Arizona Jewish Life Jan./Feb. 2021 Vol. 9/Issue 2

JAN/FEB 2021

EDUCATION 2021: Educating in a new era

Cuisine done Light starts the New Year right

25th Annual Greater Phoenix Jewish Film Festival goes virtual

MAYOR KATE GALLEGO Fierce advocate for our future

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 1

CO N TE N TS Arizona Jewish Life January/February 2021 Tevet-Shevat-Adar 5781 Volume 9/Issue 2

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FEATURES COVER STORY Mayor Kate Gallego: Fierce advocate for our future

BUSINESS Arizona Housing Fund’s goal to help the homeless FRONT & CENTER Phoenix Theatre Company creates a stage where the show can go on Bobby Harr finds inspiration in glass used by NASA Greater Phoenix Jewish Film Festival’s Silver Anniversary Celebration

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FOOD Cuisine done light

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ACTIVELY SENIOR Love is lovelier the second time around

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EDUCATION 2021 Educating in the era of COVID-19 22 Online and hybrid learning tips for success 34 Join Limmud AZ’s virtual day of Jewish Learning 38 Gesher’s tutoring program meets student’s individual needs 40 JSU’s new teen Leadership Institute keeps teens involved 42 The Hope Chest opens up Holocaust education for kids and teens 44 A teacher’s (or parent’s) toolkit for student emotional wellbeing 46 Study shows pandemic’s impact on Jewish education workforce 48 Too Cool for School 50 JLIVING February is Jewish Disability Awareness, Acceptance & Inclusion Month

JAN/FEB 2021

EDUCATION 2021: Educating in a new era

Cuisine done Light starts the New Year right

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25th Annual Greater Phoenix Jewish Film Festival goes virtual

MAYOR KATE GALLEGO Fierce advocate for our future

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 1

COVER Mayor Kate Gallego, courtesy the mayor’s office ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 7

PUBLISHER’S MESSAGE 8

CINDY SALTZMAN Publisher

WHO IS JON OSSOFF AND WHY SHOULD WE CARE?

As far as Jewish politicians go, Thomas Jonathan “Jon” Ossoff is pretty forthright about his Jewishness and not afraid to stand up to anti-Semitism, especially when directed at him – as Senator David Perdue learned during their debate this summer. He accused Perdue of “lengthening my nose in attack ads to remind everyone that I’m Jewish.”

Perdue took those ads down and refused to debate Ossoff for the rest of the campaign.

He has the potential to help bolster the relationship between the Jewish and Black communities. When Ossoff and Rev. Raphael Warnock were elected to the Senate, they made history. A black man and a Jewish man representing Georgia? It›s amazing that in 2021, that is news, but it is. Both Ossoff and Warnock ran against two incumbents with deeper pockets and won. Their mutual victories sealed their place in political history and seemed to bring the Jewish and Black communities together to savor their success, a symbolic dual defeat against anti-Semitism and racism. Another bond the two men have in that Ossoff interned for the beloved civil rights activist and fellow Georgia Democrat, the late Rep. John Lewis, who was Raphael Warnock’s mentor.

He is pro-Israel, has family in Israel and opposes BDS. And most importantly, he is not afraid to use his voice to support Israel.

Jon Ossoff’s father is Jewish (his parents escaped the pogroms in Russia). His mother immigrated to the United States at 23 from Australia. But because she was not Jewish, Ossoff converted to Judaism before his bar mitzvah.

He is helping to rally young Jewish adults to get involved politically.

Jewish millennial men and women LOVE him. They identify with him and feel a certain pride that a cool, handsome, intelligent politician is Jewish.

But much to the regret of many young Jewish women, he is taken. His wife, Alisha Kramer, is Jewish AND a doctor. So there’s that.

His favorite Jewish food? Matzo ball soup. He is so enamored that he claims to enjoy it even during hot summer nights.

In a recent interview in the Atlanta Jewish Times, he reflected on how Judaism has shaped his life. “It instilled in me a conviction to fight for the marginalized, the persecuted and the dispossessed.”

Let’s hope that he remains committed to those convictions, and serves the American people well.

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JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

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JAN/FEB 2021 Arizona Jewish Life • Tevet-Shevat-Adar 5781 • Volume 9/Issue 2

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A Jewish Cemetery that cares about the Jewish Community

Jewish Owned and Operated Sidewalks at Every Grave Caring and Professional Staff Intermarried Families Welcome

(480) 585-6060 Mt. Sinai Cemetery www.mtsinaicemetery.com e-mail: info@mtsinaicemetery.com 24210 N. 68th Street (off Pinnacle Peak Road) • Phoenix, AZ 85054

Preplanning is truly the greatest gift one can give to their family.

BUSINESS

Arizona Housing Fund’s goal to help the homeless

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IN TE

rizona has a homelessness problem, and with the expiration on Dec. 31 of the eviction moratorium for Arizona residents affected by COVID-19, the situation is expected to become worse. With 10,000 people already on the streets in Arizona (according to the U.S. Department of Housing and Urban Development) and a growing waiting list for affordable rental housing, Arizona’s housing advocates know more needs to be done.

That’s where Arizona Housing Fund comes in. First launched in August 2019, the fund will be used to provide grants to Arizona nonprofits to build permanent supportive, low-income and working poor housing. With donations generated primarily from voluntary $25 contributions made by individuals buying or selling a single-family residence, Arizona Housing Fund has generated $352,000 in donations from more than 800 donors in its first 15 months.

“The response has been incredible,” says Howard Epstein, an executive with Bank of America, board member of the nonprofit Arizona Housing Inc., and founder of the Arizona Housing Fund. “This completely voluntary endeavor has really caught on, and once people understand how it works, it’s an easy sell. It takes about 20 seconds to fill out the form to make the $25 donation, and the donation is deposited directly into the fund by the title company.”

Howard says the next step will be expanding partnerships with large residential real estate brokerages and mortgage brokers who can help get participation on an even bigger scale, noting that 100% of every dollar donated goes directly into the fund.

Brian North, owner of North&Co. is an example of a real estate brokerage that has embraced Arizona Housing Fund in a big way, enlisting the participation of all brokers, and generating buy-in from buyers and sellers. Their goal is to reach 100% participation, and the company proudly announces how much they have raised each month on social media.

“When I was introduced to Howard Epstein, I felt his passion,” says Brian.

“When I came to understand that 100% of Arizona Housing Fund donor dollars go to providing shelter for Arizona’s homeless population, we as a real estate company could not be more aligned. We provide beautiful homes for those who can afford to make it happen and, equally as powerful; we have an opportunity to provide homes for those who cannot. We are so proud to be a part of the Arizona Housing Fund and will continue to contribute for the foreseeable future.”

With Arizona new home sales skyrocketing, HOWAR homebuilders are also stepping up. Meritage D EP Homes, a partner from the start, S has pledged to match every $25 contribution made by Meritage homebuyers.

The first affordable housing grant is expected to be awarded in early 2021, says Howard. The Arizona Housing Fund is not endowed, meaning it will need to be replenished with additional donations each time grants are awarded.

For more information, visit arizonahousingfund.org.

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MAYOR KATE GALLEGO:

Fierce advocate for our future

By Mala Blomquist

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K

ate Gallego’s path to becoming mayor of Phoenix started when she won a runoff election with Daniel Valenzuela on March 21, 2019. The election was called after former Mayor Greg Stanton resigned his seat on May 29, 2018, to run for Congress. Upon winning the election, Kate became the second elected female mayor and the third Jewish mayor in Phoenix history. She is also the youngest “big city” mayor in the United States.

On November 3, 2020, Kate kept her title by winning more than 60% of the votes; as she starts her full four-year term, this will be the first time she will not be on the ballot since 2017.

Before being elected mayor, Kate was elected to the Phoenix City Council in 2013 and served until 2018. She also worked for Salt River Project on strategic planning and economic development to attract new companies and high-paying jobs to Phoenix.

She grew up in Albuquerque, NM, where she attended school at Albuquerque Academy, starting her political career as student body vice president. After high school, she attended Harvard University, earning a bachelor’s degree in environmental studies, and then went on to earn an MBA from the Wharton School of Business at the University of Pennsylvania.

Kate was in the national spotlight as a guest on CNN, ABC, CNBC and MSNBC over the summer when Arizona became a hot spot in the nation for COVID-19. Her appearances resulted in the federal government committing to more testing resources in Phoenix. She’s also been a fierce proponent for mask-wearing and hasn’t been shy about her displeasure with state leaders for implementing stay-at-home orders too late and lifting them too early.

Although the mayoral election is officially nonpartisan, Kate is a Democrat and tweeted this on election day, “President-elect @ JoeBiden. Vice President-elect @KamalaHarris. An incredible moment for our nation.” Arizona turned “blue” during the 2020 election, something it has not been since 1996.

Kate carved out some time from her busy schedule to share continued on next page

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” - Margaret Mead

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 15

Above: Mayor Gallego stopped by local business Tortas Paquime with the Arizona Hispanic Chamber of Commerce to hear how local businesses adapting and working through the pandemic. Mayor Gallego also donated face masks for their use.

Opposite page: Valley Mayors, Kate Gallego (Phoenix), Corey Woods (Tempe), Anna Tovar (Tolleson) and Kenn Weise (Avondale) getting flu shots together to promote a safer flu season amidst the Covid-19 pandemic.

with Arizona Jewish Life her thoughts on the election, the challenges she faces, her Jewish faith and traditions and Phoenix’s future.

This year’s election was unprecedented in many areas. What did you learn from it that will help you in the future?

I learned new ways to reach people. In the past, I’d relied more often on in-person contact as a way to connect with voters. In 2020, because of the technology that’s now available to us and the restrictions caused by the pandemic, we were able to communicate with people all over the city and do it in real time. I’ve always wished I could be in two places at one time, and this campaign was the closest I’ve ever come to that – I could do an event in Ahwatukee, followed immediately by another in north Phoenix.

What are some of the challenges you have faced being a woman, and one of the youngest,

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in your position?

When I was first campaigning for city council, I struggled a bit with the first impression that a young, short woman can sometimes make. One story that sticks in my mind happened when I was doing ‘knock-and-talks’ with voters in Council District 8. A man opened the door and said to his wife, “A little girl is here for you.” I wasn’t sure that was exactly the impression I wanted to make as someone who hoped to be a leader in the nation’s fifth-largest city!

As mayor, what accomplishment(s) are you most proud of?

I am very proud of the city government’s response to COVID-19 in the face of unprecedented needs from our residents. I hope I played a role in being a voice for public health, data-driven decisions, and support for community members who are hurting. When Phoenix was the largest city in the country not to receive federal surge testing resources, I worked hard to change that. I have worked with

my colleagues on the city council to provide much-needed help to small businesses that have been hit especially hard by the pandemic. We have made our largest commitments to fighting homelessness, and we have also provided support to people struggling to pay rent and utility bills.

I’m also proud of the way individual city of Phoenix employees stepped-up to meet the challenge. They developed our mobile COVID testing van program and community testing events. City employees made the testing events possible, even though they’d never done that kind of work before. We had people from multiple departments, including the library and parks departments, handling check-in at the testing sites and Phoenix first responders handling logistics. It was an extraordinary collaborative effort.

What do you do in your downtime?

I love spending time with my son, who is three years old.

We just visited the new Fiesta Bowl PLAY at Hance Park,

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a terrific playground that is part of the park’s renovation.

He absolutely loves the climbing wall! He’s also very interested in plants and animals. He loves visiting the Desert Botanical Garden and the zoo. After our last visit to the gardens, though, he did mention that it needs more carnivorous plants. Apparently, you can never have too many Venus flytraps!

