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Download Holy Blossom Temple Religious School Curriculum Outline 2012
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Transcript
Holy Blossom Temple Religious School Curriculum Outline 2012-2013 Grade 1 The Religious Education committee of Holy Blossom Temple is committed to the ongoing Jewish education of our students and families. If at any time you have a question or comment, please consult with Debbie Spiegel, Director of Education or Sheryl Brodey, Chair of the Religious Education Committee, [email protected] The Chai curriculum designed in collaboration with URJ (Union for Reform Judaism), Hebrew Union College – JIR, the National Association of Temple Educators and URJ Press provides our core curriculum. The lessons review the three tenets of Judaism, Torah, Avodah (prayer) and Gemilut Chasadim (Acts of Kindness). Each lesson focuses on the “big ideas” of Jewish belief and practice. In learning Torah we hope that the students will understand the following: The Torah is an ongoing dialogue between the text and the student, the Torah can be real in our daily lives, developing the skills for studying Torah is a part of integrating Torah into our lives, and each individual student is a part of the story of the Torah and the Jewish people. The Torah stream focuses on the following: An introduction to Torah Adam and Eve Noah Abraham and Sarah Rebecca Jacob and Esau Joseph In the Avodah section of our curriculum the focus is on the Jewish holidays. How can my Jewish acts help me discover the beauty and order of sacred time? The intention is to show the students that through my actions I can show that I am a part of the Jewish people. The Avodah stream focuses on: For Rosh Hashana: • • • • recognize the shofar say L’Shanah Tova and understand its meaning describe Rosh Hashanah as the time when we look for ways to be better people repeat the Shehechayanu and connect it to a new beginning For Yom Kippur • recognize Yom Kippur as a fast day • state that Yom Kippur is the day of saying special prayers asking for forgiveness for the things we have done wrong For Sukkot • identify Sukkot as a harvest holiday • • • • • state that Sukkot is a festival of Thanksgiving state that a Sukkah is a temporary home recognize the lulav and etrog demonstrate how to use the lulav and etrog repeat the blessings over the lulav and etrog and upon dwelling in the Sukkah For Simchat Torah • • • identify Simchat Torah as the completion and new beginning of the yearly cycle of Torah reading connect Consecration as a new beginning with Simchat Torah as the beginning of the yearly cycle of Torah reading identify Simchat Torah as a time of joy and dancing For Chanukah Associate the concept of bravery with the festival of Chanukah. The students will be able to: • • • • tell the story of Chanukah in their own words recognize the main characters in the Chanukah story associate Chanukah with being free to be Jewish repeat the blessings over the Chanukah lights For Tu B’shevat Associate Tu B’Shevat with the environment. The students will be able to: • • • • state that Tu B’Shevat is the New Year for the trees in Israel suggest ways in which students will take care of God’s gift of trees recognize planting and growth as a way God and people work together recite the blessing for the fruits For Purim Associate Jewish identity with the story of Purim. The students will be able to: • • • tell the story of Purim in their own words demonstrate the joy of giving by sending Mishloach Manot to friends and Tzedakah to the poor identify Megillah, Hamentashen, Graggar (Ra’ashan), and explain how they are used For Pesach Associate the concept of freedom with the festival of Pesach. The students will be able to: • • • • • identify the symbols of the seder - seder plate, afikomen, Elijah’s cup, Matzah cover explain the meanings of the symbols on the Seder plate tell in their own words the story of the Exodus from Egypt repeat the blessing over Matzah sing the 4 questions For YOM HA’ATZMAUT Identify Yom Ha’Atzmaut with the founding of the State of Israel. The students will be able to: • • • identify Israel as a country and homeland for all Jews identify similarities and differences between aspects of daily life in Israel and Canada celebrate the birthday of Israel For SHAVUOT Associate Shavuot with the giving of the Torah and with the wheat harvest. The students will be able to: • • explain that Shavuot is celebrated by a special service in the Synagogue explain that Shavuot gives thanks to God for the summer harvest in Israel • state that Mount Sinai is the place where we believe the Torah was given to the Jewish people The Gemilut Chasadim strand of the Chai curriculum allows the students to understand that we have a responsibility to perform acts of gemilut chasadim in order to make the world a better place, and each student is a part of the ongoing story of the Jewish people when we perform acts of gemilut chasadim. The lessons focus on the following: Repentance: Is saying sorry enough? Who is a Jewish hero? Tzedakah – a different way to help Being kind with Derech Eretz Do not do unto othersB. Welcoming guests: Hachnassat Orchim Taking care of the Earth Other aspects of the curriculum include: OUR SYNAGOGUE Students will be able to differentiate the Synagogue from other places in terms of structure and function. The students will be able to: o o list the activities that take place in the Synagogue and not elsewhere i.e: Services, Religious School, Jewish learning for adults, Weddings, Funerals. Identify the following found in the Synagogue/Temple: Aron HaKodesh, Ner Tamid, Menorah and Bimah, Rabbi and Cantor, kippa, tallit AARON HAKODESH - state that Aron HaKodesh means Holy Ark - describe the Aron HaKodesh and understand that it is a special place where the Torah is kept - locate where the Aron HaKodesh is found - recognize that we stand when the Aron HaKodesh is opened and usually sit after it is closed NER TAMID - identify and define the Ner Tamid as the eternal light - locate where the Ner Tamid is found - state that the Ner Tamid reminds us that God is always with us o o o MENORAH AND BIMAH - identify and describe a menorah and tell where in the synagogue it is found - distinguish between a Chanukah menorah (Chanukiah) and a menorah found in the synagogue - relate that the seven branches may stand for the seven days of creation - identify and describe the Bimah as the raised platform from where service is led - recognize that the Menorah is the official symbol of the land of Israel RABBI AND CANTOR -state that Rabbi means teacher -list the work that a Rabbi does -list duties of the Cantor KIPPA AND TALLIT -identify a kippa and tallit -define a kippa as a head covering and a tallit as a prayer shawl -discuss the options of wearing a kippa and a tallit in a Reform synagogue. ISRAEL Let’s Discover Israel These lessons introduce students to the land, state, people and culture of Israel. Through lessons focused on Jerusalem, Tel Aviv, the Northern and Southern regions of the country, students will learn about Israel’s history, language, populations, and food. FAMILY EDUCATION PROGRAMS There are two Family Education programs for the Grade 1 class. The first is on September 23 – looking at Torah, the second is on April 7th on the topic of Havdalah.