BJCS January Newsletter final

BORNBLUM BULLETIN

2017-2018 ISSUE 2 5777-5778

Faculty Feature: Getting to
Know Morah Zukerman, p. 4

It All Begins with Torah:
Jewish Learning at Bornblum, p. 2

Creating Life-Long Writers, p. 5 Bornblum Foundation Announces
$100,000 Match, p. 8

“To defend a country you need an army. But to defend a civilization you need schools.”
—Rabbi Lord Jonathan Sacks

JEWISH LIFE AND LEARNING AT BORNBLUM

Jewish education at Bornblum begins with two questions: But knowledge is not all we want to achieve at Bornblum,
What do we want to achieve with our students? And in a because knowledge without gratitude—hakarat hatov—cannot
world that is changing so fast, what do we do to prepare build lasting commitment. Yehudi means thankful, and in our
our students for success in a future that might look so Tfillot (prayers) and Brachot (blessings) we say Todah (thank you)
different from our own time? many times throughout the school day. We teach our students to
The answer to both of these questions, like everything else be grateful for the land G-d promised us, and how many
that is Jewish, starts with the Torah. It is our story, our laws, blessings the modern country of Israel brings to the world every
our ethics, our language and our holidays. Commentators day. We give them the chance to express gratitude for their
have added and explained how the Torah applies to us in community and offer them the chance to be leaders so they can
everyday life over centuries, creating a dialogue between appreciate all that is involved in sustaining Judaism.
the generations. At Bornblum, it is our mission to invite In the end, we put tools in their toolbox, we teach our students
students into and engage them with this ever-developing, how to use them and we inspire them to be grateful for the
centuries-old conversation. opportunity to be a part of not only their Bornblum community,
Becoming part of the dialogue means Bornblum graduates but the Jewish people as a whole. When students leave
know their story, understand their history, speak their Bornblum, they will experience an ever-changing world, but they
language and know how to practice and live by their laws will face it anchored in the Jewish past, engaged with the Jewish
and traditions every day. It is from this knowledge, present and inspired to build the Jewish future.
developed through the debates and struggles with Jewish
sources and ideas, that their love of Judaism emerges.
Students come to see themselves as links in a chain that
began when Abraham struggled with G-d after the angels
left. Through knowledge, they are bound to their history
and to their people.

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AN ILLUSTRATED SIDDUR

A year ago, with the leadership of Morah Maya Sharabi The goal of the Illustrated Siddur project is for each
and her mentor Mrs. Joan Vander Walde from the the Bornblum student to complete a personal shacharit prayer
Legacy Heritage Teacher Institute, Bornblum introduced book by the end of 5th grade and to have it as a life long
the Illustrated Siddur (prayer book) project in kindergarten keepsake. According to Morah Sharabi, “The students’
through 5th grade. Today, students are well on their way illustrations are incredible. They reflect a deeply personal
to creating their very own illustrated prayer book. understanding of the prayers. We can’t wait to see what
Each year, students in kindergarten through fifth grade our students produce this year!”
will add a set of illustrated prayers to their shacharit
(morning service) prayer book. The process, which is 3
integrated with art class, begins with students learning not
only the mechanics of a particular prayer, but with a
discussion of the deeper meaning of that text.
The students then work with Bornblum’s art teacher, Mrs.
Greenberg and Morah Sharabi to interpret the prayer
through art. At the same time, students continue to learn
art as they illustrate each prayer through the lens of a
particular artist or style of art being taught in the art
curriculum. For example, students illustrated the Shema
in the style of Marc Chagall after learning about his art.

Q&A WITH MORAH ZUKERMAN

Q. When you are not teaching or in school, what
do you like to do?

I like running and swimming and going out with
friends. I also enjoy cooking foods that remind me of my
childhood like K’tzitzot, which are pan-fried meat patties,
chicken schnitzels and sweet cheesy pancakes.

