Over 25 years ago, when I was a student reporter at the Daily Targum at Rutgers University, I wrote a story on how students and campus officials reacted to a spate of racist and anti-Semitic graffiti that cropped up all over campus in the winter of 1990. The article rests in a dusty portfolio somewhere in my basement.
It’s still all out there. The cowardice too. The kind of cowardice that makes a person go into the dorm suite at the University of Minnesota and draw a swastika and a concentration scene on the white board outside a Jewish student’s bedroom. The student – a 3G Holocaust survivor.
With the current person running the White House, I fear it will only get worse.
Here is my current story in this week’s Detroit Jewish News.
Following last week’s rash of antiSemitic incidents on two Michigan college campuses, including emails rigged to look like they originated from a University of Michigan computer science professor and a Valentine’s Day card delivered at a Central Michigan University event featuring the image of Adolf Hitler, administrators, students and several Jewish organizations are standing up against the hatred.
Campus Hillels continue to offer support to those disturbed by the incidents as well as programs that engage Jewish students and encourage dialogue with the wider student body.
At U-M, the FBI, along with campus police, continue to work to uncover the distributor of the emails. Though their origin is not clear, they read as if they came from Professor Dr. Alex Halderman.
The messages, sent to Computer Science and Engineering students on Feb. 7, read:
“Hi (N-word), I just wanted to say that I plan to kill all of you. White power! The KKK has returned!!!”
An email addressed to Jewish people read:
“I just wanted to say the SS will rise again and kill all your filthy souls. Die in a pit of eternal fire! … Heil Trump!”
University spokesman Rick Fitzgerald said the emails were sent from a “spoofed” account attributed to Halderman. Unlike a hacked email where someone gains control of an email account, a spoofed email is a forgery designed to look like it came from out of the country.
“These messages were spoofed,” Halderman wrote in a statement on the U-M website.
“I did not send them, and I don’t know who did. As I teach in my computer security classes, it takes very little technical sophistication to forge the sender’s address in an email.”
In fact, computer science and engineering student Daniel Chandross, 20, of West Bloomfield, who received the spoofed email, said he and fellow students figured out in 15 minutes that the email was a fake.
In a Feb. 8 statement to U-M Hillel students, parents, alumni and donors, Hillel Executive Director Tilly Shames said Hillel is working with the FBI and U-M authorities regarding the next steps to take and are being kept informed of any developments in the investigation. “The messages sent to our students were deeply disturbing and upsetting to our Jewish community,” Shames’ statement said. “It is important we come together in this moment to show this kind of hate will not be tolerated. Hate has no place on our campus. We will not be defined by these hateful messages but rather by the way we come together in response to them, showing our support for one another. We stand with all students and faculty impacted by these emails, and will continue to seek ways to offer support and unite as a campus community.”
The leaders of the U-M Central Student Government in a written statement also expressed disturbance at the “overtly racist, anti-Black and antiSemitic” emails and stressed “they have no place on this campus.” “An offense against any member of this university is an offense against all,” the CSG statement read. “Even if you are not a member of a targeted group, it is still your place, today and every day, to stand against injustice and fight discrimination. To our Black and Jewish friends, classmates and peers: You matter, and you belong here.”
On Sunday, the Detroit FBI field office stated, in part: “If, in the course of investigation, information is developed suggesting a federal violation of law, the FBI will coordinate with the United States Attorney’s Office to identify the best course of action toward prosecution.”
At Central Michigan University in Mount Pleasant, another hate incident took place, this time involving a Valentine’s Day card distributed at a Feb. 9 College Republicans event with a message containing a photo of Adolf Hitler that read:
“My love 4 u burns like 6,000 Jews.”
A statement on CMU Hillel’s Facebook page and website as well as the Hillel Campus Alliance of Michigan site said they are “deeply concerned and disappointed students would use anti-Semitic rhetoric and references to the Holocaust in a joking manner. We find these references to trivialize an incredibly dark period in history when more than 6 million Jews perished.”
