The world is sustained by three things: Torah, Worship, and Deeds of Kindness.

Transcription

1 The world is sustained by three things: Torah, Worship, and Deeds of Kindness. (Pirke Avot) At the time of Bar/Bat Mitzvah, you become responsible for performing Mitzvot on your own. A "Mitzvah" is a commandment; but it is also an opportunity to do something special in your life for your own spiritual benefit or something to help another person in any way. By fulfilling this program of 13 Mitzvot, you will be preparing for your Bar/Bat Mitzvah, not only by learning the special parts of the service for that day but, more importantly, by becoming aware of how you will make "Mitzvot" an important part ofyour daily life as a Jewish adult. Our tradition teaches us that the world rests on three pillars: TORAH - the study of Torah and Jewish tradition AVODAH - Prayer, worship services and observance of traditions G'MILUT CHASADIM - Doing acts of kindness and caring. This booklet suggests some Mitzvot which you can perform in these three separate areas to better prepare for Jewish Adulthood. By the time you officially become a Jewish adult you need to know about all these areas of Jewish life. Because Bar Mitzvah or Bat Mitzvah comes at the age of thirteen, it is appropriate to perform Thirteen different mitzvot. In this booklet, you will be able to choose from a number of projects. You should make every effort to perform twelve Mitzvot prior to your Bar/Bat Mitzvah. The thirteenth Mitzvah will take place when you are called to the Torah for an aliyah on the day of your Bar or Bat Mitzvah. You may select four projects from each category of Mitzvot. Be sure to consult with Rabbi Heiligman or Cantor Baer to obtain a signature as each project is completed. Begin by choosing which projects appeal to you. Some projects may involve the entire class, or special preparations, the co-operation of other people, or unusual research. Planning is important! TORAH MITZVOT (Learning) 1. Read your entire Torah portion (not just the part you will chant at your ceremony) and discuss it with the rabbi or cantor.

2 2. Read the Haftorah that goes with your portion and discuss with the rabbi/cantor. What is the point the prophet trying to get across? Why? What situation leads to what he or she is teaching? 3. Study about one of the prophets with your tutor so you can get to know the prophet s way of thinking. If Isaiah (or Jeremiah or Micah, etc.) were alive and living in your town today, what would s/he have to say about our world? Would you agree with the prophet? 4. Learn the Trope (melody marks) for chanting the Torah. 5. Learn the Trope for chanting the Haftorah. 6. Read a biography of a Jew whose Jewish values were expressed in his/her life; report briefly. (e.g., sports heroes, politicians, artists, writers, performers, rabbis, business people, etc.) 7. Pick a phrase, idea, or concept from the Haftorah or Torah portion of the week of your Bar/Bat Mitzvah and do one or both of the following: Incorporate it into a web page suitable for the synagogue s website, PowerPoint, etc. Put the phrase idea or concept into action and report on how this affects your life. [NOTE: For your own safety and the safety of others, do not put any full names, locations, or pictures of yourself, friends, or family members on any Internet communication or presentation.] 8. Read one of the following books, or another Jewish book approved by Rabbi Heiligman or Cantor Baer and report on it: This is My God - Wouk What is a Jew - Rosenbaum Story of Prophecy - Goodman Sh'ma is for Real The Right Way - Freehof The Return (a story of the Ethiopian Jews) 9. How is a Torah written and assembled? Describe the process with the 2

3 Torah in front of you, as if you were teaching younger children. (If you are good at this, you may get to do it for real at Religious School) 10. Prepare a PowerPoint or presentation describing each of the holidays which occur during the Jewish calendar year. What was the original reason and way the holiday was celebrated? How do we celebrate it today? 11. Name the parts of the Tanach (Bible); briefly summarize the five books of the Torah; tell about the "Prophets" and describe the "Writings." Be able to explain what have learned to your parents and tutor. 12. Explain all of the following terms and how they relate to each other: Torah Haftarah or Haftorah Aliyah Tanach Prophets Writings 13. You did not come out of thin air; you have a history, your family has a history. Learn the story of your ancestors: Tell the story of how your ancestors came to America and established themselves here. Tell about your grandparents and their families. What are some of the interesting events in their lives. Interview your parents, grandparents and great-grandparents if you have them, about their Jewish education. Make special note of differences and similarities between your ancestors Jewish education experience and your own. The following questions can serve as the beginning point for your interviews: How often did they attend a Jewish school? For how many hours? From what age did they go to "Religious School?" Until what age? What was their favorite memory from Religious School? Do they remember a special teacher? If any of your parents, grandparents and great-grandparents are not Jewish, or became Jewish as an adult, find out about their religious origins and ask about their religious education. How was it different from your born-jewish parent s background? 14. What is your Hebrew name? For whom were you named? Tell something about the person whose name you bear. 3

