Category: Grade 8 – Mr. Washerstein

Here is the link for the Jewish Studies Anti-Semitism/Holocaust Notes:

Grade 8 JS Anti-Semitism/Holocaust Presentation

This week we will dive into the origins of Anti-Semitism. We will discuss prejudice, stereotypes, and discrimination.

Friendship Seminar Journal Entry #2

Students have the option to type their journal entry, write their entry in a notebook, video record their response, or sketch note their thoughts. Respond to the following post in your journal:

• Have you and a friend ever drifted apart? What happened?
  • How do you feel about it?
• How do you deal with that loss?
  • Is there anything you could (or should) do to get back together?
• Create a connection between your own experience and Jewish morals, ethics, or values. ( You may need to do a little bit of research to include this piece. Hint- think about lessons that we discuss revolving around holidays, Pirkei Avot teachings, and commentaries on other Jewish texts)

You could check out the following sites as a brainstorming exercise:

https://www.aish.com/jl/sp/bas/48924947.html

https://www.myjewishlearning.com/article/friendship-in-jewish-thought/

https://www.chabad.org/parshah/article_cdo/aid/4031501/jewish/Faith-and-Friendship.htm

• For this entry, if students have decided to write, there is a minimum of two paragraphs for this response.

This past Monday the students spent time during Jewish Studies building new friendships at Hillel Lodge. Each student was paired with a Hillel Lodge resident based on their own personal interests. They discussed their families, hobbies, and began to get to know each other.

We will be discussing the following themes throughout our Friendship Seminar:

1.     If I am only for myself, what am I? (Ethics of our Fathers, Pirkei Avot 1:14)

What is a friend?

2.     R’ Pinchas said: When a person is singing and cannot lift his voice and another, who has the strength, comes and sings along – then then the first person is able to lift his voice too. That is the secret of the bond between two souls. (Adapted from Buber, Tales of Chasidim p.126)

How does harmony symbolize friendships?

3.     Friendship and the meaning of support. Using tangible objects beams, walls, ladders, etc., students will understand the impact of friendship

4.     The verse says: “When things are going well, be joyful, at time when things are difficult – Look!” (Kohelet 7:14) R’ Tanchum explained this to mean that when things are going well for your friend – celebrate with him. If your friend is having difficulties – “LOOK” and see what you can do to help and support him. (Pesikta Kahana 191b)

What makes a true friend?

5.     Any friendship (love) that is dependent upon something, as soon as that thing is gone – the friendship is over! A friendship (love) that is not dependent on anything, that friendship will last forever! (Ethics of Our Fathers, Pirkei Avot 5:16)

Are there different classifications of friendships?

6.     The book of Ruth describes a phenomenal relationship between no less than a mother in-law and daughter in-law. Initially brought together through marriage, their relationship developed into one of sacrifice and ultimately great joy.

Can family members truly have friendships with one another?

Building meaningful friendships is an extremely important skill. The Grade 8 class is going to be meeting with residents of Hillel Lodge in order to form authentic relationships. Students will be creating weekly journal entries to document their experiences throughout this program. Additionally, students will be participating in friendship seminars that align with our Jewish Studies Curriculum, North Stars, and Seven Habits.

Journal Entry #1 (Due: Wednesday 9/11)

Students have the option to type their journal entry, write their entry in a notebook, video record their response, or sketch note their thoughts.

Respond to the following post:

• Explain the essential elements of a successful friendship
  • You can provide personal examples
  • Are there different types of friendships?
    • What makes them work?
• For this entry, if students have decided to write, there is a minimum of two paragraphs for this response.

Grade 8 Jewish Studies Journal Entries

Exam Information: Students will have 30 minutes to answer three questions for the Jewish History portion of the exam. Each question will be a short answer. Remember that these three questions will ask you to explain/create a connection related to our major units of study. The Jewish History Exam will take place in the afternoon on Wednesday, June 12^th. Students will be given an hour and a half to complete entire Judaics Exam. This exam will be divided into three parts (Hebrew, Jewish History, a text-based portion from Rabbi Finkelstein).

Major Units of Study: Anti-Semitism, The Holocaust, Israel

There will be a response question selected from each of these three units. Take time to look at this outline and go back through your notes.

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Today students will be reading, analyzing, and responding to a Smithsonian Magazine article about the Temple Mount. Students will be asked to think about the content while considering multiple perspectives.

Source: Smithsonian Magazine Article

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Last week we celebrated Yom Hazikaron and Yom Haatzmaut. The Shinshinim and students worked together to plan moving ceremonies for both holidays. We will continue with our Israel unit in class this week. We will be focusing on the development of Israel as a nation, conflicts, innovations, and Israeli culture.

Link to the Israel unit notes: https://docs.google.com/presentation/d/1qoy2biFNniuumGa0PXZH602hr_dj9Qm7951SaLn4qCw/edit?usp=sharing  

As you continue to prepare for the Holocaust Unit Test, please remember that all notes and handouts are fair game for the test. Please review the study sheet that was provided for you last week.

Additionally, here is the link to the Kahoot Review game that will be played in class today.

Holocaust Kahoot Review