Search results for: Curriculum
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Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Updated: Mar. 20, 2019
This article aims to describe the development of a curriculum framework for prayer in UK centrist orthodox Jewish primary schools. This process began in 2011 and continues in an ongoing way. This is the first time that there has been a communal effort across Jewish schools that focuses on this area of the curriculum.
Updated: Mar. 07, 2019
Armed only with Smart Notebook and Google Drawings, I undertook to create a universe. Now I know how Harold felt with his purple crayon. Here is the second installment of “Gamifying Mishna in Fifth Grade”.
Updated: Feb. 13, 2019
In the final weeks of 2018, New York’s Orthodox Jewish community went into full-blown panic mode. One Orthodox newspaper in Brooklyn, the Flatbush Jewish Journal, ran the screaming front-page headline “ATTACK ON OUR YESHIVAS!” in red, inch-high letters. The threats and warnings came as state authorities announced long-awaited guidelines that will regulate the curricula of Orthodox yeshivas. They also come as New York State’s ultra-Orthodox community faces a sharp loss of influence in Albany once the new legislature is sworn in. Now, Orthodox leaders are using the state guidelines to rally their community, even as they recognize they must try to mend fences in the capital.
Updated: Jan. 02, 2019
I’ve taught beginning Mishna for almost ten years and have never found a method that satisfies me. Mishna suffers from several curricular handicaps: It is the new limmud on the block; It’s legal, rather than narrative; And it usually loses in the battle for classroom minutes. To understate the matter, Mishna is rarely the favorite subject of my fifth graders. I saw an uptick in interest when I added videos and some augmented reality, but never the constant excitement I’d hoped for. This year I intend for that to change. And you’re going to help me. I’m writing this journal to elicit feedback for my new project and commit myself too publicly to give up. I hope to share my plans and gimmicks, successes and failures, great moments and course corrections. To my knowledge this type of gamification has never been tried before in elementary Jewish Education, perhaps for good reason.
Updated: Oct. 15, 2018
Ten units of study in a pilot program that will include 100 junior high schools will introduce the Jewish people in the Diaspora to Israeli students. The program was recently revealed, and Ynet has learned that it will begin in the coming school year. Israel’s Minister of Education, Naftali Bennett: "Deepening the connection with Diaspora Jewry is the task of this generation."
Updated: Jul. 11, 2018
Prayer is apparently becoming less meaningful to many Orthodox Jews, as well as to Jews in general, but a pioneer program being tested in a handful of yeshiva high schools — including Kohelet Yeshiva High School in Merion Station — is hoping to reverse that. An organization called Legacy 613 (the 613 references the number of mitzvot in the Torah) is behind the program, which was launched in the 2016-17 school year.
Updated: Jun. 28, 2018
The Office of Rabbi Sacks will soon launch a new 10-unit curriculum called ‘Ten Paths to God’ based on the writings and teachings of Rabbi Lord Jonathan Sacks. This curriculum, which has been generously sponsored in honour of Chaim (Harry) and Anna Schimmel, has been developed as a free resource that can be adapted and used by anyone involved in formal or informal Jewish education – in middle or high schools, for youth movements, on campuses, or as part of outreach organisations, synagogues and community centres. Each unit will include an opening video and transcript, together with student and educator guides at entry and advanced levels.
Updated: Mar. 14, 2018
Six Teaching Orientations of Holocaust Educators as Reflections of Teaching Perspectives and Meaning Making Processes
This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing.
Updated: Mar. 13, 2018
Between 1990 and 2001, the Israeli Ministry of Education freely distributed to students countless copies of the books written by Holocaust author Ka-Tzetnik. This educational project has never been researched and, despite its magnitude and uniqueness, it has abruptly disappeared from public awareness as if it had never been carried out. The motivations that stand behind this initiative and the lessons it teaches about Holocaust pedagogy are the focus of this article.
Updated: Sep. 06, 2017