SIXTH GRADE CLASS ENDURING UNDERSTANDINGS
Judaic Studies
Sixth grade students should begin the year in Hevruta studying the book of Exodus from the Etz Chaim. Their focus should be on the difference between the Pshat and Drash commentary while becoming familiar with the leadership qualities of Moses. This should transition into an over arching understanding of how the Jewish community functions, by studying the ; the synagogue, Jewish Community Centre, Jewish Family Services, Summer Camps and more. Students will know that there is a body of Jewish Literature following the Torah, consisting of Prophets and Writings, that make up the Tanach. Students will become familiar with the stories and character traits of some of the major Kings, Prophets, and Judges.
Jewish immigration to Vancouver will be studied through Elder History. Elder History is where the students bring in their grandparents who they interview about how they arrived to Vancouver and/or their memories of how their forefathers/mothers came to Canada. Jewish contribution to civilization will be studied in depth.
Hebrew & Prayer
The curriculum holds the ideal that a student who has participated in the Multi-Year Bnai Mitzvah Training Curriculum has been in front of the congregation leading prayers for three years. Until the curriculum is implemented over the next couple years, it is important to understand where each student is currently at. All students should have a copy of the CDs from SiddurAudio.com and practice those prayers that they do not know. Coming to services is essential for those students who have not had the benefit of a multi-year training for their Bnai Mitzvah.
Trope will be introduced during the sixth grade year. Recognizing trope as being a necessary part of their learning up to two years ahead of their Bnai Mitzvah will be helpful. Prayer texts should be utilized at this age to explore questions of Jewish identity and to consider the boundaries of what define us as Jews. An example is the problematic language of the Aleinu that seems so exclusionary.
The sixth grade students will be studying the BJL: Journeys Through the Siddur for both Friday Evening and Saturday Morning. Looking at the prayer section of the curriculum map on the next couple pag-es, it does seem quite daunting. That is why the teacher needs to have a clear perspective on what is feasi-ble for the fall class led service and what can then be accomplished during the spring.
This year, students will make the transition towards understanding Hebrew through the prayer service instead of with a text book. Knowing and recognizing word parts, roots and other language elements should be part of their skill set. Being able to let go of the goal to teach our students to speak Hebrew allows for them to use the Hebrew they know to connect and make meaning out of the important prayers. The BJL curriculum, which will be elaborated more on below, uses a technique called the “approximation of translation” that:
1. Teaches students a core Hebrew vocabulary
2. Builds their skill at recognizing roots in context
3. And then challenges them to use those tools to build an evolving sense of general meaning of key passages in the Siddur.
This is all based on the premise that when students sense a growing ability to understand the siddur their connection to Judaism deepens.
Holidays The relationship between forgiving and responsibility is an enduring understanding when it comes to grade 6 students. This will segue into the concentration on the Jewish concept of תשובה (Tshuva) or repentance. Traditional texts will be looked at to understand how Judaism perceives the idea to Tshuva. Tshu-va is connected deeply with our ability to reflect, and this skill needs to be “worked on”. What this means is an individual spiritual process that the students will be asked to undertake. Jewish customs such as Slichot, Kaparot and others will be understood. How Jews relate to sin (חטא - ‘missing the mark’) is also important to understand in contrast to the Christian understanding of original sin.
As in grade five, the ancient agricultural connection of the holidays will be realized in the context of our Ancient Near Eastern history. Students will understand how the Israelities observed the holidays during the time of the Temples in Jerusalem.
Ethics and Morals
As new Kadimaniks, the sixth graders will learn about leadership and why it is important to be a per-sonal example (דוגמא אשית – Dugma Ishit). They will be part of the leaders in plays and other school wide programs. Students will look at Maimonides eight levels of צדקה and how צדקה differs from charity (from the Latin root, Charitas, which means ‘giving from the heart’). The enduring understanding with regards to Tza-dakah should be to figure out why it is better to teach a man how to fish than to just give him a fish. A class project should revolve around how to get to this level of Tzadakah in Vancouver.
Knowing what Lashon haRa is and why it needs to be avoided is significant. Students need to be able to defuse harmful interactions and turn them into growing opportunities. The Lashon HaRa coin jar may be used for a week, where every time a student is caught or catches him/herself in the act, they must donate a coin to the jar.
Israel
Understanding the phenomenon of anti-Semitism and how the Jewish community has reacted to it is an important enduring understanding for the sixth grade. The students should contact the ADL and other Jewish groups that counter and observe anti-Semitism and discover ways that they can assist and learn more.
CHAI’s lesson plan on Defending Israel will be used to deepen the sense of nuance when relating to Israel. The lesson explores, “the challenge of establishing a Jewish country that reflects the commandments, values, and ideals of Judaism despite the complexities, conflicting needs, and opportunities for corruption in-herent in running a state. Our tradition requires us to build a society that will serve as an example of justice and holiness to all the nations of the world– to be ‘a kingdom of priests and a holy nation’ (Ex. 19:6).” By looking at the challenge of a Jewish State, our students will be able to have effective intellectually deep con-versations about the situation in the Holy Land. Knowing various narratives allows us properly relate to our national story. Building effective advocates for Israel demands a wide perspective so that their perspective can be heard.
