Kitah Gimmel Judaics Curriculum
Aug. 23rd, 2004 12:57 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
xiphiasThis is the draft of the Judaics portion of the curriculum I'm going to be teaching next year. I'm posting it mainly because I can get to LJ from any computer with an Internet connection, so it's more convenient to have it here than not. Therefore, I've disabled comments. But feel free to read it if you want.
The festivals still need integrating into this curriculum, and it will need some adjustment to make it better fit the calendar. ‘TLW’ stands for ‘The learner will…’
The overall tenor of this year is to examine Jewish values in both a theoretical, and a practical and personal way. While many of the values being taught may be understood as being ‘universal values’, they will be taught with reference to their place within a Jewish outlook based on traditional texts. Wherever possible, learners will be exposed to primary texts dealing with the values under discussion.
The first 3 sessions will combine high holy day themes with the production of a class ’brit’ - an agreement drawn up by the class which details the hopes, expectations, and standards of the class. TLW look at the idea of accepting ‘ol malchut’, which will also serve as the idea of defining the ’higher purpose’ of the class. TLW look at the idea of striving to ‘hit the mark’, which will serve as an introduction to the idea of teshuva, as well as enabling the class to define some of the ‘goals’ which the class will strive to achieve. With Sukkot, TLW discuss the mitzvah of ‘hachnasat orachim’, which will serve as a trope for the notion of creating and open, welcoming classroom environment
Springboarding off the reading of Bereishit at Simchat Torah, TLW spend this unit exploring an ethical anthropology. They will:
Understand that the Torah teaches us that each Human is made in the image of God.
Discuss what the idea of the ‘image of God’ means.
Discuss what the implications of this concept are, for human capacity, for human equality, and for the way in which humans ought to treat each other.
TLW consider the different ways in which on can love ones neighbour like oneself, as well as thinking about the situations that can make this Mitzvah difficult. The idea will be explored both for people that we know, as well as for those we do not know.
TLW understand that this Mitzvah is predicated on the idea that our neighbour is like oneself, and that this is an extension of the notion of being created b’tzelem elohim.
TLW understand that the value that the Torah places on human life leads to very practical commitments, such as that to preserve human life.
TLW understand that just as we have an obligation to preserve the physical life of another person, so too the Torah requires that we preserve there dignity.
TLW know that the tradition likens one who tells Lashon Hara about someone to one who has slain them, and that this refers to killing their reputation.
TLW consider various situations involving lashon hara and rechilut, and identify ways in which they can cause harm
TLW consider that sometimes it can be hardest to behave well to those who are closest to us, but that the Torah makes special mention of behaving with respect towards out parents, who like us are made in God’s image
TLW attempt to empathise with their parents experience of them, and will consider ways in which they can show kavod to their parents.
TLW understand that the Torah places a supreme value on Shalom.
TLW consider what the meaning of Shalom is.
TLW consider that sometimes being ‘right’ is less important than promoting Shalom.
TLW identify situations in their families that can create tensions, and consider ways in which they can contribute to creating Shalom.
TLW understand that creating Shalom Bayit is not only about defusing volatile situations, but about constantly tending relationships in order to create an overall atmosphere of Shalom
[INCOMPLETE]
TLW understand that the Torah forbids us from causing unnecessary suffering to living creatures, and this entails a practical obligation towards animals in our care.
TLW study the mitzvot regarding care of animals in the Torah, including the prohibition on removing eggs, the law of not muzzling the ox, and of not yoking different species together, as well as Shabbat laws concerning animals.
TLW consider different approaches to understanding mitzvot concerning animals, in particular considering that they may be concerned with a) intrinsic rights of living things b) respect for God’s creations and c) developing empathic facility.
TLW relate this concept to the animals that they encounter, both domestic, feral, and wild.
TLW understand that the Torah enjoins us not to wantonly destroy, and explicitly places on us a duty of stewardship toward the created world.
TLW study texts dealing with some of these duties.
TLW study some real-world examples of environmental problems, and will discuss them in relation to the mitzvah of bal tashchit
TLW consider different approaches to the question of caring for the environment, in particular a) that the need to look after the created world is absolute, and based upon its intrinsic worth b) that it is predicated on the necessity of ensuring a functional environment in which humans may live.
