The Book of Ruth
The Book of Ruth is read in the synagogue on the holiday of Shavuot. The story told in this book is linked to the holiday of Shavuot in terms of the time of year at which it takes place — the time of the wheat harvest. This is also the time of year at which we celebrate Shavuot. In addition to the timing, the content of this book is also related to the holiday of Shavuot.
Hashgacha and Freewill
This house focuses on the two central Jewish concepts of Hashgacha (Divine Providence) and Human Free Will and how to harmonize between these two notions that seem to be in conflict.
This house focuses on the nature and purpose of humankind as understood from early and modern sources examining the creation narrative in Sefer Beresishit.
The Why of Shabbat
What are the philosophical underpinnings of Shabbat observance that make it a critical area of religious observance throughout history? In this house this will be explored through the eyes of several contemporary Jewish thinkers.
The How of Shabbat
In this house the “how of shabbat observance” will be explored in all its complexity and diversity among the Jewish people today.
This unit on Shabbat focuses on the songs and melodies that accompany Shabbat – during rituals and prayers, as well as modern-day songs.
Passover: Story of the Holiday
This unit deals with the multifaceted story and diverse faces of the Passover holiday, and focuses on the idea of telling the exodus story and its significance.
Passover: Slavery and Freedom
This unit examines the theme of freedom on Passover and its implications for our lives even beyond the Passover seder.
Topics in Prayer
There are several aspects of traditional Jewish prayer that relate to the development of prayer as a fixed ritual, and some that are related to prayer as a ritual that takes place with others. This unit deals with the topic of praying in a minyan (a quorum of ten people), prayer formulas and the importance of intention in prayer.
Passover: Seder Night and the Haggadah
This unit discusses the various aspects of Seder night – the structure of the Haggadah, the Seder plate, and selected texts from the Maggid section.
Central Jewish Prayers
This unit focuses on some of the central prayers in the siddur (Jewish prayer book), including: Birchot ha-shachar (the morning blessings), the Shema, the Amidah and more.
Shabbat – A Day of Rest and Holiness
This unit discusses the uniqueness of Shabbat as a day of rest from work and a day that is different from other days of the week.
Shabbat – Rituals
This unit on Shabbat deals with the various ceremonies and rituals traditionally performed over the course of Shabbat – including candle lighting, kiddush (the blessing over the wine) and havdalah (the ceremony differentiating between Shabbat and the rest of the week).
A unit which deals with some basic underlying questions regarding prayer, including who prays, to whom one prays and the connection between prayer and faith. It also focuses on different types of prayer – shevach (prayers of praise), hodaya (prayers of thanks) and bakasha (prayers of request).
You Are What You Eat: Finding Meaning in the Laws of keeping Kosher
This Unit will familiarize learners with the concepts of kashrut, as well as expose them to the basic laws of keeping kosher. It will examine some of the rationales behind these laws and consider a broader understanding of kashrut and its relevance to Jewish values and contemporary ethics.
Just Remember: Symbols and Reminders in Judaism
All religions and cultures incorporate symbols and reminders into the norms of everyday life. In this unit, examples of these from Judaism will be presented, and the ideas and values they represent will be explored. Students will be encouraged to consider what their own connection and relationship can be in a 21st century context.
The Exodus from Egypt as a Jewish Calling
This unit explores the centrality of the Exodus from Egypt in Jewish life. It suggests several reasons for its importance, and discusses the moral lessons from it that have guided human behavior throughout history.
Chosen People, Chosen Purpose
This unit explores the concept of chosenness, and what it means when Jewish tradition says the Jewish people are a “Chosen People”.
Saying Sorry and Forgiving
A unit approaching Rosh Hashanah and Yom Kippur which focuses on saying sorry: the importance of saying sorry, the difficulty in saying sorry, and the command to forgive others.
Soul-Searching – Cheshbon Nefesh
A unit approaching Rosh Hashanah and Yom Kippur which focuses on the subject of cheshbon nefesh - examination of ourselves and, when necessary, our deeds and regret over them.
