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April 16, 2010 פרשת תזריע-מצרע Volume 9, Issue 24 |
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Two Ways to Read the Messenger! |
There are two ways to read and enjoy the Messenger. You can either scroll down and read it in this email or you can click here for a printable version, including flyers. |
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8G Yom HaShoah Play: Choices, Choices
The Messenger thanks Dalia Schwalb for her outstanding photography |
 Yashar koach to 8G for an outstanding play about Yom HaShoah, Choices, Choices, which they wrote themselves and produced under the direction of Mrs. Judy Melzer and Mrs. Leora Berkowitz Sulimanoff. Thank you to Richard Acosta, Karen Daitchman, Julienne Dweck, and our maintenance crew for much behind-the-scenes work. Finally, thank you to Dalia Schwalb for taking the beautiful pictures which appear below.
We were most honored to have Sara Eliav's grandmother, Rita Posalski, in attendance. Sara's grandmother is a Holocaust survivor, and Mrs. Melzer dedicated the play to her. The choices in the play revolved around scenarios with the themes of separation, children, risk, sickness, collaboration, thievery, and post-war directions. Sara's grandmother said that the choice which resonated for her the most was the one of whether to hide Jewish children with non-Jews, since that is what happened to her. She assumed an identity and hid on a farm for several years until the war was over. She then was brought to England and ultimately reached America.
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MDS in the Press: On Holocaust Education
By Mrs. Judy Melzer, Associate Principal, Reprinted from The Jewish Press, April 16, 2010
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Holocaust education is a necessary component of the curriculum in Jewish Day schools, both on the elementary and high school levels. Since history and remembrance are mandates from our sacred Torah and Liturgy, educating our youth on a period that occurred in the not so distant past enables the perpetuation and survival of Jewish memory, Jewish values, and Biblical thought. Although there are skeptics who believe that the mourning and melancholia are too extreme for young students, when properly facilitated, the learning experience develops accurate historical knowledge, preserves authentic memory and, at the same time, encourages empathy, tolerance and a desire for "tikun olam" in their own lives.
First and foremost, the Holocaust educator needs to be schooled in an overview of how to teach "The Shoah." As a result, I attended the International School for Holocaust Studies at Yad Vashem, Jerusalem, with the Principal of Manhattan Day School, Rabbi Mordechai Besser. This three week seminar validated many of the approaches that were already being implemented to engage students in the study of the Holocaust. Since my class consists of eighth graders at Manhattan Day School, I will briefly describe the varied curriculum approaches used over the past several years. Since each class has a different personality and an individual make-up in its ability to integrate the topics presented, the curriculum is always evolving, differentiated and reviewed, depending upon the needs of the particular students.
The class begins with a study of prewar Jewish life in Europe. Students are encouraged to trace family history both oral and written and to share photographs that are available so that there is a personal, tangible connection and identification with prewar day-to-day Jewish life. The students study the pictorial history of "A Way of Life Cut Short," a beautiful photo exhibition collated in 1996, that depicts Eastern European Jews going about their every day lives (courtesy of Mrs. Annette Lebor). The students' personal photographs are incorporated into the exhibition. The eighth graders then read literature and material that was published before the war, including works of Shalom Aleichem, I. L. Peretz and others. We then encounter a discussion and a visual presentation of Nazi racial ideology and the "Jewish Question" and the Final Solution and its implementation. With the difficult topics of "dehumanization," "ghettoization," etc., we enlist the assistance of the Museum of Tolerance in Los Angeles, California, and engage in an interactive discussion with educators who present numerous artifacts from the museum. We also tour the Museum of Jewish Heritage in Manhattan and bear witness to the documentation of the destruction of European Jewry.
In order to comprehend first hand what occurred in the various locations of Europe and beyond, students hone their interviewing skills and learned how to question and videotape grandparents and great grandparents who survived the Shoah. Students write personal accounts of these testimonies and publish a compilation of memories in a magazine called Reflections....The Roots of Our Souls. At this point, students are assigned age appropriate, authentic texts and engage in discussions of Chassidic Tales of the Holocaust, Maus, The Diary of Anne Frank, The Daughter We Always Wanted, and I Wanted to Fly Like a Butterfly. The last book encouraged the students to write individual letters to the author, Hanna Gofrit, who currently resides in Tel Aviv, Israel. She responded to each child's questions with personalized letters written in Hebrew. The students also read Livia Biton Jackson's I Have Lived a Thousand Years and had a personal interview with the author. Last year, they read Defying the Tide, by Rhea and Al Sokolow, and wrote and performed a play depicting Rhea's life. Rhea became a participant in the play, presenting herself and answering questions at the conclusion.
