Parashat Sh mini: Kashrut Holy Eating

Transcription

1 Torah Lesson 3 Parashat Sh mini: Kashrut Holy Eating INTRODUCTION This lesson is an introduction to the mitzvah/commandment of keeping kosher as found in Vayikra/Leviticus 11:1 23. There are three essential ideas that the students are to take away from this lesson. The first part of the lesson will help the students to gain an understanding of what foods are permissible and what foods are forbidden to eat according to the laws found in Leviticus. Additionally, there is mention of Deuteronomy 14:21, which deals with the idea of not mixing milk and meat. This section is not meant to give the students an exhaustive understanding of the laws of kashrut/keeping kosher. There is much more to keeping kosher than what is found in this lesson, but this lesson will provide an introduction to the basics. For a family education lesson on applying informed choice to kashrut, see the lesson Informed Choice in CHAI Jewish Family Education: Jewish Living (Vol. 2). The second idea of the lesson deals with the Reform Jewish perception of the mitzvot/commandments as a vehicle for becoming closer to God. We need to examine different mitzvot to determine if observing these commandments will help us feel closer to God. The laws of kashrut fall into this category. Mark Washofsky, in his book Jewish Living: A Guide to Contemporary Reform Practice, says: There are any number of compelling reasons that might motivate a Reform Jew to adopt kashrut. Some of these are: 1) identification with the contemporary and historical Jewish religious experience; 2) the authority of the religious tradition itself, both biblical and rabbinic; 3) a desire to have a home in which any Jew might feel free to eat; 4) a desire to place limits upon one s diet as an expression of ethical responsibility toward nature. (p. 184) The third concept is that we need to be thankful to God for the food that we eat. By keeping kosher and saying blessings, we are continually reminded that having food is a blessing and a gift from God. ENDURING UNDERSTANDINGS Torah is an ongoing dialogue between the text and its students. Torah is real in our daily lives; it is with us wherever we are. Developing the skills to study Torah is essential to integrating Torah into our lives. The laws and rules found in the Torah can help us to live lives filled with holy moments. 21

2 22 Torah Lesson 3 CHAI: Learning for Jewish Life ESSENTIAL QUESTIONS 1. What does the Torah have to say to me and to my world? 2. Why is the Torah different from other books? 3. How can Torah study help me in my everyday life? 4. How can understanding and observing the rules and laws found in the Torah make my life more holy/kadosh? QUESTIONS TO BE ADDRESSED 1. What are the laws of kashrut? 2. Why should I study and follow the mitzvah/commandment of kashrut? 3. How might the mitzvah of kashrut add holiness to my life? EVIDENCE OF UNDERSTANDING Students will be able to list foods that are permissible to eat and forbidden to eat based on the laws stated in Leviticus 11:1 23. Students will be able to explain that eating is a holy action. There are different things Jews do to remind themselves of that. Two ways are by blessing the foods we eat and by following the laws of kashrut. Students will be able to create a menu using the laws of kashrut examined in this lesson. Students will be able to explain why we, as Reform Jews, need to consider the laws of kashrut, and other mitzvot/commandments. Students will be able to discuss the idea that we have blessings and a dietary system that remind us to be grateful for the foods we have to eat, and that God has provided this food for us. LESSON OVERVIEW Set Induction (10 minutes) Chevruta Text Study (20 minutes) The Great B rachah Hunt (20 minutes) Letter to the Board of Trustees (optional; 10 minutes) Conclusion (10 minutes)

3 CHAI: Learning for Jewish Life Parashat Sh mini: Kashrut Holy Eating 23 MATERIALS NEEDED Chalkboard and chalk or white board and markers or chart paper and markers Copies of The Laws of Kashrut as Found in Leviticus 11:1 23 (page 28) Copies of Deuteronomy 14:21 text (page 33) Copies of permissible and forbidden foods worksheet (page 34) Copies of animal list (page 29) Pencils or pens Magazines and/or newspapers with pictures of foods Scissors Glue or glue sticks Menu worksheet (page 31) Lined paper Letter to parents (page 30) READING RESOURCES FOR TEACHERS Dresner, Samuel, and Seymour Siegel. The Jewish Dietary Laws: Their Meaning for Our Time. New York: The Rabbinical Assembly, Siegel, Richard, Michael Strassfeld, and Sharon Strassfeld, eds. The First Jewish Catalog. Philadelphia: The Jewish Publication Society, Washofsky, Mark. Jewish Living: A Guide to Contemporary Reform Practice. New York: UAHC Press, LESSON VOCABULARY,UrJ F kashrut r J F kosher v²u m n mitzvah,«uu m n mitzvot The system of dietary laws for Jews. Fit or suitable according to the laws of kashrut. Commandment from God. Commandments from God (plural of mitzvah).