Who has had the most significant influence on your life?

My parents, without a doubt. They have always been very community-minded and focused on giving back. From very early on, we also received a strong message, from them both, that family is central and that you need to invest in family by spending quality time together.

I also learned a lot from Janet Napolitano and Terry Goddard. Right after I graduated from college, I went to work for then-Governor Napolitano. Through her, I learned the importance of getting things done, and accomplishing those things with my sense of humor intact.

Terry Goddard has been a great mentor to me. I often call him during tough situations, and he provides a great perspective. He has also helped me develop several policies, including the city of Phoenix’s efforts to outlaw dirty money, which the voters overwhelmingly supported.

What is something our readers would be surprised to learn about you?

On Sundays, I make pancake breakfast for my family.

I have been trying to make a new type of pancake every week. This week’s pancake was banana and pecan, with Arizona pecans.

Softball is my favorite sport. I grew up playing on a very

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competitive team that was also incredibly diverse. We had players from Native American communities to Mormon communities. I was the only Jewish player, and the first Jewish person some of my teammates had met.

What are some of your favorite things about living in Arizona?

Two of the things I love most about Arizona and Phoenix, in particular, are the open space and the stunning sunsets. It’s a point of pride for me that Phoenix has more acres of parks than any other city in the country.

My home is near South Mountain Park, and I get out there as often as I can, whether on morning runs or hikes with my son. During this time of COVID, one of my goals has been to try as many new trails as possible, but I still haven’t hit them all.

Your parents were attorneys; did you ever want to go into law?

Yes, I did think about it because of the way it often intersects with public policy. However, my parents warned me against doing anything that involved billable hours because that way of working can be so constraining. I ended up deciding to do the MBA because so many public policy decisions hinge on how we spend the funds voters have entrusted to us. I am also very interested in economic development and job creation. I aspire to be an entrepreneur someday.

Were you raised in an atmosphere of public service?

My parents were more focused on nonprofit work and volunteering, less so on politics. So, they would get involved

in things like the cancer society, Girl Scouts, food banks, or local projects like planting trees in our neighborhood.

My interest in government began in high school. I had asthma, which led to an interest in air quality. It seemed to me that government was key to solving the challenges with air quality by bringing people together, working toward a goal and acting as an important convener for sharing good ideas. That eventually led to a degree in environmental studies. As time went on, my interests broadened to include land use, planning, economic development and much more.

Also, as a kid, I loved the game called Sim City. You got to plan and build a city of your own and solve its problems.

It turned out to be a great precursor to what I do now.

I’ve often thought my 12-year-old self would be quite impressed if she knew what I am up to these days!

You were raised and celebrated your bat mitzvah in Albuquerque; how would you describe your Jewish upbringing and influence today?

Jewish values are very important to me. Each Jew has a role in making the world a better place. Our faith teaches a strong belief that each individual has inherent dignity and worth; that has informed my political outlook.

I love the emphasis in Jewish tradition on justice and fighting for the little guy. Great Jewish leaders stood up to bullies.

Most often, I find myself reflecting on my faith and values when dealing with issues around homelessness, people who are about to lose their homes, and those who don’t have enough to eat. During COVID, as much as ever, I’m thinking about those values and why it is so important to fight for everyone during this tough year.

What are some of your Jewish traditions?

We have always had a big emphasis on bringing family together for the High Holy Days and for Seder. In fact, this was our first year ever doing Seder online. My friend and colleague, Dr. Heather Ross, introduced me to the idea, calling it a Zeder – a word that combines Zoom (the online platform) and Seder into a great concept.

My family celebrates Shabbat almost every week. My mom makes fresh challah, and I look forward to it all week.

I am still trying to convince my son not to blow out the candles – candles, to him, still mean a birthday party!

What made you decide to run for mayor?

I feel like we’re at a transformative moment in the city of Phoenix. It’s a privilege to serve at a time when we are deciding what the future of this city will be. I believe we are on the cusp of being a great international city that is smarter and more globally connected. Our success and our example will help chart the future of the country.

Being a mom also causes me to think long-term about the city I’d like to leave to my son.

Sunset at South Mountain.

Kate Gallego stands next to her father while her mother holds her son, Michael as she is sworn in as mayor of Phoenix by Judge B. Don Taylor III on March 21, 2019.

Mayor Gallego with members of the Sikh community.

A favorite spot, the Desert Botanical Gardens.

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How has your life changed since becoming mayor?

I am serving at a time when we face unprecedented challenges, including the virus. Throughout this crisis, I’ve tried hard to lead by sending a strong message that we need to follow the data and the science.

But standing up for taking COVID seriously is not without its challenges. Like many Jewish mayors and governors, I was surprised by what happened when we put safety measures, like requiring masks, in place. Many critics used Nazi rhetoric that caught me off guard and was painful to hear. I didn’t see that coming. It was good to be able to share those experiences with other Jewish mayors who I learned shared that experience. It gave it context and helped me understand I was not alone.

It has been interesting to see how things I would never have thought were controversial suddenly become so. Flu shots are a good example: when I advocated for them, it became a touchpoint for those who were opposed.

With an increase in hate crimes in our city, what have you done or are you doing to combat it?

The city is devoting considerable resources to fighting hate crimes, working on both prevention and following up on crimes that have been committed. For example, the Phoenix Police department works closely with its citizen advisory boards, which includes a Jewish advisory board.

They use an inter-agency approach to coordinate with other levels of government, as well as counter-terrorism offices, to gain intelligence and fight back. The department also works closely with prosecutors.

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I speak out as often as possible about tolerance. My first official act as mayor was to join the Anti-Defamation League in a proclamation against hate. I invited leaders from many faith communities to join me, including members of the National Association for Advancement of Colored People (NAACP), Phoenix Pride, representatives of the Sikh and Muslim communities and two chapters of the Hispanic Chambers of Commerce. I try to show support for communities beyond my own that are often victims of hate crimes.

This year, it has been a privilege to convene the 4th annual Indigenous People’s Day with leaders of the many tribes in the Phoenix area, and to work closely with our African American Advisory Council.

Aside from the virus, what is the most pressing challenge facing the city of Phoenix?

Our single biggest challenge – now and even after we have defeated COVID – will be leading the Phoenix economy toward its recovery. People have lost their jobs, families and individuals are on the verge of losing their homes, and businesses have been hit very hard.

Yet, because of the efforts we’ve made, Phoenix is in a good position. Of the top ten construction markets in the country, we are the only city that saw construction expenditures increase during the pandemic. Just a few weeks ago, we succeeded in bringing chip manufacturer TSMC to north Phoenix. It is the largest business development deal in Arizona history and will bring nearly 2,000 new, high-paying jobs along with it. Our precision medicine, research and advanced biomedical manufacturing

The mayor’s 2020 holiday card with son, Michael.

Mayor Gallego announced the City of Phoenix’s donation of more than one million pieces of PPE to school districts across the Valley.

A future dream, the expansion of voter-approved Transportation 2050 sectors are drawing global attention.

Workforce development – the training that helps people land these kinds of good jobs – will continue to be a focus of mine, as will bringing even more economic development to Phoenix. It’s how we will climb out of this viral recession and into an even brighter future.

Is there a passion project that you are working on for the future of the city?

That’s T2050, hands down. T2050 stands for Transportation 2050, the voter-approved plan for expanding bus service, light rail and street improvements. Yes, those street improvements include filling potholes, which we’ve done quite a lot of this year, paving more miles than ever before. Recently, Phoenix has been awarded grants of well over a half-billion dollars from the federal government, which will help us complete the South Central extension of the light rail. We are experiencing some great momentum, and I intend to keep that going.

Next year, you’ll hear me speak quite a bit about the extension of Prop 400. The original proposition created a dedicated funding source for transit and transportation.

By passing an extension, voters will help us complete the transformative work we’ve already begun.

My deep interest in these issues is born of personal experience. Shortly after I was elected to the city council, I experienced a seizure and had to temporarily give up driving. I learned first-hand that it is not easy to navigate this city without a car. The work we’re doing now will ensure we have a Phoenix that is cleaner and easier to get around in, especially for those who can’t afford a car or can’t drive.

What’s the best advice you’ve ever received?

“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.” - Margaret Mead What advice would you like to give young people wanting to become involved in politics?

I think it’s very important to follow the news and understand current events. Even though it may not be their first choice, I advise young people to read newspapers, listen to morning news, and follow reputable sources of online information, then be willing to talk with others to understand their perspective about the issues. I urge them to read constantly (news and non-news), meet people in other communities, and put serious, focused effort into understanding what other people think and why.

It’s equally important to come to this work with a strong set of values that help you to remember why you got engaged in the first place.

What are your plans for the future?

People sometimes forget that for the past almost two years, I have been filling out the term Greg Stanton left open when he ran for and won a seat in Congress. In April, I’ll be sworn-in to my first full term as mayor, and I’m looking forward to having those four years to continue to build on what we’ve started and to recover from the challenges of 2020.

On the personal side, I’m helping my son learn to read, and in that process, passing on another of my passions to him. ç

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SPECIAL SECTION

EDUCATION 2021

Educating in the era of COVID-19

By Mala Blomquist

T

here’s no doubt that next to frontline workers, teachers have had the

most challenging year of their professional lives, having to shift from in-person to online learning in the blink of an eye. Still, teachers

being the optimists they often are, rolled up their sleeves and soldered on.

We posed some questions to Valley teachers about the year 2020 and their

plans for 2021.

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“We are stronger than we think!”

Pardes Jewish Day School

Located in Scottsdale, offers a kindergarten through eighth grade education in a community infused with Jewish values.

Sara Abrams

has been an educator for 18 years. She currently teaches seventh grade:

How have you been teaching lately? In-person, online or a hybrid schedule?

In-person, while also managing remote learners on our live platform.

What were some of your biggest challenges teaching in 2020? What have you found to be some of your students’ biggest challenges?

One of my biggest challenges while teaching in 2020 has been management because not only am I teaching in person, but I am also simultaneously managing the online component for my students who are learning remotely. I set out to create an environment where students feel included, whether they are in-person or Zooming into the classroom from home.

Facilitating classroom discussions that include all students has been a challenge this year in particular, which might also be one of the biggest challenges for my students. This year, they have taken on more ownership of their learning by managing their time and engaging in the curriculum from wherever they are while balancing it all. It’s quite a feat.

What are some positive takeaways from 2020 that you may utilize moving forward?

The most positive takeaway is our resiliency – we are stronger than we think – and our ability to be innovative – we are more creative than ever before.

Children are very resilient, but do you have concerns about the long-term impact of this past year on your students? What are some positive effects you have noticed?

I don’t have any concerns; on the contrary, I believe that students are seeing how important it is to take ownership of their learning and realizing the impact of their voice and choice. Our school has taken hybrid learning and made it the best possible. My students are not behind in any area academically. They have proven to be resilient in the face of challenges, which is a skill they will need as they move forward in this life.

What are you doing to prepare for 2021?

I try to remain focused on the present and approach every task with a growth mindset. If anything, teaching in 2020 has taught me that we need to trust ourselves and find a way through.

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SPECIAL SECTION: EDUCATION 2021

Pardes Jewish Day School How have you been teaching lately? In-person, online or a hybrid schedule?

I started the school year teaching online, and then since September, we have been in person. After Thanksgiving and Winter Break, we will be back online for a week using our remote platforms with our students.

Nicole Stokes

has been an educator for more than 22 years. She currently teaches third grade:

What were some of your biggest challenges teaching in 2020?

