned around them
Slowly dehisce as
With feelings of internal warmth
Their wings unfurled
And in the ever brighter day They flew skyward.
Looking up
I shaded my eyes from the brightness And watched
As they flitted –
First in random patterns
Then ever more directly.
Guided by an internal compass, Pulled by magnetic forces
That directed so many before, They set a course
Of their own choosing.
The sun will reach its zenith And then set
The light will fade behind me But I know
That above my shadow
The sunlight will reflect the beautiful colors Of their fluttering wings as they move
With new found confidence
To loftier
Landings
I no longer can see.
Introducing our Religious School Programming for 8th, 9th, and 10th graders.
All of our programs include a meal (lunch or dinner). We will accommodate all special dietary needs. (No previous religious school experience is necessary to participate in this program.)
Click here for the NFTY Health and Safety Form.
Or Chadash Religious School 8th, 9th, 10th grade Programs
Click here to see program dates and details.
Read about Student Perspectives from the L’Taken Seminar at the Religious Action Center (RAC) in Washington, D.C.
Dates and details are subject to change.
Teacher – Rabbi Joe Forman
One of the essential challenges young teens confront as they learn about Judaism is discerning how their Jewish identity fits into the other identities they are forming. In the 7th Grade classroom we explore a variety of Jewish ideas – from the varieties of ideas about God to sacred Jewish texts including Talmud and Midrash to modern poetry and contemporary concerns of the Jewish people. We will explore the meaning of holidays – both historically and in our contemporary lives; and the variety of Jewish expressions of religious living. The goal is to lead students to a deeper, enduring understanding of Judaism, establishing for them a basis for lifelong Jewish learning and living. Our lessons prepare each student for the 8th/9th/10th grade curriculum in which they respond to the concept that Judaism speaks with many voices. Our 7th graders are given the tools with which to begin to articulate and express their own Jewish voices. We will be exploring all of these ideas in English and also use traditional Hebrew sources.
Additionally, each week, a student will select a Jewish organization that they have researched and present a brief lesson on it – using slides, the Internet or any means they desire – and make a donation which I will match (up to $18.00)
Tanakh: The Jewish Bible
Selections from various sources
Mishkan T’filah: A Reform Siddur for Shabbat
Teacher – Rabbi Joe Forman
Our Hebrew curriculum includes four main components which work together to provide a complete program for our students as they move from our younger grades to our older grades. We want to teach our students basic Hebrew language, reading and prayer skills while also providing them with a living experience and meaningful connection to the Hebrew language.
This year our class will focus on modern Jewish history, beginning with the great wave of immigration from Eastern Europe to the United States in the late 19th century, the evolution of Judaism in contemporary America, and the creation of modern Israel.
We are living in historic times and we will talk about some of the social and political changes that have occurred under the Trump administration and a geopolitical shift to the far right in many countries. We will talk about Charlottesville and what lessons we can take from it.
To help us along, we will be using the second volume of The History of the Jewish People: A Story of Tradition and Change, written by two leading scholars, professors Jonathan Sarna and Jonathan Krasner. It’s a fascinating curriculum. The students will have fun learning about their family’s heritage by doing a bit of genealogy and asking relatives about family stories. And, oy vey, I’ll do a shtick about the origins of Yiddish, they’ll learn a few Yiddish words and hopefully have a few laughs.
We will also deal with some heavy subjects, including the pogroms, the two world wars and the Holocaust. I hope to have a former student’s grandmother, who was a hidden child in Poland. visit my class again and talk about her experience. Many of my students have said it was the highlight of their year.
I look forward to this and to all that the year ahead will bring.
Teacher – Stephanie Orr
Our Hebrew curriculum includes four main components which work together to provide a complete program for our students as they move from our younger grades to our older grades. We want to teach our students basic Hebrew language, reading and prayer skills while also providing them with a living experience and meaningful connection to the Hebrew language.
Teacher – Stephanie Orr
Welcome to 5th Grade Religious Studies! This year students will experience Jewish learning through science, technology, engineering and math (STEM). Students will use experimentation to examine connections of the Jewish holidays, Hebrew language, Jewish values and identity using a STEM lens. Examples of the type of activities we will explore this year include: staying the lunar cycle (Science), looking at the official rules for building a Sukkah and innovative ways to interpret those rules (Engineering), looking at the rules for “keeping” Shabbat and the (Technology) that is often utilized to operating elevators and lights, and exploring Gametria, the very (Math) centric area of Judaics.