4 24 Torah Lesson 3 CHAI: Learning for Jewish Life SET INDUCTION (10 MINUTES) LESSON PLAN 1. Ask the students to list some of the foods their parents do not allow them to eat. After you have made a list, ask them why they are not allowed to eat those foods. Answers may include: These foods are not healthy; they are junk foods. Food allergies. They are vegetarians and are not permitted to eat meat. 2. Then ask the students to make a list of foods that their parents encourage them to eat. Ask why these foods are encouraged. A list might include: These are healthy foods. These are easy for my parents to prepare. These are the foods that everyone in my family is willing to eat. LEARNING ACTIVITIES Chevruta Text Study (20 minutes) 1. Break the students up into chevruta (partners or small groups). They should remember this way of studying with a partner from the last lesson. Give each chevruta a copy of page 28 (The Laws of Kashrut as Found in Leviticus 11:1 23) and copies of the list of animals (page 29) and of the worksheet of permitted and forbidden foods (page 34). Each chevruta is to look at the text and then look at the list of animals to complete the worksheet of permitted and forbidden foods. Note that some of the rules are explained, but the birds are just listed, with no rules given. It is thought that the birds of prey are not permitted, but that is an extrapolation it is not found in the text. After they have completed the task, make a class list on chart paper by having the students share their answers. Then ask the students: Why do you think God gave us these rules? You will get a variety of answers, including I don t know. You might want to offer the following ideas: Think back to the last lesson about korban/offerings. We learned that giving a gift to God can bring us closer to God. Another possible way to become close to God is by how we act, like following God s mitzvot/commandments. 2. Using the ideas generated above, tell the students to again work with their chevruta partners and list reasons why we should study and perhaps follow the laws of kashrut. Have each pair share their answers. Here are some possible responses: If we think about what foods we can and cannot eat, then we need to consider everything we eat before we eat it.

5 CHAI: Learning for Jewish Life Parashat Sh mini: Kashrut Holy Eating 25 Thinking about the food we eat might help us to be more grateful for it. We acknowledge that God is providing us with the food we have. 3. At some point in the discussion, you might want to mention the reasons why we as Reform Jews need to study the laws of kashrut and to go into a little more depth: As Reform Jews, we believe that following God s commandments can bring us closer to God. It is our responsibility as Reform Jews to learn about different mitzvot. After learning about a mitzvah/ commandment we then need to decide if we think that following the mitzvah/commandment will help us feel closer to God or bring some holiness into our lives. The reasons for doing some mitzvot are easy to understand. Other mitzvot are more difficult to understand and to practice. Keeping kosher involves a lot more than the rules from the list we made here today. For example, in D varim/deuteronomy 14:21 it says: You shall not boil a kid in its mother s milk. Today that means that if we keep kosher we do not eat dairy products and meat at the same time. (Examples: no cheeseburger, no cheese on meatballs, no hot dog with milk to drink, etc.) The Great B rachah Hunt (20 minutes) 1. Explain to the students that there are other things that Jews do to think about the foods they eat. For example, we have many blessings. Ask the students: Do you know any blessings for foods? After the students have given you the blessings that they know, ask them to turn to page 8 in their workbooks. Explain to the students that they should hunt through magazines and newspapers to find at least two pictures of foods that belong under each blessing. They should cut out the pictures and paste them in the correct box on the page. You may need to give them the definitions below: th m«un v/hamotzi blessing over bread. g v h r P t ric/borei P ri HaEitz blessing over foods that come from trees, like apples and oranges v n s t v h r P t ric/borei P ri HaAdamah blessing over foods that come from the ground, like potatoes i p ²D v h r P t ric/borei P ri HaGafen blessing over foods that come from the vine, like grapes and wine 2. Have the students share their workbook pages. Ask: Why is it important to say a blessing over the food we are about to eat? Possible answers might include: It makes us think about the foods before we eat. It helps us feel closer to God. It makes us grateful for the food we have. Note that we also have Birkat HaMazon, the blessing we say after the meal thanking God and blessing the fact that we have eaten and have been satisfied. You might want to make this a part of the discussion also.