The College Republicans apologized for the incident, saying they were not aware someone had slipped such a note into one the Valentine’s Day candy bags they were giving out. According to the Associated Press, school leaders Feb. 10 said the woman responsible for distributing the card was not a CMU student and admitted her “misguided action.” CMU said members of the student group “were unaware of the card when distributing the party gift bag containing it.” ADL Detroit Regional Director Heidi Budaj said, “The message conveyed in this Valentine’s Day bag is outrageous and deeply offensive. This anti-Semitic distribution not only affects the campus community, but also trivializes the horror that Holocaust victims and their families have experienced.” Rabbi Abraham Cooper of the Simon
According to the Associated Press, school leaders Feb. 10 said the woman responsible for distributing the card was not a CMU student and admitted her “misguided action.” CMU said members of the student group “were unaware of the card when distributing the party gift bag containing it.”
ADL Detroit Regional Director Heidi Budaj said, “The message conveyed in this Valentine’s Day bag is outrageous and deeply offensive. This anti-Semitic distribution not only affects the campus community, but also trivializes the horror that Holocaust victims and their families have experienced.” Rabbi Abraham Cooper of the Simon Wisenthal Center (SWC) in Los Angeles harshly criticized the CMU incident and said universities do not go far enough in their reactions when such incidents arise on campus.
In an interview, Cooper said he was not satisfied the woman responsible for creating the card at CMU was not named by the university and still wanted to know who within the student organization invited her to the event.
“It is very nice the club apologized, but they still owe the community full disclosure as to how this vile incident happened,” Cooper said. “At the minimum, it is time to begin to name and shame such cowards.”
Cooper said harsher consequences for perpetrators of anti-Semitism and better protections for Jewish students cannot be implemented at colleges and universities because there is no legal definition of antiSemitism. According to Cooper, the SWC is working with other groups to pass legislation in Congress to sharpen discrimination and hate acts aimed at Jews. Late last November, the bipartisan Anti-Semitism Awareness Act was introduced to Congress and, in December, passed unanimously in the U.S. Senate. In response to the rising hate acts against Jewish students, the SWC in 2014 developed a mobile app called “combathateU” to help Jewish students and other supporters of Israel deal with hate, bias, anti-Semitism and extreme anti-Israel harassment on campus. Submissions to the app are answered within 24 hours so the SWC can elicit additional information and suggest possible solutions.
On both campuses, Jewish students reacted to the events with shock and confusion, but also continued to engage Jewish students as well as non-Jewish students in inclusive programming to pave the way to dialogue and understanding.
Chandross, a U-M sophomore, said he was “surprised and confused” when the email landed in his inbox. But he and fellow computer science majors who received the same email learned quickly from the email’s metadata it was a fake.
“We’re all pretty much reacting in the same way,” Chandross said. “Some people are bigots and you just can’t let it phase you. It’s just not a way to move forward.”
U-M junior Mara Cranis, 20, of West Bloomfield, who has a leadership position at U-M Hillel, said that since September, there has been an increase in antiSemitism on campus.
The day after the email, she and other students and professional Hillel leaders were on hand at the Hillel building to serve as a support source for students. The organization also went ahead with its already-scheduled Jewish Engineering Students Associated Shabbat and extended the invitation to the National Society of Black Engineers.
Hillel at CMU President Hadley Platek, 21, of Woodhaven was preparing a Tu b’Shevat “unplugged” Shabbat event when she received a text from a friend containing the photograph of the offensive card. In response, she and other concerned students quickly assembled an anti-hate rally attracting approximately 60 students, where she shared her dismay about the card as well as her experience of visiting Yad Vashem on her recent Birthright trip to Israel.
“Many of my friends were shocked that something like this could happen at our campus,” Platek said. “I know that in stressful times people use humor to cope, but I don’t know how people can think this is funny. There was a clear lack of judgment from the person who created this.”