What have you found to be some of your students’ biggest challenges?

Some of the biggest challenges teaching this year has been to find new interactive ways for my students to work together in their subject areas and creative ways for them to work collaboratively. Also, finding online tools and platforms for our students to use at an elementary level that are supportive and hands-on.

Some of their biggest challenges have been developing their social-emotional skills both online and in the classroom, even though their large and small group experiences look different this year. Also, because all of the students were away from campus and using remote learning last spring for so long, I am spending more time focusing on relationships and problem-solving skills.

What are some positive takeaways from 2020 that you may utilize moving forward?

One huge positive has been the flexibility that students have had to respond to all of this. My third graders now move from in-person to remote learning with little to no support. They can maneuver and manipulate the multiple platforms we are using for learning on such an independent level; we have never seen that before.

Also, because my students are in a small pod, they have opened themselves up to their pod being an extension of their school family. Most days, they are with me for five and six hours straight – learning, eating lunch, having recess, working in small groups, doing projects – and they have learned to rely on one another in new and different ways. They’ve been forced to problem-solve with peers outside of their friend circles, engage in small groups with others that possess strengths and weaknesses that are different from their own, and utilize critical thinking skills in new platforms. continued on next page

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“The students have been more open to sharing how they are feeling, things they may be worried about, and being more reflective about life in general than they ever were at this age before.”

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SPECIAL SECTION: EDUCATION 2021

Children are very resilient, but do you have concerns about the long-term impact of this past year on your students? What are some positive effects you have noticed?

I worry about the additional stress and anxiety that children, in general, are having to face since this pandemic began. For some students, the additional stress at home has forced them to worry about things they may not have previously been aware of. I think more than ever, the focus on social-emotional learning is imperative for our students moving forward.

One huge positive I have noticed is my students’ abilities to open up and be vulnerable within our classroom pod. We spend a great amount of time at Pardes focusing on social-emotional learning as well as our academics through our Responsive Classroom model. The students have been more open to sharing how they are feeling, things they may be worried about, and being more reflective about life in general than they ever were at this age before.

What are you doing to prepare for 2021?

I am continuing to push myself to find new and interactive ways to engage my students for 2021.

After January, third graders have the most growth, so I am exploring new platforms to use in our learning structure. Finding ways for the students to apply their problemsolving and critical-thinking skills, and even more ways to connect and engage with one another.

Strengthening their relationships plays an enormous role in our learning every day.

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Pardes Jewish Day School How have you been teaching lately? In-person, online or a hybrid schedule?

We are in-person with a handful of students online.

Allison Clark

has been an educator for 13 years. She currently teaches middle school math.

What were some of your biggest challenges teaching in 2020? What have you found to be some of your students’ biggest challenges?

The biggest challenge I found last school year was trying to keep the students engaged while they were at home from March through May for remote learning. The distractions from all of the comforts of home caused me to rethink how I delivered my lessons. This year my biggest challenge is managing the two platforms – balancing my time between helping the in-person students and the online students. Ensuring that I can address all of the questions that any of my students might have.

What are some positive takeaways from 2020 that you may utilize moving forward?

Before going remote, I utilized a flipped classroom model. Having that in my “educational tool-belt” was a game-changer. In 2020 I was introduced to an app called “Explain Everything.” I used this program to create videos for my students to use in conjunction with remote or in-person learning.

Children are very resilient, but do you have concerns about the long-term impact of this past year on your students? What are some positive effects you have noticed?

I do not have any concerns about the long-term impact from the past year. The students at my school were provided a wonderful education, even while remote – a few of our students are still remote. The students in school are getting the education and the benefits of socializing with their friends. I think children will be flexible with any challenge that they are presented with in the future.

What are you doing to prepare for 2021?

I attend a lot of professional development opportunities. I utilize the people I follow on Twitter to gather ideas that will help me in my classroom. I talk to my colleagues and see what wonderful ideas they have. I also take advice from my students. I ask them about things that have worked in class, and things they think didn’t work. As a teacher, I feel like we are always learning and trying to better ourselves. COVID-19 happening isn’t going to change that about teachers; it might just make that need for growing even more prevalent.

“ I think children will be flexible with any challenge that they are presented with in the future.”

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Temple Kol Ami Early Childhood Center

Located in Scottsdale, is a developmental preschool where infants through Pre-Kindergarten learn to grow and develop a positive selfimage and strong sense of Jewish identity. templekolami.org/earlychildhood-center

Sharon Levy has been teaching for 15 years. She currently teaches Pre-K.

How have you been teaching lately? In-person, online or a hybrid schedule?

This year has been in person until this past week when the school needed to temporarily switch to online teaching.

What were some of your biggest challenges teaching in 2020? What have you found to be some of your students’ biggest challenges?

As a teacher, wearing a mask all day has been uncomfortable and has hidden my facial expressions from the children. They can’t see my smiles or laughs. It is also challenging to read books during circle time and teach contined on next page

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the letter of the week or the weekly theme when the mask muffles my voice! Another challenge has been modifying the lesson plan to move away from more group, sensory-based activities such as; cooking, playing with play dough, having a dress-up center, and playing with cloth dolls for imaginative play. The students have had to become more aware of their space around them and respect other classmates’ space to not spread their germs. They have become expert hand washers! They have also had to become flexible with sudden changes in their routine from in-school to learning online at home.

What are some positive takeaways from 2020 that you may utilize moving forward?

To be grateful for all that I have. I am grateful to see the smiling, loving faces of my students each day, and if they are happy, then so am I! Flexibility is a big takeaway from 2020 in all areas of teaching. Also, having good communication with your student’s parents is of great benefit to a successful year. I wouldn’t have succeeded with either way of teaching, online or in-person, without their support.

Children are very resilient, but do you have concerns about the longterm impact of this past year on your students? What are some positive effects you have noticed?

I don’t have any concerns about the longterm impact for my Pre-K students. A positive effect I’ve noticed is that they have been very understanding and flexible regarding the change in their school routines. Before, they went to specials at school – music with the cantor, story time with the rabbi – now they see them virtually but still manage to connect with them and have fun! They have also accepted our new drop-off and pick-up procedures in the parking lot like champs!

What are you doing to prepare for 2021?

I’ve learned to take everything as it comes with positivity and will carry that into 2021.

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“I’ve learned to take everything as it comes with positivity and will carry that into 2021.”

Temple Kol Ami Early Childhood Center How have you been teaching lately? In-person, online or a hybrid schedule?

I have been fortunate to teach in person most of this year and had online teaching for just a few months due to the pandemic.

Daliah Meirovits

has been an early childhood educator for the past 23 years. She has taught the three’s class for the past 13 years.

What were some of your biggest challenges teaching in 2020? What have you found to be some of your students’ biggest challenges?

Some of my biggest challenges teaching in 2020 was learning how to teach on Zoom for the first time and how to keep our students excited about learning. I researched online books and activities for my Zoom class that were both educational and interesting to keep them engaged. Sometimes my parents were not able to join my Zoom class because they were working. There were also some students that were not comfortable being on Zoom.

What are some positive take-aways from 2020 that you may utilize moving forward?

Some positive takeaways from 2020 that I may utilize moving forward are continuing my research for new online techniques and finding fun educational activities to keep my students interested in learning.

Children are very resilient, but do you have concerns about the long-term impact of this past year on your students? What are some positive effects you have noticed?

I do think that children are resilient and personally do not have any concerns about the long-term impact of this past year on my students. Some positive effects I have noticed are children really appreciate being in the classroom with their teachers and classmates. They miss in-person learning and interacting with each other.

What are you doing to prepare for 2021?

To better prepare for 2021, I will reach out to my colleagues and get some fresh ideas for online teaching. My lesson plans for this year will be geared towards in-person, online or even hybrid learning if necessary. I am so grateful to be an educator in this amazing Jewish preschool even in these challenging times and look forward to many more wonderful years.

“They miss in-person learning and interacting with each other.”

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The Early Childhood Learning Center at the EVJCC in Chandler, provides high-quality education and care in a safe, nurturing environment for children ages 6 weeks old through 5 years.

How have you been teaching lately? In person, online or a hybrid schedule?

Pamela Morris has been director of the East Valley JCC since 1994.

We are in person with a short break in March through May for online education. Our staff is here at 7 am and doesn’t leave until 6 pm when the last child leaves for the day. Our parents rely on us for high-quality care, and online doesn’t work for them or our young children.

What were some of your biggest challenges teaching in 2020? What have you found to be some of your students’ biggest challenges?

Trying to offer online options for families during April and May were very challenging, especially for staff with children of their own at home. Now that we have returned to in-person learning and care, the challenges include staff needing to wear face masks all day long; our three’s and pre-K needing to wear their masks for a good portion of the day and not being able to socialize with other learning pods. Each age group is relegated to their learning pod with their specific staff members, which means no fraternizing between the groups. We are a very social bunch, and this has been a very big struggle.

What are some positive take-aways from 2020 that you may utilize moving forward?

Because of COVID-19, our conferences have moved to virtual, which has been very helpful. It makes it so much easier for the parents to attend and not take off very much time from work. It also means the staff can do them during nap times and not give up their evenings.

Our staff is resilient. They are becoming closer with their peers within their learning pods, which has enhanced these relationships.

Children are very resilient, but do you have concerns about the long-term impact of this past year on your students?

What are some positive effects you have noticed?

Young children are very resilient. I think that for now, they are handling this new normal fairly well. I feel the older children might

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have lasting repercussions since they remember what it was like before, and no one knows when this all will end.

What are you doing to prepare for 2021?

We are gearing up for registration for the new year. We will begin a little later in the spring than in previous years, but we are moving forward with the programs we offer, and continuing with our high level of care, education and commitment to our families and our children!

“Each age group is relegated to their learning pod with their specific staff members, which means no fraternizing between the groups. We are a very social bunch, and this has been a very big struggle.�

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Online and hybrid learning tips for success

By Ilana Lowery

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I

t looks like distance learning is here to stay for a while longer – be it through hybrid instruction, cohorts of students divided into small groups, or a completely off-campus learning experience for kids.

Parents and caregivers have many questions about how to make sure students are engaged and benefiting their learning experiences, no matter what they look like.

“It’s complicated because schools are trying to make the best decisions with so many factors to consider,” says Victoria Saylor, Arizona regional manager for Common Sense.

It is especially complicated for parents who need to work outside the home, and it is equally difficult for educators with the back-and-forth changes for classroom instruction. One of the primary concerns for teachers in Arizona is students’ lack of adequate devices for learning and access to reliable broadband or Wi-Fi connections.

There still are significant challenges for those who do have connectivity and computers, including motivation and students understanding instructions for any asynchronous lessons.

One educator from a district in Cochise County, Arizona, said she was overwhelmed by distance learning resources. “It’s like going to a massive food court,” she says.

A key for a successful hybrid learning experience is for teachers to increase family engagement with clear communication, making sure parents are aware of expectations and where to find the help they or their kids need. Additionally, parents should take advantage of any office hours their child’s teacher has, attend virtual parent/teacher conferences, and stay up to date with emails or texts.

“Staying organized, keeping routines and setting norms/ expectations for remote learning is going to be vital,” Saylor says.

Additionally, for teachers, be creative and stay current on the best education technology tools to increase student engagement and consider using breakout rooms for the older students to collaborate, being mindful of their social and emotional well-being.

Some suggestions include Flipgrid, a fun recording tool that can keep kids connected as they respond to a question or lesson. The app is a good way to stay connected and empower students’ voices. There are also student engagement platforms, such as Nearpod and Pear Deck.

