Keeping Jewish Texts at the Center of Teen Philanthropy. Stepping Up: Mission and Vision Decision Making Danny Mishkin Temple Israel of Great Neck

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1 Keeping Jewish Texts at the Center of Teen Philanthropy Stepping Up: Mission and Vision Decision Making Danny Mishkin Temple Israel of Great Neck Core Concept: While participating in philanthropy any group needs to make tough decisions. A good skill for students to learn is how studying and applying Jewish texts can help them make decisions as a class. Goal: 1) Students apply Jewish texts to decision making. 2) Students start to narrow their scope for the Jewish teen philanthropy project 3) Students respectfully debate and use text to back up their statements Plan of Action: 1) Since we have a limited amount of money, we will need to make some tough decisions over the next few weeks. Today we will study text and start deciding what issues we want to tackle with our money. 2) Everyone on their feet. You will notice one the board in front of you there are two declarative statements as to where we will focus our philanthropy. In addition in between the two options are Jewish texts that apply to this decision. Please stand on the side you would like to support and think about how the applied Jewish text helps support your decision. The statement where the most people are standing will make it into our mission and vision statement. a. Statement One i. Right: It is a priority for me that our organization serve Jews. ii. Left: It is a priority for me that our organization serve everyone iii. Correlating text: If I am not for myself, who will be for me? If I am only for myself, what am I? And, if not now, when? Rabbi Hillel b. Statement Two i. Right: It is a priority for me that our organization provides immediate help to those in need, i.e. food, healthcare, shelter to those in need. ii. Left: It is a priority for me that our organization helps provide long term solutions for problems of poverty, i.e. affordable housing, education, everyone has a job. iii. Correlating Texts: Maimonides Ladder (see attached) and Taanit 21 I was traveling to my father-in-law s house, taking 3 donkeys with me, loads of food and drink. A starving man asked me for food. I answered that I would give him some food when I unloaded, but before I could do so, he fell dead I should not have delayed my help, but should have cut through the load and given him food at once. - Taanit, 21 c. Statement Three i. Right: As an organization, we should try to help people closest to us. ii. We should seek the people most in need wherever they are and help them. iii. Correlating Text: Maimonides Laws of on Gifts to the Poor, 7:13 The needs of your home precede the needy of your city. The needy of your city precede the needy of another city, as it says: to your brother (first) and to the needy and the poor throughout the land (second).

2 Maimonides Eight Levels of Tzedakah The Jewish ideals of tzedakah were summarized and taught by Moses. Maimonides (Rambam), a great teacher who lived in Spain and the Egypt. Maimonides believed that tzedakah is like a ladder. It has eight rungs, from bottom to top. Each step you climb brings you closer to heaven. 1. The person who gives reluctantly and with regret. 2. The person who gives graciously, but less than one should. 3. The person who gives what one should, but only after being asked. 4. The person who gives before being asked. 5. The person who gives without knowing to whom he or she gives, although the recipient knows the identity of the donor. 6. The person who gives without making his or her identity known. 7. The person who gives without knowing to whom he or she gives. The recipient does not know from whom he or she receives. 8. The person who helps another to become self-supporting by a gift or a loan or by finding employment for the recipient.

3 Daniel Rothner JTFN Summit June 10, 2014 Keeping Jewish Texts at the Center of Teen Philanthropy We all want the learning, impact and communal involvement to continue after the program concludes. How can we incorporate Jewish texts in the check presentation, banquet, communal celebration and at the conclusion of the program? Below are samples of activities and sources that can be used to incorporate Jewish texts into your teen philanthropy program. When implementing these activities, please include appropriate recognition. If you would like additional activity ideas or resources, please contact me at (201) or Different Approaches to Studying Text Agency Fair or Community Service Expo Invite agencies that have volunteer opportunities for your teens to a Community Service Expo. Ask each agency to select a Jewish source that relates to their work and provide each attendee with a booklet highlighting the agencies, opportunities and sources. Chavruta Study Have participants study a text with a few partners and ask everyone to share their perspective with the group. Guest Speaker Before your program starts invite a guest speaker to present a communitywide lecture, presentation or shiur to engage the broader community in your work. Jewish Values Handout Present a variety of texts and ask participants to rank the five most important teachings/values for your Jewish teen foundation to keep in mind while continuing their involvement after the program concludes. Maimonides Ladder Maimonides (the Rambam) in his Laws of Charitable Giving (Matanot L Evyonim 7:13) lists the order regulating the priorities and later on (10:7-14) lists eight levels of distributing tzedakah, each one higher than the next. Ask participants, family members and guests to put the levels in order and see how what they funded corresponds to Maimonides Ladder. Alternatively, have each family and/or attendee create a ladder (from paper or wood) and decorate each wrung to symbolize the corresponding level in Maimonides Ladder. Mural with Meaning Ask the participants to select one text that best relates to them, their mission and experience. Have them meet with a local artist and develop a mural for your agency or one of the agencies they considered or funded. Display the mural at the celebration and let the artist explain their vision. Music and Morals Invite participants to write an original song (or select a song) to present at the check presentation on how the program, particularly the Jewish content impacted them.

