Grade 6: Jewish Wedding/Divorce Quiz (Thursday 6/2)

This week we will be concluding our study of the Jewish wedding and divorce. We have spent the last month learning and discussing these significant life cycle events. Students should begin to review their notes/complete the review sheet below in preparation for their quiz on Thursday, June 2nd.

Jewish Wedding/Divorce Review Sheet

 

Text of the Traditional Get

Jewish Divorce 101

Grade 8: Escape from Sobibor (Due: Tuesday 6/14)

This week we are shifting our focus in Jewish Studies to various resistance attempts that were made by both Jews and gentiles during the Holocaust. Students will be watching, analyzing, and discussing the film, Escape from Sobibor. This film depicts the largest escape from an extermination camp during the Holocaust.

Please read the corresponding questions prior to watching the film. Students will be asked to jot down notes as they watch. By taking notes, students will be able to more accurately recall details as they answer the critical analysis questions.

We will set a due date for these questions upon completing the movie.

Please click the link below to access the Escape from Sobibor Questions:

Escape from Sobibor Critical Thinking Questions

Please skip the scene at 45:40. This scene contains graphic content and will be skipped in class as well.

The movie can be watched via Youtube on the link below or on Amazon Prime (for those who have access). If you decide to watch it on Prime, please make sure you choose the Escape from Sobibor 1987 film.

Grade 6: Admitting Mistakes

This week we will continue to discuss the various ceremonies, principles, and concepts relating to the Jewish wedding. Our course will examine the significance of admitting mistakes. Students will review various scenarios and textual sources related to this topic. After responding to the corresponding questions, students will work in groups to design a skit.

Admitting Mistakes Instructions 

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Grade 8: Reflect Upon a Survivor’s Story (Due: Friday 5/20)

Today students will read and reflect upon the story of a Holocaust Survivor. The website  Holocaust Survivor Stories provides students with various personal narratives of survivors.

*Students are encouraged to read multiple stories in order to determine which narrative speaks to them personally*

Directions: Students will choose a survivor’s narrative to read. After reading their story, students will answer the following reflection questions. 

  1. What feelings did this narrative elicit? (Explain the thoughts or emotions you felt while reading this story)
  2. What part of the story did you find most intriguing? Why?
  3. What lessons can you learn from this narrative?
  4. How could you use this story to educate others?

 

Answer the questions in paragraph form. 

Review reflective writing strategies: Reflective Writing Google Slides

 

Click the link below to access the Holocaust Survivor Narrative Reflection Graphic Organizer:

Holocaust Survivor Narrative Reflection Graphic Organizer

Grade 8: Holocaust Test (Tuesday 6/7)

As a class, we decided that we will be taking our assessment on Tuesday, June 7th. This assessment will be a mixture of multiple-choice questions, matching, definitions, and short answers. Students should begin to review their notes daily. Although we have not fully completed the curriculum at this point, the students have asked to be provided with their study sheets well in advance.

If anyone is missing notes, our entire Google Slides notes presentation can be found here: Holocaust Notes Presentation 

Students can begin to prepare for their assessment by making a copy and completing the study guide below:

Holocaust Test Study Guide

Click the link below to access a review Kahoot:

Holocaust Review Kahoot

Sage Advice: Holistic look at Pirkei Avot

The second semester for Grade 8 has been focused on a particular section of Oral Law, a section of Mishna otherwise known as Pirkei Avot. The objectives of this Lookstein course are manifold but the overall goal is to learn the process the Sages took to focus on character development and thus to translate it into our lives. Particularly, as Grade 8 nears their commencement this course is selected as way of honing in on Jewish values through Jewish texts.

We began with a focus on the “rule of three” and connected it to a famous mantra of “the world stands on three things.” The following units elaborated on Torah, Avodah and Gemilut Chasadim. Under the umbrella of Torah, we discussed concepts such as significance of location (where we live/who we surround ourselves with), motivation (what works and doesn’t), how to prioritize time and who should receive honor as beacons of Torah (can be anyone that has taught you anything). We continued with the overarching theme of Avodah. In our study, we used as a way to further discuss how to get the job done and a further analysis of motivation. Finally, we concluded before Pesach with the topic of Gemilut Chesed. In this unit we addressed topics such as identifying different ways to treat others with dignity, different types of interpersonal relationships from friends to community to wider society and finally focused on explaining why Pirkei Avot discourages rejoicing at the downfall of an enemy.

With each area of study, students respond to discussion prompts and write reflections, applying the texts/concepts to real life situations.

Looking forward to continuing our study together!

Grade 7 Navi: King David’s “ups and downs”

It’s been awhile…and here is a general review.

