Hebrew

Pre-Aleph students should be able to……..

. say the sounds and identify shapes of Hebrew letters.

• recognize the entire aleph – bet and learn key Hebrew words that start with the

letter they learned (Aleph). אבּא - abba

- sing the aleph- bet song.

- know their full Hebrew name (and the Hebrew names of both parents).

- learn basic vocabulary such as Shabbat, shalom, challah, shanah tovah, Rosh

Hashanah, Kiddush, Sukkot, Chanukah, and words related to home, synagogue

and school.

. know the Hebrew numbers 1 – 10.

Torah

Pre-Aleph students should be able to……

• look at an actual Torah, examine the way that it is dressed and recognize it as a special scroll that the Jewish people read and study.

• understand that Jews all over the world “love”, study and read the same Torah.

• know that a sofer (scribe) writes a Torah.

• understand that the Torah is read in the synagogue weekly.

• Know that the Torah contains many stories about the Jewish people and teaches

Jews how to live a Jewish life.

• learn the main ideas of the following Torah stories:

Creation Let my People Go

Adam and Eve Moses on the Mountain

Noah Samson

The Tower of Babel Ruth and Naomi

Abraham and Sarah David and Goliath

Isaac and Rebecca Solomon, the wise king

Jacob and Esau Jonah and the Great Fish

Joseph and His Brothers

Baby Moses

Shabbat and Holidays

Shabbat

Pre-Aleph students should be able to…………

• understand that Shabbat is the Jews’ weekly special day to rest, eat, sing, attend

synagogue services, and spend time with family and friends.

• say the Shabbat blessings over the candles, wine, challah, and parents’ blessing of child(ren).

• examine, taste, touch, eat/drink and create the ritual items related to Shabbat such as candlesticks, (light candles), kiddush cup, challah, and challah cover.

Rosh Hashanah

Pre-aleph students should be able to….

• explain that Rosh Hashanah is the Jewish New Year (birthday of the world).

• recite the blessings for apples and honey for a sweet year.

• explain why the shofar is blown on Rosh Hashanah and why we should listen to it and hear the different sounds it makes.

Yom Kippur

Pre-Aleph students should be able to………………

• explain that during the 10 days between Rosh Hashanna and Yom Kippur Jews

think about how they can become better people.

• explain why saying “I am sorry” is a big part of t’shuvah (repentance).

• realize that adults fast (don’t eat food) on Yom Kippur.

• explain that Yom Kippur ends with the blowing of the shofar.

Sukkot

Pre-aleph students should be able to…………

• explain that Sukkot is a harvest holiday and we thank God for all the fruits and vegetables that have been gathered from the growing fields in Israel.

• eat a snack in the synagogue’s sukkah.

Simchat Torah

Pre-Aleph students should be able to……

• explain that Simchat Torah is the Jewish holiday when we finish reading the Torah and start reading it over again.

Chanukah

Pre-Aleph students shold be able to…….

• explain the story of Chanukah.

• recite the brachot (blessings) for lighting the Chanukah candles.

• explain the four different Hebrew letters found on a dreydel.

Purim

Pre-Aleph students should be able to…….

• explain the story of Purim.

• explain the roles of Mordechai, Esther, Haman, King Ahasuerus, and Queen Vashti.

Pesach [Passover]

Pre-Aleph students should be able to…………………

• explain the story of Passover.

• identify the haggadah as the book used to tell the Passover story at the seder (an

at-home-family service).

• chant the four questions in both Hebrew and English

• explain why we eat matzah (eat matzah in class).

• identify the items on the seder plate and explain what each item symbolizes.

• talk about the role that Miriam and the other women played in the Exodus story.

• discuss Elijah the prophet and his cup which is set on every seder table.

Shavuot

Pre-Aleph students should be able to…….

• recognize that Shavuot is a Jewish holiday that comes seven weeks after

Passover.

• Understand that Shavuot celebrates the Jewish people the receiving the Torah on Mount Sinai.

• discuss why the Torah is special to the Jewish people.

• explain that the Torah tells the stories of creation and of the Jewish people.

• explain how Moses received the Torah at Mount Sinai and transferred it to the Jewish people.

• explain the Ten Commandments.

• explain how Shavuot is celebrated.

Aleph Curriculum

Hebrew

Aleph students should be able to…..

• identify all the letters and sounds of the Hebrew alphabet.

• write the Hebrew letters in script.

