Melvin Gelman Religious School. Curriculum Guide School Year

Transcription

1 Melvin Gelman Religious School Curriculum Guide School Year

2 MELVIN GELMAN RELIGIOUS SCHOOL MISSION STATEMENT Our religious school program seeks to provide an education designed to inspire our students to lead their lives as identified, committed Jews and ethical human beings. Our purpose is to instill Jewish values and a sense of pride in our students for their Jewish heritage, customs, language and traditions by creating a learning environment that is warm, challenging and enticing. We will encourage our students and enable them to become constructive citizens of our country and community. We hope to challenge our students to discover their own path to an authentic relationship with God, Torah, Israel and the Jewish people. We seek to validate and enhance the Jewish practices and outlook of each of our families with their diverse and distinct backgrounds and family heritage. Through the study of Hebrew, the sacred language of the Jewish people, students build their prayer skills and gain the knowledge and comfort that enable them to participate in a Jewish prayer service. We help prepare our students to confront and respect the Jewish tradition, and in the pursuit of our vision, we are guided by distinct Jewish values that include: Tzedakah The value of justice and righteousness exemplified by the charitable giving of one s time and resources for those in need. Derech Eretz The value of courtesy, kindness, and respect to our fellow human beings. Mitzvah The value of obligations we bear toward G-d, the Jewish people and humanity. Talmud Torah The devotion to the life-long pursuit of learning. T fillah The value of prayer as a way of connecting to God and the Jewish people. Ahavat Yisrael The love for the people of Israel, its culture, language and land.

3 CURRICULUM OUTLINE HEBREW AND PRAYER CIRRICULUM We provide students with a strong siddur curriculum that stresses Hebrew as a sacred language for Jews. At each grade level, students gain increasing competency in their Hebrew reading and prayer skills, reinforced through participation in Shabbat and other prayer experiences. In addition to reading siddur Hebrew, students learn key concepts and themes that appear in Jewish prayer, become familiar with important vocabulary words, and learn important skills to chant/lead a prayer service and become a Bar/Bat Mitzvah. TANAKH (TORAH AND BIBLE STUDIES) The Torah is the keystone of our civilization, our beliefs, and our traditions. Recognizing the centrality of the Bible to Judaism, our curriculum aims to foster the love of the Torah in the students. We want our students to realize that the Torah not only documents the history of the Jewish people but also sheds light on our ancient religious beliefs and practices. The Torah forms the basis of all Jewish laws and observances, its values and ethics. Each grade looks at the text from a different perspective, progressing from concrete to abstract ideas. CHAGIM (HOLIDAY STUDIES) Our students learn the historical, religious, and cultural aspects of the holidays. Customs, traditions, and rituals are reinforced to help us identify with our Jewish heritage. However, our goal is not only to acquire the knowledge and the skills to celebrate the holidays, but to experience the joy of Jewish living. Holidays are a time to be with the family, and we plan for families to participate in many of our programs. The chagim (holidays) are covered in each grade and are focused on more in-depth as students progress through their studies. A special emphasis is placed on a particular holiday for each grade (K-6) through interactive programming. JEWISH VALUES - SOCIAL ACTION Torah and Avodah are important but insufficient without Gemilut Chasadim. In a single breath, Rabbi Hillel advocates both individual self-interest and concern for other people. The fulfillment of Tzedakah does not materialize just by giving money to others but requires deeds and thoughts. Our objectives in the Jewish Values curriculum are: To know that all Jewish values are derived from the Torah. To realize that Jewish values are the principles that should govern our behavior. To achieve the knowledge of the traditional sources that apply to Jewish values. To develop an awareness and sensitivity to moral issues.

4 To understand that Jewish values have an application to our behavior in our families, in the Jewish community and the wider community. To act in accordance with Jewish values when faced with a moral dilemma. ISRAEL Our students study the history, geography, society and political issues of Israel, creating connections between Israel s past (as studied in the Bible), its present, and its future. Class study of Israel creates an individual bond between each student, the Jewish people, and the State of Israel as our Jewish homeland. HISTORY Abba Eban said: The history of the Jews is the story of the impossible. Time after time, the Jewish people have challenged ideas and practices that seemed easy, obvious, and normal. We have opposed mighty nations and empires when we thought their beliefs were false. Yet, we have survived and prospered for centuries, while many powerful empires have collapsed and disappeared. The Social Studies unit is a journey through the history of the Jewish people around the world. LIBRARY The library is a great resource for students and parents. It is utilized by our teachers and classes throughout the course of the school year. The library is open prior to school hours as a place for students to study quietly. No food is permitted in the library. Hours are posted in the school office. ENRICHMENT Art, music, dance, storytelling, Shabbatonim, retreats, field trips, and special programs will enrich our students studies and give them opportunities to build positive Jewish experiences.