The study of life during the Shoah is also inter-disciplinary. The students study art during the period, especially in Terezin. They produce their own art works that depict both despair and hope and that support the educational objectives of the classroom. In fact, these objectives were shared with students at Whitwell, Tennessee, after I visited Linda Hooper and her students at the Whitwell Middle School. Linda Hooper reciprocated with a visit to Manhattan Day School, where she described the Holocaust Museum that the students and community members developed in the backyard of the school. Our eighth graders discussed Paper Clips, a documentary made at Whitwell and engaged in conversations via video conference about tolerance and mutual understanding and respect.
This year's eighth grade posed a new challenge. The students were grappling with the terrible trap in which the Jews found themselves when they were compelled to make decisions in a world devoid of choices. The students realized that every action had a consequence that in most cases was expressed in terms of life and death. For this reason, the students wrote an original play, Choices, Choices, under the direction of Mrs. Leora Berkowitz Sulimanoff. They present seven vignettes and engage audience participation in the solution. An example of one scenario is: Do you leave your family and risk your life or do you remain at home?
Thus, teaching the Holocaust is no easy task. Pedagogical terms such as "developmentally sound" and "age appropriate material" are important parameters. However, students need an awareness of the potential of mankind "to do evil," but at the same time for the collective powers for "right, ethical and courageous behavior."
In the words of Mindy Schwartz, an eighth grader in my class at Manhattan Day School:
 Carmine, scarlet bonfire
A torch burning bright
Candles standing proud and tall
As the flame shrinks in height
Sparks of crimson, ruby red
But never hides its shame
For even though the light is dimming
There is an ever burning flame
Thank you for keeping their flame alive.
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The Buzz on Books: Yom HaShoah and Ilan Ramon
By Michele Lyons, Librarian
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 What does a
trip into space have to do with the Holocaust?
The answer
to that question was found in a fascinating book that we explored this week in
honor of Yom Hashoa. Our third and
fourth grade classes were truly captivated by the story of Ilam Ramon as told
by Tanya Lee Stone in her book Ilan Roman Israel's First Astronaut.
The book
begins very dramatically with the countdown toward liftoff of the space shuttle
Columbiaon the morning of January 16, 2003.
Everything was going smoothly with the mission until just a few minutes
before the shuttle was to touch down.
Suddenly, a problem was noticed.
Temperatures started to rise in the brakes, wheels, and wing flaps. Minutes later, ground control lost all
communication. Then bright flashes and loud booms broke the silence. The Columbia Six of them were American. One of them, Ilan Ramon was the first person
from Israel
to travel into space.
blast apart and all seven astronauts aboard were lost.
The son of
an Israeli freedom fighter and a Holocaust survivor, Ramon became a top fighter
pilot in the Israeli Air Force before being  chosen as Israel's first
astronaut. Ilan said, "Being the first Israel
astronaut, I feel I am representing all Jews and Israelis." Because of this, and because his mother lived
through the Holocaust, he chose to take three special mementos aboard the
shuttle with him.
One was a
copy of a drawing made by fourteen-year-old Petr Ginz who perished in Auschwitz. This
was the same concentration camp where Ilan's mother had been. The drawing was called Moon Landscape
and shows Petr's vision of what Earth would look like from the Moon. Ilan believed the drawing was a symbol of how
strong a person's spirit can be even in the most terrible times.
Ilan also
carried a mezuzah with him into space.
An artist named Aimee Golant made the one Ilan took with him. The mezuzah featured a Star of David in the
center that is surrounded by barbed wire.
The barbed wire represents the time of the Holocaust when so many Jewish
people were held in camps behind barbed wire.
Finally-and
most poignantly-Ilan took a small sefer Torah with him aboard the Columbia. This Torah had made an incredible journey
years before and had its own story to tell.
It was given to a young boy by a rabbi.
 The boy's name was Joachim Joseph.