• read whole prayer words in Hebrew.

• identify Hebrew numbers 1 – 20.

Tefillah

Aleph students should be able to …….

• recite the Shema, Modeh Ani and the blessings of Ha-motzi, Borei P’ri Ha-gafen and Birkat Neirot for Shabbat and Chanukah.

• sing Ein Kelohaynu.

• recite and use various blessings over food items.

• explain what “prayer” is and why Jews pray, how Jews communicate with God, what relationship Jews have with God, what a mitzvah is, what it means to be “holy”, and what it means to be “the chosen people”.

Torah

Aleph students should be able to ……

• examine an actual Torah, discuss the way that it is dressed and recognize it as a special scroll that the Jewish people read and study.

• explain why Jews all over the world love, study, and read the same Torah.

• discuss why the Torah is written by a sofer [scribe].

• explain that the Torah is read in the synagogue weekly.

• study some of the many stories about the Jewish people found in the Torah.

• review the following Torah stories and add new understanding about each story:

Creation Let my People Go

Adam and Eve Moses on the Mountain

Noah Samson

The Tower of Babel Ruth and Naomi

Abraham and Sarah David and Goliath

Isaac and Rebecca Solomon, the wise king

Jacob and Esau Jonah and the Great Fish

Joseph and His Brothers

Baby Moses

realize that a different Torah parashah is read each week in the synagogue.

• study and read simplified versions of the weekly parashah.

• explain the items used to “dress” the Torah.

Shabbat and Holidays

Shabbat

Aleph students should be able to…………………..

• explain why Shabbat is one of the Jewish people’s special days and why it is mentioned in the Ten Commandments.

• explain why Shabbat is a day of rest, prayer, study, and family interaction.

• hear and share stories illustrating the uniqueness of Shabbat.

. recite the brachot for lighting candles, saying kiddush, and challah.

Rosh Hashanah

Aleph students should be able to explain that…………….

• Rosh Hashanah is the birthday of the world.

• Rosh Hashanah is the start of the new Jewish year.

Sukkot

Aleph students should be able to …………

. explain why Sukkot is a harvest holiday and a time for thanking God for all the

fruits and vegetables that have been gathered from the fields in Israel.

• Eat a snack in the synagogue sukkah and recite the appropriate blessings.

Simchat Torah

Aleph students be able to……

• name the different ornaments covering the Torah.

Chanukah

Aleph students should be able to …….

• explain the meaning of the four Hebrew letters which appear on each side of the dreydel.

• tell the story of Chanukah.

• recite the brachot (blessings) for lighting candles on Chanukah.

Purim

Aleph students be able to…….

• explain more details of the Purim story.

• discuss Mordechai and Esther’s devotion to the Jewish people.

• identify and explain why a gragger [noisemaker] is used on Purim.

• explain the important mitzvot of Purim (hearing the megillah, giving shalach manot, rejoicing, and giving matanot l’evyonim (gifts to the poor).

Pesach [Passover]

Aleph students should be able to …….

• explain the story of the Hebrews leaving Egypt.

• use the haggadah to help tell the Passover story at the seder table.

• chant the four questions in both Hebrew and English.

• explain why we eat matzah on Passover.

• identify the different items on the seder plate and explain what each item symbolizes.

• explain the role played by Miriam and other women in the Passover (Exodus) story.

• explain why there is a cup for Elijah the prophet on the seder table.

. learn that afikoman means dessert.

• explain the mitzvot of welcoming guests into our home and feeding the hungry on Passover.

• read and explain the Ten Commandments.

• explain how the holiday of Shavuot is celebrated in both the synagogue and at home.

Shavuot

Aleph students should be able to …….

• explain why Shavuot comes seven weeks after Passover and that Shavuot celebrates the Jewish people receiving the Torah on Mount Sinai.

• identify ways which show why the Torah is special to us.

• explain how the Torah tells the early story of the Jewish people (and their receiving the Torah on Mount Sinai).

• read and explain the Ten Commandments.

• explain how Shavuot is celebrated in both the synagogue and at home.

Tefillah

Aleph students should be able to……..

• recite the Shema, Modeh Ani and the blessings of the Ha-motzi, wine and candles for Shabbat and Chanukah.

• sing Ein Kelohaynu.

• recite and use various blessings over food items.

• explain what “prayer” is and why Jews pray, how Jews communicate with God, what relationship Jews have with God, what a mitzvah is, what it means to be “holy”, and what it means to be “the chosen people”.