5 Gan (K) Jewish Value Theme: HEBREW, TEFILLAH Students learn the aleph-bet, and everyday and classroom centered Hebrew word. They also learn the Shema, Mah Tovu etc. TANAKH/PARSHA Students learn Torah stories that are relevant to the upcoming holidays. We use the worksheets that come with stickers. SHABBAT, HAGIM, LIFECYCLE Students learn about the traditions associated with Hagim, why we celebrate particular holidays, as well as English and Hebrew names for the chag. ISRAEL STUDIES Students learn about climate, people, everyday life in Israel. They learn the Hebrew name for Israel, as well as where it is located in the world. VALUES, ETHICS, CONTEMPORARY ISSUES Students learn about what a mitzvah means, what tzedakah means, and how we can do gmilut hasadim. MISCELLANEOUS Students are getting a foundation for their Jewish learning, they are beginning to apply their knowledge of chagim/hebrew letters etc and beginning to ask questions. We do a lot of hands on activities so that the children can take their new knowledge home and share with families.

6 Aleph (1 st Grade) Jewish Value Theme: Introduction to Mitzvot: What are they? What can we do? HEBREW, TEFILLAH We focus on learning the Alef-Bet, being able to recognize the symbols and associate each with a specific sound. First graders learn prayers for different foods, and blessings for different holidays. TANAKH/PARSHA Students learn the basic outline of the parsha stories. They also gain an understanding of the Characters, including, but not limited to the matriarchs and patriarchs. We will discuss common Jewish themes and values associated with the stories and how they relate to our lives as Jews. SHABBAT, HAGIM, LIFECYCLE Students learn about Jewish holidays as they relate to the American calendar. We discuss the stories / origins behind the holidays and the traditions associated. We encourage the students to bring their knowledge home to share with their families and incorporate into already existing family traditions. ISRAEL STUDIES Israel is introduced on a basic level. We discuss its existence as well as what it means to the Jewish people today. We also talk about the culture of Israel, some of the aspects that make it unique. VALUES, ETHICS, CONTEMPORARY ISSUES Students learn not just why we do mitzvahs and help those in need-but do so-in giving tzedakah and seeing the end result of their hard work. MISCELLANEOUS Students do hands on projects in relation to each category-to better help on learning styles. Using art projects, music, sports, and play. To help them learn these different subjects.

7 Bet (2 nd Grade) Jewish Value Theme: Our class Jewish value is "Mitzvah Goreret Mitzvah," which means one mitzvah leads to another. When we engage in a mitzvah (generally translated as a "good deed" or commandment ), we attend to our sacred obligation to make this world a better place. When we do one Mitzvah, it easily leads to doing another, and another, and also to engaging others to join us. The students will identify deeds that would constitute mitzvot and then we will explore the meaning of this Jewish value through concrete examples and actions. HEBREW, TEFILLAH Kitah Bet students s focus first on the brachot initially, they learn them aurally, then how to read them in Hebrew. We start with the brachot for snack and then learn those for Shabbat, Havdalah, and the Holidays. We also discuss concepts like Thanking God and Talking to God, using the pamphlet series Let s Discover God. As the year progresses, we review the prayers we learn at Shacharit Live!, such as Modeh Ani, Ma Tovu, and the V ahavta. The students work through their Hebrew books at their own pace and then we also try to do a Hebrew group-activity each Sunday (games such as bingo or other contests requiring the students to decode Hebrew words). The Kitah Bet Hebrew book, Shalom Uvrachah: Primer Express -- teaches decoding skills from key cultural words and concepts. Students learn the letters from these key words: for example, they learn the letter tzadee from the word tzedakah, and tet from tallit. TANAKH/PARSHA In Kitah Bet, we read about and discuss the lives of the Judges, Kings, and Prophets, and occasionally dramatize scenes from their lives. We focus on the qualities and characteristics that made each of them a good leader. In Mrs. Epstein s class, the students learn the Parashat Hashavuah every week and the children get to work on a parasha worksheet, which is discussed in class, and then they take it home to share with their families.