6 26 Torah Lesson 3 CHAI: Learning for Jewish Life 3. Combine chevruta groups together into groups of four or six and tell them they have an assignment to help their parents understand the laws of kashrut. They need to create a Shabbat dinner menu that follows the laws of kashrut as found in Leviticus 11:1 23 and Deuteronomy 14:21. Let them know that beef (steak, roast beef) and chicken are kosher meats. Have them complete the menu sheet on page Once they have finished, have them share their menus. Be sure that if they are serving meat, the meat is kosher according to the laws of Leviticus 11:1 23, and that there are no dairy products being served (Deuteronomy 14:21). Have each group share their menus. Remind the other groups that they should pay careful attention to whether the group presenting has followed the kashrut laws they have learned today. If each group avoids the problem by serving pasta or another vegetarian dish, do a class menu using roast beef or chicken for the main course. 5. Have the students take the menus home (with the letter to parents on page 30). Letter to the Board of Trustees (optional; 10 minutes) (NOTE: If you find that you do not have enough time to complete this activity, you may omit this section.) The following activity should be done as a class. Tell the students to pretend that the Board of Trustees (the members of the congregation who make the decisions about the temple/synagogue along with the rabbi, cantor, educator, and other professionals) is planning to have a discussion about whether or not the congregation should make the Shabbat meals served at the synagogue kosher. (If your synagogue s kitchen is kosher now, ask the students to pretend that it isn t, then proceed with the activity.) They have asked for a letter listing at least two or three reasons why the dinners should be kosher (the students can use the ideas already generated from the class discussions) and two or three reasons why they should not be kosher (some ideas might include that it is difficult to do, people are not used to eating a kosher meal, and kids like to drink milk with their meals). Make a list of their reasons for and against kosher Shabbat dinners on the board or on chart paper, so the students can see the ideas generated from the groups. CONCLUSION (10 MINUTES) Remind the students that at the conclusion of each lesson they are applying what they have learned to their existing definition of k dushah/holiness. Ask students: Is there anything from our discussions that you might want to add to our definition? While the students may choose not to add anything, one possible addition could be that our actions, such as paying careful attention to the way we eat (i.e., which foods we choose to eat and/or saying blessings over the food), can make mealtimes kadosh/holy. HOMEWORK Tell students: In your Portfolio of Holy Living, on page 9 of your workbooks, write a haiku about food and God. A haiku is a poem that is written in a very specific way. There are only three lines. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. Have fun writing. It is not always easy to express your ideas and thoughts in so few words. You might want to teach an adult at home about the laws of kashrut that we studied and the reasons we studied about kashrut so that he or she can help you to write your ideas in the haiku. Draw pictures or designs around your poem.

7 CHAI: Learning for Jewish Life Parashat Sh mini: Kashrut Holy Eating 27 Example of a haiku: God provides our food. Special blessings said each meal, Thanking God for food. When you give the homework assignment, send home the letter to parents on page 30 that you can sign, or rewrite in your own words. It is important that parents understand that we are not asking their children or them to keep kosher. Rather, we want the students to explore the ideas of kashrut and why it is important that Reform Jews study the ideas of keeping kosher. These ideas are part of the category of mitzvot/commandments whose study and observance can make us feel closer to God. However, observing kashrut might not be meaningful for a given family, and it should be made clear that we are not advocating that all Reform Jews keep kosher.

8 28 CHAI: Learning for Jewish Life The Laws of Kashrut as Found in Leviticus 11:1 23 These are the animals that you may eat that live on the land: any animal that has true hoofs, with the clefts through the hoofs, and that chews the cud you may eat. These you may eat of all that live in the water: anything in water, whether they live in the seas or in streams, that has fins and scales these you may eat. These are the birds you may not eat: the eagle, the vulture, and the black vulture; the kite, falcons of every variety; all varieties of raven; the ostrich, the nighthawk, the seagull; hawks of every variety; the little owl, the cormorant, and the great owl; the white owl, the pelican, and the bustard; the stork; herons of every variety; the hoopoe, and the bat. Cleft hoof: A hoof (foot) of an animal that has a split through it. Cud: Some animals have more than one stomach. Cud is food that comes back into the mouth of an animal from its first stomach so it can chew the food again. Fins: A thin, flat part that sticks out from the body of a fish. A fish uses its fins to swim and balance itself in the water. Scales: Thin, flat plates that cover the body of a fish. Copyright 2003 UAHC Press

9 CHAI: Learning for Jewish Life 29 List of Animals Cow cleft hoofs and chews cud Lobster no fins or scales Chicken Salmon fins and scales Pelican Camel chews cud and no cleft hoofs Lamb chews cud and cleft hoofs Turkey Shark fins and no scales Trout fins and scales White owl Pig does not chew cud and cleft hoofs Daman 1 chews cud and no cleft hoofs Oyster no fins or scales Duck 1 The daman is a small mammal found in the Middle East. It looks a little like a rabbit with small ears. Copyright 2003 UAHC Press