Ethics

Aleph students should be able to…….

• explain why tzedakah is an important Jewish value.

• select different tzedakah projects to participate in.

• contribute money for tzedakah and decide upon the allocation of collected funds.

• explain their own Jewish name and why their parents chose it.

• discuss the following issues and concepts of Jewish life:

God – What is monotheism? How do Jews develop a relationship with God?

Kashrut – What are the Jewish dietary laws?

Family and Shalom Bayit – How can “peace” become part of my family

and home?

Tikkun Olam– How can I help the world?

Bikur Cholim – How can I visit the sick?

G’milut Chasadim – How can I do acts of loving kindness?

Pikuach Nefesh – How can I help to save human life?

Hachnasat Orchim – How can I welcome guests into my house?

Life Cycle – What are the specific Jewish ceremonies / rites of passage?

Ba’al Tashchit – What are Jewish views on the environment?

K’lal Yisrael – How can I be part of the world Jewish community?

Mitzvot – Why did God give specific commandments to the Jewish people?

Israel

Aleph students should be able to…..

• explain the design and color of the flag of Israel.

• explain why Israel is the Jewish homeland.

• locate Israel on a world map.

Hebrew

Bet students should be able to………………

• develop and use a list of Hebrew vocabulary words.

• develop Hebrew reading fluency by practicing passages of prayer.

• write Hebrew letters and words in script.

Tefillah

Bet students should be able to ….

• recite the full Shabbat evening kiddush.

• Read/chant Lech Dodi, Mi Chamocha, Yigdal and the Shalom Aleichem prayers

in Hebrew.

• learn to chant the Ma Tovu, V’shamru and Yigdal prayers from the Friday

evening service.

• recite the following brachot: the full kiddush for Friday evening, the Torah

blessings (aliyah), Lishmo’a Kol Shofar, Likboa Mezuzah, Mikrah

Megillah, Lehitatef Batzitzit and La’asok Bedivrey Torah.

• learn how Hebrew words are constructed and learn how to identify basic prayer

vocabulary words using the combination of root letters.

• Know that the roots for study are: זכר- remember, אמן - believe, קדש - holy, bless - ברך

• learn the order of the steps of the Passover seder, Psalms 113 and 114 and the ten

plagues.

• discuss several important topics such as What is prayer?, Why do we pray?, How do Jews communicate with God?, What is our relationship with God?, What is a mitzvah?, What does it mean to be “holy”?, and What does it mean to be “the chosen people”?.

Torah

Bet students should be able to…….

. examine, study, interpret, comment on, and/or interpret the weekly Torah

parashah.

• engage in discussions of their own discoveries of meaning in the Torah text.

• be guided to focus on the ideas found in the Torah text through studying key biblical passages.

Shabbat and Holidays

Shabbat

Bet students should be able to…………………..

• demonstrate how to ritually wash their hands and say the appropriate brachah before eating challah/bread.

. chant/sing the Birkat Hamazon and selected Shabbat songs.

• learn how to use the wine/juice, spices, and a special candle in the Havdalah service.

Rosh Hashanah

Bet students should be able to …………….

• explain why our Jewish year begins in the Hebrew month of Tishri.

• identify the four shofar sounds heard on Rosh Hashanah.

• start to develop a list of Hebrew vocabulary words relating to Rosh Hashanah.

• experience a tashlich service.

Yom Kippur

Bet students should be able to…………..

• explore the process of t’shuvah.

• discuss how Jews do t’shuvah.

• understand why Jews light a yahrzeit candle and participate in a Yizkor service on

Yom Kippur.

• Participate in some of the traditions of Yom Kippur which include attending evening, morning and/or afternoon services on Yom Kippur services and recite with the congregational Yom Kippur prayers.

• discuss how they can work to become better people and make the world a better place by doing acts of tzedakah.

• Sukkot

Bet students should be able to…………

• explain why Sukkot is one of the three pilgrimage festivals.

• explain how the sukkah is built and demonstrate how to welcome guests into a

sukkah.

• eat a snack in the synagogue sukkah.

• explain the parts of the lulav and etrog and what each part symbolizes.

• recite the blessing for lulav and etrog.

• attend Shemini Atzeret services and pray with the congregation for winter rains in Israel.

Chanukah

Bet students should be to….

• recite two Chanukah candle blessings and light the menorah.

