-- Pirkei Avot (Sayings of the Sages)

Transcription

1 CONGREGATION MISHKAN TEFILA RELIGIOUS SCHOOL FAMILY HANDBOOK / Make for yourself a teacher acquire yourself a friend, and judge each person favorably. -- Pirkei Avot (Sayings of the Sages) 1

2 Dear Families, Providing our children with a strong Jewish education shaped by Jewish values is sacred work. We are grateful for this opportunity to help your children feel pride in their Jewish identity and reach their highest potential as learners and people. Our educational philosophy is straightforward: we seek to engage students l fi da ato according to each student s ability to receive, to understand, and to respond with anticipation and energy. We do this through compelling, creative, and diverse educational programming. Learning is fun, meaningful and stress free. Students look forward to class and graduates leave as knowledgeable, committed members of the Jewish community. Your children will feel at home here. We give them the gift of growing up with an understanding of their Jewish identity and the realization that they are connected to something larger than themselves, deeply rooted in history. All families who are committed to raising Jewish children are welcome at our school. Our curriculum is based on the most important concepts of Judaism: Torah, tefilah (prayer), and gemilut hasadim (social justice, mitzvot, ethics, and acts of kindness). Our students deepen their understanding of Shabbat and holidays, Jewish history and Israel, ethics and values, Torah and prayer and are engaged in study of Ivrit (Hebrew). We welcome you to join us for the many opportunities over the course of the year for children and families to celebrate Shabbat and holidays, to sing, to learn, and to share meals together, including what will be our third Annual CMT Family Shabbaton at Camp Ramah. This handbook is designed to provide an introduction to our programs and academic curriculum, as well as expectations and requirements of students, parents and guardians. It contains important information and we hope it communicates the values, care, and passion we strive to bring to the school every day. We look forward to this year together and wish you a year of health and happiness. All the best, Erin Gubert 2

3 STAFF Senior Rabbi Leonard Gordon Rabbi Gordon spent 16 years as a congregational rabbi at the Germantown Jewish Center in Philadelphia. He has taught Jewish Studies and Humanities at Kenyon College and Ohio State University, and Rabbinic Literature at the Jewish Theological Seminary, The Reconstructionist Rabbinical College and Hebrew College. He is married to Dr. Lori Lefkovitz, Ruderman Professor of Jewish Studies at Northeastern University and has two daughters, Ronya and Samara. He will share in the teaching of our Makor students and visit each of our classrooms throughout the year. Rabbi Gordon looks forward to spending time with our families and children. rabbi@mishkantefila.org Erin Gubert Religious School Director A much-loved and respected religious school teacher, Erin Gubert will be stepping up to become our new Religious School Director. Previously, Erin has held Pre-K, Religious School, and Junior Congregation teaching positions at Mishkan. She has also worked as the Head Teacher at Gan Shelanu Preschool at Solomon Schechter of Greater Boston, and as a Junior Congregation Teacher at Congregation B nai Jeshurun in Staten Island. Erin received her B.A. from Brandeis University, holds a certificate in Jewish Education for Early Childhood from Hebrew College, and is currently working toward an M.A. in Jewish Education. She prides herself on creative Torah learning, which she brings lovingly into her classes. She has three children: Daniel, Tristan and Mariana, all of whom have attended CMT s Religious School and Prozdor. erin.mishkantefila@gmail.com Rabbi Marcia Plumb Associate Rabbi Rabbi Plumb was the Rabbi for London s Akiva School and the Southgate and District Reform Synagogue. For 15 years, she was the Director of Spiritual Formation at Leo Baeck, the rabbinic seminary in London. She has also served as the Rabbi at the North London Progressive Synagogue, and Deep River, Connecticut s Congregation Beth Shalom. Hoping to lead others on a path towards spiritual enlightenment, she founded Neshama: For Spiritual Wellbeing, a center for spiritual reflection, meditation and the study of Mussar literature. Plumb was ordained a Rabbi at the Hebrew Union College-Jewish Institute of Religion, New York. She holds a Masters in Hebrew Literature from Hebrew Union College-Jewish Institute of Religion, Los Angeles and a B.A. in Psychology from the University of Texas. Wendy Handler Director of Youth and Family Programs 3