The focus of Shmuel Bet is the kingship of King David. While it took some time to establish it firmly, once he did it becomes a model of secure and steadfast leadership, one that we invoke in much of our liturgy.

Perek Hay:

The initial step David takes as a king over the entire nation was to establish a capital for all of the Israelites, the city of Jerusalem.  This move from Hebron (which is in the land of Judah) demonstrates that his monarchy is for all of the people. His new capital  is an area that borders Benjamin and Judah, yet it is not in situated in a particular tribe’s territory (so that all have claim to it equally). {Similar to Washington DC not being in a particular state in the US.} The Jebusites who were residing there then posed as a threat to the conquest but David’s army overcame thus establishing Jerusalem as the capital of Israel and the city of David as the area of the palace. (It is noteworthy that this is not the building of David’s own focus but of an ally, Hiram of Tyre.)  In this chapter, we learn of the Philistine attempted attacks and David’s army emerging as the victors.

Perek Vav:

The next step that was significant to David as king was to move the aron (Ark) to Jerusalem as it had been situated in the plains of Judah for several decades. David wants to ensure that Jerusalem is not merely a political capital but also the spiritual center of the Jewish people. There is a procession that sets out to accompany the Ark to Jerusalem. The festive atmosphere leads to a calamity wherein Uzzah (one of those whose family was charged with guarding the Ark for the past duration) reaches out in an attempt to protect the Ark but is struck down for overstepping the normal boundaries. This tragedy gives pause to David to the ceremony and they halt the procession. Several months later, there is indication that they are ready to give it a second try; this time it is a successful mission. We noted the differences in each of the processions and the evaluation that David does after the first mission fails. We noted the ability of great leaders to admit failure and to find means to improve for the future.

Michal, David’s first wife (who had been separated for some time while Saul, her father, was in pursuit of David) is critical of David’s expression of joy and dancing with the Ark. She observes his actions to be less than dignified for a king and tells him so. David retorts with a harsh response too, noting God’s choice of David over her father, Saul. (The relational epithets in this chapter indicated where Michal is aligned). The different approaches to kingship are highlighted in this episode.

Perek Zayin:

David’s third initiative as a king is his desire to build the Temple, the beit HaMikdash in Jerusalem, a furthering of creating it as the spiritual epicenter for the Jewish people. Natan, the prophet initially encourages David’s plan. Hashem though quickly informs Natan that in fact, David should not be the one to do so but that in his stead, David’s future son, Solomon will be the one to do so. From the perspective of Chapter 7 in Shmuel Bet, it seems that God wants David to have a ‘house’ (dynasty) first before building a house for God. (Different than the reason brought in Divrei HaYamim/Chronicles). David’s response to this “no” was noteworthy as he is full of gratitude for what God does promise him. We noted that strength of character and what each of us are like when our work and expectations are met with a negative response.

Perek Chet:

Given that David knows he will not build the Temple, he wants to get all the materials ready for it. This chapter focuses on his conquests and the expansion of boundaries of Israel. The spoils that he amasses in this Perek are set aside for the future Temple and do not go to his personal treasury. We noted the allies and the gifts bestowed upon David and the enemies and battles that he was involved in.

Perek Tet:

Among David’s priorities is to extend his gratitude and pay on a promise he had made with his close friend, Yonatan. Although the normal practice in ancient times was to eradicate the preceding dynasty, David had no such intentions. The opposite was true. He sends forth a commission to find out the whereabouts of any remaining relative of Jonathan (who was a son of Saul). Mefiboshet is found and David ensures the he has ownership of his family’s estate and a constant ‘seat’ at the king’s table. Although this is a personal commitment, the ramifications are significant nationally. It is another moment of uniting the people and in particular, the tribe of Benjamin.

Perek Yud:

David continues to be the warrior personality and fights the wars of Hashem & the Jewish people. He also builds alliances as mentioned above. Early in this chapter, he sends a delegation to then newly anointed king of Ammon to express condolences over the loss of his father. David felt a debt of gratitude to him as well (although in the text it is not clear why, the Midrash suggests an idea). The new king’s advisors are suspicious of David’s delegation to be spies and express their sentiment to Hanun, the king. Unsure of which perspective is the correct one, he orders their beards and coats to be cut, demoralizing them but not killing them. David, upon hearing of this grants them residence in Jericho to allow for them to regain their dignity. Battles then ensue between Israel and some of the neighboring countries (some were hired as mercenaries), ultimately David’s army prevails.