8 SHABBAT, HAGIM, LIFECYCLE We begin the year with the customs and traditions related to Rosh Hashanah, Yom Kippur, Sukkot, and Simhat Torah. We then learn about Shabbat the appropriate blessings for lighting the candles, making the kiddush and eating the challah until it's time for Hannukah. We then continue through the year with the holidays in Winter (Tu B'Shvat) and Spring (Purim, Pesach, and Shavuot). We also celebrate Rosh Chodesh each month, and track the phases of the moon, which is the heavenly body that governs the Jewish months. We use the pamphlet series, Let s Discover the Holidays, and supplemental materials in our study of Shabbat and the Hagim. ISRAEL STUDIES We leave our study of Israel to the end of the year, when the students have a command of Hebrew and it is time to celebrate Yom Ha atzmaut (Israel Independence Day). We present the information about Israel in an interactive way, such as through a virtual trip" to Israel at the end of the year -- complete with shekalim and falafel. VALUES, ETHICS, CONTEMPORARY ISSUES We learn about important concepts like "B'tzelem Elohim" (In the Image of God) and Tzedakah through the Let's Discover God pamphlet series. MISCELLANEOUS The students learn about the synagogue through the pamphlet series Let's Discover the Synagogue. We also take a synagogue safari, and walk all around the Adas Israel building, learning about all of the places where we pray and do other synagogue stuff.. The students in Kitah Bet also learn about the Torah, how it's made and decorated, as well as about tefillin, tallitot and kipot. Parent Connection, is a special Kitah Bet program, with each student and family picking a Sunday on which they share a book and related activity with the rest of the class.

9 Gimel (3 rd Grade) Jewish Value Theme: Shmirat HaTeva Protecting the Enviornment HEBREW, TEFILLAH Students learn the Shema, V'ahavta, Amidah, and Mi Chamocha as they build their Hebrew reading skills; students learn the key vocabulary words in all the prayers; students learn about the key concepts and values contained in each prayer; students also learn how to chant all the prayers. Students are also learning modern Hebrew words to supplement their prayer-based vocabulary. Topics include - colors, greetings, body parts, numbers, and more. Students learn Hebrew through Hineni a three-year course on how to pray in Hebrew will teach students fluent siddur reading and an understanding of the key prayers and blessings of Jewish life. Hineni-The New Hebrew Through Prayer 1 includes the opening prayers in the Shabbat Morning Service and prayers and blessings for the home, including Shabbat and the holidays. Students examine the themes of the prayers and their links to Jewish values and answer challenging analytical questions. PRAYERS IN BOOK 1: Barechu; Ma'ariv Aravim; Yotzer Or; Shema; Ve'ahavta; Mi Chamochah; Brachot; Brachot shel Mitzvah; Brachot shel Shabbat; Brachot shel Yom Tov; Kiddush TANAKH/PARSHA Students cover the text of the Torah from the creation fo the world through the story of Exodus. We have learned the stories of the patriarchs and matriarchs, and the formative biblical stories from the first two books of the Torah. SHABBAT, HAGIM, LIFECYCLE Students study the twelve Jewish holidays. Information, the background, and stories for each of our holidays is provided. Important concepts and vocabulary are stressed and students explore what each holiday is to them and how it is relevant to their lives.

10 ISRAEL STUDIES Students take a virtual trip to Israel. Through the eyes of a fictional character, they learn the major cities and sites of Israel, the diversity of Israel's people and cultures, our modern and biblical ties to the Jewish homeland, and the geography of Israel. Students discuss Israel's neighboring countries and all important bodies of water within Israel. VALUES, ETHICS, CONTEMPORARY ISSUES Students learn why and how the Jewish people came to build synagogues. Students learn the importance of holy objects, the prayer clothing we wear, are exposed to synagogues around the world and explore the value and meaning of prayer and different types of prayer. MISCELLANEOUS Students receive individual prayer books at Hagigat HaSiddur, a program reflecting all they've learned this year. They have also spent time this year exploring their Jewish identity and how to make Judaism relevant at their age.