When it was time for Joseph's bar mitzvah he was in Bergen-Belsen,
a German concentration camp. Of course,
there was no shul nearby the concentration camp. But there was a rabbi in the same
barracks. Rabbi Simon Dasberg took out a
tiny Torah he had miraculously managed to keep with him. Rabbi Dasberg taught Joseph his bar mitzvah
parsha from the Torah and Joseph was able to have a bar mitzvah. As a gift, Rabbi Dasberg gave Joseph the
Torah. According to the author, Rabbi
Dasberg told Joseph, "You take this, this scroll that you just read from,
because I will not leave here alive. But
you must promise me that if you get out, you'll tell the story."
Joseph did
get out, and he was able to tell the story.
He told it to his friend Ilan Ramon almost sixty years later. Joseph grew up to be a prominent Israeli
scientist and he was working with Ilan on an experiment the Israeli astronaut
was doing aboard the Columbia.
When Ilan
heard the story of the Torah he asked Joseph is he could take it into space
with him. Joseph happily said "yes!"
After the
shuttle tragedy reporters asked Joseph how he felt about the loss of the Torah.
Joseph said, "I am not sorry that it
didn't come back. Ilan allowed me to
fulfill my promise to Rabbi Dasberg. I
would never have been able to reach the whole world without Ilan. I think the Torah scroll did its job on earth
and in space."
Soon after
Ilan was selected to join the shuttle crew, he began to realize how important
it was to be the first Israeli to travel into space. The author quotes Ilan as saying, "Every time
you are the first, it is meaningful. I
am told my flight is meaningful to a lot of Jewish people around the
world." It is for this reason that Ilan
proudly acknowledged his Jewish heritage and in so doing, became a true Israeli
hero.
Another
great book on Ilan Ramon to check out when you visit our wonderful
library: Keeping the Promise: A
Torah's Journey by Tami Lehman-Wilzig.
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Rosh Chodesh Lecture Series: Mr. Rene Slotkin Visits MDS
By Messenger Staff
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 Mr. Rene Slotkin, a Holocaust survivor, came to MDS and spoke about his experiences in Theresienstadt and Auschwitz as a twin. He and his sister Irene were subjected to the experiments of Dr. Mengele. Mr. Slotkin showed pictures of his mother with him and Irene taken at Theresienstadt by the Nazis as a public relations effort to show that prisoners were being treated "well." Mr. Slotkin also showed pictures of his father taken by the Nazis at Auschwitz before he was murdered. Mr. Slotkin's mother was also murdered at Auschwitz. Mr. Slotkin explained how he and his sister Irene were separated after the war, but, due to a series of miracles, were reunited many years later and jointly adopted by the Slotkin family, whose family name they also adopted (their parents' surname was Guttmann), and raised in New York. Mr. Slotkin's youngest daughter Mia is an MDS graduate. Thank you, Mr. Slotkin, for talking to us about this difficult material and sharing pictures and showing us the number on your arm and exploring its numerical significance. Thank you to Rosh Chodesh Lecture Series Coordinator Anne Samet for arranging this very well-attended lecture. Finally, thank you to the Schintzer and Guz families for sponsoring this month's lecture in memory of Ella Schnitzer and Rochelle Feuer.
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4G Prepares for Earth Day
By Messenger Staff
| The fourth grade is preparing for Earth Day, which is next week on April 22nd. Jackie Tokayer explained, "we're doing a book report about different ways to help the earth." Ariella Robinson added, "some students are writing about endangered species." Temima Yellin said, "we had a choice of different topics, such as water conservation, saving rainforests, and saving coral reefs." Jackie said, "we're decorating our classroom to make it look like a rainforest and to celebrate Earth Day." Temima said, "some of the decorations include a pop-out border around the white board. We drew pictures of a giant tree. In computer class, we made pictures of ways to help the earth which we put up on our walls." Ariella said, "Rabbi Besser says that we can wear green clothing on Earth Day. We're really excited! We also got a recycling bin for our class." Jackie said, "this book report made us realize how important it is to reduce, reuse, and recycle." Yashar koach, fourth grade!
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Science with Mr. D.: First Graders Are Planting!
By Jim DeCarle
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 First graders are celebrating the arrival of spring with a unit on planting in science class. This year, the first graders are growing red beans and are trying to determine if seed parts will grow as well as a whole seed. The children set up temporary "gardens" in plastic bags and provided the four requirements for all seeds to grow: water, air, warmth, and a good growing place. Students peeled and broke some of the beans to obtain beans without coats, half seed with and without the embryo, and finally the embryo without its food source. These pieces of seeds were all placed in the "gardens" along with a whole bean seed. Students will observe the growth for two weeks in their classroom and then plant the healthy seedlings in soil pots to study the bean's life cycle. Happy spring!
