Jewish History Around the World. This course can be part of the curriculum at any community Jewish day school following

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1 Jewish History Around the World School: This course can be part of the curriculum at any community Jewish day school following the Mainstream Jewish education system. Most of students have a basic background to Judaism and come from a range of various modern orthodox backgrounds. Although some of the students may have had some exposure to some Jewish customs, it is assumed that they have never studied other Jewish cultures in depth before. It is also assumed that they have basic Hebrew reading and translating skills. Subject: This program of study can be associated with any Judaic segment of the class. There can be a period dedicated to Jews in other countries at least once a week. I think it would be most effective if the class as a whole focused on a country for one or two weeks at a time. During this time, teachers can inform students about the Jewish history of the particular country using various demonstrations and pedagogical skills. Furthermore, throughout various activities during the week students can get further exposure to this particular culture. Throughout my research, I found that there can be a lot of details for every particular country, however it is up to the teacher to decide which important dates or people to focus on based on their impact to that country. Grade: This course can be geared towards any upper elementary grades, focusing on students in grades age 3 rd - 5 th. I believe at this time students have a basic idea of where the continents and most major countries are and located. As well, it is during these grades where students are 1

2 learning about the American culture and social studies, therefore it would be even more applicable to them to learn about various Jewish cultures. Additionally, in this stage students are able to read on their own and are beginning to discover their interests. Therefore, by creating a fun outlet for students to learn and to incorporate their talents from such an early age, it can lead them to have a certain positive association with Jewish history that will help them throughout their education. Overall Goal: The general goal of this segment is expose students to different Jews around the word. I think that I believe it is important for students to be aware of not only their surroundings, but to also have a global view from a young age. According to the American Historical Association there are many goals to teaching history, in addition to its goals of increasing knowledge and developing the skills that mark a liberal education, the general education course in history has traditionally had the goal of creating engaged and responsible citizens can very well apply to teaching Jewish history. As educators we must be able to expose students to their heritage, their past, and to other Jews around the world from the very beginning of their education. Additionally, as we discussed over the course of this semester one cannot be considered an educated person without knowing history. Therefore, to be part of the Jewish community one needs a certain amount of Jewish literacy. As a result, it is important to start educating children in the early elementary years and build on this knowledge throughout their educational journey. Furthermore, another important factor that Dr. Berger discusses in his article Identity, 1. I believe that this too 1 GeneralGoals 2

3 Ideology, and Faith, he mentions that as individuals we can learn a lot from history 2. In general learning Jewish history can help us understand people and societies. It can help us understand how society came to be and further connect us as Jews. As mentioned in class, there is a certain level of importance in simply knowing how we got to be the way we are. Thus, it is crucial for students to know that as Jews we should be interested not only in our own history, but in the history of the Jewish people everywhere in the world. Outline of this Curriculum: In the spring (for a total amount of 10 plus classes) a teacher can decide to explore different Jewish cultures around the world. All of the lessons on the different cultures should include the following. Firstly, the teacher should discuss the historical background and how the Jews got to that country to begin with. Secondly, using a time-line the teacher should highlight main events that impacted Jewish life and key figures that played a big role in that era. Thirdly, the teacher should focus on the present life of the Jews in that country at this time. The lesson can be very interesting by exploring the different foods, music, dress, and culture. The order of the countries and which countries the lessons should focus on is completely dependent on the teacher and the students in the class. For example, in a class where there are more students with foreign backgrounds then the teacher should focus on those countries first. I think this would raise the students interest and get them more involved in the lesson. 2 D. Berger, identity, Ideology and Faith: Some Personal Reflections on the Social, Cultural and Spiritual Value of the Academic Study of Judaism, in H. Kreisel, ed., Study and Knowledge in Jewish Thought (vol. 1; Beer-Sheva: Ben-Gurion University of the Negev Press, 2006)

4 Additionally, a more organized method that a teacher can consider dividing up the countries is through traveling and discovering the different Jewish cultures according to the layout of the continents. An interesting option for the introduction of each lesson can be if the teacher pretends to be a different person from another country every week. The teacher can dress up like that person and through skits and role playing narrate and explain how they and their families got to that country and what has happened to them as Jews throughout the ages. This can be a very broad range of people and places just to touch on and provide the students with some sort of worldly knowledge. I think this would be so interesting and can allow the students to further connect with each lesson. Assessment: As part of the lesson there can be short video clips, skits that students must prepare before hand, writing news paper articles or journals, and many other types of differential learning projects that can tap into different learning styles and allow all of the students to participate. - For assessments students will be responsible for a few details per person. They will have Jews around the world journal where they would take notes and journal their thoughts. - We can even start a pen pal system with other Jews in the world. - The students will write and share current events weekly based on the country that we are studying. - The students will need to find locations on the countries learned on a world map after the unit is completed. 4