4 A longtime member of Mishkan, Wendy has made a career out of touching lives, both within our congregation, and elsewhere. She has served on the Mishkan staff as Me ah Coordinator, Family Educator, and Youth Director and has volunteered for our Family Table and Youth Department. Before her Mishkan days, Wendy was heavily involved in Jewish academic outreach, directing student activities at the Boston University Hillel. Wendy earned both a Bachelors and Masters of Law from York University in Toronto. She then went onto receive a second Masters in Jewish Communal Service at Brandeis University and her Certificate in Jewish Family Education from Hebrew College. Dr. Davin Wolok Ritual Director and Chazan Sheini Dr. Wolok teaches Torah and Haftarah trope to our Makor students and tutors our Bnei Mitzvah students as they prepare to read Torah, chant haftarah and share words of Torah and blessing with the community. His warmth, patience and good humor is appreciated by everyone who has the pleasure of spending time with him. ritualdirector@mishkantefila.org Judy Szathmary Gan/Kita Bet- 1 st grade Judy has been a beloved teacher at Mishkan Tefila s Hebrew School for decades. She loves teaching our first graders to read Hebrew, learn about Jewish holidays, find meaning in Shabbat and explore their early Jewish identity. She is an experienced Jewish educator and looks forward to helping this year s incoming class open their hearts and minds to the richness and wonders of our tradition. Erin Gubert (Religious School Director) Kita Bet 2 nd grade Sharon Wanunu Kita Gimmel/Kita Daled 3 rd /4 th grade Sharon Wanunu has traveled the world and is thrilled that destiny has brought her back to Boston. She has two girls, Maya and Emma and is the proud wife of her professor-husband, Dr. Meni Wanunu. She is a teacher, writer and avid learner. In her free time, you can find her in the kitchen creating fabulous allergy-friendly dishes for her family and friends. Sharon can't wait to explore Jewish learning with her new students this year at Mishkan Tefila. Rachel Putterham Kita Hey-5 th Grade A former attorney who practiced public interest law for eighteen years, Rachel will be joining us this fall as a 5 th grade Hebrew teacher. Rachel earned her B.A. in Political Science from the University of California, San Diego and her J.D. from Washington College of Law, American University. We are delighted to welcome her to our team. 4

5 Cindy Yanofsky Makor Veteran teacher Cindy Yanofsky will be returning to Mishkan Tefila this fall to teach in our Makor program. She will also be leading our students on their annual visit to the United States Holocaust Memorial Museum in the spring. Cindy earned her B.A. in Biomedical Ethics from Brown University; her J.D from Boston College School of Law; and her M.A.T. in Elementary Education from Brandeis University, where she received a certificate in Jewish Day Schools. Formerly a corporate attorney, Cindy has held various teaching roles, including a preschool and religious school position at Mishkan Tefila. Our staff will be participating in our ongoing professional development curriculum taught by the Congregational Education Initiative at Hebrew College and tailored specifically for our school and community. We are privileged to benefit from this special program at the generosity of Combined Jewish Philanthropies, which subsidizes the program for three years. Our teachers are excited to continue developing their skills in both Jewish content and pedagogy. CLASS MEETING DAYS AND TIMES Our school year begins Sunday, September 9, You can find a calendar of the school year on our website at mishkantefila.org. SUNDAYS ONLY 9AM-12PM: K and 1 (Gan and Alef) SUNDAYS 9AM-12PM AND TUESDAYS 3:30-6PM: Grades 2-5 (Bet-Hey) Makor Our 6 th and 7 th graders participate in the Makor Program at Hebrew College. Students meet on Sunday morning at Hebrew College from 9:30 am to 1:30 pm. On Tuesday afternoons, students learn at CMT from 3:30-6:00 pm. 5