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MDS Recycles!
By Messenger Staff
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Do you know about our new recycling campaign at MDS? Thanks to sixth grader David Dweck, we now have blue recycling bins located throughout the school for paper products. We are encouraging all of our students to reduce, reuse, and recycle!
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Persuasive Paragraph: Why We Should Play Baseball at Gym Every Day
By Isaac Ayal, 3A
|  Baseball should be played at gym every day. It is a fun sport where we practice teamwork, and it is good exercise. Baseball is a fun sport because kids like to run around the bases. You can catch, hit a grand slam, and make it home. You can think of good plays and make them happen with your friends. Baseball is good exercise because you get in shape. After you are done running around the bases, you will have a lot of energy. Baseball is a smart choice to play at gym each day!
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Challenge of the Week
By Marissa Wolf
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 Any student who answers the challenge of the week will receive a prize!
Let's begin with a riddle submitted by Ephraim Helfgot in 2C: What kind of table does a zucchini use?
This week's challenge: How many ways can you represent the notion that 2 + 2 does not equal 4?
*Be as creative as you can!
EX: a) 2 y's + 2o's = 1 yoyo
b) 2 squares + 2 squares = 1 rectangle
Email your answers to mwolf@mdsweb.org by Tuesday.
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March Box Tops Winners
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Mazal tov to our March Box Tops Contest Winners:
Student Winner: Yonina Segal (5G): 111 box tops!
Faculty Winner: Ahuva Warburg: 44 box tops!
Help your class earn an ice cream party! The class with the most box tops overall wins!
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Limud Dedications
Prepared by Deborah Zeffren
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Upcoming Events
By Messenger Staff |
- April 19 Yom
HaZikaron- special program for Middle School
April 20 Yom
HaAtzmaut-special programs for entire school plus BBQ April 21 Nursery
4 trip to Theatreworks production of If You Give a Pig a Pancake April
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Earth Day: Grades 5-6 April
25 6B
Trip to Living Torah Museum April
26 ECD Baby Chicks begin to hatch! April 27 Rabbi
Yaakov Horowitz, 7:30 pm April 29 National History
Day State
Competition, Cooperstown, NY May 2 Lag
BaOmer May
3 ECD
Lag BaOmer Celebration May 5 Grade
5 trip to Museum of Jewish Heritage in Battery Park
City May
7 7B Bar Mitzvah Breakfast
Celebration May 7 Toddlers
Mother's Day Program May
12 Yom Yerushalayim May 12 Kindergarten
trip to Theatreworks production of Seussical May 12-13
Grade 7 Boston trip May 13 Rosh
Chodesh Lecture Series for Women May 14 Rosh
Chodesh Sivan May 14 Nursery
Alef Mother's Day Program May 17 Last
day of Monday afterschool clubs May 18-21 Shavuot
recess May 19-20 Shavuot May 23 Salute
to Israel
Parade May 25 Last
day of Tuesday afterschool clubs May 26 Last
day of Wednesday afterschool clubs May 27 Last
day of Thursday afterschool clubs May 28 Last
day of Friday afterschool clubs May 28 Nursery
4B Mother's Day Program May 31 Memorial
Day June
1
Grade 7 Parents:
Orientation evening to prepare for eighth grade June 1-3 Grade
8 Washington
Trip - June 11 Kindergarten End-of-Year Program
June 12-13 Rosh
Chodesh Tammuz June 17 Grade
8 Graduation June 18 Last
day of Preschool June 20 Father's
Day June 21 Last
day of school grades 6-7 June 22 Last
day of school grades 1-5 June 29 Fast
of Tammuz
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Ongoing Programs and New Chessed Projects
By Messenger Staff |
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Parents Tehillim group meets each morning at 8:15 am in the library
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Please label your childrens' clothing and other items. We have a large lost and found for misplaced items.
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Thank you for keeping our school nut-free.
