RHR-NA Teaching Torture Curriculum Presentation, December 5, 2010
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This document summarizes a curriculum on teaching about anti-torture developed by Rabbis for Human Rights-North America. It discusses why the curriculum was developed, how to plan and implement lessons effectively, and frameworks for adapting lessons focusing on texts, mitzvot/values, or challenging language. The key aspects covered are understanding the underlying issues, designing powerful learning outcomes, engaging learners, assessing success and areas for improvement, and adapting lessons around biblical texts, Jewish values, or difficult topics through structured discussion.
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RHR-NA Teaching Torture Curriculum Presentation, December 5, 2010
- 1. Tools for Change: Teaching RHR-NA’s Anti-Torture Curriculum Rabbis for Human Rights-North America Conference on Judaism and Human Rights, December 2010 Sara Shapiro-Plevan, Rimonim Consulting
- 2. Three Whys… Why are you here? Why this curriculum? Why now? ________________ Our conversation is not an attempt to solve a problem, but instead an attempt to help us to understand the underlying causes for the issues and questions which bring us here. Based on the 5 Whys for Inquiry Protocol from the National School Reform Faculty nsrfharmony.org
- 4. Before we begin, what do we need to know? How do we understand each of these in isolation? What is the interaction between them? What is their impact on one another?
- 5. Making it Work: Using the Curriculum Planning Scanning the environment Understanding the needs and potential impact of the 4 Commonplaces Considering what success might look like Design Designing powerful learning and learner outcomes Engaging the whole learner Implementation Making the learning experience a success Assessment Understanding how we’ve succeeded Determining what needs refinement and adjustment Planning for what’s next
- 6. Making it Work: Using the Curriculum
- 7. Frameworks for Adaptation: Text Emphasis on the study of texts (Biblical, rabbinic, classical, modern, contemporary) Pirkei Avot 1:14 אִם אֵין אנִי לִי, מִי לִי. וּכשׁאנִי לעצמִי, מָה אנִי. ואִם ֹלא עכשָׁיו, אֵימָתָיָ Genesis 1:27 ויִבְרא אֱֹלהִים אֶת הָָאדָ ם בצלְמוֹ בצלֶם אֱֹלהִים בָרא א ֹתוֹ זָכָר וּנְקבָה בָרא א ֹתָ ם
- 8. Frameworks for Adaptation: Mitzvah Emphasis on mitzvot or value concepts B’tzelem Elokim Being created in the image of G0d: What does this mean? Responsibility Do our obligations to others change if we view each person as created in the image of God? What does b'tzelem elokim mean for the responsibility of Jews toward other Jews? Toward non Jews?
- 9. Frameworks for Adaptation: Challenge Emphasis on Challenging and Difficult Language Focus on classical texts Consider primary/current sources carefully Use of protocols to create structured framework for conversation Make room for divergent opinions and respectful debate: agree to disagree
- 11. something you would like to learn more about.
- 12. something that you need help with.
- 13. something that surprised you.
- 14. something that you would like to learn more about.
- 15. who you'll share this learning with upon your return
- 16. one next step you're considering.
Editor's Notes
- WelcomeIntroduction (Sara)Why we’re here: Build our own capacity to use the curricular resources and contemplate expanding and or adapting them for new usesGround Rules: This is a conversation. Let’s ask lots of questions, knowing that we may not find the answers. Healthy and respectful dialogue.Presentation: via PowerPoint. We do not have hard copies. Once the session is over, I’ll email this to each of you so that you have a copy for your own use. Share emails on sheet of paper.
- Introductions based on the 5 Whys Protocol.In one sentence each, answer the above questions.Once we’ve all gone around, we’ll have the chance to ask one final question, the personalized question, that which arises from your personal interest in this. We will ask, but not answer, raising the question for discussion. I will document so that we have the questions as a record so that we can continue the conversation in the future.
- Introductions based on the 5 Whys Protocol.In one sentence each, answer the above questions.Once we’ve all gone around, we’ll have the chance to ask one final question, the personalized question, that which arises from your personal interest in this. We will ask, but not answer, raising the question for discussion. I will document so that we have the questions as a record so that we can continue the conversation in the future.
- A few notes about the commonplaces, in Schwab’s own wordsFrom Science, Curriculum, and Liberal Education (eds.) Westbury, I and Wilkof, N, (Chicago: University of Chicago Press,) 1978Learner: knowledge of the age group, what it knows, what it is ready to learn, what will come easy, what will be difficult, what aspirations and anxieties may affect the learning. Also, what is unique about this particular group of learners. Knowledge of learner’s present state of mind as well as what their destiny will be as adults. Teacher: this is knowledge of the teacher. What does the teacher know, and how flexible and ready are they to learn new materials and ways of teaching? We need good guesses too, about their personalities, characters and moods; how they are likely to relate to the children, to one another, to the directors of the school. How do they tend to feel about themselves? What is their background, what are their biases?Subject Matter: familiarity with the available scholarly materials and the discipline from which they comeMilieu: where will the learning take place? What is the relationship between the students? What impact does location and situation have? What is the context? Which other communities overlap with this one? What is the relationship of the adults in the community that impact the child as learner? What are the relations of this community to others of the same religious, ethnic or class?
- Curriculum is a process. These are the components of that process. Once you’re done, you begin again.
- Using a curriculum properly is best represented in a cycle. Begin with Planning—Design—Implementation—Assessment…and then begin again.
- If we choose to change the way we use this curriculum, how do we do so? Looking at the curriculum using different frameworks for understanding. We’ll look at 3: text, mitzvah and challenge.these are texts from the introductory lesson; they form the framework for all of the learning to come.
- ----- Meeting Notes (12/6/10 14:20) -----discomfortpastoral approach
- Share email: will get powerpoint this afternoon. Thank you!