11 Dalet (4 th Grade) Jewish Value Theme: Hesed Acts of Kindness HEBREW, TEFILLAH Students learned the following prayers: Barchu, Yotser Or, Ma'ariv Aravim and the Amida (Avot and Gevurot ) as they built their Hebrew reading skills, students learned the key vocabulary words in all the prayers, students learned about the main concepts and values contained in each prayer. Students were asked to spend 15 minutes reading Hebrew for homework each week (either on the Behrman house site, or elsewhere), and received a sticker if they completed the assignment. Students learn Hebrew through Hineni a three-year course on how to pray in Hebrew will teach students fluent siddur reading and an understanding of the key prayers and blessings of Jewish life. Hineni The New Hebrew Through Prayer 2 continues study of the prayer service with the Shabbat morning Amidah and selected prayers for Friday night. Students learn over 90 key prayer words and 30 roots, prefixes, and suffixes as they explore the meaning of the blessings of the Amidah (Avot, Avot Ve'imahot, G'vurot, K'dushah, Hoda'ah, Birkat Shalom), Oseh Shalom, and prayers and songs for Friday night (L'chah Dodi, V'shamru, Shalom Aleichem). Students examine the themes of each prayer and relate each theme to their own experiences and lives. Hineni 2 explores relevant Jewish values and shows how those values underlie the meaning of the prayers, and it uses challenging analytical questions to encourage students to think critically about the prayers and the activity of praying. TANAKH/PARSHA We read about Moses leaving Egypt and talked about themes like trust in Hashem. We pretended we were Israelites and wrote letters to friends we left behind. We studied the Ten Commandments and tried to come up with an eleventh. We read about prophets in the Explorers Bible, including Joshua, David & Goliath, Jonah, King Saul, etc.

12 SHABBAT, HAGIM, LIFECYCLE Students learn about many of the Shabbat table rituals including the lighting of the candles, Kiddush, HSamotzi; Students became familiar with chants: Od Yavo Shalom, Mizmor Shir Leyom Hashabbat, and Hashcivenu leshalom. Throughout the year, students review their understanding of all the Hagim, and do art projects related to each holiday. For each holiday, students read the corresponding chapter in the Book of Jewish Holidays book and complete the activities therein. ISRAEL STUDIES Students learn about the Land of Israel in the Biblical narrative and about the vision of establishing a state for the Jewish people, the state of Israel in modern times. Students cover most chapters in the Welcome to Israel book. Students write letters to Israeli soldiers, learn about events leading up to 1948, and make timelines. Students learn how children in Israel live today and also about different cities, and made travel brochures. VALUES, ETHICS, CONTEMPORARY ISSUES We explored many Jewish values such as being made in G-d s image, do not waste, helping the needy, etc. We made recycling boxes for Tu BShevat. We learned about the custom of shemittah and debated its use today. Students were exposed to the Value of "ve'havavta le'reach camocha" and were asked to embody it in their behavior in class. Students learned what are "acts of loving kindness" and were able to give examples on a day to day basis from their own life experience. JEWISH HISTORY Students learn about the first Jews coming to America and studied what life was like for Jews in Colonial times. We also profiled various famous Jewish figures during that time.

13 Heh (5 th Grade) Jewish Value Theme: Hiddur P nai Zaken Respecting the Elderly HEBREW, TEFILLAH Students follow curriculum in text, including the Torah Service, learning shorashim (Hebrew word roots). Students also cover Modern Hebrew Basic conversation phrases for greetings, weather, days of weeks, meals, food, and restaurant vocabulary. Students learn Hebrew through Hineni a three-year course on how to pray in Hebrew will teach students fluent siddur reading and an understanding of the key prayers and blessings of Jewish life. The third and final book in the Hineni--The New Hebrew Through Prayer series presents the Torah service and concluding prayers. Students will learn the key prayers in the Torah service (Ein Kamocha, Av Harahamim, Ki Mitziyon, L'cha Adonai, Birchot Hatorah, Birchot Hahaftarah, V'zot Hatorah, Eitz Hayyim Hi, Al Sh'loshah D'varim); concluding prayers in the Shabbat morning service (Aleinu, Kaddish, Ein Keloheinu); and prayers for sleeping and waking (Hashkiveinu, Sh'ma, Modeh Ani). It covers 99 key prayer words and over 30 roots, prefixes, and suffixes, and also helps students refine their basic grammar skills and hone their prayer-reading skills. Students are also challenged to think deeply about the meaning of the prayers and the prayers' connection to ancient sources and sacred text. Hineni 3 also deepens students' understanding of the Jewish values underlying the prayers. TANAKH/PARSHA Students are introduced to traditional Torah study/asking questions-define Torah, Tanach, Midrash. Students begin with Abraham and monotheism and continue learning about the patriarchs & matriarchs in detail up to Egypt and then skip to the 10 commandments/"torah Law" for Shavuot in the Spring. SHABBAT, HAGIM, LIFECYCLE

