Judaic Studies
Middle School Judaic Studies Course Descriptions
TaNaKh - Bible Studies
The TaNaKh (Bible) curriculum sequence aims to provide students with the skills and knowledge to become independent and life-long learners of the Biblical text by attaining three overarching goals. The first goal is that students become close and sensitive readers of the Biblical text. The second is that students view the TaNaKh as the formative narrative of the Jewish people. The third goal is that students engage in the learning of interpretation of the biblical text and see themselves as a link in this ongoing chain of interpretation.
The sequence is created based on a coherent scope and sequence of skills and content that challenges students to analyze the text through the frame work of big ideas and essential questions. These ideas and questions provide students with opportunities to make intra textual connections and explore the meaning of the text. At every level of study students are taught and encouraged to contribute personal ideas about the narrative, raise questions about the stories of the Torah, and draw connection between text and personal experiences.
The 6th grade TaNaKh course focuses on the Book of Joshuah through students' exploration of the overarching question: What is the relationship between doubt and faith? Students explore the role of faith in the Brit between G-d and Bnei Yisrael. The question of how faith is expressed and communicated is explored through a textual examination of the relationship of G-d, Bnei Yistrael, and their leaders. Students are guided to integrate prior textual skills and knowledge to newly acquired skills and content in order to deepen their understanding of conceptual connections within the TaNaKh.
The 7th grade TaNaKh course focuses on the various models of Biblical leadership presented in Nevi'im (Prophets) and Ketuvim (other Biblical writings). The overarching questions guiding students' learning are why is leadership important? What does it mean to be an effective/good leader? And, what can we learn from different models of leadership in the TaNaKh? As students explore these questions through a close reading of the text, as they continue to build text-reading skills.
The 8th grade TaNaKh is the culmination of the students' previous eight years of TaNaKh learning. This curriculum is designed to guide students through a process of exploring familiar TaNaKh texts with a focus on higher critical thinking skills. The aim of the course is for students to read familiar texts with great sensitivity to the Biblical language and different modes of interpretation. Students therefore reexamine selection of Biblical texts they have studied throughout their years of learning, but as mature and experienced learners of the Biblical text with strong textual and interpretive skills. As graduates of this program students explore the ways in which the TaNaKh informs who they are as Jews, thereby gaining deeper insight into who they are. To this end, students explore the text through the lens of the following questions: What is our role as humans in the world?; And, what does it mean to be an Am Kadosh (a holy nation)? These questions challenge the students to reach beyond the Biblical narrative and respond to these questions based on a deeper analysis of the text. By the end of this course, students articulate their responses to these questions as they relate to Biblical texts and to their personal lives.
Mishnah and Gemarah - Rabbinics
The middle school sequence of Rabbinics aims for students to view the study of Mishnah (the oral Torah) and Gemarah (interpretations of the oral Torah) as the dynamic manifestation of Matan Torah (the giving of the Torah to the Jewish people). The Rabbinics sequence provides students with a context that illuminates conversations and arguments among the rabbis over the span of many centuries about what it means to live a Jewish life. Through this course students recognize and identify the value of machloket (disagreement) and multiple interpretation of the text. Additionally, students begin to understand that within Jewish tradition and discourse of law, the legal process is dynamic and engaging. The overarching goal is to provide students with the skills and knowledge to navigate through these texts not only to become independent learners but to explore the relevance of these text to their lives. This course provides students with the opportunity to become part of the rabbis' discourse and to join these age-old debates, thereby bringing their teachings to life.
Mishnah
The sixth grade Mishnah class builds on the textual skills that students have already acquired to deepen their study of rabbinic literature. This course provides students with opportunities to reflect upon their own lives and the Judaism they experience through the classic text of the Mishnah. The selected texts focus on daily prayer and blessings, as well as a topical survey of the holidays throughout the year. Through this course student acquire skills to become reflective and competent readers of the Mishnah. When reading the Mishnah, students are encouraged to consider what they can learn about their own lives as well as what aspects of modern practice can be seen as originating in the Mishnah. Students contemplate the purpose of machlocket (disagreement) in rabbinic texts, as well as the structure and aural qualities of Mishnah that combine to make it foundational in the realm of Jewish literature.
The seventh grade Mishnah class builds on the textual and conceptual skills that students attain in 6th grade and set the foundation for learning Gemarah in 8th grade. Mishnayot are thematically selected. Mishnah learning at this level challenges students to engage the text through the framework of three big ideas: 1. The Mishnah is a formative Jewish text that models pluralistic thinking 2. The rabbis of the Mishnah are trying to figure out how to live a Jewish life 3. Students can gain insight into their own Jewish "being" through learning Mishnah. Some of the skills that students master during this course are: a greater proficiency in studying the text in Hebrew; identifying the different interpretations of law; formulating different positions and rationale within given halachic (legal) debates; demonstrating how halachic discourse is an expression of rabbinic value on how to live a Jewish live; and, articulating how the Mishnah enables them to participate in on going "textual conversations."
Gemarah
This course provides students with an introduction to studying Talmud. Since the Talmud is a vast and complex Jewish text, the course focuses on introducing Talmud through the concept of Makhloket (diverging opinions). By the end of the year, students understand the centrality of makhloket to Jewish discourse through several content themes. In the process of the course students explore how machloket is addressed in selected Talmud texts, analyze the different ways in which different makhlokot unfold, and view the discourse of machloket as a model process for gaining a deeper understanding of themselves and others.
To help students develop a level of comfort and independence in studying Talmud, students acquire skills such as navigating through selected Talmud texts, identifying and translating key words and phrases, becoming familiar with major figures, and raising questions about the text, and most importantly, demonstrating their understanding and relevance of the texts.
Ivrit - Hebrew Language
The Middle School Hebrew language curriculum focuses on reinforcing existing skills by challenging student to apply these skills in a variety of different modes of communication. Every unit is designed on the basis of four dimensions of language acquisition: Speaking, reading, writing, and listening comprehension. The goal of the course is to continue to challenge students to master new skills while reinforcing old ones. The units focus on a variety of different methods by which students are required to utilize their already existing skills such applying correct grammar skills to writing and speaking, communicating ideas clearly, paraphrasing written texts and oral communication, creative writing, etc. Each unit is designed to engage students to apply their knowledge in ways that are relevant and engaging. One example of a Hebrew language project that aims to provide students with an opportunity to demonstrate their proficiency in all domains of language acquisitions is the Life in Israel magazine. Students are asked to become an American journalist in Israel and to compose an interview with of an Israeli person be it a soldier, an Israeli chef, a fashion designer, or a new immigrant. The goal of the interview is to gain a deeper understanding of life in Israel. Student select and research their character of their choice, compose questions and answers based on their research, and create a magazine article about life in Israel from the perspective of their interviewee. Students record the interview using the language lab and present their interview to the entire grade. Another example of a unit is one where students view a modern Israeli TV series "The Shminiyah" with a focus on listening comprehension, listener-response journals, and classroom discussions. One other example is reading groups where students select modern Israeli literature and read it in groups based on their Hebrew proficiency level. Students are given written and oral project based on their reading.
In the eighth grade Hebrew course, the third and final course in our middle school Ivrit sequence, students continue to build Hebrew reading, writing and oral proficiency skills in a language lab setting. Drawing on resources from Tel Am, Israeli Newspapers and TV programs, students' strengthen their ability to demonstrate, apply, and synthesize their Hebrew knowledge to real life situations.
Through differentiated instruction, students explore common themes and topics of interest while simultaneously building their oral, written and reading language skills through rigorous, engaging, and individually challenging skill level.