“I believe kids of all ages can thrive in a blended learning environment,” Saylor says. In fact, teachers have been doing this for years at their school campuses.

A blend of teacher-directed lessons and small group instruction can offer opportunities for collaboration, as well as online activities.

Of course, there will be different models that schools and teachers use depending on students’ needs. Students enrolled in special education classes, for example, must have equal opportunities for learning in any hybrid or blended-learning environment.

Focusing on what needs to get done, doing a really good job at it, finding ways to make learning engaging by using easy and fun ed-tech tools, and being mindful of students’ social and emotional well-being are going to be what helps us get through this,” she says.

“Teachers are being asked to do something that most had never done before and were not trained to do. I think finding a tool that is easy for teachers, students and families to use will make all the difference in how quickly our families will adapt,” Saylor says.

Be prepared for things to change continuously; try to be flexible, she adds.

One tool parents and educators can use is the free education portal created by Common Sense Media called Wide Open School (wideopenschool.org). The site curates an open collection of online and offline learning experiences and referrals to social and community services for kids and families. The site is intended to keep students learning, engaged, and emotionally strong during the pandemic and beyond, and designed in a flexible and modular fashion to evolve over time.

The site was launched at the start of the pandemic to complement and supplement the solutions that districts and schools are implementing. The content and distribution are coordinated and curated to reflect the very best from leading media and tech companies, education publishers and nonprofits.

Common Sense partnered with more than 75 organizations, including the American Federation of Teachers, Apple Inc., Boys and Girls Club of America, Child Mind Institute, Crisis Text Line, Facing History, Google, Head Start, Khan Academy, LEGO Education, National Geographic, Raising a Reader, Sesame Workshop, Playworks, PBS Learning Media, Scholastic, TIME for Kids, Zoom and more.

From using video to project-based learning, here is a link for great distance-learning tools. For families looking for support in the transition to virtual learning to help their kids think critically and compassionately about what they see online, click here. continued on next page ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 35

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TIPS FOR PARENTS TO KEEP KIDS MOTIVATED

Common Sense offers these basic techniques to help their kids stay motivated during their online learning time: THE BASICS: • PROVIDE structure and routine. Sticking to a schedule provides the stability kids need to keep their eyes on the prize. Plus, it minimizes their instincts to go rogue. When expectations are set, it›s more likely they’ll be met.

• ESTABLISH accountability. Maybe you can’t motivate your kid—but their best friend can. Have them schedule daily check-ins over text or social media with a friend.

Accountability helps kids realize they’re not alone and gives them a tangible reason to work hard.

• INCENTIVIZE. Kids may be motivated by rewards, but you want to make it feel as though they›ve earned their treat (or you’ll end up in a vicious cycle). If they finish one packet, they get a half-hour on the tablet; two packets, 45 minutes; etc. (Screen-time rewards may not be your usual motivation go-to, but we are in unusual times!)

MAKE IT SPECIAL: • MARK the occasion. Give kids something to look forward to. Plan an (online) family/friend celebration, like a virtual class party or a Zoom dance. Or do a family movie night and let them choose what to watch.

• LET them see progress. Use a calendar or other visual aid to mark time so they can see how much they’ve accomplished and how much more there is to go.

• DO a related activity. Build upon and extend what they’re learning with a natural connection. If they’re learning about the solar system, let them stay up late and use an astronomy app to map the night sky.

ADDITIONAL COMMON SENSE MEDIA ARTICLES AND RESOURCES: Tools to Help Kids Stay Focused During Distance Learning Tips for Using Google Classroom for Distance Learning Best Tools for Virtual and Distance Learning 36

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MIX IT UP: • BE willing to experiment. If a kid struggles with reading a book, turn it into a readaloud or get an audiobook. If math is “too boring,” do the problems on a whiteboard or outside using sidewalk chalk. A change of scenery can do wonders for a kid’s motivation.

• BREAK up the day. If you have some control over when they do the work, break things up a little. Let them have a slower-paced morning and do their work after lunch.

Agree in advance: “If you take the morning off, you still have to get your schoolwork done before you can play online with your friends later today.”

• CHANGE the timing. There›s nothing magical about the hours of 8 am to 3 pm – that’s when we’re all used to school happening. Of course, if your kids are in online classes, you have to accommodate those schedules. But for things like working through a packet of assignments from a teacher, there’s no harm in experimenting with different times of day. Sometimes the change is all it takes.

Ilana Lowery is the Arizona director at Common Sense Media. Common Sense Media is a national nonprofit organization based in San Francisco that works to improve the media and education landscape for kids, families and schools. They focus on helping kids, educators and parents thrive in a world of media and technology.

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DAVID S IN GE R 38

By Mala Blomquist

J

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virtual day of Jewish learning

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

ust because we can’t gather in person doesn’t mean we can’t learn together!” is the opening line on Limmud AZ’s event information page. The annual day-long event of Jewish learning usually attracts hundreds of attendees with presenters from all walks of Jewish life who speak on a wide range of topics. This year’s event will be held online on Feb. 21 from 9:45 am to 2 pm, instead of at Arizona State University as it has in the past.

“Because it’s virtual, we have more speakers from out of town,” explains Sandy Adler, Limmud AZ team leader. “It’s a really cool opportunity to learn from people who we don’t necessarily get here.”

The list of speakers include Janette Silverman, professional genealogist at Ancestry.com; Laura Geller, rabbi and Wise Aging expert; LaNitra Berger, scholar, educator and social justice advocate and David Singer, rabbi and national director of Limmud North America, along with authors from the Jewish Book Council, ASU Jewish Studies professors, and local clergy and thought leaders.

Limmud means “to learn” and is an international movement that began in Great Britain in 1980. Today, there are Limmud communities in 40 countries, including Israel, and more than 20 cities in North America.

New this year is the creation of Limmud North America. Until now, Limmud groups in the United States and Canada had to rely on Limmud.org out of London to start their chapters and for support.

“When we started Arizona, Suzanne (Swift) and I went to New Orleans, and we met with the British people who were there from Limmud.org and they helped get us started,” says Sandy.

“Although we are still a part of the international organization, there is somebody who’s there to help support us in North America.

It’s much more convenient than having to deal with someone internationally.”

Suzanne is the director of the Jewish Book Council Networks and former program director at the Valley of the Sun JCC. She is also

currently serving on the board of directors for Limmud North America.

Limmud AZ is using a professional who manages conferences and breakout sessions virtually for this event.

This format has already been used successfully for various virtual events by Limmud North America.

The sessions will be scheduled as they have in the past, with people picking the sessions they want to attend.

“We’re starting at 9:45 am for kind of an introduction, and then there are four sessions after at 10 am, 11 am, noon and 1 pm,” explains Sandy.

When held in person, Limmud AZ always supplied a kosher lunch. “Needless to say, if you want a kosher

lunch, you’re going to have to make it yourself at home,” jokes Sandy.

Limmud AZ also utilized a crew of volunteers to handle the registration desk and direct people on the day of the event, but this year, it’s just been Sandy, Suzanne and Meghan Dorn Jalowiec handling the online traffic.

Sandy says that they have put a call out for volunteers to monitor or host the individual presentations.

“If you’ve never been to Limmud or if you’ve always wanted to try it, here’s a great way to do it,” says Sandy.

“It’s very reasonably priced, and if you have friends in other places who might want to hear some of these presenters, they can join you.”

Limmud AZ Virtual Day of Jewish Learning

WHEN

Feb. 21, 2021 from 9:45 am-2 pm

COST

$18 through Jan. 31 $25 from Feb. 1-20 $36 on Feb. 21

INFORMATION

Visit limmudaz.org or contact info@

limmudaz.org

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 39

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Gesher’s tutoring program meets student’s individual needs

By Mala Blomquist

O JILL WILSON, M.ED.

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nline learning has been a challenge for many students, but those challenges become magnified if a child has special needs or learning differences.

Fortunately, Gesher Disability Resources’ student support specialists are there to help students with learning challenges through their tutoring services.

“Our team has worked hard over the summer, and we have learned how to use all these different amazing platforms and products for our tutoring and to make it successful and seamless online,” says Jill

Wilson, M.Ed., director of education and programs for Gesher Disability Resources.

Jill has been with Gesher for 10 years. She is a special education teacher by trade and has been in the field for more than 20 years.

“Many of the kids that we work with already have attention and focus issues, so we have to make our lessons engaging and fun, and they want to learn right now,” she continues.

Jill says that they use a platform called Kami that allows both the teacher and student to fully annotate a document, creating an engaging and collaborative learning environment.

Another helpful platform is IXL. IXL provides personalized learning in more than 8,500 topics, covering math, language arts, science, social studies, and Spanish. Gesher was able to purchase this program with a grant they received from the Purple Mountain Foundation, a nonprofit based in Scottsdale.

“You can use it (IXL) to do diagnostics with children and to guide your instruction to make learning online and figuring out what works best for each kid much better,” says Jill. “Because at the end of the day, our philosophy is to meet the students and their individual needs.”

Most of the students they work with are from the Jewish day schools, but they also have some in public schools. The tutoring program started in 2017, with a few students at Phoenix Hebrew Academy, and through word of mouth, the program has been expanding.

The student support specialists offer assistance with academic subjects like math, reading, writing, science and social studies, and also with executive functioning skills like organization, planning and keeping an agenda.

Gesher has worked for years with Jewish days schools

and preschools, training teachers on disability topics, working as the resource teacher in schools and providing general accommodation ideas for students. Now they can offer additional help outside of the school day.

“Our vision is that these kids can stay at the Jewish day schools, even with being identified as having a learning challenge. They don’t have to leave and go to a public school to get the services (they need),” says Jill. “We’re just super happy to represent the Jewish community and work with these kids and keep them in the schools that they want to be at.”

For more information on the tutoring program offered through Gesher, contact Jill at 480-495-4106 or jill@ gesherdr.org.

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JSU’s new teen Leadership Institute keeps teens involved

By Mala Blomquist 42

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CHELSEA RO SE N BE RG

JSU club members find ways to still be engaged during the pandemic.

L

ike many other aspects of student life in 2020, at-school clubs also had to go virtual when the pandemic hit. Jewish Student Union (JSU) clubs were no exception to this change. West Coast NCSY runs more than 67 JSU clubs – on public and private high school campuses in Arizona, California, Nevada, Oregon and Washington.

Under normal circumstances, JSU clubs would attract Jewish students and non-Jewish students who wanted to learn more about Judaism. “One of the main things JSU does is they help facilitate Jewish culture clubs in schools across the greater Phoenix area,” says Chelsea Rosenberg, Arizona director of NCSY and JSU. “Yearly, a non-COVID year, we see between 400-500 teens come through the JSU doors.”

She became known as “Chelsea with the baby” because she would usually have her infant daughter in tow when she would facilitate the clubs or meet with the teens, generally for coffee.

Now they meet via Zoom, or occasionally a few teens will gather, masked, temperature checked and socially distant, in Chelsea’s large backyard. During the teens’ winter break, she also planned an outdoor hike.

There is a new program that JSU started, partially as a response to the pandemic, called the Leadership Institute. “It’s a leadership course to help empower the teen leadership to take their club to the next level, especially during COVID,” says Chelsea. “We felt that it was important to give teen leadership something more.”

Every week the teens learn about a person in the Tanakh who has leadership qualities. They will then discuss how they can use those strengths to help their club be better.

Another benefit of the Leadership Institute is that the teens that participate will receive a discounted rate on the annual JSU’s summer program called The Jerusalem Journey (TJJ). The TJJ is a four-week program that covers “anything and everything you could want to do and learn about” in Israel.