Platek, a senior, said this was the first time she could recall something of this nature happening at CMU and that, in general, she said there has been a “great coming together” against hatred and racism toward minorities, especially since the Trump administration’s temporary ban on immigrants from seven Muslim-majority countries. “Our campus [student body] is very good about inclusion, coming together to make things better.” •
The Future is Bright for Detroit’s Conservative Jews. Motor City Youth Group is “Chapter of the Year”
When I taught Hebrew school and looked at the sweet yet glazed-over faces of my students, I would gently yet firmly reassure them: “KIds, please. I get it. Hebrew school may not be your thing. But don’t ever let your feelings about Hebrew school cloud your love for being Jewish. There is a better Jewish life after Hebrew school and it is youth group.”
Personally, I owe my life to United Synagogue Youth’s high school and middle school programming. Whether it was learning how to do The Time Warp or Rock Lobster at a dance, or finally mastering the WHOLE Birkat Hamazon (Grace after meals) while singing it with hundreds of my closest friends, It taught me how to life Jewishly joyfully. Kudos to the Motor City Chapter of USY for winning for the second year in a row Chapter of the Year for the organization’s Central region.
This ran in the May 21, 2015 issue of the Detroit Jewish News. Please subscribe.
Motor City USY wins honor for second year running
| Stacy Gittleman | Contributing Writer
Recently recognized by the Central Region of United Synagogue Youth for membership growth and inter-generational religious programming such as “McKabbalat Shabbat,” members of Detroit’s chapter of United Synagogue Youth recently arrived home from their regional spring convention in Cleveland bleary-eyed yet happy to have clinched the “Chapter of the Year” award for the second year running.
Motor City USY, affectionately known as “MCUSY,” is witnessing a resurgence in membership growth and dynamic programming designed to engage and energize the youngest members of Metro Detroit’s Conservative Jewish movement.
The chapter has attracted about 65 official members in grades 6-12, and a little over 100 individuals have attended at least one USY or Kadima program in the past year, according to adviser David Lerner. Highlights of the year included a Purim limousine scavenger hunt, monthly volunteering at bingo games with adults with developmental disabilities in cooperation with JARC, and an “Iron Chef ” kosher cooking contest for students in the middle school grades.
The Conservative movement in Detroit has invested much in its youth engagement and informal education in the last several years with its Ramah Fellowship and by hiring a full-time USY adviser. For the past two years, this post was filled by David Lerner. Lerner is stepping down from his post, and this summer will begin his rabbinical studies at Jewish Theological Seminary in New York City.
“I have been so inspired working with the teens and witnessing their passion and ability to form a community around Jewish life and values,” Lerner, 32, said.
“I have merely served as the facilitator and supporter to all their passion and great ideas. They have worked hard through their frustrations to create so many positive outcomes over the past two years.”
Lerner hopes the organization will choose a new adviser who has an established relationship with the organization and can continue its upward direction.
In the last two years, Lerner said he focused on growing and strengthening programming and outreach at the high school level. In coming years, he said the focus should be on growing the organization’s Kadima group for grades 6-8 and Junior Kadima for grades 3-5.
Local area Conservative rabbis also place a high value on the way USY blends social and religious aspects to get teens enthused about Judaism.
Rabbi Aaron Bergman at Adat Shalom Synagogue in Farmington Hills attributes the chapter’s recent success to collaboration across all of Detroit’s Conservative synagogues and professional staff who are connected and invested in the teens.
Rabbi Aaron Starr of Congregation Shaarey Zedek in Southfield — where Lerner also worked as director of youth and young adult programming — echoed this sentiment of working together to create meaningful experiences of Jewish learning and fostering friendships for teens.
“As Conservative Jews, we are committed to developing passionate, educated young adults devoted to finding spirituality within Jewish ritual, meaning within Jewish life, and a commitment to repairing our broken world,” Starr said.