14 Students learn the months of the Jewish calendar by celebrating fellow students Hebrew birthdays. 5 th graders explore each holiday more indepth as it approaches. Students also learn themes that surround each holiday, like Rosh Hashana/Yom Kippur-Teshuva, Hanukah-Freedom of religion, etc. For Hanukkah, students prepare and perform presentation for younger grades. ISRAEL STUDIES Students connect the dots between the Brit (covenant) with Abraham (from parshat Lech Lecha) and the constant yearning for Israel during the diaspora to modern Zionism as we approach Yom Ha atsmaut (Israel s Independence Day). Students learn to define Zionism, Herzl. Students study the Israeli Declaration of Independence as a summary of Jewish history-values for the State of Israel. VALUES, ETHICS, CONTEMPORARY ISSUES 5 th graders cover Jewish values in-depth, including: *Tsedakah *Klal Yisroal *Gemillut Hasadism *Kol Yisroal Arevim *Hiddur Pnei Zaken Ze B'ze *B'tselem Elochiim *Bikur Cholim JEWISH HISTORY Students learn a quick overview of main events of Jewish history prior to 70CE. Begin Jewish history study with beginning of Diaspora of 70CE. Students ask: Where do the Jews go? Why? How do they survive? And learn different communities strengths. 5 th graders learn about Ashkezazi, Sephardi communities. Students complete Important Jews of the Middleages biography project.

15 Vav (6 th Grade) Jewish Value Theme: Talmud Torah The Study of Torah HEBREW, TEFILLAH Students read stories about holidays in Hebrew; discussion of vocabulary from each story. Students learn prayers from Hineni booklets. TANAKH/PARSHA Students discuss the weekly parasha in class. -ook of Neviim: Joshua through King David Students complete the Parasha project, wherein each student learns about his/her bar/bat mitzvah parasha and haftara. SHABBAT, HAGIM, LIFECYCLE Students do art projects for Tu Bishvat, Chanukah, Purim, and Pesach, coupled with reading a Hebrew text/story about each holiday. 6 th grade students also conduct a Pesach Model Seder. ISRAEL STUDIES Students do a large Israel Project, wherein they learn about places, people, symbols, time lines of events and people, songs, and little-known facts about Israel. VALUES, ETHICS, CONTEMPORARY ISSUES Students do a unit on Kashrut. JEWISH HISTORY Students learn about the history of Jewish immigration to the US, and take a field trip to New York to visit Ellis Island and other historical sites. Students also cover History of Jews in Russia/rest of Europe and history of the Holocaust. Students complete a Family Research Project, about the life of an older family member.

16 Zayin (7 th Grade) Jewish Value Theme: Kavod HaBriot Respect for all Creation HEBREW, TEFILLAH The primary textbook used for this class is Hebrew, Level I. The book is challenging yet first-rate in terms of introducing students to commonly used Hebrew words and phrases, proper grammar, and short stories. In class, students practice reading and translating these stories; at home, they are asked to do the same, along with going over new vocabulary words. In addition, our students partake in a year-long Tefillah Competition in which each student is individually tested on his/her proficiency in reading memorization is discouraged prayers and blessings, many of which are typically included in their Bar/Bat Mitzvah services. Hebrew-language games, including a Hebrew Scavenger Hunt enhance their learning experience. JEWISH VALUES The objective of this class is to introduce and/or reinforce key mitzvoth affecting Jewish teens in preparation for (or in conjunction with) students b nei mitzvah. Each week s class is devoted to a different value. We discuss the origin of these values, why they are important, and how they can be applied in our daily lives. Among the many topics we will be focusing on are gemilut chasadim (acts of loving kindness), lashon harah (the prohibition of telling gossip), derech eretz ( the way of the land ), and tzedaka (justice). We aim to complement our classes with a field trip later in the year that will focus on at least one of the mitzvoth covered in this class. JEWISH HISTORY Students begin with basic history concepts/purpose of studying history. Cover early Israelites to the 20th C. Main topics include: Greek /Roman rule in Judea; Diaspora; Jewish/Christian/ Muslim relations; Sephardi/Ashkenaz distinction; Inquisition; Jews' social/physical segregation from others; Polish Kehillah/Jewish community structures/the shtetl; German Enlightenment; anti-semitism; Zionism; Holocaust. Students complete Jewish "hero" project. SPECIAL PROGRAM HOUR During the final hour on Sunday mornings, students will be exposed to a variety of activities aimed to providing them with a well-rounded program

17 that combines learning with cultural activities. To that end, students will partake in tefillin brunches, music, art, dancing, and other special activities. Our clergy will assist with service learning at various times throughout the year.