• explain the story of Chanukah, including why the brave Jewish people became known as Maccabees.

Tu B’ Shevat

Bet students should be able to……………..

• explain why trees in Israel have a birth day.

• find on the Jewish calendar the birthday of all trees in Israel.

• explain the numerical value of the Hebrew letters “ tet “ and “vav.”

• discuss the benefit of planting trees in Israel.

Purim

Bet students should be able to……………..

• write their own mini-version of the Purim story and explain in one sentence each of Purim’s main characters.

• explain why we celebrate Purim on the fourteenth day of Adar.

• List, in writing, the ways we celebrate Purim and the special mitzvot of Purim.

Pesach (Passover)

Bet students should be able to……………..

• explain why we celebrate Passover and why the story of the exodus from Egypt is re-told at the Passover seder each year.

• explore the importance of Passover (God brought us out of Egypt).

• be able to chant the four questions in both Hebrew and English.

• point to the seder plate and explain what each item symbolizes.

• explain why we recline at the Passover seder.

• explain when and why the “afikoman” is used during the Passovers seder.

• share with their classmates, their family’s traditions of Passover.

• share with the class how their family could welcome guests on Passover and how they can do the mitzvah of “feeding the poor”.

Yom Hashoah

Bet students should be able to…………..

• explain how Adolf Hitler came into power in Germany in the 1930s and how his terrible plan caused six million European Jews to be murdered.

• explain how Yom Hashoah helps to remind us of what happened during the Holocaust.

• participate in a special community memorial service on Yom Hashoah and recite the kaddish.

Shavuot

Bet students should be able to…………..

• explain why we celebrate Shavuot

• retell the story of how Moses received the Ten Commandments on Mount Sinai.

• begin counting the omer at their Passover seder and continue counting until Shavuot.

• explain how we celebrate this Torah giving holiday at home and in the synagogue.

Ethics

Bet students should be able to…………..

• explore in greater depth the following places in Israel and the historical events tied to them: the Judean Desert, Tel- Aviv, the Negev, the coastal plain, ancient and modern Jerusalem, Haifa and the Galilee.

Hebrew

Gimel students should be able to………….

• practice word grammar skills.

• recognize key siddur (Hebrew) words and know their meanings.

• become fluent in reading Hebrew prayers.

• analyze and discuss concepts of commonly recited prayers.

(see Tefillah section below)

Tefillah

Gimel students should be able to…………..

• review the prayers and blessings covered during the Bet grade.

• study Aleynu in greater detail and depth, looking at its origin and themes of B’tzelem Elohim, Tikun Olam, and Ba’al Tashchit.

• chant V’ahavta, MiChamocah, Ashrei, Avot (first paragraph of the Amidah), Chatzi Kaddish, Seder Hotza’at Hatorah, L’chah Adonay, V’zot Hatorah, Eitz Chayim, and Oseh Shalom.

• chant L’chah Dodi, Havdalah and the first paragraph of Birkat Hamzon.

• explain the structure of the Ashrei prayer and the purpose of reciting psalms.

• be introduced to the overall structure of the Amidah and the “choreography” involved (bowing, reciting, three steps backwards and forwards).

• discuss Avot themes in the Amidah, including God’s nature (God is mighty, supreme, savior shield, helper), who our patriarchs were and our connection to them, and the special way in which we approach God with our prayers.

• explain the basic structure of the Torah service, how the custom of reading the Torah originated and the importance of this tradition.

• discuss why God is praised (instead of the Torah) even during the Torah service, why the Torah is viewed as a gift from God, and how we show respect for the Torah.

• chant melodies sung during the reading of the Passover haggadah: Dayenu, Baruch Hamakom, V’hi She’amdah and Echad Mi Yodea.

• study the structure and content of Ein Keloheinu (end of Shabbat morning Musaf service).

• learn these Passover haggadah songs: Dayenu, Baruch Hamakom, V’hi She’amdah and Echad Mi Yodea.

• learn Hebrew root words and identify prayer vocabulary using the combination of root letters

Torah

Gimel students should be able to……………

• be involved in Torah study by reading the weekly Torah parashah.

• examine, comment on, and interpret the weekly parashah.

• engage in discussions of their own discoveries of meaning in the Torah text.

• focus in upon the ideas found in the Torah text through exploring key biblical passages.

• study selections from three sections of the Bible (the Tanach): the Torah, Nevi’im (Prophets) and Ketuvim (Writings).