“Most of all, the teens who are part of MCUSY are exceptional leaders and, in them, I see a bright future for the Jewish people.”
Adult b’nai mitzvah classes represent
a different coming of age.
Stacy Gittleman | Contributing Writer
A group of students sits immersed in Torah study on a recent Wednesday at Adat Shalom Synagogue in Farmington Hills. Their teacher, Rabbi Rachel Shere, guides the lesson based on carefully selected texts that delve into the theme of coming of age. In preparation for their b’nai mitzvah, the students listen intently and offer their insights about what it means to become a full-fledged member of a community.
No one squirms, asks to go to the bathroom or raises their hand to take a break for a drink of water. Some sip coffee. Others have a tinge of gray in their hair or beards.
Decades older than their teen counter-parts, there is a sizeable population of Jews in the Detroit Metropolitan Area as well as around the nation who are choosing to have a bar or bat mitzvah later in life. While learning Hebrew and the complexities of chanting Torah may be a bit more challeng-ing, older b’nai mitzvah students can bring a wealth of perspective and life experiences and a deeper appreciation for Jewish study than their younger counterparts.
Nationwide, there has been some discus-sion in Jewish circles as to whether or not the traditional age of becoming a bar or bat mitzvah — 12 for girls and 13 for boys — is outdated. Many teens and families see the ceremony as the final day of involvement with Jewish education, rather than as an entry point of a fully participating adult in Jewish communal life.
Additionally, the status of becoming a Jewish adult and taking on the mitzvot of Judaism is recognized with or without a ceremony and all its extra fanfare. The first “belated” b’nai mitzvah ceremo-nies were held at Brandeis University in the 1970s, according to MyJewishLearning.com. Recently, Reboot, a New York City-based organization doing outreach to unaffiliated Jewish millennials, launched an initiative called reBar that asks this age group to re-examine their Jewish identities and their own Jewish coming-of-age ceremony — if they had one at all. If it did not have much meaning the first time around, would they give it another try, along Jewish learning and living, now that they are at an age when they may be thinking about starting families?
Though reBar is active in several U.S. cities, the initiative does not have any activity in Detroit yet. Whether they never had a bar or bat mitzvah, as in the case of women of older generations, Jewish converts or those looking to recharge their Jewish identities, Jewish adults in Detroit are dedicating themselves to study, finding community and being recognized on the bimah in a bar or bat mitzvah ceremony.
For those seeking adult b’nai mitzvah instruction in Detroit, Adat Shalom and Temple Israel of West Bloomfield have established two-year courses. The clergy take turns teaching weekly courses in a group setting. Subjects include basic Judaism, laws, customs and holidays, and Jewish ethics as well as Hebrew literacy and reading the Hebrew of the selected Torah portion and learning Torah trope in the final six months. Temple Emanu-El of Oak Park is planning an adult b’nai mitzvah program in late 2015 or early 2016.
Adat Shalom’s current class is preparing for a ceremony May 24 in time for Shavuot. The next group of students will start classes in January 2016; new students are welcome. Hazzan Dan Gross teaches with his fellow clergy at Adat Shalom. He said having an adult b’nai mitzvah ceremony timed to Shavuot is symbolic for a group of adults publicly demonstrating their commitment to their Jewish identity and their role in synagogue life as well as their efforts to learn an ancient tradition and carry it into the future. Adults come from a wide range of religious backgrounds. Gross said he is very appreciative of the effort students put into learning Hebrew and chanting Torah.
“Everyone comes to class with different lev-els of reading Hebrew,” he said. “As teachers, we have to be cognizant that everyone is at a different pace and sensitive to the fact that, as an adult, it may be harder to memorize the musical motifs of the trope. But what makes learning with adults enjoyable is that they truly form a chavruta, a community of learn-ers who support one another.” Continued Commitment A few of the course’s graduates have gone on to become regular leaders of daily services or regular Torah readers.