During the TJJ, there will also be a special leadership conference held for Leadership Institute teens to get together with cohorts from across the country and use their leadership skills to plan part of the trip for all participants.

Another program created as a result of COVID-19 is the “drop off.” “JSU leadership will physically drop off something to a teen’s house that has taken part in JSU,” says Chelsea. “Just to let them know someone’s thinking about them and somebody cares.” The drop-offs have included survival kits for finals week and homemade babka.

Chelsea likes to work on projects that make the kids feel “Jewishly proud.”

“Unfortunately, the climate at high schools and universities right now is making teens feel the exact opposite,” she says. “So it’s about getting them invested and involved in their Jewish life.”

Usually, at the beginning of the year, Chelsea asks the teens what they would like to learn.

Sometimes it’s social action, religious studies ,or even Israeli politics. “If the teens want it, I will plan something,” she says.

“One of the main things that we try to push for is that when you start thinking Jewish, you start acting Jewish,” says Chelsea. “When you’re in high school, and you come to the club once a week, it’s going to impact you in some way or another. So you’re going to seek out something Jewish in college. Because when you’re involved, you want to keep involved.”

For more information on JSU clubs in the Valley, visit arizona.ncsy.org/jsu.

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The Hope Chest

opens up Holocaust education for kids and teens

By Mala Blomquist

T

he Arizona State Board of Education voted at the end of October 2020 to make learning about the Holocaust and other genocides a requirement for middle and high school students across the state.

The Scottsdale Arts Learning & Innovation has created a curriculum project based on a memoir by local Holocaust survivor Oskar Knoblauch that they hope will be used by educators teaching these requirements.

Titled “Hope Chest,” the curriculum takes students

on an immersive journey through Oskar’s experience during the Holocaust, beginning when he was just 13 years old. His autobiography, A Boy’s Story, A Man’s Memory: Remembering the Holocaust 1933–1945, tells the story of his family’s struggle to survive by working together and guided by lessons of respect and hope.

Chris Harthun, residency and curriculum coordinator for Scottsdale Arts Learning & Innovation, created the curriculum in conjunction with Oskar and two

Oskar Knoblauch

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PHOTO BY WILLY LANGE

local educators: Patti Mastropolo, assistant principal at Coyote Ridge Elementary School in Glendale, and Heidi Cocco, English language learner teacher at Pinnacle High School in Phoenix.

Chris had been working with Oskar for the past eight or nine years. “It’s impossible not to be inspired with his positivity and passion for wanting to help students be the best versions of themselves,” she says. “We had been talking about the possibility of a curriculum around his autobiography.”

Oskar has been sharing his story with Valley school children for years. He has amassed notebooks of thousands of moving letters from children who were impacted by his presentations.

“That deep impact and relevance that Oskar has on students are what we wanted to translate into Hope Chest,” says Chris.

“They see the Holocaust through one young boy’s eyes, usually about the age of the reader. It’s almost impossible to imagine or comprehend the loss of more than six million Jewish lives. For middle school and high school students, trying to comprehend that through having this very personal sort of approach has made it more impactful.”

In the spring of 2019, Christine, Oskar and Patti worked together to map out what Hope Chest would look like.

They decided what the general themes would be and that it would include art activities and journaling.

Heidi agreed to pilot the program before it was even written. “So there was a frantic pace of creating this curriculum together and her teaching it that week, and then we were able to revise anything that needed editing,” says Chris. “We were able to complete the curriculum by the end of spring 2020.”

The intention was for it to be a physical kit – a hope chest.

Natalie Marsh, director of Learning & Innovation came up with the idea of it being a vintage trunk. “I fell in love with that idea of this vintage trunk filled with a class set of Oskar’s books, a teacher’s guide and student workbooks,” says Chris. There would be a thumb drive of media files, as well as hands-on objects for students to explore.”

Then in March 2020, when schools started to close down

due to COVID-19, the group realized that Hope Chest needed to be translated to become an online experience.

This past summer, the group worked on rewriting things to ensure that they would be usable for teachers online.

“I think what makes Oskar’s presentations so different is because he makes them so relevant to students’ lives. We tried to engage students through the arts and activities – with the reading and then through journal writing,” says Chris. “All of these are collaborative things; we’re encouraging students to share, to build that classroom community. Trying to translate it to an online experience, where we have a lot of interactive pieces. It was a bit of a different experience.”

They have piloted the online program once in the fall of 2020 and will continue to do so this spring. Once they feel that they have made all the changes needed to successfully engage students, the online version will be available through the Arizona Department of Education.

Currently, teachers can request the free Hope Chest Curriculum through their website (scottsdaleartslearning. org/hope-chest/).

“Part of the silver lining in this COVID situation is that it’s forced us to think digitally, which then really broadened our ability to reach audiences. It’s the personal story and the outcomes are so universal. It’s not about memorizing the facts or the dates or the battles of World War II. It’s about that personal story of overcoming through the messages of hope and tolerance,” says Natalie.

She continues, “Oskar has been so generous with his story – giving us the books and the access and the ability to share. It’s truly important to him that this endures, and it is important to us, too. I hope that it creates the next generation of powerful and empathetic leaders that become up standards when they see injustice happening in the world.”

For more information on Hope Chest and the many other programs offered through Scottsdale Arts Learning & Innovation, visit scottsdaleartslearning.org.

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 45

1 2 3 4 5

A teacher’s (or parent’s) toolkit for student emotional wellbeing

A

By Dr. Anne Andrew

nxiety and stress in teens is an epidemic, and has been well-documented. A 2014 survey revealed that 83% of teens reported schoolrelated stress. Now with COVID-19, increases in gun-violence and racial tensions, the numbers are likely to be even higher. Are there some things that teachers can do to play a role in their student’s mental wellbeing? This article will point to several strategies that can and will make a difference.

Firstly, as parents and teachers, it is important to take a 46

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look at our own fears around Covid-19 and school...

We need to be clear about what those fears are so we can help our children and students to understand theirs. We may experience a whole range of emotions and feelings from sadness, to anxiety to despair, perhaps disappointment, but underneath those what is the actual fear? Is it a fear of death? A fear of losing a loved one?

Is there a sense of loss - loss of a secure future, loss of normality, loss of control? Is there a sense of shame? Or a sense of being a victim? We need to be able to understand

SPECIAL SECTION: EDUCATION 2021

and address our own fears so that we don’t pass them along and add to the fears of our students.

Doing our own inner work is the best way to help others especially our children.

Our students are coming to school with all sort of questions playing in their heads, consciously and subconsciously.

Will I be popular?

Will I be safe?

Do I have what it takes to get good grades?

Is my future secure?

Will anyone notice I gained ten pounds?

How will I achieve my goal in these circumstances?

How will I be judged?

School is a place that students come to be evaluated academically by their teachers, and socially by their peers and even by their parents. Many students actually believe that the love of their parents depends on their grades.

It is as if the school environment is designed to stack them up on ladders which they have to scramble up as far as they can. Many students give themselves the message that their worth depends on the opinion of others and on their achievements.

That’s why, I believe the most effective way of helping our students to reduce their stress levels is to help them understand that their worth is intrinsic. They have inherent worth just by virtue of being human. One baby is not worth more than any other as we are taught at the beginning of the book of Genesis and in the charter of human rights. Inherent worth is something they don’t have to earn and can never lose. This goes right to the root of their being.

I’ve witnessed the power of this concept to change lives and be the catalyst for recovery from depression, anxiety and even addiction. Understanding our inherent worth, to the exclusion of other ideas about ourselves such as that we are worthless, not good enough, or that we don’t belong, is the antidote to any of the negative core beliefs we or our students may have and allows positive transformations to happen.

Here are a few strategies for calming stress levels in the classroom:

1

Mindfulness or meditation. These techniques bring us to the present moment, a place of safety and calm, by focusing on our senses and our breath. Take a mindful moment at the beginning of each block to reduce student anxiety and improve their ability to concentrate.

Simply ask students to close their eyes, focus on their breathing, notice their touch points (places where their bodies are in contact with the floor, the chair or other surfaces), and have them take some deep breaths makin

the exhale longer than the inhale. This need not take more than a minute or two, but done regularly will make a big difference.

2

Gratitude gives us a felt sense of our inherent worth and it is good for mental and physical health.

Establish a gratitude practice at the end of each block or at the end of the last block. The key to a great gratitude practice is to be specific. You go first and give an example of gratitude that is related to the lesson you just taught such as: “I’m grateful that the chemistry we learned today helps scientists to understand global warming”, or “I’m grateful for the astonishing blue color of copper sulphate”, or “I’m grateful that sodium chloride tastes great on French fries.”

3

Be careful with praise. Students can become praise-dependent, associating the amount and quality of praise with their worth. So, if a student gets a good mark on an assignment ask about the work rather than automatically praising. What did they find most interesting? Was there anything that surprised them about what they learned? Is there anything they’d do differently next time? This way you’ll get to know more about your student or your child and it helps the student to figure out what it is that they are passionate about and how to go about achieving the goals they set for themselves.

4 5

Remind them directly: Your worth does not depend on your grades, nor by your musical or sporting ability. Your worth just is and it is infinite.

Deemphasize grades. Be very specific about what is being evaluated. You might say: “The results of this test will show me how well I’ve taught the material, and how I can help you best. It’ll show you how well you understand the material, how well your study habits worked, how motivated you are to succeed in this subject.

It is not a judgment or a measure of you.”

By helping students to know and deeply understand that their worth is inherent and doesn’t have to be earned, we can alleviate stress, anxiety and depression in adolescents and teens.

ANNE ANDREW

Anne Andrew has a Ph.D. in geology and over 20 years’ experience working as a school principal. Today, Anne runs What They Don’t Teach in Pre-Natal Classes: The Key to Raising Trouble-Free Kids and Teens workshops for parents of elementary school age children.

She has written a book on the same topic.

For more information, visit anneandrew.com.

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 47

SPECIAL SECTION: EDUCATION 2021

Study shows pandemic’s impact on Jewish education workforce

A

new report shows the changing landscape of Jewish education from the COVID-19 pandemic and its effect on Jewish educators – from a shift to more full-time work, to a rise in demand for essential Jewish education services, to a growth of national educational offerings, and more. Led

by CASJE (Consortium for Applied Studies in Jewish Education) and conducted by Rosov Consulting, the study, “Facing the Future: Mapping the Marketplace of Jewish Education during COVID-19,” draws on interviews and focus groups from this summer with individuals who hire Jewish educators in overnight and day camps, Hillels, day schools, congregations and afterschool programs, JCCs and early childhood centers.

“This is an exceptionally difficult time to be leading a Jewish educational institution,” says Alex Pomson, Ph.D., principal and managing director of Rosov Consulting. “This study is the story of the pandemic through the eyes of the workforce in Jewish education. Community leaders, parents with young children, and the youth themselves are both drivers of change affecting educators and are impacted by these changes too.”

“It is both instructive and inspiring to learn how Jewish educational and communal leaders are finding creative 48

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

ways to reorient in this moment,” adds Arielle Levites, Ph.D., managing director of CASJE housed at The George Washington University. “We were struck by how extensively educational leaders are in touch with each other across the country for input and inspiration. There is always more than one way forward. And, as this report shows, there are also structural elements regarding how Jewish education is organized that create particular challenges and opportunities for different kinds of programs and institutions. Patterns emerge even as each community has its own unique makeup.”