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MDS in the Press: Aviva Yablok's Cream Cheese Brownies
By Rosemary Black, Reprinted from the New York Daily News, March 25th
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If you are looking for a great Passover dessert recipe that can be enjoyed all year as well, this one's kid-approved - and delicious. The 48 kindergarteners at Manhattan Day School, who just enjoyed a matzo-baking session as part of their pre-Passover traditions, fell in love with these Swirly Cream Cheese Brownies. The school's director of early childhood education, Mrs. Aviva Yablok, created the recipe and it's a fabulous addition to the holiday meals. The brownies are made with dairy.
Passover Swirly Cream Cheese Brownies
Ingredients
 1/4 cup butter, at room temperature
1 cup sugar
1/3 cup cream cheese, at room temperature
2 eggs
1/2 cup matzah meal 3 ounces bittersweet chocolate, melted
2 tablespoons potato starch
Preheat oven to 325 degrees and grease a 9x9-inch baking dish.
Using an electric hand mixer, mix the butter and cream cheese together in a large bowl. Add the sugar and eggs, one at a time, until thoroughly blended. Fold in the matzah meal and potato starch until blended evenly. Combine 2/3 of the batter with the melted chocolate and mix well. Pour chocolate batter into the pan, then the original batter on top. Swirl together with a skewer or knife, making sure to spread batter evenly in the pan. Bake for 30 minutes. Let cool slightly on a wire rack before cutting into squares. Makes two dozen.
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Parsha Challenge: Tazria Metzora
Prepared by Rabbi Benjamin Yablok, Associate Principal, from questions from Cong. Beth Aaron
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1. (a) (1) Which 3 characteristics does Hashem determine when a person is conceived? (2) What characteristic is not determined at conception? (b) (1) Since the mitzvah of brit mila already is stated in Parashat Lech Lecha, why is the mitzvah repeated in this parasha (2 reasons)? (2) Why does the Torah prohibit a brit milah before the 8th day (2 explanations)? (Vayikra 12:2-3)
(a) (1) Hashem, through the angel Laila, determines if the person will be: (i) mighty or weak; (ii) intelligent or foolish; (iii) wealthy or poor; (2) whether the person will be wicked or righteous - "everything is in the hands of Heaven, except for the fear of Heaven" (Nida 16b). (b) (1) (i) The Torah placed mila near the laws of the korbanot to teach that just as korbanot must be offered during the day and not at night, a brit mila may not be performed at night (Or haChaim). (ii) Just as korbanot were offered on Shabbat, a brit mila must be performed on the 8th day, even if that day is Shabbat, and it is permissible to perform melacha on Shabbat for the mila (Chizkuni). (2) (i) Hashem commanded that we wait until the day He knows the boy has enough strength to endure surgery; (ii) a milah is considered like a korban, since the boy is thereby brought under the wings of the Shechina; the baby must live through at least one Shabbat to elevate his kedusha (holiness) and be fit as a "korban".
2. (a) Why did the Torah in Parashat Shemini describe the laws of tuma resulting from animal carcasses before describing the laws of tuma from a person (i.e., nida, zav/zava, metzora and ba'al keri) in this parasha (3 reasons)?
(a) (1) Since humans were created after all of the animals, the Torah provides the tuma laws for people after those of animals (Rashi 12:2). (2) The laws for people came after the laws for animals to indicate that if we do not fulfill Hashem's laws, we are nothing more than a species of animal; (3) human tuma, which lasts for 7 days, is more severe than that of animals which cause tuma for one day; (4) animals can cause tuma only when they die, while humans cause tuma even while alive; the Torah teaches than people can, through improper actions, reach a lower level even than animals (Medrash Hagadol).
