Jewish impact on the world
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This document outlines a course for 7th grade students titled "The Jewish Impact on the World". The objectives of the course are for students to study the positive impacts Jews have had on the world and for each student to publish a book about the life of a Jewish person who influenced the world. Students will research and write about their person, and the books will be published by a company. The document provides a timeline and guidelines for students to write their books in Microsoft PowerPoint format and have them published. It also includes sample text from historical figures about the Jewish impact on civilization.
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This document is an introduction to a unit on the virtue of prayer in Judaism. It establishes that prayer has been an important practice since the Avot (Patriarchs), who introduced three daily prayers. It also explains that prayer is a mitzvah or commandment in Judaism, as the Jewish people are commanded to serve God with their heart through daily prayer consisting of praise, requests, and thanks. Additionally, everyone must pray to God during times of need to demonstrate their belief in God. The document stresses that prayer was and is considered a replacement for sacrifices in the Temple after its destruction, showing how critical prayer is as a means of serving and connecting to God.
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This document provides information about key concepts and terms related to Jewish prayer, including definitions for words like tefillah (prayer), tefillot (prayers), kavanah (intent), minyan (prayer quorum), siddur (prayer book), and brachot (blessings). It instructs students to work with a study partner to define these terms, then write a short children's story incorporating all the terms that is at least 600 characters and includes two pictures. The story is to be turned into a Dropbox folder called "Prayer Story".
Jewish impact on the world
1. The objective of this course is for 7th grade students to study and publish books about the positive impacts that Jewish people have had on the world.
2. Students will research and write about the life of a Jewish person who changed the world, then have their books published by a company called Studentreasures.com, making each student a published author.
3. The publishing timeline includes picking a character by October 2nd, researching and writing about the character in October, and bringing a children's book for research by an unspecified date in October.
Sukkot unit 2
The document outlines a 80-minute class on Sukkot that includes 4 activities:
1) Students answer why we sit in a Sukkah on Sukkot individually.
2) Students read sources and answer questions about Sukkot in partners.
3) Students watch a video about the meaning of the Sukkah and complete a worksheet.
4) As a mini assessment, students write a short essay on how the mitzvah of Sukkot will be more meaningful to them and support their answer using a source from class.
Sukkot Security Unit
This passage from the Torah discusses the Jewish holiday of Sukkot (Festival of Booths). It describes how for seven days, Israelites were to live in temporary shelters (booths) to commemorate God taking them out of slavery in Egypt. Specific instructions are given about not working on the first and last days and presenting offerings to God. The purpose of living in booths was so future generations would remember God leading the Israelites to freedom.
Sukkot security 2010 with notes
This passage from the Torah discusses the Jewish holiday of Sukkot (Festival of Booths). It describes how for seven days, Israelites were to live in temporary shelters (booths) to commemorate God taking them out of slavery in Egypt. Specific instructions are given about not working on the first and last days and presenting offerings to God. The purpose of living in booths was so future generations would remember God leading the Israelites to freedom.
A letter to sandy koufax
1) Sandy Koufax was a star baseball pitcher for the Dodgers in the 1960s who famously refused to play in Game 1 of the 1965 World Series because it fell on Yom Kippur, the holiest day of the Jewish calendar.
2) On Yom Kippur, Jews' deepest connection to God is revealed as it is the one day that the highest level of the soul, the yechidah, is awakened.
3) By prioritizing his Jewish faith and sitting out the World Series game, even though it went against his team's wishes, Koufax demonstrated that his connection to God through Judaism was stronger on Yom Kippur than other times
Dan lekaf zechut part two
The document discusses the concept of "Dan Lekaf Zechut" or "giving the benefit of the doubt" through several sources from Jewish texts. It cites a Mishnah from Avot stating one should judge others favorably. Another source says Moshe was punished for doubting the Jewish people would believe in God. Additionally, the mitzvah to love others is connected to judging them righteously and favorably, as negative judgments make loving them difficult. The document asks questions about these sources and concepts.
Middot Unit Part 1
The document discusses the principle of "giving the benefit of the doubt" or "judging favorably" through analysis of biblical and Talmudic sources. It describes how Eli the high priest initially accused Hannah of being drunk when she was praying silently, but then blessed her request when she explained herself. The Talmud teaches that one who suspects others wrongly must ask forgiveness and bless the other person. The document prompts analysis of how public figures are judged and whether media gives them the benefit of the doubt, as well as consideration of apologizing to someone wrongly suspected without full facts.
Middot unit
The document discusses the middah (character trait) of "Dan Lekaf Zechut" or "giving the benefit of the doubt." It instructs readers to create a scenario where they did not give someone the benefit of the doubt and explains how this middah relates to others, ourselves, and God. It also provides a Torah source from Leviticus 19:15 about impartial justice and not favoring the poor or great when judging others.
Seder steps in a case
This document outlines steps for an Pesach art project where students:
1. Research the definition and significance of each step of the Seder and create an interactive activity or game for engaging with the step.
2. Take notes on the definition, significance, and interactivity for each step.
3. Place all the information onto index cards and decorate a CD case to hold the cards and present the project. The goal is to engage friends and family in learning about each step of the Seder.
Seder steps in a case
This document outlines steps for creating an art project to teach about the 15 steps of a Passover Seder. The steps include: 1) researching definitions of each Seder step; 2) taking notes on deeper meanings and significance; 3) creating interactive activities/games; 4) compiling information onto index cards; 5) placing cards in order into a decorated CD case. Links are provided for researching step definitions, meanings, and game ideas.