6 FAMILY SHABBAT EXPERIENCES: NOURISHING OUR SOULS Our ancient rabbis teach us that lighting candles is the first mitzvah of Shabbat. Our mystical tradition offers the insight that once we light the Sabbath candles, our lives become filled with light. We can fulfill the mitzvah of preparing for Shabbat through simple acts: food shopping, meal preparation, learning and discussion at home, and reading books to our children. And when Shabbat is upon us, we can fulfill the mitzvah of its observance by filling our homes with the light of the Shabbat candles, making Kiddush over wine or grape juice, saying ha motzi over challah, and by singing, learning, teaching, coming into community for prayer, and nourishing our souls with rest. Shamor et yom ha-shabbat le kodsho is the commandment to observe the Sabbath day and make it holy. All week long we are called upon to sanctify life through employing things of space. On the Sabbath, it is given us to share in the holiness that is in the heart of time. Rabbi Abraham Joshua Heschel, The Sabbath. Throughout this year, we would love for your family to join our community celebrations of Shabbat. Children will gain the experience of learning the service, practicing their Hebrew, and coming into deeper understanding of the rich, layered meanings of Shabbat, tfilah (prayer) and the weekly Torah reading. We hope they will deepen their sense of joy in this shared experience, and develop important relationships with friends, teachers, and community members, as well as our rabbis and cantors. With regular attendance at Shabbat services, the skills, ideas and knowledge that students learn as part of the school s prayer curriculum will be realized in actual practice. Please check your and our website for announcements about upcoming Family Shabbat Experiences. EXPECTATIONS OF STUDENTS 1. Preparation All students are expected to arrive at school on time, with homework completed, and with all necessary books and materials to start the day. Parents of students in grades 3-7, please provide a notebook binder or notebook for your children to organize their work. Please be sure that your child comes to school regularly and prepared to learn. 2. Homework We recognize that students, even in earlier grades, begin receiving a lot of school homework. Keeping this in mind, we try to accomplish as much as we can in the classroom, ready to continue the following class. However, we have found that practicing reading Hebrew and review of important enduring understandings that students are taught in the classroom is invaluable to their understanding and integration of the content. Thus, reading and/or writing homework is occasionally assigned. Please discuss with your child what he or she learned in class after each 6

7 session. This provides an excellent form of review and helps your child more deeply understand the material. We are more than happy to work together with the families of students who desire enrichment work to try to provide additional learning opportunities. 3. Hebrew Reading Reading Hebrew requires frequent exposure and practice. The fundamentals of learning Hebrew are taught in Kitot Alef and Bet (1 st and 2 nd grades). Although tutoring will be at the family s expense, we will work together with parents to identify a tutoring or other language support that feels right for your child. 4. Attendance Regular attendance is mandatory for successful and meaningful participation in our program. Students returning from an occasional absence are responsible for work assigned to facilitate a comfortable return to the classroom. Excessive absences (15% or more of the total class sessions) will necessitate a conference between the school and family. Assignments or projects may be required in addition to the regular homework assignments. Students absent on a regular basis will require weekly tutoring. Tutorial costs are the responsibility of the families. 5. Derekh Eretz (Respectful Conduct) Our community is guided by the principle of kavod habriot: the deepest form of respect for ourselves and for others. Living out this Jewish value means conducting ourselves mindfully and with awareness at all times. It enables all members of the school community to function together in an environment of mutual respect, trust and appreciation. Derekh eretz teaches us to have respect for others, respect for property, respect for tradition and respect for learning. Appropriate conduct in our school includes the following: Treating one another and ourselves with kavod: honor and respect. Attending class with assigned work completed, with all books, pencils and other materials as needed. Raising one's hand and waiting to be called upon to respond to teacher's questions and to constructively contribute to class discussions. Showing respect for others by not interrupting teachers, guest speakers or classmates. Entering and leaving the classroom on all occasions quietly. Quietly completing individual study tasks as assigned and working co-operatively in small group situations. Using appropriate language. Refraining from antagonizing classmates. 7