TLW consider Tu b’shvat both as a general trope for humanity’s responsibilty towards nature, as well as specifically in regards to the implications of the mitzvah of orlah.
TLW be familiar with the meaning of the term ‘tzedek’, and be able to apply it to real-world situations.
TLW understand that the Torah requires us to ‘pursue tzedek’
TLW understand that the prophetic tradition is largely concerned with encouraging people to pursue tzedek, and to live up to the values of the Torah. They will study prophetic texts , and consider situations to which they might be relevant today.
TLW will consider real-world situations in which tzedek is absent, and think about ways in which tzedek can be pursued.
TLW understand that the practice of giving ‘tzedakah’ is a way of pursuing tzedek.
TLW will study RaMBaMs ‘ladder of tzedakah’
TLW decide how to allocate the money they are collecting for tzedakah.
TLW consider the question of tzedek in the Purim story, and why matanot l’evyonim is one of the mitzvot associated with Purim.
TLW be familiar with the term ‘g’milut chasadim’ and will be able to give examples.
TLW understand that, in contrast to acts of tzedaka, g’milut chasadim are all ‘done with the body’, ie in person, and face to face.
TLW consider that the need for human contact in g’milut chasadim is about recognising the image of God in the other.
TLW compare and contrast acts of tzedakah with acts of g’milut chasadim.
TLW consider the mitzvot of bikkur cholim, hiddur p’nei zaken, as well as thinking of other actions that might be though of as being g’milut chasadim.
TLW review the values that they have studied over the course of the year, and consider them as a set of means for achieving ‘Tikkun Olam’.
TLW understand that the tradition understands this process of ‘tikkun olam’ to be part of the particular duty that God has set out for the Jewish people.
TLW understand that the Jewish tradition looks forward to a time at which the world will be perfected.
TLW feel that they are playing an important role in this process of tikkun, by putting these mitzvot into practice.
TLW explore the idea that talmud torah is equivalent to all the other mitzvot.
TLW consider the role of Torah, and its study, in teaching and strengthening the values that they have been exploring over the course of the year.
The festivals still need integrating into this curriculum, and it will need some adjustment to make it better fit the calendar. ‘TLW’ stands for ‘The learner will…’
The overall tenor of this year is to examine Jewish values in both a theoretical, and a practical and personal way. While many of the values being taught may be understood as being ‘universal values’, they will be taught with reference to their place within a Jewish outlook based on traditional texts. Wherever possible, learners will be exposed to primary texts dealing with the values under discussion.
Intro, Brit writing (3 sessions)
The first 3 sessions will combine high holy day themes with the production of a class ’brit’ - an agreement drawn up by the class which details the hopes, expectations, and standards of the class. TLW look at the idea of accepting ‘ol malchut’, which will also serve as the idea of defining the ’higher purpose’ of the class. TLW look at the idea of striving to ‘hit the mark’, which will serve as an introduction to the idea of teshuva, as well as enabling the class to define some of the ‘goals’ which the class will strive to achieve. With Sukkot, TLW discuss the mitzvah of ‘hachnasat orachim’, which will serve as a trope for the notion of creating and open, welcoming classroom environment
Humanity (6 sessions)
B’Tzelem Elohim
Springboarding off the reading of Bereishit at Simchat Torah, TLW spend this unit exploring an ethical anthropology. They will:
Understand that the Torah teaches us that each Human is made in the image of God.
Discuss what the idea of the ‘image of God’ means.
Discuss what the implications of this concept are, for human capacity, for human equality, and for the way in which humans ought to treat each other.
Ve’ahavta lereicha camocha
TLW consider the different ways in which on can love ones neighbour like oneself, as well as thinking about the situations that can make this Mitzvah difficult. The idea will be explored both for people that we know, as well as for those we do not know.
TLW understand that this Mitzvah is predicated on the idea that our neighbour is like oneself, and that this is an extension of the notion of being created b’tzelem elohim.
Pikuach nefesh
TLW understand that the value that the Torah places on human life leads to very practical commitments, such as that to preserve human life.
Shmirat Lashon
TLW understand that just as we have an obligation to preserve the physical life of another person, so too the Torah requires that we preserve there dignity.
TLW know that the tradition likens one who tells Lashon Hara about someone to one who has slain them, and that this refers to killing their reputation.