10 30 CHAI: Learning for Jewish Life Dear Parents, Today we studied the mitzvot/commandments regarding keeping kosher. There are several aspects that we discussed. We learned about certain foods that are permitted and forbidden to eat under the laws of kashrut/keeping kosher found in Leviticus 11:1 23 and Deuteronomy 14:21, as well as a variety of blessings Jews say over the different types of foods we eat. The students had an opportunity to learn and review four blessings and then they determined which types of foods fit with each blessing. Most importantly, we again spent time discussing the idea that studying and following mitzvot/commandments can make us, as Reform Jews, feel closer to God. This is an ongoing discussion we have had over our last few lessons together. The responsibility of Reform Jews is to learn about different mitzvot and decide if they will enable us to feel a connection with God. Many modern liberal Jews who choose to keep kosher do so because it makes them think about the foods they are about to eat. It reminds them to be grateful for what they have, and that eating is a holy act. Mark Washofsky, in his book Jewish Living: A Guide to Contemporary Reform Practice (New York: UAHC Press, 2001), says: There are any number of compelling reasons that might motivate a Reform Jew to adopt kashrut. Some of these are: 1) identification with the contemporary and historical Jewish religious experience; 2) the authority of the religious tradition itself, both biblical and rabbinic; 3) a desire to have a home in which any Jew might feel free to eat; 4) a desire to place limits upon one s diet as an expression of ethical responsibility toward nature. (p. 184) This is not a lifestyle choice that we are advocating, nor are we expecting it from you or your family. It is, however, an important lesson you might want to discuss with your child within the context of how our actions can make our lives kadosh/holy, special, and closer to God. Sincerely,

11 CHAI: Learning for Jewish Life 31 Our Shabbat Dinner Menu Appetizer: Main Course: Dessert: Drink(s): Other Foods for Dinner: Copyright 2003 UAHC Press

12 32 CHAI: Learning for Jewish Life Leviticus 11:1 23 (Teacher s Version) 1. The Lord spoke to Moses and Aaron, saying to them: 2. Speak to the Israelite people thus: These are the creatures that you may eat from among all the land animals: 3. any animal that has true hoofs, with clefts through the hoofs, and that chews the cud such you may eat. 4. The following, however, of those that either chew the cud or have true hoofs, you shall not eat: the camel although it chews the cud, it has no true hoofs: it is impure for you; 5. the daman although it chews the cud, it has no true hoofs: it is impure for you; 6. the hare although it chews the cud, it has no true hoofs: it is impure for you; 7. and the swine although it has true hoofs, with hoofs cleft through, it does not chew the cud: it is impure for you. 8. You shall not eat of their flesh or touch their carcasses; they are impure for you. 9. These you may eat of all that live in water: anything in water, whether in the seas or in the streams, that has fins and scales these you may eat. 10. But anything in the seas or in the streams that has no fins and scales, among the swarming things of the water and among all the other living creatures that are in the water they are an abomination for you 11. and an abomination for you they shall remain: you shall not eat of their flesh and you shall abominate their carcasses. 12. Everything in water that has no fins and scales shall be an abomination for you. 13. The following you shall abominate among the birds they shall not be eaten, they are an abomination: the eagle, the vulture, and the black vulture; 14. the kite, falcons of every variety; 15. all varieties of raven; 16. the ostrich, the nighthawk, the seagull; hawks of every variety; 17. the little owl, the cormorant, and the great owl; 18. the white owl, the pelican, and the bustard; 19. the stork; herons of every variety; the hoopoe, and the bat. 20. All winged swarming things that walk on fours shall be an abomination for you. 21. But these you may eat among all the winged swarming things that walk on fours: all that have, above their feet, jointed legs to leap with on the ground 22. of these you may eat the following: locusts of every variety; all varieties of bald locust; crickets of every variety; and all varieties of grasshopper. 23. But all other winged swarming things that have four legs shall be an abomination for you. Copyright 2003 UAHC Press

13 CHAI: Learning for Jewish Life 33 Deuteronomy 14:21 You shall not eat anything that has died a natural death; give it to the stranger in your community to eat, or you may sell it to a foreigner. For you are a people consecrated to Adonai your God. You shall not boil a kid in its mother s milk. Copyright 2003 UAHC Press

14 34 CHAI: Learning for Jewish Life Foods Permitted in Leviticus/Vayikra: Foods Forbidden in Leviticus/Vayikra: Copyright 2003 UAHC Press