• explain the basic narratives of the following Biblical stories and discuss their moral and spiritual implications, and make personal connections.

(Peshat – What does it mean? Derash - What does it teach? Remez – What are its deeper implications?)

Crossing the Sea of Reeds David & Bathsheba

Receiving the Torah King Solomon

An end to the Wandering Elijah & the Priests of Baal

Deborah judges Israel Jonah

Gideon The Book of Job

Samson The Scroll of Esther

Samuel and Saul The Book of Daniel

David in the Days of Saul Ezra & Nehemiah

Shabbat and Holidays

Shabbat

Gimel students should be able to……….

• recite the appropriate blessings.

• recite Birkat Hamazon (Grace after meals) and Shabbat songs.

• participate in the Havdalah service utilizing its ritual items; wine/grape juice in a kiddush cup, fragrant smelling spices ( in a container/holder), twisted candle.

Holidays

Gimel students should be able to………

• explain why and how each of the Jewish holidays are celebrated.

• review Hebrew terms for holidays and their observances.

• examine the Jewish values of each major holiday.

• study/examine modern practices of Jewish holidays.

• review the prayers and blessings for each Jewish holiday and examine/study the origins and contents of these prayers.

• do Hebrew reading and explain vocabulary words related to the Jewish holidays.

Ethics

Gimel students should be able to…………..

• participate in projects as well as collect money for tzedakah because tzedakah is an important Jewish value.

• select specific tzedakah projects and be able to allocate collected funds.

• practice the following issues and concepts of Jewish life:

God – monotheism and our relationship to God

Kashrut – Jewish dietary laws

Family and Shalom Bayit – peace in the home

Tikkun Olam – repairing the world

Bikur Cholim – visiting the sick

G’milut Chasadim – acts of loving kindness

Pikuach Nefesh – saving human life

Hachnasat Orchim – welcoming guests

Life Cycle - ceremonies of rites of passage

Ba’al Tashchit – Jewish views on the environment

K’lal Yisrael – the world Jewish community

Mitzvoth – God’s commandments from the Torah

• discuss contemporary tzedakah heroes who have developed important tzedakah projects to benefit people in the United States and Israel.

• discuss Maimonides’ eight levels of tzedakah.

• explain why tzedakah involves more than giving money or material things.

• examine the obligation to do tzedakah though learning the appropriate Jewish laws.

• explain why Jews have found ways to make the act of giving tzedakah a part of almost every Jewish celebration.

• discuss the concepts of Kavod (honor), Busha (shame) and G’milut Chasadim (acts of loving kindness) in relation to tzedakah.

Bible & History to 500 C.E. and Israel

Gimel students should be able to …….

• explain the covenant between God and Abraham and the beginning of monotheism, Moses, the exodus from Egypt, the events at Mount Sinai, and the journey to Canaan (taught within an historical context.)

• explain the period of Judges (Joshua, Deborah, Gideon, Samson, and Samuel)

through an exploration of the early settlement in the Promised Land of Canaan. (1020 B.C.E.)

• explain the kingdoms of David and Solomon, the building of the First Holy Temple, the Prophets, the destruction of the First Holy Temple, Jewish Life in Babylonia, Cyrus the Great of Persia, the return of Jews to Jerusalem, and the building of the Second Holy Temple.

• explain how the ancient Israelites became the Jewish people and carried their covenantal message across the earth.

• explain Hellenism, the Diaspora, King Antiochius Epiphanes, the Maccabees, the Maccabean Revolt, Hassidism.

• explain sections of the Book of Daniel.

• explain parts of the Holy Scriptures (the five books of Moses, Prophets and Writings) the Written Torah, the Oral Torah.

• explain Herod’s kingdom, the Sanhedrin, Jesus and the beginnings of Christianity, Hillel, and Yochanan Ben Zakkai.

• explain (read & discuss) Jewish settlements during Roman times, Bar Kochba’s rebellion, Rabbi Akiba, and Judah Ha-Nasi (and an introduction to his work – the final collection of Jewish laws).

• explain selected parts of the Talmud (the collected explanations of the Mishnah) and how they helped form Jewish life.

Hebrew

Daled students should be able to…………

• demonstrate fluency in reading Hebrew prayers.

• use prayer vocabulary to help translate prayers in the Shabbat morning service.

• read stories that highlight important concepts of the prayers they are learning.

• explain the complete Friday night service.