Facing the Future shares data in eight communities, but the researchers believe they are representative of more widely occurring changes and trends, including the following:

1. COVID-19 HAS EXACERBATED PREEXISTING FEATURES OF THE JEWISH EDUCATION MARKETPLACE.

The supply of and demand for Jewish educators already was strongly colored by local circumstances. The pandemic’s uneven impact across the country aggravated those features.

Having more leeway to offer in-person services than public institutions has been a boost for some Jewish afterschool programs, congregations and day schools. In some regions, demand has increased for these offerings, resulting in organizations hiring up in order to keep pace.

In other parts of the country, providers in these same sectors are in some cases cutting back their staff in order to make ends meet due to uneven or declining demand.

2. THESE DIFFERENCES HAVE BEEN FURTHER ACCENTUATED BY ANOTHER PHENOMENON. THOSE SECTORS THAT PROVIDE SERVICES THAT PARENTS CAN’T DO WITHOUT – CHILDCARE AND DAY SCHOOL EDUCATION –SEEM TO BE EMERGING FROM THE PRESENT MOMENT IN MUCH BETTER SHAPE. They have responded to the moment vigorously, although exactly what business models will prove sustainable for the early childhood sector is uncertain.

Those sectors whose services are perceived to be a luxury or whose value is not fully appreciated – congregational schools and local-level youth work stand out in this respect – have been severely challenged and have seen significant cuts in staff.

The landscape in respect to these sectors being challenged will likely look quite different once the pandemic is over.

CLASS: SOCIAL STUDIES

START

Even with communities experiencing their own unique challenges, the researchers identify some general patterns around the hiring practices and needs of Jewish educational institutions:

3. WHETHER PROVIDERS ARE STAFFING UP OR STAFFING DOWN, THEY ARE NOW MORE LIKELY TO LOOK FOR FULL-TIME THAN PART-TIME STAFF.

When in-person programming is offered, health regulations make it riskier for employers to hire part-time staff and also make the work less appealing to the part-timers.

When programs are remote, organizations can add to the hours of their best performers, wherever they’re located, and offer a product of consistently higher quality.

This shift from part-time to full-time staffing is of more than technical significance. Many education leaders have long argued that it would be difficult to professionalize the field of Jewish education when filled with so many part-timers.

The current moment has a created a chance to take a significant step forward in this respect.

4. WHATEVER THE STATE OF DEMAND FOR THEIR SERVICES, THERE IS ALSO TREMENDOUS CONSISTENCY IN TERMS OF WHAT EMPLOYERS ARE LOOKING FOR AMONG THOSE THEY HIRE.

No one knows if or when they may have to switch from in-person to remote programming, or how long they will have to continue in remote mode. They want to make sure their staff have the technological know-how to deliver education under any circumstance.

No less important, and in some sectors even more important, employers are looking for staff who are responsive to the social and emotional – mental health – needs of participants. Children, young adults and parents have been traumatized by their experiences of the last six months, and educators need to be sensitive to these circumstances. Today, this is their first order of business whichever population they seek to engage.

CASJE’s multi-year research project examining the career trajectories of Jewish educators is generously funded by the William Davidson Foundation and Jim Joseph Foundation.

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 49

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FUNNY FACE Old Navy variety 3-pac of triple layer cloth contoured critter face masks $9.50 • oldnavy.gap.com

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The Catcher in the Rye

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Operatic

$14.99 Hardcover • Target.com 51

FRONT & CENTER

Phoenix Theatre Company

creates a stage where the show can go on

I

n March 2020, live performing arts venues throughout the country halted in-person programming to help arrest the spread of COVID-19. The Phoenix Theatre Company was ready to stage “Something Rotten!” when it shuttered its doors – for the first time in its 100-year history. An entire community of theatre professionals suddenly found their livelihoods in question, as the company grappled with an uncertain future.

But in the summer of 2020, the company began preparations for an innovative new outdoor stage that would restart productions, built in the courtyard of the historic Central United Methodist Church, next door to the theatre. Just in time for cooler temperatures, the outdoor stage holds more than 250 patrons and supports fully socially-distanced and contact-free interactions.

Built from the ground up in a startlingly short period of time, this brand-new venue is one of the first places in the country where audiences may attend live performances in person. Several months later, and two successful news productions under its belt, The Phoenix Theatre Company is pleased to continue its outdoor season into 2021, with a much-lauded spin on a music legend’s legacy and a thrilling and hilarious musical mystery.

In an Emmy Award-nominated performance seen on PBS, Angela Ingersoll celebrates Judy Garland. Ingersoll 52

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

Phoenix Theatre’s new outdoor stage, built in the courtyard of the historic Central United Methodist Church, allows theatergoers to enjoy productions safely.

won acclaim starring as Garland in “End of the Rainbow,” including Chicago›s Jeff Award and Los Angeles Times’ Woman of the Year in Theatre. In concert, Ingersoll offers two glorious hours of virtuosic vocals, passionate storytelling and naturally winning humor. Chicago Sun-Times exclaims, “Phenomenal.

Judy Garland has been reborn.” Featuring a powerful band, classic songs include “Over the Rainbow,” “The Trolley Song” and “The Man That Got Away.”

Next comes a spectacular whodunit musical – with a twist! Everyone is a suspect in “Murder for Two,” a comedy high wire act starring two remarkable actors playing all the parts. One actor investigates the crime; the other plays all of the suspects. And they both play the piano! Officer Marcus Moscowicz is a small town policeman with dreams of making it to detective. One fateful night, shots ring out at the surprise birthday party of Great American Novelist Arthur Whitney and the writer is killed…fatally. With the nearest detective an hour away, Marcus jumps at the chance to prove his sleuthing skills – with the help of his silent partner, Lou. But whodunit? A zany blend of classic musical comedy and madcap mystery, this 90-minute comedy was the Joseph Jefferson Award winner for Best New Musical Work.

“Live theatre experiences are something we need now more than ever,” says Producing Artistic Director Michael Barnard. “Our arts community is yearning to share our gifts of storytelling with our patrons. Theatre is an escape; it transports us to a world outside our own. It’s an incredible tool for empathy and hope. We can’t wait to share that with you again!”

The courtyard of the Central United Methodist Church is located at 1875 N. Central Ave., a half a block north of the theatre’s three-stage complex. Shows will have high-production values and smaller casts. All with the same level of intimacy patrons have come to expect from The Phoenix Theatre Company.

“We take our responsibility to our patrons and artists to heart,” says Karla Frederick, director of production.

“The new programming is a gesture of love to the people who come see our shows and who have kept us going. It didn’t take a pandemic to remind us how much we love theatre, but I can say that we’re bringing a whole new kind of passion to this project.”

The Phoenix Theatre Company is proud to leverage its 100-year history into a historical future of live performance. “The creation of an outdoor theatre is just one way that we are fighting for the arts in Arizona,” says Managing Director Vincent VanVleet. “First and foremost, this is a stage for our community.”

For more information on upcoming productions, visit phoenixtheatre.com.

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FRONT & CENTER

Fused glass artist

Bobby Harr

finds inspiration in glass used by NASA

By Jessica Gonzalez

F Bobby Harr Chai plate

54

used glass artist Bobby Harr uses dichroic glass, the same glass used by NASA to protect its astronauts and spacecraft from the radiation of unfiltered sunlight, to create vibrant, one-of-a-kind works of art.

Valley residents can see Bobby in action working with dichroic glass and fusing it into stunning works of art during the Arizona Fine Art EXPO Friday, Jan. 15 through Sunday, March 28 under the “festive white tents” at 26540 N. Scottsdale Road, on the southwest corner of Scottsdale and Jomax Roads, next to MacDonald’s Ranch.

The Arizona Fine Art EXPO, which runs from 10 am. to 6 pm daily, features 115 patronfriendly artist studios in a 44,000 square-foot space, where guests have a rare chance to meet the artists, see them in action, and learn about their journey, inspiration and techniques.

Throughout the 10-week event, patrons can enjoy watching artisans sketch in rapiograph, pencil, charcoal and pastels; sculpt and fire clay; chisel, carve and shape stone; scratch and etch on porcelain and clay board, and saw and carve wood sculptures. Artists will also paint in all media; stain and etch gourds; design lost wax casting; design and create jewelry, and assemble mosaics. Art is for sale during the event, and commissions are welcomed.

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

Fish platter and some beautiful variations of men’s cuff links.

BOBBY HARR As the oldest son in a Jewish family, Bobby Harr was supposed to be a doctor or a lawyer, not an artist.

“I was always different and eccentric,” says Bobby.

“I did a number of creative things but didn’t let the art out. It wasn’t until I was 48 years old that I gave myself permission to explore art.”

Bobby experimented with different mediums, including painting and ceramics, before he saw someone working with glass on TV. But, he couldn’t find a class anywhere in the Valley.

He was finally able to observe someone doing torchwork and saw how he arranged colored pieces of glass and then fused them in the kiln.

“I ordered a kiln and glass that night,” says Bobby. “I had to find a video to teach myself, but the minute I tried it, I knew fusing glass was what I had been searching for.”

Bobby’s first kiln was only six inches square on the inside. He decided to start with mezuzahs because he could fit several in the small kiln at once. Since that time, he has expanded into menorahs, wall art and cuff links.

His work has been featured in the Jewish Museum in New York, Skirball Cultural Center in Los Angeles and more than 200 galleries throughout the United States.

The glass he uses arrives at Bobby’s studio in large sheets. He makes a rough sketch of his ideas and then begins cutting the glass and laying out the pieces. He starts with a piece of black glass as his base. Bobby adds the dichroic glass, which changes colors as light moves across it, to create the vibrant colors that are a signature of his work.

Once he likes the way the glass has been arranged, he uses craft glue to hold the pieces in place while he moves it to the kiln. The glue burns off in the kiln as the pieces of glass fuse together, leaving a beautiful work of art in its place.

In addition to Judaica, Bobby is planning collections of pieces inspired by the cactus of Arizona, his home for the past 40 years, and his love of music. The new pieces, as well as his signature mezuzahs, menorahs and cuff links, will be available for purchase during the Arizona Fine Art EXPO. Bobby, who used to teach at the Jewish Community Center in Scottsdale, has taught more than 1,000 people in the Valley how to create fused glass.

He shares, “There’s some type of creativity in everyone.”

COVID-19 PRECAUTIONS EXPO organizers are working closely with the City of Phoenix to ensure this year’s artists, staff and visitors’ safety. The event will follow all Centers for Disease Control recommendations, including requiring masks and social distancing for all patrons and artists in attendance.

Artists will receive daily temperature checks, and each studio will have hand sanitizer available for patron use.

The annual event is one of Arizona’s premier venues for collecting fine art. Season passes cost $10; season passes for seniors and military are $8, and children under 12 are free. Parking is free.

For more details about the event or participating artists, call 480-837-7163 or visit ArizonaFineArtEXPO.com.

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 55

FRONT & CENTER

Every ticket is a reserved seat for the Greater Phoenix Jewish Film Festival’s

Silver Anniversary Celebration

F

or a quarter of a century, the Greater Phoenix Jewish Film Festival has celebrated Jewish culture through film, bringing an exciting lineup of films to Arizona, honoring Jewish traditions and heritage. Their 25th Anniversary will not be any different, except this year it will include three extra days of screenings and take place in the comfort of one’s own home! From Feb. 14 through March 3, 2021, the 25th Annual Greater Phoenix Jewish Film Festival will screen films showcasing the best of Jewish life, history and heritage.

This year, due to ongoing health and safety concerns, the film festival, normally held in three cities across the Valley, will be held entirely online.