Q. What drew you to teaching Hebrew and
Jewish Studies?

Coming from a family of educators, teaching was always Nirit Zukerman Gast (Morah Zukerman)—Bornblum Jewish
an interest of mine, and growing up, I was always into Studies Teacher
languages and was especially interested in turning my
passion for languages into a career. I am thankful for Morah Zukerman in a Nutshell
this opportunity to help students to strengthen their
Jewish identity through a greater understanding of our
Jewish faith, culture, history and traditions.
Q. What are your desert island foods?

San Pellegríno, Ferrero Rocher and Milkey (Israeli Morah Zukerman was born and raised on
pudding). Kibbutz Hulata in the Upper Galilee region in
Q. What is one thing that you hope every one of Israel. She served in the Israeli army as a
your students will learn this year? foreign language specialist before moving to
That wherever they are, they can go outside proudly, Indiana in 2010 where she began her teaching
look up at the stars, and remember that these stars career at the Montessori Academy of
represent us, the Jewish people, that G-d promised to Evansville.
Avram in his Covenant with Him. We are here to stay
L’Dor V’Dor (from generation to generation). In 2015, Morah Zukerman moved to Memphis
Q. Have you changed since coming to where she became a teacher at BJCS while
Bornblum? pursuing her degree in Integrative Studies,
You know how the soup you’ve made two days ago which she had begun at the University of
tastes much better today? That’s how I feel it is with me Southern Indiana.
being here for three years now. I am more confident and
productive. It creates an enjoyable, creative and unique Morah Zukerman is in her third year teaching
teaching experience for my students. Jewish studies at Bornblum. She is married to
Q. If you could visit any place in the world, Justin Gast, who is a mechanical engineer at
where would you go? Why? Mueller Industries. They have twin boys,
I would go back to Guatemala, but this time will take my Adam and Ben (who will attend kindergarten at
husband and kids with me! I would like them to see the Bornblum next year) a daughter named Elia
beautiful culture and the happy colors of Antigua and who is in preschool at Temple Israel, and a 14
how happy the people are despite being very poor. year old dog named Stella.

Morah Zukerman loves being able to combine
her passion for teaching children with her love
of her native language, Hebrew. Among other
things, she sees herself as a Shaliach
(emissary) who promotes an understanding of
Israel and being Israeli.

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BUILDING LIFE-LONG WRITERS

2nd Grade Students Performed Contraction-ectomies to Learn About Contractions

KINDERGARTEN-2ND GRADE 3RD-5TH GRADE MIDDLE SCHOOL
Building life-long writers begins in In third through fifth grade, students Middle school writing at  Bornblum
the early years at Bornblum. From use narrative, expository, persuasive is all about preparation for the
kindergarten through second and creative writing to build their academic life ahead in high school
grade, students reflect on their technical toolbox. They create a and college. They use their many
personal experiences. Via creative variety of texts, from formal and writing projects to master important
writing, students begin building friendly letters, to sequenced technical skills.
formative writing skills. instructions and academic essays. By
By the end of second grade, the end of fifth grade, students have Students  also learn research skills,
students are able to write a mastered the five paragraph essay. write term papers,  persuasive
complete story with a distinct Through partnered writing, students speeches and  reports. They excel at
beginning, middle and end. They learn to go beyond their personal creative writing, especially short
have mastered a five sentence experiences and write about outside stories and  poetry. Whatever the
paragraph and have learned basic events and sources. They articulate task, the goal of Bornblum’s middle
punctuation, capitalization, spelling their thoughts and learn to use school writing program is to  create
and other writing conventions. respectful discussion to resolve confident and proficient writers. 
Importantly, writing is taught as an conflict. And through peer review
integrated part of all curriculum activities, Bornblum writers focus on Through interdisciplinary writing,
areas. Even in these early years, a singular question: was I successful students have the opportunity to
teachers take advantage of in communicating my ideas? practice writing across the many
continuous opportunities for Feedback from peers shows students subjects they study. For example,
students to apply their writing that writing is a process of students  are writing  a one act play,
skills. Writing projects expand into communication that can always be song lyrics and magazine articles
both general and Jewish studies. improved. about Israel’s history, to be
presented at the school’s “Israel @
70” curriculum fair on March 8th.