Pesach
The document discusses the importance of feeling a personal connection to the Exodus from Egypt. It cites a quote that every person should feel as though they personally left Egypt in their own generation. The activity section then provides biblical quotes and Talmudic passages for students to analyze related to the Exodus story and experience of the Israelites leaving Egypt.
Embarrassment
1. The document discusses the concept of "Lo Levayesh" or "Not to Embarrass" through analyzing biblical sources and film clips. It explores times when characters felt embarrassed and ways to avoid causing embarrassment to others.
2. In the biblical sources, Adam and Eve initially felt no shame but after eating the forbidden fruit, their eyes were "opened" and they became conscious of their nakedness, feeling the need to cover themselves. Ezra also felt too ashamed to lift his face to God due to the sins of the Jewish people growing very large.
3. The discussion examines what it means to feel embarrassment before God and others, and how people tried to move past these
Who is rich
The document discusses a quote from Rabbi Akiva saying "Who is rich? someone who is happy with what he has". It then provides context about Rabbi Akiva and his role as a leading contributor to the Mishnah and Midrash Halacha. The document goes on to examine Rabbi Akiva's view that being satisfied with what you have is a good sign, while not being satisfied is a bad sign. It asks the reader to consider if feeling content with your current life is indicative of your future feelings.
Anavah Secondary Sources
The documents discuss how humility can be learned from nature and everyday objects. The Mishnah teaches that knowing our mortality should make us humble. The Talmud says Torah finds those who are humble like water flows to low areas. It also notes Adam was created last to remind the proud of their place. Derech Eretz Zutta advises being like a threshold all can step on rather than a door letting in wind or making others bend. Nature and objects can teach humility if we reflect on how they demonstrate our smallness in the world.
Primary Quiz
This document provides examples of various primary sources or documents and asks whether each example would be considered a primary source. Primary sources are original materials created at the time under study that provide first-hand accounts of events or experiences. The document lists examples like letters, diaries, maps, photographs, newspaper clippings, audio/video recordings, artifacts, eyewitness accounts, and other original materials created during the time period being studied.
Primary and Secondary Sources
Primary sources are original documents or artifacts created during the time being studied, providing first-hand accounts. Secondary sources are analyses or interpretations of primary sources created later. Primary sources include diaries, speeches, historical documents, photographs, and sound recordings from the period. Secondary sources include biographies, textbooks, newspaper articles analyzing past events, and scholarly articles interpreting primary sources. Both can provide valuable historical information but primary sources are considered more reliable as first-hand accounts.
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Jewish impact on the world
- 1. COURSE TITLE The Jewish Impact on the World Seventh Grade 5774 First Semester
- 2. How have you made an impact?
- 3. Unit Objective and description. 1. For Students to Study the Positive Impact the Jewish People have had on the world. 2. For Each Student to Publish a book on the life a Jewish Person whose impact has changed the world we live in. 3. For each students to clearly identify the positive impact their person of choice has had on the world. Using a Company called Studentreasures.com each student will get to become a published author.
- 4. JEWISH IMPACT BOOK PUBLISHING TIMELINE Step # Objective Due Date Location 1 Pick the Name of your Character October 2nd Put name on the Blog 2 Answer question about your character (Slide 5) October 7th Dropbox on ehillel.org 3 Research information about your character October 8th Dropbox on ehillel.org 4 Bring in children's book for research October 15th Bring to School 5 Write a short paragraph describing the positive impact. October 15th Dropbox on ehillel.org 6 Write the first draft of your characters life story October 21st Dropbox on ehillel.org 7 Write your final draft of your story November 5th Dropbox on ehillel.org 8 Rewrite your story to fit younger children in Powerpoint November 9th Dropbox on ehillel.org 9 Begin sketching the pictures for the book November 11th Turn in to Rabbi Kahan 10 Type or handwrite your story into your book November 20th 11 Sketch your pictures into your book December 1st 12 Submit your finished book into the envelope December 20th 13 Send envelopes to book publishing company December 20th Turn in Envelope 14 Present your story to the elementary grade class January 22-24 Visit Elementary Classroom 15 Present your book at a Evening for parents January 25
- 5. Group Age Grade Words Per Page Syllables Per Word 1 1-5 EC-Pre K Under 300 words in the book This includes text and illustrations. 2 5-8 K-3rd Under 500 words in the book No controlled vocabulary since meant to be read aloud to children. 3 8-10 4th-5 Under 800 words in the book Stories should include dialogue and action. Can include a few words per page up to chapters.
- 6. Step 2: Answer question about your character 1. Who is your person? 2.Your characters bio. D.O.B etc. 3. Describe the Positive impact they had on the world. 4. How was the impact felt? 5. How did the person make the world a better place. http://books.google.com/books?id=-EHzte8VuLsC&pg=PA91&lpg=PA91&dq=Changing+the+World++Biographies:+Better+Than+Book+Reports&source=bl&ots=TeEJerOj8N&sig=Hqo1LLtIT8B66DU9zlon0tLqSx8&hl= en&sa=X&ei=lpFeUp6RGIaPkAeh7oHwCw&ved=0CDwQ6AEwAw#v=onepage&q=Changing%20the%20World%20%20Biographies%3A%20Better%20Than%20Book%20Reports&f=false
- 7. "I will insist that the Hebrews have done more to civilize men than any other nation ... fate had intended the Jews to be the most essential instrument for civilizing the nations." John Adams, 2nd president of the United States From a letter to F. A. Van der Kemp [Feb. 16, 1808]
- 8. Some people like Jews and some do not, but no thoughtful man can doubt the fact that they are beyond all question the most formidable and the most remarkable race which has ever appeared in the world. Winston Churchill, Illustrated Sunday Herald, 8 February, 1920