4 Panel Discussion Invite a panel of area rabbis and communal leaders to discuss how Jewish texts relate to and impact their work in the community. You can ask each presenter to react to the same text and/or have each select a source that informs their work. Provide a chance for Q & A and dialogue with the attendees. Paper Bag Dramatics Mix it up and add an element of fun to your program. Provide each group with a bag full of props and a list of sources they need to use. Philanthropists and/or Funders Invite a local philanthropist or program funder to study and discuss texts with the participants and their families. Picture Perfect Hang up pictures throughout the room and hand each attendee a sheet with sources. Ask them to take a picture and write down the source that best relates to it and display them at the conclusion of the program. PowerPoint or Prezi Ask your participants to prepare a PowerPoint or Prezi to show when people arrive, mingle and before the formal program begins. Be sure that they incorporate Jewish values and texts. Prompts for Reflection Provide sources and ask participants and those joining you for the check presentation to share a quick reflection on how this source applies to them. This can be done in writing and/or by video. Share a Teaching In advance ask everyone attending to come to the banquet with their favorite Jewish source and be prepared to share it with the group. If possible request they send it to you in advance so that you can reference and highlight them during the presentations. Tweet Your Torah Request those who attend to share a 140 character reflection on how attending the banquet impacted them. Values Clarification through Jewish Texts and/or Your Area of Focus Compile a list of several texts related to tzedakah and/or your area of focus. Have each family select the source or concept that they think best illustrates their understanding of what Judaism says about tzedakah or your area of focus is important.

5 Potential Texts and Curricular Connections Deuteronomy 15:11 You shall open your hand wide to your brother, to your poor, and to your needy, in your land. Curriculum Connection: How do the definitions of your brother, your poor, your needy, and your land change as you are now through technology and social media able to connect with people throughout the world? Deuteronomy 16:20 Justice, justice you shall pursue. Curriculum Connection: People have different needs, causes, passions and definitions of justice in this context. What does this mean to me today? What might this mean to me when I have kids? Deuteronomy 26:11 Rejoice in all the good that God has given you. Curriculum Connection: You were fortunate to participate in this unique and powerful program. Reflect on how it impacted you and on what you can do to actively help others. Ethics of the Fathers 2:4 Do not separate yourself from your community. Curriculum Connection: Who determines what separating yourself means? What does the text mean by community? Ethics of the Fathers 2:16 It is not your obligation to finish the work; Nor are you free to take a break from it. Curriculum Connection: Now that you have made your allocations what relationship if any should you have with the agency and/or cause? Genesis, 21:26-27 We are all created in the image of God. Curriculum Connection: How does viewing others as created in the image of God inspire and impact my actions? Isaiah 32:17 No one has ever become impoverished from giving tzedakah, as it is said, And the results of tzedakah is wellbeing. Curriculum Connection: How can I encourage my colleagues, family and community to do even and give more? Maimonides, Gifts to the Poor, 7:13 The needy who is your relative should be helped before all others; the needy in your neighborhood come before the needy in your city; the needy in your city come before the needy around the world. Curriculum Connection: How does this relate to what we learned about determining community needs?

6 Proverbs 22:6 Educate a child according to his own way, and when he is old he will not depart from it. Curriculum Connection: What values did teen philanthropy instill? What are some things you learned that we can use to encourage a long-term commitment to philanthropy? Talmud Baba Batra 9a Charity is equal in importance to all other commandments combined. Curriculum Connection: Why do you think the Talmud says charity is so important? What are they trying to teach us? Talmud Gittin 61a Our rabbis have taught: We support the poor of the non-jews, along with the poor of Israel, and visit the sick of the non-jews, along with the sick of Israel, and bury the poor of the non-jews along with the dead of Israel for the sake of peace. Curriculum Connection: Now that the program is coming to a close how can you serve and impact the Jewish community? Based on this text, what responsibility do we have to non-jews? Do you think that s fair? Talmud Shabbat 63a One who lends money is greater than one who performs charity, and one who forms a partnership is greater than all. Curriculum Connection: Did you form a partnership with the agency you funded? What is the difference between money-lending and partnership? Talmud Succa 49b Our Rabbis taught: Deeds of loving kindness are superior to charity in three respects. Charity can be accomplished only with money; deeds of loving kindness can be accomplished through personal involvement as well as with money. Charity can be given only to the poor; deeds of loving kindness can be done for both poor and rich. Charity applies only to the living; deeds of loving kindness apply to both the living and the dead. Curriculum Connection: How can you combine philanthropic giving with action? Do you think volunteering and a hands on experience will enhance your philanthropy?