8 Clothing should reflect a balance of individual expression and kavod for the school, classmates, and the learning environment. Clothing should be modest, comfortable, neat, and appropriate for the weather. Violations of these Rules of Conduct will be addressed as follows: o o o A first violation requires the student, at the teacher's instruction, to work quietly on his or her own for the remainder of the period. A second violation leads to a meeting between the student and the Director, Erin Gubert. A third violation leads to a parental call and meeting, at which time a contract setting terms for continued participation is made among the student, teacher, and parents. If a student is not able to participate in the classroom without disrupting the class on an ongoing basis, parents will be responsible for providing an aide in the classroom to assist and support the child, and parents will meet with the Religious School Director to discuss the child s options for continuing in our program. YOUTH PROGRAMS This coming year we will continue to develop fun, meaningful programs for youth that are integrated into the life of Hebrew school and synagogue community, and are connected to USY and Prozdor. Wendy Handler will be helping to develop opportunities for youth to learn, develop sustaining relationships, and become involved in social action and social justice opportunities. Please see our website and calendar for more information at BAR/BAT MITZVAH PROGRAM Students in this year s Bnei Mitzvah class will receive a separate Bar/Bat Mitzvah handbook, and will be preparing with Dr. Wolok and Rabbi Gordon. It is recommended that pre-bar/bat Mitzvah families attend a minimum of fifteen (15) Shabbat morning services prior to the date of the Bar/Bat Mitzvah. Parents are invited and encouraged to provide their children with a Tallit and Tefilin. This is a special opportunity to begin the preparation and celebration of a Bar or Bat Mitzvah together. Any of CMT s clergy will be happy to meet with you to help you make the right decisions, and to explore together how this can be a meaningful opportunity to begin marking this special event. PARENT LEADERSHIP AND INVOLVEMENT In order to make this a successful year of Jewish learning and experience for our children, we need parents to help plan and prepare special family events. We will make sure our work together has Jewish content and depth, and feels nourishing, including spending time learning together. 8

9 Among many other opportunities for involvement, please let us know if you would help organize Back-to-school community lunch Sukkah decorating with students Sukkot Family Celebration Simchat Torah Family Service Chanukkah Family Celebration Family Shabbat Experiences Tu B Shvat Seder Purim Carnival Passover Seders Family Shabbaton PARENTAL RESPONSIBILITIES 1. Food/Snacks Please be sure that your children receive a wholesome snack before coming to school. Please also provide a kosher dairy or parve (no meat) snack for your child to eat during break in the school day. There are students in our school who have a potentially life-threatening allergy to nuts. Absolutely no nuts or food products containing nuts are ever to be brought into the building. When class celebrations take place, only certified kosher dairy or parve products are permitted. 2. Notices to Parents There will be occasional information handed out to students in class. Most information, however, will be sent to parents by . Please keep the school and synagogue informed of any updates in addresses, or phone numbers, and please let us know if is not a convenient way to reach you and sign up for our Constant Contact. Please refer to s and the school calendar at frequently so that you may be informed of upcoming programs, schedule changes and community events. 3. Messages In the event that a message has to be relayed to a child during class, please notify the school of the message in order to avoid classroom disruption. Parents wishing to meet with teachers are requested to schedule an appointment before the start of classes. During class, the teacher s full attention is paid to his/her students. The Religious School Director is happy to meet with you to discuss your child s progress as well as general school issues. Please call the school to request an appointment. Since Sundays are particularly busy, meetings will be scheduled on a weekday. 9