Currently the longest-running film festival in the Valley, the Greater Phoenix Jewish Film Festival celebrates its 25th year by presenting more great films that make their festival even bigger and better – hours upon hours of Jewish cinema from dozens of different countries!

Rejoice in this annual crowd-pleasing event with more than 30 feature56

length and short films ranging from defiance and struggle to fun and adventure to laughter and love, with something for everyone and stories that engage both mind and heart. Via just about any device, computer, or Smart TV, the audience can travel from the beaches and shuks of Israel to the sound stages of Hollywood, from the snowy forests of Norway to the announcers’ booth at Yankee Stadium; from an operating room in modern-day Italy to the cobblestone back alleys of wartime France.

Using innovative technologies, the virtual festival will allow participants to easily build a flexible, customized schedule to see every film on the schedule. Post-film interviews with filmmakers and experts on the films’ subjects will be held seamlessly after many screenings.

GPJFF Co-Executive Director Jerry Mittelman is excited about this milestone festival. “The festival has been of great value to the Valley, and the proof is the amazing attendance growth over this span of time. We are proud that we have been able to handpick films the audiences love; films from around the world that tell

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

of Jewish life, history and culture, all of significance not only to Jewish audiences, but to the community at large,” says Jerry. “Although the film festival will be virtual this year, our all-volunteer non-profit organization has been working hard with new technology to fit all the gears, levers, and wheels together to make this year even more successful than last! But we cannot wait until we are all back together again once it’s safe again."

As a show of gratitude towards the Valley community’s support of the Greater Phoenix Jewish Film Festival, a free screening of the documentary, “Shared Legacies,” will be shown on Saturday, Feb. 13 at 7 pm to coincide with Black History Month. The documentary explores crucial historical lessons of AfricanAmerican and Jewish cooperation while fighting blatant bias and racism.

For more information on the festival or to purchase tickets after January 15, visit gpjff.org. You can also follow the Festival on facebook. com/GreaterPhxJewishFilmFest or @ GPJFF on Twitter.

The 25th Annual Greater Phoenix Jewish Film Festival WHEN: Sunday, Feb. 14 through Wednesday, March 3, 2021 TICKET PRICES: $12 for individual film; $180 Festival Pass (see all films once) Viewers will have 72 hours from the posted time to begin to watch, and 48 hours from when they start the film to complete viewing, with the ability to pause, rewind and even switch devices within the house, over the 48 hours.

INFORMATION: Visit gpjff.org Film series roster listed on following page.

SHADOW COUNTRY WHEN HITLER STOLE PINK RABBIT

SIX MINUTES TO MIDNIGHT

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PHOENIX JEWISH FILM FESTIVAL’S SILVER ANNIVERSARY CELEBRATION SIX MINUTES TO MIDNIGHT Drama / Thriller - (Great Britain) 99 minutes, English Murder, mystery and espionage occur in a pre-World War II English finishing school attended by German daughters of influential Nazi families in SIX MINUTES TO MIDNIGHT, starring Eddie Izzard and Academy-Award winners Dame Judi Dench and Jim Broadbent.

ON BROADWAY

THE UNTAMEABLE KIRK DOUGLAS Documentary - (USA) 60 minutes, English THE UNTAMEABLE KIRK DOUGLAS pays loving and touching tribute to the life and career of the famous JewishAmerican actor.

THE WORLD WITHOUT YOU Drama - (USA) 95 minutes, English In THE WORLD WITHOUT YOU, a family remembers the death of their journalist son while being confronted with old hurts and dark secrets.

HERB ALBERT IS...

EXTRA INNINGS Drama - (USA) 116 minutes, English Set against the enchanting backdrop of 1960's Brooklyn, EXTRA INNINGS tells the story of a young man caught between pursuing his dream of playing baseball and staying devoted to his Syrian Jewish family.

THE END OF LOVE Drama - (France) 90 minutes, Hebrew & French w/ English subtitles THE END OF LOVE is an up-close exploration around Skype communication and a frustrated love story.

ASIA

GLICKMAN 58

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

HUNTING ELEPHANTS Drama - (Israel) 107 minutes, English & Hebrew w/ English subtitles HUNTING ELEPHANTS is a heartwarming caper comedy, starring Sir Patrick Stewart, about a precocious teen conspiring with three senior citizens to rob a bank to save his mother’s house.

HERB ALPERT IS… Documentary - (USA) 113 minutes, English HERB ALPERT IS… an enthralling portrait of the legendary Jewish trumpeter, artist, producer, entrepreneur and philanthropist.

ABULELE Drama / Fantasy - (Israel) 90 minutes, Hebrew w/ English subtitles In ABULELE, a young boy grieving from the loss of his brother, discovers a mythical creature living in his building.

BULLY. COWARD. VICTIM: THE STORY OF ROY COHN Documentary - (USA) 98 minutes, English BULLY. COWARD. VICTIM: THE STORY OF ROY COHN takes a closer look at the controversial lawyer and fixer who is remembered as one of the most vilified lawyers of the 20th Century.

FLAWLESS Drama - (Israel) 97 minutes, English & Hebrew w/ English subtitles FLAWLESS centers on three Israeli 17-year-old girls as they navigate the murky waters of high school using razor-sharp wit to shield their vulnerabilities.

BREAKING BREAD Documentary - (Israel/USA) 85 minutes, English & Hebrew w/ English subtitles In BREAKING BREAD, Arab and Jewish chefs transcend differences over mouthwatering dishes at the A-Sham Arabic Food Festival in Haifa, Israel.

YOU ONLY DIE TWICE Documentary - (Israel) 88 minutes, Hebrew, English, German and Serbo-Croatian w/ English subtitles In YOU ONLY DIE TWICE, a filmmaker-turned-detective sets out on a personal and historical journey to uncover the true identity behind the man who stole his grandfather's identity.

GOODBYE, COLUMBUS Comedy - (USA) 105 minutes, English In GOODBYE, COLUMBUS, the Festival's "Flashback Film" starring Richard Benjamin and Ali MacGraw, romance blossoms between a bookish guy from humble roots and a free-spirited girl from a wealthy family.

GLICKMAN Documentary - (USA) 83 minutes, English GLICKMAN is the triumphant story of a Jewish sprinter who overcame anti-Semitism to become one of the most famous sports broadcasters of all time.

OTTOLENGHI AND THE CAKES OF VERSAILLES Documentary - (USA) 75 minutes, English Via London, Versailles, and social media, OTTOLENGHI AND THE CAKES OF VERSAILLES follows famous chef Yotam Ottolenghi on his quest to bring the sumptuous art and decadence of Versailles to life in cake form.

A CALL TO SPY Drama - (USA) 124 minutes, English When winning World War II seemed hopeless, one group of extraordinary women changed the course of history forever in A CALL TO SPY.

ARIZONA JEWISH LIFE | JANUARY /FEBRUARY 2021 59

PHOENIX JEWISH FILM FESTIVAL’S SILVER ANNIVERSARY CELEBRATION SHADOW COUNTRY Drama - (Czech Republic) 135 minutes, Czech w/ English subtitles SHADOW COUNTRY is a unique account of life in a divided border town in years before, during and just after the World War 2, which saw a small community of decent people sacrificed to political ideologies.

SUBLET

ON BROADWAY Documentary - (USA) 85 minutes, English ON BROADWAY provides a hurly burly ride down the main street of American show business.

JOACHIM PRINZ: I SHALL NOT BE SILENT Documentary - (USA) 57 minutes, English JOACHIM PRINZ: I SHALL NOT BE SILENT chronicles the life of a Jewish man whose commitment to social justice propelled him through five decades of civil rights activism.

THEY AIN’T READY FOR ME Documentary - (USA) 89 minutes, English THEY AIN’T READY FOR ME spotlights Tamar Manasseh, a transformational figure, community leader and female African American rabbinical student doing her part to stop gun violence in Chicago.

HUNTING ELEPHANTS

THE CROSSING Drama - (Norway) 96 minutes, Norwegian w/ English subtitles Jewish children on the run in 1942 must get to faraway neutral Sweden in THE CROSSING. THOU SHALL NOT HATE Drama - (Italy/Poland) 96 minutes, Italian w/ English subtitles The surgeon son of a Holocaust survivor begins to doubt his actions of refusing to help an accident victim who is a Neo Nazi in THOU SHALT NOT HATE. ASIA Drama - (Israel) 95 minutes, Hebrew and Russian w/ English subtitles Amidst a health crisis, a mother and daughter reassess their relationship in ASIA. HERE WE ARE Drama - (Israel/Italy) 92 minutes, Hebrew w/ English subtitles A father and his autistic son embark on a road trip in HERE WE ARE.

NOODLE Drama - (Israel) 95 minutes, Hebrew w/ English subtitles NOODLE is a charming film about a young Israeli flight attendant and an abandoned Chinese boy whose lives converge in the most surprising manner.

60

JANUARY/FEBRUARY 2021 | ARIZONA JEWISH LIFE

OTTOLENGHI AND THE CAKES OF VERSAILLES

WHEN HITLER STOLE PINK RABBIT Drama - (Germany/Switzerland) 110 minutes, German w/ English subtitles A courageous adventure full of fear and uncertainty, WHEN HITLER STOLE PINK RABBIT follows a young German-Jewish girl and her family as they navigate unfamiliar lands and cope with the challenges of being refugees.

SUBLET Drama - (Israel) 90 minutes, English and Hebrew w/ English subtitles In SUBLET, a journalist visits Tel Aviv after suffering a tragedy, and the city's energy and a new relationship bring him back to life.

SKY RAIDERS Comedy - (Israel) 110 minutes, Hebrew w/ English subtitles In SKY RAIDERS, a misfit boy and girl secretly repair an antique fighter plane with the help of a grumpy old loner.

A CALL TO SPY

THE UNTAMEABLE KIRK DOUGLAS A variety of international short films will play before many of the screenings. Please visit gpjff.org for more information.

ARIZONA JEWISH LIFE | JANUARY /FEBRUARY 2021 61

FOOD

Cuisine done

LIGHT B

etween the holidays and COVID-19, there may be more reasons to push the restart button on healthy eating for 2021. Since we still can’t physically travel, these recipes will give your tastebuds a culinary journey without the guilt!

CHICKEN TACO SOUP This healthy chicken taco soup gives you all the flavor of a taco in a quick and easy soup!

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INGREDIENTS: 1 tablespoon avocado or coconut oil 1 small yellow onion, diced 1 small red bell pepper, diced 1 small green bell pepper, diced 5 cloves garlic, minced 1 pound boneless, skinless chicken breasts 1 1/2 teaspoon salt (plus more to taste) 1 teaspoon dried oregano 1 teaspoon chipotle powder 1 teaspoon paprika 2 teaspoons cumin 1/4 teaspoon black pepper 1 – 15 oz can fire roasted diced tomatoes 2 – 4.5 oz cans green chilies 1/4 cup fresh lime juice 32 ounces chicken broth Cilantro, for serving Diced red onion, for serving Lime wedges, for serving INSTRUCTIONS: Heat a large pot over medium-high heat. Once hot, add in the avocado or coconut oil. Next, add the peppers, onion, and garlic to the pot. Saute for 3-4 minutes until the onions start to become translucent.

Add the chicken breast, canned tomatoes, canned green chilies, spices, lime juice, and chicken broth to the pot. Stir until well combined. Bring the soup to a rolling boil and then reduce the heat to a simmer. Allow the soup to simmer for 30 minutes or until the chicken is tender and easy to shred.

Transfer the chicken breast from the soup to a small bowl.

