Search results for: Curriculum
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My Family Story is one of Beit Hatfutsot’s most innovative flagship programs. Young participants in Israel and worldwide Jewish communities, embark on a meaningful, personal, and experiential, multigenerational Jewish heritage project. Through personal research and inspiring creativity the students produce an art display illustrating their families’ roots and connection to the greater story of the Jewish people. The International School for Jewish Peoplehood Studies (ISJPS) at Beit Hatfutsot recently held a festive ceremony on the occasion of 20th anniversary of the program. Over 600 students and their families, from Israel and around the world, celebrated the culmination of the annual Manuel Hirsch Grosskopf International Competition. 170 Jewish institutions involving over 20,000 Jewish youth in 25 countries participated in the competition.
Updated: Jul. 15, 2015
Gleanings is the eJournal of the William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary. This first issue of volume 2 of Gleanings focuses on Godtalk in classrooms, camps and other Jewish educational settings. Please join us in the conversation about this important issue.
Updated: Jul. 08, 2015
There has been a lot of discussion recently in the rabbinic community about bar/bat mitzvah preparation. Some are claiming that bar/bat mitzvah preparation needs to be changed from emphasizing the mastery of the Haftorah (a section from the Prophets) to simply being able to lead some prayers. It is being claimed that these new curricula, although less rigorous and less authentic to the bar/bat mitzvah ceremony, will enable students to put to practice that which they may use on a weekly basis rather than that which occurs once each year, when their particular Haftorah is scheduled to be chanted in the synagogue.
Updated: May. 27, 2015
Following their Voices – Teaching the Holocaust with Witness Testimonies in the 21st Century – An International Seminar
The MOFET Institute and The Massuah Institute for Holocaust Studies are convening an international seminar on Teaching the Holocaust with Witness Testimonies in the 21st Century on June 16-17, 2015. The seminar will examine different approaches to teaching the Holocaust while integrating the voices of witnesses to the Holocaust through the use of methods adapted from various disciplines (history, cinema, arts, literature, etc.)
Updated: May. 06, 2015
Visrael is a video-based tool to help educators supplement year round programming about Israel, Jewish and Hebrew education. Visrael provides innovative online learning opportunities about Israel for children ages 5-10. The videos feature a mix of stop motion animation and live action documentary with real Israeli children in order to bring Israel to life for young learners. All videos are available in both English and Hebrew to promote content based Hebrew learning. The videos are also perfect for families to watch at home to learn about Israel.
Updated: Apr. 20, 2015
Pluralism is all well and good, but the amount of different opinions on, approaches to, and definitions of Israel Education, is driving us all crazy. We at Makom call our current approach “4HQ – the Four Hatikvah Questions.” Our feeling is that no matter what your answers are, or what the answers are that you intend your students to emerge with, the Four Hatikvah Questions are common to all. They emerge, of course, from the penultimate line in the Hatikvah Anthem: Lihiyot Am Hofshi B’Artzenu – To Be A People, Free In Our Land.
Updated: Apr. 19, 2015
The polls in Israel have closed. The election results are pouring in. Politicians and pundits are scrambling to make sense of the will of the Israeli people. And those who work on the front lines of teaching American Jews about Israel are scrambling to make sense of how to teach and talk about the elections. The recent elections – and other headlines from Israel – can seem daunting if we approach them as stand-alone events. Instead, they must become part of a larger framework of teaching and talking about Israel. Such an approach makes room for issues of immediate relevance by approaching them as part of an overall framework.
Updated: Apr. 02, 2015
Rochel Berman of Boca Raton — a member of the Boca Raton Synagogue Chevra Kadisha (sacred burial society) and consultant to the Congregation B'nai Torah Chevra Kadisha in Boca Raton — has embarked on a trailblazing project to develop a curriculum and study guide for Jewish high school students to learn about the Jewish preparation for burial. Berman has partnered with Rabbi Jonathan Kroll, head of school at Weinbaum Yeshiva High School (WYHS) in Boca Raton, to introduce the eight-session course titled 'The Final Journey: How Judaism Dignifies the Passage.'
Updated: Apr. 02, 2015
Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens
Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood.
Updated: Mar. 04, 2015
Since the end of the summer, I’ve had the opportunity to participate in two day-long meetings dealing with Hebrew in day schools and other parts of our Jewish educational system. Both meetings, though forward-looking in their focus, reflected what seemed to be a shared sense among participants that Hebrew language learning and teaching—despite some notable bright spots—generally faces an uphill struggle in our schools. The problem is not one of lack of good curricula or pedagogic knowledge, though there certainly are concerns about finding and preparing an adequate supply of capable teachers. Rather, again and again, participants in the conversations pointed to a “crisis of confidence and commitment”: the lack of a clear sense of purpose and growing questioning from parents, students and even school leadership as to whether the time and energy devoted to teaching Hebrew could be better spent elsewhere.
Updated: Jan. 05, 2015