Allison Lee, 54, of Walled Lake, a graduate of the 2013 Adat Shalom class, takes pride in her newly acquired skill of chanting the Ten Commandments. Growing up, Lee had a minimal Jewish education and rarely attend-ed synagogue with her family. Several years into marriage, her husband, son of a Lutheran minister, strongly urged that she delve into the teachings and traditions of Judaism. The desire to raise their daughter, Lydia, as a Jew also accelerated the rate at which she learned.
“Through the years, it was my husband who encouraged me to explore my religion, and little by little we would take on traditions, like lighting Shabbat candles, having holiday meals and keeping a kosher home.”
Lee and Lydia became fast study partners. Both mother and daughter celebrated their bat mitzvot within the last two years. “I feel such pride when I chant Torah,” Lee said. “I think, ‘Wow, I get to read the voice of God.’”
She offers this advice to adults on the fence about having an adult bar or bat mitzvah ceremony:
“If you have the slightest modicum of curiosity, go for it. You will be swept away by the amount of knowledge and a feeling of identity and community you will gain.”
The adult bar/bat mitzvah preparations at Temple Israel involve weekly two-hour classes with concentrations on Jewish study, celebrating Jewish holidays as a class and improving Hebrew literacy. The second year focuses on the Torah service, learning its prayers and preparing a Torah service, according to Rabbi Arianna Gordon. Approximately 21 students are involved in each learning cycle.
The current group of students will have a service to celebrate their emergence into Jewish adult-hood in October 2016.
“We have learners at all levels, including some who have recently converted to Judaism, and then some Hebrew school dropouts who are circling back to Judaism later in life,” Gordon said. “A lot of the classes involve personal reflective writing on their relation-ship with God and what about this journey to Jewish adulthood is important to them.”
Gordon said the most important aspect she wants her adult students to gain is a creation of their own smaller Jewish community within the larger scope of Temple Israel.
Jim Rawlinson, 75, of West Bloomfield was very excited to get a new tallit from his life partner, Paula Weberman, when he celebrated his bar mitzvah in 2014. Jim, raised as a Protestant in Vicksburgh, Mich., said he never met a Jewish person until his sophomore year of college. Though he regularly attended church as an adult, he disagreed with much of its teachings.
With little exposure to Jews or Judaism, reading Survival in Auschwitz by Primo Levi had an enormous impact on him as a high school student.
“It made me so curious to find out who were these people the Nazis wanted to eliminate,” Rawlinson said. “Later on, in my 20s, the Six-Day War broke out and it made me very upset that so many Arab nations wanted to attack the Jews.”
He spent his professional life as a photographer and learned more about Jewish life-cycle events after he moved to Metro Detroit and documented Jewish weddings and b’nai mitzvah celebrations.
“I noticed at these occasions, there was a stronger pull to family and community, a greater warmth than I had ever encountered in the non-Jewish community,” he said.
In 2009, Rawlinson began to attend services at Temple Israel when he decided this would become his spiritual “home.” As he explored the possibility of converting, he took introductory classes in Judaism and Hebrew. “At a certain point, I realized I wanted to explore Judaism from the inside instead of being an outsider.”
He enrolled in the class, where he felt accepted by his classmates. Alone at night, he studied Hebrew and his Torah reading for hours every night. And come this year’s High Holiday season, he will chant Torah on Yom Kippur morning.
“Becoming a bar mitzvah at this stage of my life has been fabulous,” he said. “I consider Temple Israel my home and could not ever imagine living in a community where I would have to travel a long way to get to a temple.”
Women Role Models
Doreen Millman, 81, of West Bloomfield was one of the first women to become a bat mitzvah at Temple Israel in the 1980s. Born and raised in Buffalo, N.Y., when girls received a minimal Jewish education and only boys were called to the Torah, she credits the memory of conversations with her grandfather as an inspiration for picking up her Jewish studies later in life and becoming a bat mitzvah.