3. (a) What are 10 differences between the natural disease of leprosy and the Divine tzara'at? (b) Where in Tanach do we see tzara'at resulting from the sin of: (1) lashon hara? (2) idol worship? (3) immorality? (4) murder? (5) blasphemy? (6) acting in an improper capacity? (7) swearing falsely? (Vayikra 13:2-3)
(a) (1) Leprosy begins with the skin swelling and darkening; tzara'at caused no swelling, and the skin turned white; (2) severe leprosy - shechin Mitzrayim - did not render a person tamei; tzara'at did; (3) for leprosy, raw flesh in the diseased area indicates an improvement; for tzara'at, raw flesh made the person tamei; (4) when healthy flesh disappears, leprosy has returned; tzara'at's return was a sign of tahara (purity); (5) leprosy is diagnosed anywhere on the body from a complete physical exam; the kohen examined only skin visible to his eye, not the hidden folds; (6) before examining a house for tzara'at, the kohen ordered all objects removed; for a natural disease, potentially infected items would not be put in a public area; (7) leprosy would be examined whenever it occurred to prevent its spread; no one would be examined for tzara'at on Shabbat or Yom Tov, when many gathered in Yerushalayim; (8) leprosy could occur anywhere; in Yerushalayim, no house could be declared tamei; (9) lepers had to be isolated; but in open towns that were not walled, a metzora could remain in the town; (10) leprosy could affect anyone; a non-Jew could not be declared tamei with tzara'at (Hirsch). (b) (1) When Miriam spoke against Moshe, she was stricken with tzara'at; (2) the cheit ha-eigel worshippers were stricken; (3) when Pharaoh kidnapped Sarah for immoral purposes, he and his court were stricken; (4) David haMelech cursed Yoav with tzara'at after Yoav murdered Avnair; (5) Goliat mocked Hashem, and David's prayer that Goliat be stricken was answered; (6) when King Uziah entered the Beit haMikdash to offer ketoret that only kohanim may offer, he was stricken; (7) when Geichazi falsely swore to Na'aman that Elisha had sent him, Geichazi and his sons were stricken (Vayikra Raba).
4. (a) Why does the word "ve-hitGalach" (he shall shave himself) have a large letter gimmel (4 explanations)? (b) What was the purpose of nega'im (afflictions) on clothing and houses? (c) Why do nega'im no longer occur? (Vayikra 13:33,47)
(a) It indicates: (1) that this is the Torah's halfway point in verses (Kiddushin 30a). (2) there are 3 categories of people who must shave themselves - (i) levi'im when they first were consecrated (8:7); (ii) a metzora (14:9); (iii) a nazir (Bamidbar 6:9,18) (Ba'al haTurim). (3) This word is in the chapter's verse 33, teaching that during sefira one may shave on Lag Ba-omer and the 3 days before Shavuot (Otzar Chaim). (4) A son should get his first haircut on Lag Ba-omer of his son's 3rd year (Arizal). (b) Nega'im were not natural discolorations but were sent by Hashem to alert the clothing's or house's owner to repent his sins; nega'im were motivated by Hashem's compassion for Bnei Yisrael's acceptance of their mission as an am kadosh (holy people); (c) when Bnei Yisrael were on a high level of kedusha, they were vulnerable to nega'im; when they descended, they no longer were worthy of Hashem's reminders to repent, and there have been no nega'im for many generations (Sforno).
5. (a) Why was a cured metzora required to bring birds to a kohen (2 explanations)? (b) Why did the kohen: (1) slaughter one bird and (2) set the other free? (Vayikra 14:4-7)
(a) (1) Just as a bird leaves its nest to live in isolation, a metzora dwelled in isolation outside the camp; (2) since lashon hara frequently caused tzara'at, the Torah required that he bring birds, which chatter; (b) (1) the slaughtered bird symbolized that because the metzora repented, the tzara'at shall never come again; (2) the other bird was sent away to indicate that if the metzora reverts to sinning, the tzara'at may return, just as a living bird which had been sent away may return (Ba'al haTurim).
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MDS Flyers: Purchase Fairway Gift Certificates
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A limited number of $25 gift certificates to Fairway are available for purchase in the Business Office. Contact Deborah for more details.
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MDS Flyers: Earth Day Program for 5th and 6th Graders, April 22, 2010
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MDS Flyers: Purchase MDS Stamps
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MDS Flyers: Rabbi Yaakov Horowitz, April 27, 7:30 pm | |
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MDS Flyers: Yom HaAtzmaut, April 20th |
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MDS Flyers: 7th Grade Boys Bar Mitzvah Celebration, May 7st | |
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MDS Flyers: Challah and Baked Goods Order Form |  Click here to access our Challah and Baked Goods order form. Support the yearbook! |
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Parents Council Flyers: Parents Visit the Esplanade! |
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MDS Flyers: Middle School Avos-a-Thon
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MDS Flyers: MDS Summer Camp |
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MDS Flyers: MDS Summer Science Camp |
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Community Flyers: Oorah Summer Camps | |
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Community Flyers: OZ Arts for Tots Program
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Shabbat Shalom!
Candle lighting 7:18 pm | |
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We are delighted to let you know about a brand new weekly chessed project, 