Judaic Studies
Sixth grade students should begin the year in Hevruta studying the book of Exodus from the Etz Chaim. Their focus should be on the difference between the Pshat and Drash commentary while becoming familiar with the leadership qualities of Moses. This should transition into an over arching understanding of how the Jewish community functions, by studying the ; the synagogue, Jewish Community Centre, Jewish Family Services, Summer Camps and more. Students will know that there is a body of Jewish Literature following the Torah, consisting of Prophets and Writings, that make up the Tanach. Students will become familiar with the stories and character traits of some of the major Kings, Prophets, and Judges.
Jewish immigration to Vancouver will be studied through Elder History. Elder History is where the students bring in their grandparents who they interview about how they arrived to Vancouver and/or their memories of how their forefathers/mothers came to Canada. Jewish contribution to civilization will be studied in depth.
Hebrew & Prayer
The curriculum holds the ideal that a student who has participated in the Multi-Year Bnai Mitzvah Training Curriculum has been in front of the congregation leading prayers for three years. Until the curriculum is implemented over the next couple years, it is important to understand where each student is currently at. All students should have a copy of the CDs from SiddurAudio.com and practice those prayers that they do not know. Coming to services is essential for those students who have not had the benefit of a multi-year training for their Bnai Mitzvah.
Trope will be introduced during the sixth grade year. Recognizing trope as being a necessary part of their learning up to two years ahead of their Bnai Mitzvah will be helpful. Prayer texts should be utilized at this age to explore questions of Jewish identity and to consider the boundaries of what define us as Jews. An example is the problematic language of the Aleinu that seems so exclusionary.
The sixth grade students will be studying the BJL: Journeys Through the Siddur for both Friday Evening and Saturday Morning. Looking at the prayer section of the curriculum map on the next couple pag-es, it does seem quite daunting. That is why the teacher needs to have a clear perspective on what is feasi-ble for the fall class led service and what can then be accomplished during the spring.
This year, students will make the transition towards understanding Hebrew through the prayer service instead of with a text book. Knowing and recognizing word parts, roots and other language elements should be part of their skill set. Being able to let go of the goal to teach our students to speak Hebrew allows for them to use the Hebrew they know to connect and make meaning out of the important prayers. The BJL curriculum, which will be elaborated more on below, uses a technique called the “approximation of translation” that:
1. Teaches students a core Hebrew vocabulary
2. Builds their skill at recognizing roots in context
3. And then challenges them to use those tools to build an evolving sense of general meaning of key passages in the Siddur.
This is all based on the premise that when students sense a growing ability to understand the siddur their connection to Judaism deepens.
Holidays The relationship between forgiving and responsibility is an enduring understanding when it comes to grade 6 students. This will segue into the concentration on the Jewish concept of תשובה (Tshuva) or repentance. Traditional texts will be looked at to understand how Judaism perceives the idea to Tshuva. Tshu-va is connected deeply with our ability to reflect, and this skill needs to be “worked on”. What this means is an individual spiritual process that the students will be asked to undertake. Jewish customs such as Slichot, Kaparot and others will be understood. How Jews relate to sin (חטא - ‘missing the mark’) is also important to understand in contrast to the Christian understanding of original sin.
As in grade five, the ancient agricultural connection of the holidays will be realized in the context of our Ancient Near Eastern history. Students will understand how the Israelities observed the holidays during the time of the Temples in Jerusalem.
Ethics and Morals
As new Kadimaniks, the sixth graders will learn about leadership and why it is important to be a per-sonal example (דוגמא אשית – Dugma Ishit). They will be part of the leaders in plays and other school wide programs. Students will look at Maimonides eight levels of צדקה and how צדקה differs from charity (from the Latin root, Charitas, which means ‘giving from the heart’). The enduring understanding with regards to Tza-dakah should be to figure out why it is better to teach a man how to fish than to just give him a fish. A class project should revolve around how to get to this level of Tzadakah in Vancouver.
Knowing what Lashon haRa is and why it needs to be avoided is significant. Students need to be able to defuse harmful interactions and turn them into growing opportunities. The Lashon HaRa coin jar may be used for a week, where every time a student is caught or catches him/herself in the act, they must donate a coin to the jar.
Israel
Understanding the phenomenon of anti-Semitism and how the Jewish community has reacted to it is an important enduring understanding for the sixth grade. The students should contact the ADL and other Jewish groups that counter and observe anti-Semitism and discover ways that they can assist and learn more.
CHAI’s lesson plan on Defending Israel will be used to deepen the sense of nuance when relating to Israel. The lesson explores, “the challenge of establishing a Jewish country that reflects the commandments, values, and ideals of Judaism despite the complexities, conflicting needs, and opportunities for corruption in-herent in running a state. Our tradition requires us to build a society that will serve as an example of justice and holiness to all the nations of the world– to be ‘a kingdom of priests and a holy nation’ (Ex. 19:6).” By looking at the challenge of a Jewish State, our students will be able to have effective intellectually deep con-versations about the situation in the Holy Land. Knowing various narratives allows us properly relate to our national story. Building effective advocates for Israel demands a wide perspective so that their perspective can be heard.