• explain more prayers (see Tefillah section).

• analyze and discuss concepts of commonly recited prayers (see Tefillah section).

Torah

Daled students should be able to………….

• explain parts of the Mishnah, understand its historical background, and describe some of the Mishna’s leading/important people.

• acquire the basic analytical tools for a legal text and become aware of how the sages of the Mishnah used Torah in everyday life.

• explain several key passages from the Mishnah that carry special significance for contemporary life.

• explain selected quotes (presented in Hebrew, English & Aramaic) and what these passages mean and how they relate to the written Torah.

• continue to study the weekly Torah portion and it’s implication today.

• study commentaries pertaining to specific Torah passages.

• understand weekly Torah parashah selections.

Shabbat & Holidays

Shabbat

Daled students should be able to……….

• ritually wash their hands and recite a brachah before reciting hamotzi.

• recite Birkat Hamazon and Shabbat songs.

• participate in the Havdalah service utilizing the appropriate ritual items.

• use Hebrew vocabulary related to Shabbat and the holidays.

Holidays

Daled students should be able to….

explain why and how we celebrate each list of Jewish holidays, days of

commemoration, and days of remembrance.

• review Jewish holiday observances and terms.

• write down, explain and discuss the Jewish values underlying holiday observances.

explain how modern ways of observing Jewish holidays evolved over the centuries.

• recite Hebrew prayers and blessings for each holiday and write their own explanations for each holiday and days of commemoration and remembrance.

Tefillah

Daled students should be able to……………

• understand the prayers and blessings covered up to the Gimel grade.

• explore their personal feelings about reciting blessings to make ordinary moments more special.

• explain how blessings help us to gain appreciation for the world God created.

• explain the concept of Birkat Hamazon. (Grace After Meals).

• recite the following brachot: Shekachah lo B’olamo (on seeing something beautiful or good), Meshaneh Habriyot (upon seeing something strange or different) Shet’chadesh Aleynu (for apples and honey on Rosh Hashanah).

• discuss the concepts of kevah (fixed prayer) and kavanah (praying with the right intentions)

• explain and recite the Shema and the blessings that surround it both in the evening services.

• explain the ideas found in the Shema and its accompanying blessings such as monotheism, creation, revelation, and redemption.

• explain the concepts of faith, reward and punishment, justice and mercy as qualities of God, and the difference between loving God and fearing God.

• discuss the mourner’s Kaddish and why mourners recite it.

• explain mitzvot for mezuzah, tefillin and tzitzit.

• Explain a Mishnah associated with the recitation of the Shema.

• chant the following prayers: Tzaddik Katamar, Ahavat Olam, and Vayechulu and Seder Hachnasat HaTorah (returning the Torah to the ark) including Yehallelu, Hodo Al Eretz and Mizmor L’David, Chatzi Kaddish, Shir Hama’alot, Gevurot, L’Dor Vador, Sim Shalom, El Adon.

• explain Halachma anya, Adir hu, and Chad Gadya from the haggadah.

• explain Hebrew root words to identify basic prayer vocabulary

. learn the prayers that are part of the tefillot that are expected for Bar/Bat Mitzvah.

. Daled students will begin to master these tefillot in this grade.

Ethics

Daled students be able to………….

• explain a variety of Jewish communities from around the world.

• explore Jewish communities from Colonial America to the present day including efforts to bring Soviet Jews to Israel.

• explain the early immigration of Jews to the United States and their own family’s immigrant ancestors.

• explain the various functions of the synagogue in Jewish life.

• discuss the constant Jewish value of Jews reaching out to other Jews in need.

• understand the function of a variety of national and worldwide Jewish organizations. and ways in which American Jews help other Jews around the world and in Israel.

• discuss and examine the concept of different Jewish “communities”, the family, the neighborhood Israel.

• discuss Zionism and why Israel is so important to Jews..

• explore the world Jewish ommunity with an emphasis on the Jews of Yemen, Ethiopia and Operation Moses, (Operation Exodus) from the former Soviet Union.

History

Daled students should be able to……

• continue the study of the Jewish people from the beginning of the Diaspora in the first century CE to the fifth century CE and then to the present day.

• explain the life of the Jews in the Middle Ages including the relationship of the Jews to Church and the Muslims and the beginning of the Ashkenazi and Sephardic communities.

• explain the development of Ashkenazi Jews.