10 4. Field Trips During the course of the year, we will plan appropriate field trips to institutions and cultural events relevant to our educational program. Participation in these field trips is an integral part of our program. There may be a minimal charge for some trips to subsidize extra costs. Informational letters with permission slips and release of liability forms are sent home prior to the trip. These forms can also be found on the synagogue website. 5. Guests in School In order to avoid possible disruption, students may not bring friends or visitors to school without prior permission from the Director. 6. Questions or Concerns If you have any questions or concerns relating to individual classes, please set up a meeting directly with the teacher. Teachers will likewise contact parents for meetings as needed. If questions or concerns still remain, or if you wish to continue the conversation, Erin Gubert will meet with parents, teachers and students. If the issues are not resolved on these levels, we will set up a meeting with one of the School Committee chairs. PARKING LOT SAFETY & PICK-UP PROCEDURE For the safety of our children, please observe the traffic pattern when dropping off and picking up children. Enter the Synagogue lot in the direction of the arrows. Drive along sidewalk, single file only, remaining in cars. Students are to step directly into cars from the sidewalk. If your car is filled before the cars preceding you, you may proceed cautiously away from the sidewalk line and proceed around the parking area, joining the exit line when safe to do so. When cars in front of you have moved up, please follow to avoid back-ups near Hammond Pond Parkway. Students are encouraged to walk down the sidewalk toward the main entrance to the Synagogue so that cars may be filled up promptly and without delay. Please do not jump ahead via the exit lane. Please do not ask your children to leave the sidewalk to walk unaccompanied to your parked car. Escort your children across the marked crosswalk to your parked car. CAUTION! DO NOT INSTRUCT CHILDREN TO MEET CARS BETWEEN THE MAIN ENTRANCE AND HAMMOND POND PARKWAY. Parents wishing to park their cars are to do so in the indicated parking areas only. Entrance to the circular school courtyard is limited to Handicapped Parking cars only. 10

11 Parents of Kindergarten children are to park in the central parking area and come into the school to drop off and pick up students. Kindergarten children must be brought to their classroom and be met at the end of the day by a parent or other authorized adult. If an adult other than the child s parent or guardian will be meeting the student, teachers must be informed in writing well in advance of dismissal time. Early Dismissal. Please note that since parking lot supervision takes place only at the normal dismissal times, students are to wait for their parents in the school office if early dismissal is required. Students will not be permitted to wait outside unsupervised before the normal dismissal time. Parents must provide a note if their child is going to be picked up prior to regular dismissal time. Please indicate the name of the person that will be coming for your child. Students are not permitted to meet their ride outside of the school building; this is a safety rule. Please meet your child in the lobby in front of the school office. Following these instructions is everyone s responsibility for the safety of our children. SCHOOL CANCELLATION DUE TO WEATHER When the weather looks threatening, we will cancel school at the earliest possible moment. While we run the risk that the weather could change for the better at the last minute, early cancellation is the best course of action for the safety of our children. In case of inclement weather, please listen to or watch: Radio: WBZ-1030am (Sundays only) TV: WBZ-TV4 WCVB-TV5 WRKO-TV7 Or go to WBUR s web page at (available 24 hours a day). Classes are automatically cancelled when the Newton Public Schools are cancelled due to snow. We cannot be responsible for radio or TV station s failure to post cancellations once we have contacted them. The rule of thumb is: if you do not feel safe driving due to weather conditions, please stay at home. OVERVIEW AND OBJECTIVES OF OUR CURRICULUM The following overview describes the content of our academic curriculum. It also includes specific learning objectives for each academic area, each of which will be achieved and measured at different levels according to placement and grade. Our curriculum focuses on the following academic areas: I. Ivrit (Hebrew) II. Tefilah (Prayer) 11