Our Hebrew curriculum includes four main components which work together to provide a complete program for our students as they move from our younger grades to our older grades. We want to teach our students basic Hebrew language, reading and prayer skills while also providing them with a living experience and meaningful connection to the Hebrew language
Please check with your teacher.
The fourth grade curriculum is divided into two distinct and very exciting topics. We begin the year with the Jewish life cycle from birth to death, with all of the beautiful customs and traditions. Whether it begins at a cousin’s wedding, a sister’s Bat Mitzvah, or a grandparent’s funeral, children have questions about life-cycle events and students will learn about brit milah and brit bat, baby naming, consecration, bar and bat mitzvah, confirmation, the marriage ceremony, the funeral and rituals of mourning.
Duing the second half of the year, we study the importance of the land of Israel to Jewish people everywhere – discovering the people, places, and customs of the Jewish state. Using the text, Welcome to Israel, children meet Israeli kids thier own age, who show thme Israel from Tiberias to Eilat and teach them about Israel’s history, geography, politics and culture. Children also see the day-today lives of their new Israeli friends, who write emails in Hebrew and go hiking in the footsteps of their biblical ancestors.
3rd Grade Hebrew
Our Hebrew curriculum includes four main components which work together to provide a complete program for our students as they move from our younger grades to our older grades. We want to teach our students basic Hebrew language, reading and prayer skills while also providing them with a living experience and meaningful connection to the Hebrew language.
Hebrew Through Movement is a program through which students learn Hebrew by sharing and responding to Hebrew commands. Hebrew through Movement introduces language in a playful and meaningful way, creating a positive link between children and the Hebrew language. The Hebrew through Movement curriculum starts by laying a foundation of modern, spoken Hebrew and it builds toward the goal of making our prayers, Jewish vocabulary and Hebrew decoding more accessible to students. The Hebrew through Movement program is supported by the latest brain research on learning, providing an aural foundation for Hebrew that opens the door to Hebrew reading and decoding. Student in Grades K – 5 will take part in weekly Hebrew through Movement activities.
Jewish Life Vocabulary is the component of our program that provides our students with the key Hebrew words and phrases (such as shalom, mazel tov, tikkun olam and more.). By learning, using and exploring Hebrew terms, our students will experience the world through Jewish values as they develop a greater connection to and understanding of the Hebrew language. Weekly vocabulary words will be integrated into classroom teaching for students in very grade level.
Hebrew Reading and Language Program starts by building a foundation in recognizing letters and reading simple Hebrew. With each year of learning students will be able to acquire further language and prayer skills while also building confidence in their ability, proficients and knowledge.
Tefillah (Prayer Service) is an opportunity for building community, making meaning and learning prayers. Tefillah is one of the ways in which Jews celebrate Shabbat and holidays, connect with the larger Jewish world and take part in synagogue life. We believe the best way to learn Tefillah is to participate in Tefillah.
3rd Grade Jewish Studies
The 3rd-grade curriculum focuses on how to be a mensch. A mensch literally means “a person” in Yiddish, but figuratively it means something much deeper. A mensch is a person whom you would be happy to call your friend. Through activities, stories and a special book called, A Kid’s Mensch Handbook, this curriculum invites us to explore timeless Jewish values in an accessible, modern, and exciting way. Through real-life examples, interactive activities, and a wealth of Jewish wisdom, we will make ethical choices, take positive action, and learn to treat all people – including oneself – with integrity and respect. It is my goal to share knowledge and understanding to help foster Jewish values in your everyday life by enriching your Jewish identity and connection to the Jewish community while we are all having lots of fun!
Homework: Bring tzedakah, your book, and school bag.
Recent classroom topics:
Proverbs 27:17 “Iron sharpens iron, and one man sharpens another.” The Torah tells us that we need one another and that we are better when we work together.
The Golden Rule is universal and considered so important because it includes all other mitzvot.
A person who is willing to do good without any reward is capable of saving the world.