5 - At the end of the year, there will be a unit project, as part of the assessments. It can be like a carnival, where students will need to present their own family culture and backgrounds. They need to do research on where they have come from and how they got to America. They can make presentations, family trees, bring in cultural music and food (of course under Kosker supervision) and as a class there can be a carnival with all the parents and grandparents. As a result students can present everything that we have learned in the unit. Reading material for teacher Depending on which country the teacher chooses to focus on the following is a list of books and websites. However, the teacher must sift through all of the information and decide which is most appropriate for their particular class. - For example: On research for a lesson on Jews in Iran- a teacher can explore some of the following authors: Habib Levi, Vira Moraeen, Daniel Tsadik, Netzer מורה צפורה ~ Peimani UName:U Sofia UGrade: U3 rd (upper elementary) 5

6 Subject: Judaic- Jewish history Topic: Jews around the world Jews of Iran Objectives: Students will learn to: - Locate Iran on a map - List at least 3 important events that occurred to Iranian Jews - Compare and contract Jews in Iran with Jews in U.S Homework: - In your journals please write: (at least 1 page in Hebrew) A) What are were some things that you found interesting about Iranian Jews? B) What similarities or differences do you share with Jews in Iran? Recess activity: - Create Persian Rugs (Kinesthetic Intelligence) - Have students make Persian rugs using chalk, paper, or quilt material. - Example: Jews of Iran 6

7 Content of class Comments Introduction - Dress up in chador - Discuss flag -Visual aide -Attention grabber UTime- line: Note-Taking Guide - break down the history into different periods - highlight key dates, events, Jewish figures - mention different holidays they can relate to - explain Iran and Israel s relationship - then: Pahlavi Dynasty ( ) - now: Islamic Revolution of 1979 Technology: - Popplet UMap: - Discuss Iran s Geographical Location - Highlight where most Jews live - Travel through Time on a Timeline - Technological difficulties: - Set up before hand - copy to self - print beforehand/ USB - Power point presentation - Visual/Spatial Intelligence UDemographics: - Explain population, age, income, - Compare Jewish population and others - present a good general picture on Iran today - allow students gain a general knowledge UVideo: - minute 2:06-4:45 - grave site of Queen Esther and Mordechai -Live images of Jewish historical sites today - highlight the Hebrew writing on the wall - still precious today 7

8 Iran & Jews: - Around Jews live in Iran - Life for Jews in Iran today: Schools : Food Dress code - Second in middle east after Israel - Describe some restrictions for Jews - show off for UN - Strong traditionally - Must hide Jewish identity - Visual aide: Pictures Jewish life today: Think-Pair-Share - Van- diagram Primary source - Living a double life quote from newspaper Jerusalem Post - Students split into pairs and share thought - Compare/ contrast Jewish life in Iran to Jewish life in the United States - Teacher walks around in order to facilitate. - Analyze quote - Can be Jewish in secret One minute Paper: Exit cards: -draw a map of Iran - list 2 important eras and what Jewish event occurred there? Conclusion: - Review - Assign homework - Checking for understanding - At the end of the lesson the students are required to write down what they have learned. - It is a great form of assessment and way to reflect and provide feedback - Take away lesson: students must recognize and appreciate their freedom! - Write homework on board and planners 8

9 The flowing is a list of activities teachers can use in their lesson to engage all of the students. 9

10 Active Learning Strategy Brief Description of Strategy All of the students including the teacher Choral Reading read the text together out-loud. The teacher asks students to draw a picture, Creating Visual Depictions graph, or any other types of visual aids depicting what they are learning and explain it. Everybody Writes The students are required to write down their responses to the questions asked. After splitting into partners and reading or Mini-Chavrusa Session discussing a certain text, the students are required to share their findings and what they have learned. Guides that help students take notes of what Note-Taking Guide is crucial to remember and important to write down. One Minute Paper At the end of the lesson the students are required to write down what they have 10

11 learned and if they still have questions. It is a great form of assessment and way to reflect and provide feedback. The teacher points out specific questions Pre-reading Assignment and concepts that the students must be aware of while reading a text. When reading a text students are provided Question Guide with a set of questions which will help them extract the main piece of information from their readings. Students are provided with small cards Response Cards where they have to write their response to a question. Then they have to hold up their cards, and the teacher scans their answers. Students split into pairs or small groups and Think-Pair-Share share their thoughts and discuss various questions. While the teacher walks around in order to facilitate. The teacher poses a question and involves Thumbs Up-Thumbs Down all of the students by asking them to depict their opinions by actively putting their 11

12 thumbs up or down. The students are required to chest their answers and portray if they agree or not. The students have to walk to the signs Vote with Your Feet which reflect their opinions. Then discuss their reasoning, and select a representative to explain their view to the class. 12