12 III. Tanakh (Hebrew Bible) IV. Gemilut Chasadim (Social Justice, Mitzvot, Ethics, and Acts of Kindness) V. Jewish History and Narrative VI. Israel VII. The Jewish Year Cycle I. IVRIT (HEBREW) Hebrew is our holy language. Knowledge of Hebrew gives us access to our sacred texts and allows us to study them in their original language. Hebrew is the language of prayer and the prayerbook; it enables Jews to participate in prayer services at any synagogue in the world. It provides a common bond between Jews, linking Jews throughout the world and throughout time. It connects us with contemporary Jewish life in Israel. Hebrew language provides us with a tangible sense of community, and of belonging to a unique group called into existence by the Creator: according to Biblical tradition, it is the language with which God created the world. Jewish values are often uniquely embedded and expressed in Hebrew. For example, the word tzedakah, which we sometimes translate as charity, comes from the Hebrew root tzadi-dalet-kuf, which means justice, or righteousness. The second part of the word Beit Knesset, which we translate as synagogue comes from the root kaf-nun-samech, meaning to gather, enter, or bring in. The same root is found in the Hebrew phrase for hospitality (hachnasat orchim). Hebrew words provide us with a Jewish cultural vocabulary that extends well beyond their literal translation. They provide a particular lens through which we can come to view our world. The vocabulary of Judaism consists of words and concepts that have transmitted the essence of Jewish identity though time- words that are steeped in tradition and history. We teach Hebrew through an interdisciplinary approach that includes formal Hebrew instruction, Torah, holidays, mitzvot and tefilah (prayer). Our specific objectives for the study of the Hebrew Language include: Proficiency in reading, writing and translation of Biblical and Modern Hebrew as well as some rabbinic texts, with the help of supplementary vocabulary and language aids. Proficiency in tefilah (prayer) and comprehension of its content and meaning. Fluency in Hebrew concepts connected to Shabbat and festivals, mitzvot, life cycle events, ethics, values, family and community. Knowledge of basic vocabulary and grammatical forms for access to both classical and contemporary texts and poetry. II. TEFILAH (JEWISH PRAYER) Our objectives for the study of Jewish prayer and liturgy include: Meaningful exploration of prayer as a means to respond to the world around us. Fluency with the matbea shel Tefila, the structure of the Shabbat and daily services, with the appropriate melodies. Comprehension of the meaning and content of special prayers for Shabbat and holidays. 12

13 Ability to lead parts of the prayer services, including the morning blessings, Ashrei, the shema and its blessings, and the Amidah. Participation in home observances such as Kiddush, Havdalah and the Passover Seder. Accurate translation of selected prayers. Proficiency with the arc of the Siddur and the cycles of holiday prayers and observances. III. TANAKH (HEBREW BIBLE) Students encounter the wonder of Biblical narratives, learning to distinguish between history on the one hand and poetic myth on the other, and to respect them both as sources of Jewish wisdom. The stories, presented in English with key Hebrew phrases, are grouped into "concept areas" that relate ancient narrative to the concerns and realities of a child's life today. Among these concepts are: the Gift of Wonder, Jewish Peoplehood, Covenantal Life, Faith, and Growing Up. Our students study specific parshiot (Torah portions) in Hebrew. Students use their skills developed through the Hebrew Program to unravel the p shat or plain meaning of the text, and come to appreciate ancient rabbinic midrashim (interpretations and narratives) and commentary. Students will also learn to become darshanim themselves, developing the skill and joyful creativity in interpreting Torah and creating their own stories. Our objectives for the study of Tanakh include: Openness to Tanakh as a source of wisdom, and narrative. Openness to questioning and engaging our Biblical texts. Knowledge of Biblical narratives, including passages in Hebrew. Ability to retell, interpret and apply values we explore in learning the Biblical narratives. Appreciation of Torah as an expression of relationship with God, and the source of mitzvot, Jewish ethics, and ritual observance. Beginning understanding of biblical scholarship. Knowledge of the divisions of Tanakh into Torah, Nevi im (Prophets) and K'tuvim (Writings) and recognition of the names and themes of the books included in each division. Knowledge of key words and phrases that convey significant Jewish and spiritual ideas and values. Knowledge of the narratives and the key teachings of the megillot of Esther (Purim), Song of Songs (Passover), Ruth (Shavuot), Ecclesiastes (Sukkot), Lamentations (Tisha B Av), and the book of Jonah (Yom Kippur Haftarah reading). The students will be able to identify with which holiday each megillah is associated and why. IV. GEMILUT HASIDIM (SOCIAL JUSTICE, MITZVOT, ETHICS AND ACTS OF KINDESS) In the ancient rabbinic collection of texts called Pirkei Avot, Ethics of the Fathers, we find the words of the sage Hillel If I am not for myself, who will be for me? Yet if I am for myself alone, who am I? And if not now, when? This teaching forms the foundation of our curriculum on 13