TLW consider various situations involving lashon hara and rechilut, and identify ways in which they can cause harm
Home life (3 sessions)
Kibud av ve’em
TLW consider that sometimes it can be hardest to behave well to those who are closest to us, but that the Torah makes special mention of behaving with respect towards out parents, who like us are made in God’s image
TLW attempt to empathise with their parents experience of them, and will consider ways in which they can show kavod to their parents.
Shalom Bayit
TLW understand that the Torah places a supreme value on Shalom.
TLW consider what the meaning of Shalom is.
TLW consider that sometimes being ‘right’ is less important than promoting Shalom.
TLW identify situations in their families that can create tensions, and consider ways in which they can contribute to creating Shalom.
TLW understand that creating Shalom Bayit is not only about defusing volatile situations, but about constantly tending relationships in order to create an overall atmosphere of Shalom
Chanukah
[INCOMPLETE]
The created world (5 sessions)
Tzaar Ba’alei chayim
TLW understand that the Torah forbids us from causing unnecessary suffering to living creatures, and this entails a practical obligation towards animals in our care.
TLW study the mitzvot regarding care of animals in the Torah, including the prohibition on removing eggs, the law of not muzzling the ox, and of not yoking different species together, as well as Shabbat laws concerning animals.
TLW consider different approaches to understanding mitzvot concerning animals, in particular considering that they may be concerned with a) intrinsic rights of living things b) respect for God’s creations and c) developing empathic facility.
TLW relate this concept to the animals that they encounter, both domestic, feral, and wild.
Bal Tashchit
TLW understand that the Torah enjoins us not to wantonly destroy, and explicitly places on us a duty of stewardship toward the created world.
TLW study texts dealing with some of these duties.
TLW study some real-world examples of environmental problems, and will discuss them in relation to the mitzvah of bal tashchit
TLW consider different approaches to the question of caring for the environment, in particular a) that the need to look after the created world is absolute, and based upon its intrinsic worth b) that it is predicated on the necessity of ensuring a functional environment in which humans may live.
TLW consider Tu b’shvat both as a general trope for humanity’s responsibilty towards nature, as well as specifically in regards to the implications of the mitzvah of orlah.
Tzedek (5 sessions)
TLW be familiar with the meaning of the term ‘tzedek’, and be able to apply it to real-world situations.
TLW understand that the Torah requires us to ‘pursue tzedek’
TLW understand that the prophetic tradition is largely concerned with encouraging people to pursue tzedek, and to live up to the values of the Torah. They will study prophetic texts , and consider situations to which they might be relevant today.
TLW will consider real-world situations in which tzedek is absent, and think about ways in which tzedek can be pursued.
TLW understand that the practice of giving ‘tzedakah’ is a way of pursuing tzedek.
TLW will study RaMBaMs ‘ladder of tzedakah’
TLW decide how to allocate the money they are collecting for tzedakah.
TLW consider the question of tzedek in the Purim story, and why matanot l’evyonim is one of the mitzvot associated with Purim.
G’milut Chasadim (3 sessions)
TLW be familiar with the term ‘g’milut chasadim’ and will be able to give examples.
TLW understand that, in contrast to acts of tzedaka, g’milut chasadim are all ‘done with the body’, ie in person, and face to face.
TLW consider that the need for human contact in g’milut chasadim is about recognising the image of God in the other.
TLW compare and contrast acts of tzedakah with acts of g’milut chasadim.
TLW consider the mitzvot of bikkur cholim, hiddur p’nei zaken, as well as thinking of other actions that might be though of as being g’milut chasadim.
Conclusion (3 sessions)
Tikkun Olam B’Malchut Shadday
TLW review the values that they have studied over the course of the year, and consider them as a set of means for achieving ‘Tikkun Olam’.
TLW understand that the tradition understands this process of ‘tikkun olam’ to be part of the particular duty that God has set out for the Jewish people.
TLW understand that the Jewish tradition looks forward to a time at which the world will be perfected.
TLW feel that they are playing an important role in this process of tikkun, by putting these mitzvot into practice.
Talmud Torah
TLW explore the idea that talmud torah is equivalent to all the other mitzvot.
TLW consider the role of Torah, and its study, in teaching and strengthening the values that they have been exploring over the course of the year.