The difference between the right word and the almost right word
is the difference between lightning and a lightning bug—Mark Twain

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Who May Make Change? BORNBLUM

An Argumentative Essay Composition teacher Miss Charleen Davis
gave students three arguments to consider
By Sara Smith, 7th Grade regarding how to make change in society.
They had to write an argumentative essay
Today I will be looking at three to convince their readers that they chose
perspectives. The three arguments I the most compelling argument.
will be looking at are about the
world’s problems, and who has the because they harness the power of individuals.” This
power to help solve those problems. states that everyone works together to aid society’s
I have sided with one of these problems. This is true: individuals can help, but the
arguments, and I hope that you will agree with me on the government can use the power of a group of individuals
one I believe is the most logical. to better assist more people. This statement says that we
have the same powers as the government to help
One argument is that, “Individuals can not possibly people in need; it shows “true” society. We are stronger
hope to solve problems as large as the ones we face today. as a group, not just as individuals. The government is in
Only large governments with sizeable resources can help.” fact a large group, and hopefully it can make the right
This statement is not true; individuals CAN improve the world decisions.
around them. We have organizations to feed the poor, and My conclusion is simple, together we are stronger and
give them shelter. We have the power to lessen problems. more powerful. We need to come together to solve the
We can donate money or food, old books, or toys. We are able world’s problems, and any one of us can help. Together,
to assist others. Now, of course, there are other problems, but we are one. Together, we can overcome bad things. That
we can help. We can vote and raise money. Other people, is my perspective. The question is, did I convince you?
besides the government, can try to change the world---for
better or for worse.

The second argument, which I do not think is
completely true is that, “Individuals can solve all problems;
the government can’t because they are not creative enough.”
Yes, individuals can solve problems, but the government
does need assistance; it can be creative, and it has solved
many problems with the help of individuals. Both the
government and individuals collaborate with each other to
support those less fortunate. “We the people” can help, but
individuals come together and support the government, pass
laws, and make peace. We all have our strengths and
weaknesses and have the chance to assist. The government
does hold power too, and it can make positive change with
our aid.

Last is the perspective that I find most logical.
“Governments are, by nature, composed of individuals.
Working as a team, governments can solve major problems

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BORNBLUM STUDENTS: WHERE ARE THEY NOW?

MELISSA BAER Melissa attended the 75th anniversary of the Golden
Globe Awards and is helping manage all brand
Melissa Baer was a Bornblum student partnerships for the TIMES UP movement which
who went to White Station High School launched on the red carpet at the Globes.
and then graduated from the University
of Alabama. Melissa loves to travel. She learned how to surf when
she was in Nicaragua 4 years ago and now surfs in as
Today, Melissa serves as Vice-President and Head of the many places around the world as possible. She has
Brand Integration division of Sunshine Sachs, a boutique ridden the waves in the Hamptons, Costa Rica, Australia
communications agency based in NY with offices in LA, DC and Colombia. Melissa loves fashion and art and says
and Austin. Sunshine Sachs represents some of the biggest she is constantly inspired by the cultures in all of the
names in entertainment and consumer tech while working countries that she visits.  
with global nonprofit organizations fighting for important  
issues. Melissa focuses her work on connecting brands,
entertainment entities, celebrities, non-profits, etc. with SCOTT NEWMAN
strategic partnership opportunities. She helps clients
develop marketing strategies, paid integration deals and Scott Newman graduated from
create brand activations at pop culture events and festivals Bornblum in 2005. After
including Sundance, SXSW, Cannes Film Festival and more. graduating from White Station
High School, Scott went on to
Melissa travels to LA for work about once month. She has Brown University where he
worked with the Hollywood Foreign Press Association for graduated with a degree in applied
the past 6 years. This year she traveled with them to the math and computer science.
Cannes Film Festival where they presented a large donation While in college, Scott played piano in a small jazz
to the International Rescue Committee. A few weeks ago ensemble and was a member of the Maimonides
Leaders Fellowship.
Do You Know After serving as an intern at Google in America and
Bornblum Students England, Scott joined the company as a full time
Doing Cool Things? software engineer at their headquarters in California.
He serves on Google’s Accessibility Team focusing on
Email us at making Google products useable for people with
[email protected] disabilities.
so we can contact them Scott has traveled extensively, including trips across
and share their stories with America, Western and Eastern Europe and even visited
our Bornblum community. the Arctic Circle where he took a dog sled to a remote
village to view the Northern Lights.