• explain the Jews who lived in Christian Kingdoms of the Middle Ages, the scape goating of Jews surrounding the Black Death and beginning of the trouble for Jews in Europe.

• explain the teachings of some of the following great Rabbis – Rashi, Rabbi Gershom, Jacob Tam, Rabbi Meir.

• describe an overview of Jewish Mysticism in relation to the Torah

• explain the beginnings of the age of the ghetto in the early 1500s and the shtels of Lithuania and Poland.

• explain the relationship between the Jews and Mohammed

• describe the life of Jews in Spain during the 4th, 5th and 6^th centuries including the centers of Talmud study in Lucena and Barcelona, poets such as Solomon Ibn Gabirol, Judah Halevi and Moses Ibn Ezra, scholars such as Moses Ben Maimon, Maimonides, the Golden Age of Spain , the Spanish Inquisition and the expulsion of Jews from Spain will be covered.

• describe the development of Sephardic Jewry.

• explain east European Jews in the 17^th century beginning with the Cossack attacks.

• explain the Ba’al Shem Tov and the beginnings of Hassidism.

• explain the Haskalah (the Enlightenment) in Germany with a focus on Moses Mendelssohn and his contribution to modern thought

• explain Napoleon and the French Revolution and the emancipation of Jews across Europe,

• understand that Jews came to North America and started to build a center of Jewish life.

• explain American Jewry and their involvement and contribution to American history.

• understand the growth of various American Jewish movements, leaders and philosophies.

• explain the Jews of Europe and the growing restrictions, pogroms, persecutions they faced, and the rise of Hitler and Nazism.

• discuss the role of the Righteous Gentiles in saving Jews during the Holocaust.

• understand the development of Zionism and Theodore Herzl and the various Zionist groups like the aliyah of Jews to Palestine from 1882 through 1903.

• explain the development of Jews living in Palestine, the formation of Kibbutzim, the rebirth of Hebrew as a modern language, the Balfour Declaration, the United Nation’s Partition Plan, and the Israeli Declaration of Independence.

• explain Israel’s government, leaders, wars, hopes for peace and life today.

Hebrew

Hey students will be able to………..

• use basic Hebrew vocabulary in the classroom.

Boker tov Good Morning בקר טוב

Bruchim Ha’Baim Welcome הבאים ברוכים

B’vakashah Please בבקשה

Todah Thank you רבה תודה

Slichah Excuse me סליחה

Tov M’od Very good טוב מאד

L’hitra’ot Be seeing you להתראות

Shalom Hello,Goodbye, Peace שלום

Yofi Beautiful יופי

Mitzuyan Excellent מצוין

Rosh Head ראש

Yad Hand יד

Regel Leg רגל

Eynayim Eyes ענים

Af Nose אף

Peh Mouth פה

Ozen, Ozna’im Ear, Ears אזנים

Av Father אב

Abba Daddy אבא

Em Mother אם

Imma Mommy אמא

Ben Son בן

Bat Daughter בת

Mishpachah Family משפחה

• explain key holiday vocabulary words and concepts that are included in the High Holiday machzor and Passover haggadah.

Shalom Peace שלום

Tzedek Justice צדק

Tzedakah Righteous giving צדקה

Tikkun Olam Repairing the world תקון עולם

Mitzvah, Mitzvot Commandments, good deeds מצוה ,מצוות

Baruch Blessed ברוך

Ometz Courage אמץ

Gimilut Hasadim Acts of loving kindness גמילות חסדים

Simchah Joy שמחה

Emet Truth אמת

Rachmanut Compassion רחמנות

Ba’al Tashchit Do not destroy בעל תשחית

Shalom Bayit Domestic peace,

(peace in the home) שלום בית

Ahavah Love אהבה

Pikuach Nefesh Saving a life פקוח נפש

Chochma Wisdom חכמה

Areyvut Responsibility עריבות

Tz’ar Ba’alay Chayim Compassion for animals צער בעלי חיים

Kavod Honor כבוד

• discuss and understand the Jewish values found in High Holidays prayers and in the Passover haggadah.

Torah

Hey students should be able to……

• explain the weekly Torah portion and discuss the implication for their lives,

summarizing the weekly Torah parashah and focus on specific passages in Hebrew.

• examine commentaries pertaining to specific Torah passages.

• recognize and relate related facts about the lives of several prophets

. explain why Rashi as an important Biblical commentator and how he enhances

Jewish Torah study.

Shabbat

Hey students should be able to…………….