4 NOTE: If you do not have a Hebrew name or your parents do not, consult with the rabbi and your parents to pick a Hebrew name for yourself and contact the rabbi to plan to have a Hebrew naming ceremony for yourself before your bar or bat mitzvah so you can be called to the Torah by your Hebrew name. 15. Jews in our area: What is the history of the Baltimore and Howard County Jewish community? Interview several long-time Jewish Howard County residents and describe the community's growth and development over the years. Research the history of. Rachael Shapiro Demb, Marc Shapiro, Vikki Raven, Elaine Laube and Meryl Robinson are some of our congregational leaders who are knowledgeable about CSA s history. 16. Jews in Maryland: Maryland was a Catholic colony. How were Jews treated in Maryland in Colonial days? 17. Write a tourist's guide to sites of Jewish interest in the area. Include places of historical and cultural interest such as famous synagogues, cemeteries, schools, Jewish neighborhoods, Kosher restaurants, Jewish shops, concerts, galleries, or museums. Take a field trip and visit at least three of these sites or types of events you haven't seen before. Tip: The Jewish Museum of Maryland ( is wonderful resource for this topic. 18. The Hebrew Calendar: The Hebrew is different from the secular calendar. The Hebrew Calendar follows the phases of the moon, rather than the earth's rotation around the sun. The first day of the month is a holiday; prepare a brief write-up of why Rosh Chodesh is a holiday and how is it celebrated. For one month, follow the phases of the moon every day, by making a rough sketch diary of what the moon looks like. 19. The Matriarchs and Partriachs: 4

5 Look up the words matriarch and patriarch in the dictionary and then write a definition for each in your own words. Read the applicable chapters in the book of Genesis to find out the names of the matriarchs and patriarchs. Draw a family tree of first four generations of Hebrews ending with Joseph, his brothers and his sister Dina. Tip: Ancestry.com may be a helpful resource for how to do a family tree Highlight the male and female leaders in each generation. Read the early chapters in the Book of Exodus to find out which family Moses came from. Tip: The website Mechom Mamre ( is a Hebrew-English online Bible that can help with these tasks. 20. The Shema/VeAhavatah is the central prayer in Judaism Be able to read or recite the Shema and VeAhavatah from memory Explain in your own words what it means to love God. Explain how you would help yourself or young children remember to love God. AVODAH MITZVOT (Prayer and Serving God) 1. Study the prayers related to the reading of the Torah and removing and returning the Torah to the ark (i.e., the Torah service). Briefly explain in your own words the meaning and/or the purpose of each prayer Be able to sing along with these prayers 2. Know the ceremonies for Erev Shabbat celebration in the home; be able to recite the prayers and understand them. Candle lighting Blessing over wine Blessing over Challah 3. Compose a prayer to be offered at your Bar/Bat Mitzvah. 4. Make one of these ritual objects to be used in the synagogue and/or in your home: Challah cover, Matzoh cover, Tallit, Mezzuzah or other, with Rabbi's or Cantor s approval. 5. Shabbat services: Be able to sing five of the major prayers of the 5

6 synagogue service for Shabbat Maariv Ahavat Olam Shema and V ahavta Mi Chamocha V Shamru Aleinu Kaddish Adon Olam The prayers for taking out and returning the Torah 6. Attend Shabbat (evening or morning services) w for 6 times in a row; that is, at least two times a month for three months. This may include attendance at another synagogue. 7. Choose one of the main prayers from the Shabbat service. Put the ideas of this prayer into your own words. 8. Bake a Challah for Shabbat. What does "Challah" mean? What is the mitzvah of "Taking Challah" all about and how is it done? 9. Creating Sacred Space: CSA does not have its own building. Imagine you are the architect/designer for CSA with a unlimited budget: Design and construct a model of a synagogue with its essential furnishings. Explain the significance of each item in your model. Tip: The Howard County Community College may have a student or faculty member who can give you advice on how to construct your model. (This might not be the best place to start, books and people they know might be more accessible.) 10. With your family, attend services at a different synagogue at least twice. (Can be two different places) Explain how are their services similar to ours and how are they different. Note especially: use of Hebrew, music, congregational participation, age range of congregants. 11. What is Kashrut? Is it important to Jewish life today? Why or why not? 6