Use two forks to shred the meat. Add the chicken back to the soup and stir until well combined. Serve the soup with fresh cilantro, diced red onion, and fresh lime wedges. Enjoy!

Recipe courtesy of All The Healthy Things.

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PENNE ROSA This copycat recipe for Noodle & Company’s Penne Rosa is a healthy, quick, and super tasty dinner to feed to yourfamily.

INGREDIENTS:

1 tablespoon olive oil 4 cloves garlic, minced 1 pinch crushed red pepper flakes 8 ounces button mushrooms, sliced 2 medium tomatoes (about 1/2 lb.) chopped Salt and pepper, to taste 4 cups fresh spinach 1/2 cup marinara sauce 12 ounces whole wheat penne, cooked 1/3 cup plain Greek yogurt 1/4 cup grated parmesan cheese INSTRUCTIONS: In a large skillet with a lid, heat olive oil over medium-low heat. Add in garlic and red pepper flakes, cook for 2 minutes or until garlic begins to soften.

Add in mushrooms, tomatoes, salt and pepper. Cook for 5 minutes, or until mushrooms begin to release their water.

Add in spinach and cover skillet. Let spinach wilt for 2 minutes. Remove lid, and stir in the pasta sauce. Remove the skillet from the heat, and let rest for 5 minutes.

Stir in the Greek yogurt, and then add the penne. Stir until sauce is mixed well and all pasta and veggies are coated. Heat until just warmed through. Divide into pasta bowls and serve topped with parmesan cheese.

NOTE: You might be tempted to skip the resting step before adding the Greek yogurt—don’t! At high temperatures Greek yogurt breaks down and curdles. Give the dish a few minutes off the heat before stirring in the yogurt to avoid chunky sauce.

Recipe courtesy Cassie Johnston for Wholefully 64

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INGREDIENTS: 1 pound boneless skinless chicken breasts (cut into 1/2 inch strips or cubes) 2 tablespoons cornstarch 1 pinch each salt & pepper 1 tablespoon olive oil or sesame Cooked white rice for serving Small bunch spring onions scallions, chopped For the sauce: 3 tablespoons soy sauce 2 tablespoons honey 1 teaspoon sriracha add more for more heat 1 teaspoon fresh ginger grated 1 clove garlic minced 2 tablespoons sesame seeds 1 tablespoon sesame oil INSTRUCTIONS: In a medium bowl, combine the soy sauce, honey, sriracha, ginger, garlic, sesame seeds and sesame oil. Set aside.

In a large bowl combine the chicken, cornstarch, and a pinch of salt and pepper. Heat a large pan over high heat for at least 2 minutes. Add oil and chicken to pan. Stir-fry chicken for 5-6 minutes or until it’s golden brown. Add the sauce and allow the sauce to simmer for 3-4 minutes or until the sauce is thick and sticky.

Remove chicken from pan, sprinkle with chopped spring onions and more sesame seeds if desired. Serve with hot white rice or noodles.

Recipe courtesy Layla for Gimme Delicious

SESAME CHICKEN This sesame chicken is one of those meals that you can whip up in just about 20 minutes, in on pan, easy clean up. The chicken is cut into small bite size pieces so it cooks fast and the yummy sesame sauce comes together in under a minute.

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ACTIVELY SENIOR

Love is lovelier 1971 the second time around

By Stu Turgel

M

ythology is full of many fascinating characters but none more idyllic and romantic than that rascally scamp Cupid. When the arrow hits you from this symbol of desire, love, attraction and affection, you immediately fall in love. Many couples are lucky to be struck by Cupid’s arrow once, but it is the truly lucky ones who are fortunate to be struck twice. And when the second time is the charm, well, that truly is a blessing.

Judy and I met 50 years ago when I was in the last year of my Army service, and she was a local college girl in her hometown of Denver, CO. I would regularly attend Friday night services at the Jewish chapel at Lowry Air Force Base in Denver. Judy and other young Jewish women from the community attended to offer hospitality and help young out of town servicemen feel welcome and connected to the community. received one of those messages many of us are familiar We were not the first couples to find love during with. It was Facebook telling me that I might want to be Kabbalat Shabbat services. Other G.I.’s met and fell in Facebook friends with Judy Frieder because we shared 19 love with local girls who would become mutual Facebook friends. The name their wives. But as John Lennon said: meant nothing to me, but the photo “Life is what happens while you are was unmistakable. It was the woman busy making other plans.” And for us, I had once been married to. I never unfortunately, our marriage didn’t last. knew what her second married name The basketball term for it is: “No harm, was. Nor was I ever interested to no foul.” After four years, we went our know where she was. I never tried separate ways without children and to find her. I wouldn’t have known with no further contact again, sort of. how to even if I had wanted. I didn’t Eventually, we both re-married. even know if she was still living. But Careers made gypsies of us. We each Facebook had just told me she was, moved around the country many times. and even after decades apart, I would And life being what it is, we each saw have recognized her in a crowd. The the end to our second marriages. name was different, but the face was In 2006, I found my way to the the same.

Phoenix area, having been recruited But 19 mutual friends? We didn’t Stu and Judy today. from Baltimore to lead the Jewish even have 19 mutual friends when Community Foundation. we were married. How was that One day while looking at Facebook, I possible. After a little sleuthing, I 66

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discovered that all 19 mutual friends lived in the Phoenix area. Eureka! Judy was either a winter visitor to Phoenix, or perhaps she even lived here.

I had no particular interest in hitting the Facebook button, which would send a friend request to her. But the fates had something else in mind for us.

A few weeks later, my father, Judy’s ex-father-inlaw, passed, away. Judy tells it this way. She had let her subscription to the Jewish News lapse for several years, but for some reason, she decided to re-subscribe. The very first issue of the paper to arrive in her mailbox was the one with my father’s obituary. She had moved here permanently in 2001, and from the time I came to the Valley five years later, she knew I was here because I was highly visible in the Jewish community. But she chose to remain stealth, and she never contacted me. We had no contact with each other for 36 years. At least not until my dad died when she sent a condolence message.

Having ignored the Facebook message urging us to be online friends, I wasn’t going to ignore her expression of sympathy when she learned that my father had died.

As they say, one thing led to another, and after an exchange of emails and Facebook messages, we agreed to have lunch. I think it is fair to say that we were both nervous about the reunion. But it went well, and it continued to go well until we were both hit again by another of Cupid’s arrows. We reunited, and we have been working on building a life together that is as different from our first years together as we have both become today.

Judy likes to tell people that 50 years ago, we were “too young and too dumb” with family baggage and issues that handicapped our marriage almost from the start.

But that was then, and this is now, and we both feel blessed to have been brought back together again. Was it fate, karma, luck, divine intervention, or that rascally scamp Cupid? Who knows? But what we do know is that we are now and were always meant to be each other’s beshert. I guess it’s true what the lyricist wrote in that old classic tune: “Love is lovelier the second time around. Just as wonderful with both feet on the ground.”

So, today, with our feet planted more securely on the ground than they were 50 years ago, it’s Judy and me and our little Maltipoo makes three. We thank Hashem for bringing us together again. And on Valentine’s Day, when we feel like we have a little extra thanks to give out, we send our appreciation to Cupid for having an extra arrow in his quiver for us.

Stu Turgel is a broadcaster at RADIO PHOENIX, one of America’s largest internet-based community radio stations. He is also a blogger and a consultant providing philanthropy and nonprofit management services to charitable organizations. See more of Stu’s writings at The Phoenix File.

ARIZONA JEWISH LIFE | JANUARY/FEBRUARY 2021 67

LIVING

February is Jewish Disability Awareness, Acceptance & Inclusion Month

J

ewish Disability Awareness, Acceptance and Inclusion Month ( JDAIM) is a unified effort among Jewish organizations worldwide to raise awareness and foster acceptance and inclusion of people with disabilities and mental health conditions and those who love them. JDAIM is a call to action for all of us as we act in accordance with our Jewish values, honoring the gifts and strengths that we each possess.

Established at JFCS in 2009, JDAIM is observed during the month of February. The mission of Jewish Disability Awareness, Acceptance and Inclusion Month is to unite Jewish communities worldwide to raise awareness and champion the rights of all Jews to be accepted and included in all aspects of Jewish life like anyone else.

People with disabilities make up the world’s largest minority group. Globally, around 10% of the world’s population lives with a disability of some kind. Twenty percent of people in the U.S. have some disability and 1 in 10 suffer from a severe disability. Over 10% of people in Israel have some form of disability that can make life’s daily activities a struggle. These statistics are just the beginning. Take into account the family, friends, and loved ones of those with disabilities who are also affected and these numbers skyrocket.

Why Participate in JDAIM? By participating in Jewish Disability Awareness, Acceptance, and Inclusion Month, we (and you!) do the following: Raise awareness of how people with disabilities and mental health conditions have been regarded by Jewish and secular society and how that impacts our own actions.

Underscore the importance of choosing one’s own Jewish journey.

Encourage Jews around the world to become genuinely empathetic and welcoming toward people with disabilities and mental health conditions.

Urge Jews to welcome people with disabilities and mental health conditions into their communities and personal lives.

Include people with disabilities and mental health conditions in all aspects of communal life.

Advocate for the rights of people with disabilities and mental health conditions.

Support people with disabilities and mental health conditions to make their own decisions about how they want to belong to their Jewish community.

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Jewish Values-Based Disability Awareness Lesson Plans Use these free downloadable lessons during JDAIM or any time of the year! Created collaboratively by the Jewish Special Needs/Disability Inclusion Consortium, these sets of lesson plans include age-appropriate lessons from kindergarten through high school that use Jewish values to help students learn about the importance of disability inclusion.

PreK-Grade 3

D Adam Yihidi Nivrah 1 (PreK) D Adam Yihidi Nivrah 2 (PreK-Kindergarten)

A sample of our programs this year include: p Five mental health activity games for children, teens and young adults at home or via Zoom p Mental health program for teens and young adults (includes an interactive activity, printable materials and discussion prompts) p We Can Find a Way, a children’s picture book sponsored by RCII showing ways to be inclusive of everyone. (Includes activity guide and nook reading and guide for Zoom) p Collaborative program with PJ Library’s The Mitten String

D B’tzelem Eloheim (PreK-Kindergarten) D Purim – Being Seen (K-3rd Grade)

To learn more, visit shabbattogether.com.

D B’tzelem Eloheim (Grades 1-3)

For more information on Jewish Disability Awareness, Acceptance & Inclusion Month, visit inclusioninnovations.com/jdaim.

D Adam yehidi yivra (Grades 1-3) Grades 4-7+ c V’ahavta l’reiacha kamocha (Grades 4-5) c Purim –Being Seen (Grades 4-6) c Tzedek-Justice (Grades 4-6) c Kol Yisrael Araveem Zeh B’zeh (Grades 6-7) c Purim–Inclusion (Grades 7+) c Tzedek-Justice (Grades 7+) All Grades , JDAIM Coloring Book ShabbaTTogether The Ruderman Chabad Inclusion Initiative is celebrating the 3rd Annual ShabbaTTogether, a Global Shabbat of Disability Inclusion and Mental Wellness on February 12, 2021. Jewish communities around the world on six continents are planning events and programs for a global Shabbat of unity focusing on disability inclusion and mental wellness. This year, mental health has become an even more important focus as the whole world is currently struggling to find a balance and maintain our own mental wellness in these challenging and uncertain times. COVID-19 has hit every community hard and for those who have a disability or history of mental health conditions, the struggle can be even more difficult. The ShabbaTTogether resources this year are created with virtual programming in mind.

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