“He was born in a shtetl, yet he was a very forward-thinking person who believed girls as well as boys should have a Jewish education,” Millman said. “I thought I was crazy for doing it — I was up to my elbows raising my children — but I had a lot of encouragement to take on this challenge.” Milman said she enjoyed studying Jewish history and learning how to read Torah. Since her bat mitzvah, she has read Torah at Temple Israel on other occasions, including on Yom Kippur.
“I feel much more comfortable in services now,” said Millman, who attends a weekly Torah study group at Temple Israel. “When I go to services on a Shabbat morning, I can comfortably fol-low along with the Torah reading.” Other women also expressed pride in ownership of their Jewish learning and becoming a bat mitzvah to serve as a role model, and a study resource, for their own daughters.
Shari Stein of West Bloomfield grew up at Congregation Shaarey Zedek in Southfield, also at a time when girls were not called to the Torah. It was only well into adulthood, and a few years shy of her own daughters beginning their bat mitzvah studies, that she decided to become a bat mitzvah in 2006 at age 41. She said she did it not only to deepen her connection to her own spirituality, but also to serve as a feminist role model of “breaking barriers” for her children. “[A bat mitzvah] can be much more meaningful as an adult,” said Stein, who admits her years of Jewish education at Hillel Day School in Farmington Hills equipped her with the skills to quickly learn and chant from the Torah and glean insights into the sacred texts.
Stein said that 10 years later, the significance of being publicly welcomed into the Jewish community has much meaning and carries through in her spiritual and professional life. A partner at a Birmingham design firm, she has given her talents to many charitable projects, including Yad Ezra.
“Judaism is a constant process of learning and growth, a practice of tikkun olam and of asking yourself what, as a Jew, can I do for my community?” ■
With an astute understanding of the power of delivering a smile, Lindsey Zousmer, a fifth-grader at West Hills Middle School, has got “magic” to do for disabled children receiving physical therapy at local hospitals.
Last month, she started a community service project called “Projects 4 Smiles” and is asking other kids her age to create small craft projects, such as bookmarks, bracelets or pins to give as gifts of encouragement.
To kick off Project 4 Smiles, Zousmer invited WHMS classmates in the fourth and fifth grades to come to school on Jan. 16 wearing funny hats and donating a dollar for supplies. Commun ity members may also donate any extra craft supplies they may have at home: decorative duct tape, buttons, extra scrapbooking supplies, glitter, beads, glue, markers, cardstock or string will do the trick. Drop off these supplies at the office at West Hills Middle School, 2601 Lone Pine Road in West Bloomfield, where a special Project 4 Smiles box has been set aside.
The idea came to Zousmer after shadowing her mother Stacy Agree Zousmer, a pediatric physical therapist, at work at Beaumont Hospitals on days she had no school. It was there that she watched children with disabilities struggle to accomplish simple tasks that most children her age can do with ease.
“My mom explained to me how some of these kids can be very successful even with the disabilities and/or the conditions they have,” Lindsey wrote in a letter to the entire West Hills Middle School community. “We want to encourage them and make them aware that they are just as capable as we are.”
Ultimately, she wants to collect enough crafted gifts and then video or photograph the expression of joy on the children’s faces to show her classmates back at school “just how happy they can make others when they give a small gift.”
The project is a product of Bloomfield Schools’ Primary Years Programme (PYP), which engages children in the district’s primary grades to be socially aware and responsible through action. Kathy Janelle, the district’s PYP coordinator, explained “education must extend beyond the intellectual to include not only socially responsible attitudes, but also thoughtful and appropriate action.”
Stacy Agree Zousmer saw how important it was for her own children to meet her patients and also to volunteer at the Friendship Circle.
Lindsey’s family extends many generations in Detroit. She is a descendant of the founders of the Isaac Agree Downtown Synagogue, who established the congregation on the principles of social consciousness. She attends religious school at Temple Israel, where she learned about the Jewish obligation to help those in need through g’milut chasadim, acts of loving kindness. In her letter, she said her mom serves as her biggest example for caring for others.