Perek Yud Alef:

All of David’s contributions as leader and role model for three decades or so come to a striking halt in this chapter. Here we learn of the nadir of his career as he falls for Batsheva, a married woman. The chapter depicts his army being at war while he is at home (something we haven’t seen before) and he sends for this beautiful woman. Shortly thereafter, she sends a message to David that she has conceived a child. David summons her husband back from the battlefield. This tactic doesn’t work as Uriyah, her husband refuses to listen to the king’s order and does not go home. After several attempts to convince him, he is sent back to war with his death sentence in his hand, unbeknownst to him. He is placed in the front lines and killed there. Yoav, David’s army general informs of the losses of the battle including Uriyah. Batsheva mourns (on some level as the text does not indicate a ‘normal’ amount) and she then marries David. The chapter is full of complexity but it ends with a clear disapproval from God (“and it was bad in the eyes of Hashem”). Thinking about leaders and their failures and flaws is a significant theme in this chapter.

Perek Yud Bet:

Natan the prophet is sent by God to admonish David. He begins with an analogy as if it were a case for David to judge. David, upon hearing the case is harsh in his sentence. Natan then points out that David is the one culpable. Thereupon David realizes the gravitas of his wrongdoing and immediately confesses. One part of the punishment is not meted out, as a result but he will suffer four-fold as will be seen in the coming chapters.

David’s wrongdoing is intense but his ability to admit his mistake immediately without any excuse is noteworthy. It is especially noteworthy to contrast to Saul, when he was confronted about his wrongs.

We are currently in the middle of processing this narrative and will likely begin Perek Yud Gimmel in the next class or so.

Look forward to continue learning with you/Grade 7!

Grade 7: Pirkei Avot Playlist (Due: Friday, May 20)

We have spent the last few weeks analyzing the second chapter of Pirkei Avot. As we study these texts, it is important to think about personal connections that you can create. Additionally, I encourage you to take notes, look up unfamiliar terms, and experiment with decoding the Hebrew prior to jumping into the English.

Think about the following:

  • What lesson does this Mishnah teach me?
  • What personal connection can I relate to this text?
  • How can I use this information to make me a better person?

Pirkei Avot Playlist Assignment

This assignment asks students to read and analyze the verses in the second chapter of Pirkei Avot. After you have read and analyzed the text, students are asked to create a playlist of five songs. I have provided additional sources along with a link to the Illustrated Pirkei Avot (Cartoon) text in the links below.

Important Dates:

  • Read and select five verses by April 29, 2022 (let Mr. Wash know which verses you have selected)
  • Check-in #1 with Mr. Wash on Friday, May 6, 2022
  • Check-in #2 with Mr. Wash on Monday, May 16, 2022
  • Assignment due (posted on the blog) by Friday, May 20, 2022

 

Please click the links below to access the Google Docs for this assignment:

Pirkei Avot Playlist Instructions

Pirkei Avot Playlist Graphic Organizer

Pirkei Avot Playlist Rubric

Illustrated Pirkei Avot Ch. 2 (Cartoon Interpretation)

  • Create a playlist of 5 songs that are each related to a specific Pirkei Avot Chapter 2 verse
    1. You must choose 5 different verses; one for each song on your playlist. (There are 16 verses in Ch. 2)
    2. Decide how you will connect each verse to your song 
      1. Here are a few different ways you could create a connection:
          • The lesson/meaning
          • The way the song makes you feel 
          • The lyrics themselves
      2. You do not have to create your connection to the entire verse…your song may only connect to one part of that verse (which is okay!)
    3. Write 5-10 sentences explaining the connection between your song and the verse you choose
      1. Use these questions to guide your writing:
        1. What does the verse mean? What is the verse about?
        2. What is the song about?
        3. How does this song connect to the verse?
          • Remember that the connection does not mean the words are the same 

Schedule: 

Day 1
  1. Read the instructions. If you have any questions, write them down and email Mr. Wash
  2. Spend 30 minutes reading and interpreting Verses 1-5
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Planner Doc next to each verse 
  3. Take a 10-minute break and listen to some of your favourite songs for inspiration
Day 2
  1. Spend 30 minutes reading and interpreting Verses 6-10
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Planner Doc next to each verse 
  2. Take a 10-minute break and listen to some of your favourite songs for inspiration
  3. Begin writing your explanations as you match a song to a particular verse
Day 3
  1. Spend 30 minutes reading and interpreting Verses 11-16
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Planner Doc next to each verse 
  2. Take a 10-minute break and listen to some of your favourite songs for inspiration
  3. Continue writing your explanations as you match a song to a particular verse
Day 4
  1. Spend 20 minutes reviewing your notes
  2. Focus your time and energy on creating your connections and developing your playlist