• ritually wash their hands and recite the brachah of hamotzi.

• recite Birkat Hamazon and Shabbat songs.

• participate in the Havdalah service utilizing the appropriate ritual items.

• read Hebrew and use Hebrew vocabulary words related to Shabbat and holiday prayers.

• explore the origins and contents of these prayers

Tefillah

Hey students should be able to………….

• learn, discuss and understand selected Jewish values in the prayers they study.

• study the structure of the Amidah for Shabbat Shacharit and Musaf, and the weekday Shacharit Amidah.

• discuss the main concept of each brachah and explore ways to make these ideas and values relevant for themselves.

• explain how prayer came to replace the Temple sacrifices, the origins of the prayers in the Amidah, the Biblical sources of several verses in the Amidah.

• chant Yedid Nefesh, Mizmor L’David and Magen Avot from the Friday evening service.

• chant several Psalms from the Hallel service (Adonay Zecharanu Yevarech, Hodu L’Adonayu and O’decha).

• chant parts of the Shabbat Shacrit service and chant Birchot Hashachar and Baruch She’amar.

• chant portions of the Amidah for Shabbat including Yismach Moshe, and Eloheinu R’tzei, Musaf Kedushah and Yismechu.

• study the Shabbat Shachrit service and chant Birchot Hashachar and Baruch She’amar.

• learn several psalms in Hallel including Adonay Zecharanu Yevarech, Hodu L’Adonay and O’decha.

• practice reading selected tefillot in the siddur and learn the key vocabulary words of the prayers they are examining.

Ethics

Hey students should be able to……………….

• explore selected ethical problems and explain what Jewish law says about these issues, (sometimes there are conflicting responses and the reasoning behind the Jewish legal interpretations.)

• discuss the following issues and concepts of Jewish life:

God – monotheism and our relationship to God

Kashrut – Jewish dietary laws

Family and Shalom Bayit – peace in the home

Tikkun Olam – repairing the world

Bikur Cholim – visiting the sick

G’milut Chasadim – acts of loving kindness

Pikuach Nefesh – saving human life

Hachnasat Orchim – welcoming guests

Life Cycle - ceremonies of rites of passage

Ba’al Tashchit – Jewish views on the environment

K’lal Yisrael – the world Jewish community

Mitzvot – God’s commandments from the Torah

• understand on life cycle events in Jewish tradition such as Brit Milah, Simchat Bat, Pidyon Haben and Shalom Zachor.

• discuss what it means to come of age as a Jew and the responsibilities and privileges that accompany it.

• discuss the traditions surrounding the marriage ceremony.

• understand the Jewish approach to death and mourning, the observance of shiva and the kaddish prayer.

History and Israel

Hey students should be able to……………

• explain the development of the Jewish people from their Biblical origins to the foundation of the modern State of Israel in 1948.

• discuss topics of the land of Canaan during the time of Abraham, the harshness of Roman rule, and Christian and Moslem rule, the stirrings of Zionism in Europe and the world.

• describe the early efforts to settle and build up the land of Israel with the establishment of kibbutzim and the moshavim.

• discuss Ben Yehuda and Hebrew as the language of Israel.

• explain Jewish involvement in WW I, the Balfour Declaration, WW II.

• discuss the conflicts between the Yishuv and the British in Palestine after WW II and the United Nations Partition Plan for Palestine.

• discuss Israel’s Declaration of Independence and the challenges of building a country with on-going attacks from Arab nations surrounding Israel.

• explain the various immigrations of Jews to Israel.

• discuss the five major wars that Israel fought (Israeli War of Independence, the Suez Campaign, Six Day War, Yom Kippur War, Operation Peace for Galilee).

• explain the Camp David accords, later agreements with Arab states, and the political problems of the modern state of Israel.

• explain the issues of Israel and the Palestinians.

• discuss the Gulf War’s effect on Israel.

• Exa

• explain the government of Israel and important people that have influenced it. Some of these include Baron Rothschild, Theodore Herzl, Chaim Weitzmann, David Ben Gurion, Moshe Dayan, Golda Meir, Menachem Begin, Yitzchak Rabin.

• explain about the diverse communities within Israeli’s population (Bahai, Druse, Christians, Arabs, and the immigration of Ethiopian and Russian Jews).

• discuss the geography of Israel and its varied regions.

• explain current events in Israel.

• explain the bond between Israel and the Jewish people around the world.