14 gemilut chasadim. It has what may seem to be conflicting claims, and yet we take on the commitment to fulfill them all through learning, self-reflection, and action. Our students learn the Jewish values and study the texts that will deepen their commitments to social justice and acts of kindness in our families and communities, and ultimately, in our world. Specific objectives of this focus area of our curriculum include: Appreciation of the foundational importance of gemilut chasadim in Jewish thought and life. Exploration of ways that we can have a meaningful impact in our communities. Study of classical Jewish texts and contemporary thought concerning social justice, and ethical decision-making. Commitment to take on social action engagements during the course of the year. Discovery of the relationships among gemilut chasidim and Jewish ritual, prayer, and learning. V. JEWISH HISTORY AND NARRATIVE An understanding of Jewish history, its narratives and significant figures enables our children to identify with their heritage and begin to develop an understanding of milestone events, including the political and spiritual environments that helped create and establish those events. Our objectives for Jewish History and Narrative include: Knowledge of milestone events and significant figures in Jewish history and narrative including: o The Exodus from Egypt and biblical settlement of the land of Israel o Development of rabbinic Judaism o Jewish settlement in Eastern Europe o Zionism o Development of the North American Jewish community. General understanding and appreciation of the diversity and pluralistic practices of Jewish communities throughout history. Knowledge about selected issues of the Shoah, including aspects of the political developments leading to the Shoah, Jewish and world response, and its significance to subsequent generations of Jews. VI. ISRAEL We strive to provide our students with an appreciation for the deep significance of Eretz Yisrael (the Land of Israel) through text study, tefilah and activities. The powerful relationship between the people of Israel and the Land of Israel is integrated throughout our curriculum. Aspects of the geography, history, politics and culture of the modern State of Israel are taught as individual units throughout the elementary school program and in the context of our upper grade history program. Israeli current events are reviewed in the classroom and at special programs. 14

15 Our objectives for the study of Israel include: Knowledge of the history of Jewish settlement in Israel. Understanding the origins and multiple voices of the Zionist movement. Knowledge of Biblical texts and liturgy on Eretz Yisrael. Ability to discuss history of the modern state of Israel including significant historical figures. Identification of the major cities of Israel and general geography. Knowledge of major events in the history of modern Israel, including the founding of the State; the role of Kibbutzim and Moshavim in Israeli history and culture; the history of Jerusalem; the Ethiopian and Russian immigrations, the peace processes and treaties with Egypt and Jordan, and the current political and cultural context. Children and families are encouraged to consider family trips to Israel and to plan for teenage trips to Israel through participation in the Passport to Israel program. VII. THE JEWISH YEAR CYCLE Our Year Cycle curriculum explores the central ideas that underlie Jewish observance of Shabbat and holidays, and the sources that give rise to them in Biblical and rabbinic texts. We will also apply the historical and mythical origins of the holidays and their observances to our own lives, and explore how we can meaningfully celebrate and observe the Jewish year cycle within our communities and families. Objectives of our Year Cycle curriculum include: Appreciation of the concepts underlying Shabbat, the High Holy Days, the Shalosh Regalim (Passover, Shavuot and Sukkot), and other Jewish holidays such as Simchat Torah, Hanukkah, Tu B Shvat, Purim, and Tisha B Av. Ability to explore the theological dimensions of the Jewish holidays and Shabbat, including participating in discussion about how their observance and celebration can help bring us into deeper relationship with God and spiritual discovery. Proficiency in Jewish practice and ritual associated with Jewish holidays such as lighting the Chanukah candles, waving the Lulav and Etrog on Sukkot, and reciting the four questions at the Passover Seder. Leading Shabbat rituals at home and at communal events including lighting Shabbat candles, saying Kiddush over wine and hamotzi over challah. This promises to be an enriching, wonderful year, and we look forward to much learning, celebration and meaningful shared experience! 15