“Not only is Lindsey a natural caretaker, but she also finds common interests with these kids because they are her peers,” her mom says. “She loves to help them realize their potential and feel good about themselves. At the young age of 10, Lindsey is truly beginning to understand what it means to pay it forward.”
Tinkering in Michigan is hot. Once again, people are starting to make things with their hands, right in the state where making things for the masses got its start. Here is my article on the new maker space at Hillel Community Day School.
| by Stacy Gittleman | Contributing Writer
Tinkering in Judaism goes all the way back to Mount Sinai. After all, Sinai was the place where the children of Israel declared they would learn about the Ten Commandments through doing. Growing out of this tradition, Hillel Day School’s new Innovation Hub and Makerspace, part of the Audrey and William Farber Family IDEA Collaborative, provides a resource where students apply the tried-and-true methods of trial and error to deepen their understanding of everything from kinesthetic energy to kashrut.
Tinkering is trendy throughout Michigan. As the state once again reenergizes its can-do spirit of innovation, makerspaces are popping up in Detroit, Ann Arbor and Northville. Think of them as a spot where enterprising inventors can come together to collaborate and share overhead costs of rent, tools and materials.
Just in its first few months of operation, the Hillel makerspace has inspired several projects and events. They include a schoolwide Makerspace Faire and a Shark Tankstyle entrepreneurial competition, where local businesspeople and innovators sat on a judge’s panel while students pitched their product ideas and marketing plans. Some product ideas included a multicolored crayon and a smart-chip golf club.
One judge was local entrepreneur Arik Klar, owner of Toyology, who also spent several months working with fifth-graders in creating a school store where kids of all grades can sell their creations. As they learned what it takes to run a small business, the fifth-graders applied their math skills and learned basic economic concepts such as supply and demand. They will donate their sales to tzedakah.
“I loved working with the kids to give them my feedback on what makes a product successful,” said Klar, 25, of Berkeley. “The makerspace is the perfect setting to inspire ingenuity.”
Sol Rube, Hillel’s dean of Judaic studies, said that in addition to their hours of daily Torah study, all of Judaism’s great sages did things with their hands. Rashi was a French winemaker. Maimonides was a physician.
“Creativity and collaboration are all core aspects of Jewish learning,” said Rube as he sat in the new sunlit area of the school that houses the makerspace.
In the room, one child was programming the 3D printer to create a geometric toy. Other students worked with their Judaic studies teacher in front of a green screen to film a video based on the week’s Torah portion. Some of the school’s youngest kids looked through the bins of recycled materials to upcycle them into a sculpture.
Teachers harness the makerspace’s hands-on appeal to enhance their students’ exploration on a variety of subjects. They work with the space’s innovation director, Trevett Allen, as how to best apply the makerspace to their lessons. Seventh-grade students built a shakeable table to study the impact of earthquakes on buildings for earth science class.
Eighth-grader Lily Collin, 14, Farmington Hills, used the makerspace as part of her social studies project about culture in the 1960s. “I love the music from the British invasion,” said Collin as she showed off a wooden prototype of a guitar designed to resemble the one played by the Who’s Pete Townsend. To design the guitar, she first penciled a blueprint of the guitar using precise mathematical measurements, drew another colored rendering before she set to work on the wood. She carved the shape herself using a circular saw. And, of course, her training mandated that she use safety goggles.
“STEAM is the new STEM,” said Hillel’s Director of Curriculum Joan Freedman, referring to the importance of adding the arts back into science, technology, engineering and mathematical skills to create a well-rounded education. “In some ways, the makerspace is undoing what kids have been taught in the culture of standardized tests: to be compliant, to learn for a test,” she said. “We are seeing the beginning of a time when education is turning back to project-based learning. The makerspace teaches students to think critically and use applied sciences and the arts to prepare them to be global citizens.” ■