7 12. Attend at least three of the following types of services at least one time: Weekday Shacharit (morning) Weekday Mincha/Ma'ariv (afternoon and evening combo) Erev Shabbat Shabbat Morning Shabbat Mincha/Havdalah Shalosh Regalim (Festival) Any other Jewish service 13. There s a blessing for everything! Or Yeah, there s a bracha for that! (Complete both a and b) a. Learn the Brachot for 5 of the following occasions and be able to read/recite them with your tutor: Eating bread Washing one's hands Eating cakes On any new or special occasion Eating vegetables Hearing thunder, seeing lightning Eating fruit Seeing a rainbow Finishing a meal Hearing of a death Other special brachot that you may find in a traditional prayerbook. b. Explain in your own words which of these blessings you find especially meaningful or interesting. 14. Prayer as Part of Your Everyday Life: Complete a-d a. Recite the Shehechiyanu upon eating a new food or one you haven't had for at least a year, or when wearing new clothes. Wear a new item of clothing on Shabbat and say the blessing. b. For one week, recite the following prayers every day, as directed: (1) Recite the Shema and v' ahavta before going to sleep each night for one week - in Hebrew and in English - and (2) Recite for one week the Modeh Ani and the Sh'ma each morning when you awaken. 7

8 [The rabbi or cantor can give you copies of these prayers.] c. How does praying in this routine affect your outlook on the day?. Discuss your reactions with your parents, friends, or teachers - write up or record these discussions. d. There is a big debate in America about prayer in public schools. After having tried daily prayer in part b, explain whether you think that beginning each school day with a prayer or a moment of silence would make any difference public school students' attitude or behavior. 15. Visit a Jewish Funeral Home or cemetery and find out what happens: Find out what happens when someone dies How a funeral is arranged How the person s body is prepared for burial, etc. Ask the Rabbi or Cantor to review with you what happens at a Jewish funeral Tip: The rabbi has co-authored a pamphlet about this, ask her for a copy. 16. The Jewish Wedding: Describe the laws and rituals of a Jewish wedding If possible, attend a wedding and note how these requirements are fulfilled. Comment on some of the other aspects of the ceremony you attend. How did you like the ceremony? 17. Mezuzah: Answer all of the following: Does your home have a mezuzah on the door? Explain the purpose of the Mezuzah What is written inside a Mezuzah? On what? How? Read and/or Recite the Bracha that is recited when a Mezuzah is affixed to the doorpost. If your home has no Mezuzah, put one on to complete this project--- this should be a family experience. The rabbi or cantor can help you with the blessing and how to do it. G'MILUT CHASADIM (Deeds of Loving Kindness) 1. Mail in a contribution to a charity and explain to your teacher or rabbi how you made the choice. 8

9 2. Do something to support a community organization that helps people in your community. It could be an organization that helps the elderly, kids, people with disabilities, the homeless, etc. 3. Take supplies to a nursing home for residents and patients to use to make items such as decorative photo frame, knit scarf, etc. for themselves, or to give to others who need them. Help the residents with their projects. It is a special mitzvah to help someone else do a mitzvah, and know that they can help others, even while they are living in a nursing home. (For example, take knitting needles and crochet hooks and yarn to make hats, scarfs or blankets for the needy or homeless.) 4. Make a reusable Tzedakah box for use in your home and take charge of having your family participate in giving Tzedakah before each Shabbat. Decide with your family on a charity (or charities) to receive your Tzedakah money and donate. 5. Kindness to others is an important Mitzvah of daily life. Do at least three of the following and report to your parents or tutor: Be honest when it would be to your advantage to lie. Apologize to someone you have harmed. Admit voluntarily you have done something wrong. Help make peace between friends who need help with this. Try to stop gossip being spread about someone else. Treat someone you don't like with understanding and respect. 6. Tutor a student of any age in any subject under the supervision of your school teacher or parents. 7. In the spirit of our people's attitude toward one another, teach someone - another student or member of your family - an activity which you have learned for your 13 Mitzvot. In this way, you will be promoting the importance of community responsibility and love of learning in Jewish tradition. 8. Participate in a collection of food or clothing for underprivileged people. 9. What is a Jewish community? Find out about various organizations and services offered to Jewish families in our area. (Jewish Communal Service, the Jewish Federation of Howard County JCC, NCJW, Hadassah,, USY, BBYO, Friendship Circle, Young Judea, etc.) 10. It is of great comfort for one who has suffered a death in his/her family to 9

10 be surrounded by friends. In this spirit of friendship, visit someone who has suffered the loss of a loved one. Attend a Shivah minyan. 11. Visit someone who is in the hospital recovering from injury or illness. 12. Visit at least three Jewish community institutions and report on their function in the Jewish community (Federation offices, a synagogue building, Beit Yeladim or otherjewish Day school, Chabad, etc.). If you have other ideas for mitzvoth under any of the three categories, please feel free to discuss them with your tutor or Rabbi Heiligman. 10

11 Name Hebrew Name Torah: MY THIRTEEN MITZVOT * Avodah: * G milut Hasadim: * 11