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BORNBLUM FOUNDATION PROVIDES $100,000 MATCH

The generosity and legacy of Mr. Bert Bornblum, A”H” the matching funds campaign will inspire our community to
continues to inspire the Bornblum Jewish Community School give generously to the school knowing that their gifts will be
through the generous acts of his foundation, The Bornblum matched dollar for dollar by the Foundation.”
Foundation. Molly Lane, the school board’s Vice-President of Development
Mr. Alvin A. Gordon, Executive Director of The Bornblum adds, “We are confident that with the help of our generous
Foundation, recently announced a matching funds campaign community, we can earn the full $100,000.00 of matching
for BJCS’s 2017-2018 school year fundraising campaign. funds available from The Bornblum Foundation. Their
According to Mr. Gordon, the Foundation has agreed to match incredible generosity with these matching funds, on top of
all new and increased gifts to the school pledged by July 31, their annual allocation to Bornblum, provides us an amazing
2018 and paid by December 31, 2018 up to $100,000.00. opportunity to inspire the whole Jewish community to
According to the Foundation’s Vice-President and General support Bornblum.”
Counsel, Mr. Bruce Feldbaum, “The Bornblum Foundation
continues to work with Bornblum Jewish Community School Bert Bornblum, A”H” benefactor
on a regular basis to implement Mr. Bornblum’s vision that and friend to Bornblum Jewish
all students should be able to receive a Jewish education, Community School. Pictured
without regard to his or her family’s ability to pay. We hope here in 2009.

HONORARIUMS AND MEMORIALS

Miriam Alabaster, in honor of Mollie and Diane and Irving Friedman, in honor of Abie Jan and Marc Reisman, in honor of Janice and
Rosie Felsenthal and Mia Friedman Jimmy Ringel
Jalena Bowling, in honor of Lucas Badrian Nancy Gray, in honor of Jacob Attias Bonnie and Stephen Rosen, in honor of
Mindy and Ed Brucker, in honor of Mollie Lisa Harris and Shawn Wood, for the recovery of Rebecca, Jacob and Laura Phelps
Felsenthal Kara Bierman Susan and Michael Schneider, in honor of
A.J. Daneman, in honor of Sara Smith Arlyne and Seymour Katz, in honor of Mia Katz Daniel Schneider
Madelyne and Jay Daneman, in honor of Paul and Nadine King, in honor of Chandler Maya and Amir Sharabi, in honor of Ron and
Sara Smith King Ben Sharabi
Annette and Bill Eisenberg, in honor of Shelly and Irwin Knopf, in honor of Daphne Robin Shainberg, in honor of Rabbi Brett Oxman
Ethan Evans Knopf The Siegler Family, in memory of Dell Asher and
Naomi Feldman and David Gorelick, in Alla and Nathan Lubin, in honor of Celia Lubin Shirley Nowolsky
honor of Ethan and Nava VanderWalde Debra and Lewis Loskovitz, in honor of Adam Sharon and Leonard Taube, in honor of Rebecca
Judy and Peter Felsenthal, in honor of and Benjy Loskovitz and Jacob Phelps
Mollie Felsenthal Marilyn and Bernie Weinman, in honor of
Paul and Catherine Funk, in honor of Zack Marcia Moskovitz, in memory of Jay Menuskin Asher Crouch
Funk and Jerome Magdovitz

To make a donation in honor/memory of someone, please visit www.BORNBLUM.org
or mail your donation to 6641 Humphreys Blvd., Memphis, TN 38120.

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