Sitting in the sukkah (also referred to as “settling” or “dwelling” in the sukkah) is the main commandment on the holiday of Sukkot. In this resource, we will learn about the sukkah and will become familiar with its symbolism and the values learned from it.
Megillat Rut (The book of Ruth) – Being a Jew
Megillat Rut (The Book of Ruth) tells the story of Ruth’s choice to become part of the Jewish people. In this lesson, we will discuss the significance of Judaism for us and the choices we make surrounding this topic.
Kindness (Chessed) in the Book of Ruth
In the Book of Ruth (Megillat Rut), kindness (chessed) is expressed in several different ways. This unit discusses the meaning of kindness, how we can be kind, and the importance of kindness in society.
Tikkun Leil Shavuot – The Jewish Value of Learning
In this resource, we will learn about the Jewish value of study through familiarization with the custom of Tikkun Leil Shavuot (all-night Torah study on Shavuot).
Ve-Nahafokh Hu – Topsy-Turvy
One of the themes of the festival of Purim is the idea of a complete change in a situation. This resource discusses the difficulties we sometimes face in controlling changes in our lives and considers how we can cope with such changes despite the difficulties.
Contemporary approaches to divine providence and free will
This lesson looks at several contemporary thinkers’ approaches to the issues of divine providence, divine foreknowledge, and human free will.
Human Responsibility and Divine Providence
This lesson explores the tension between the concepts of divine providence and human free will and therefore responsibility to self well-being. If there is divine providence at an individual level, does this mean we can rely on God’s protection if we are worthy or do we still have a responsibility to look after ourselves?
Free Will and do we really have it?
This unit will explore Jewish perspectives on free will in light of the Jewish belief of hashgachah, divine providence. Belief in an all-knowing God that controls the universe complicates a belief in the existence of free will. Yet, free will is a critical component in determining sin or its opposite, the fulfillment of a mitzvah. If there is no free will, how can one be responsible for their actions?
Hashgacha – Divine Providence
This lesson explores the concept of divine providence. Texts will examine the role of God in the world following its creation, exploring themes including what hashgacha is, natural law, relying on divine intervention and does human behaviour matter.
In the Beginning, One Being
In this unit we will look at several sources that explore the uniqueness of the human being and what that means for Judaism’s approach to diversity.
Adam and Eve
In this unit we will look at how the torah provides two accounts of the creation of Adam and Eve and consider approaches to what we can learn about the Torah’s approach to gender from this.
Two accounts of the Creation of Humankind
In this unit we will look at a second version of the creation of Adam found in chapter 2 of Beresishit, and explore various approaches that reconcile this with the version in chapter 1.
In God’s Image
In this unit we will consider what it means that humans are created ‘in the image of God’, and what that tells us about the Torah’s approach to the nature and purpose of humankind.
Shabbat as a Taster of the World to Come (the afterlife)
In this block we will look at three sources that compare the experience of observing shabbat to the World to Come (the afterlife).
Shabbat and Creation
In this block we will consider the connections between Shabbat and the Creation of the world.
Shabbat is the heart of Jewish life
In this block we will look at the historical, cultural, and sociological impact of shabbat observance on the Jewish people.
Shabbat and the Exodus
In this block we will consider the connections between Shabbat and the Exodus.
Shabbat is being in the present
In this block we will look at several sources who all approach shabbat as a means to pause and take stock, be present in the moment, and focus on ourselves.
The Spirit of Shabbat
In this block we will explore the overall theme of “rest” on shabbat as a way to maintain the spirit of shabbat.
Contemporary Approaches to Shabbat
In this block we will explore contemporary approaches to shabbat observance from various streams of Judaism that differ in some way from Orthodox observance.
“There Is a Certain People” — To Live as a Minority
Life as a minority is challenging in any society. Jews have faced many challenges in the form of anti-semitic worldviews and in light of their unique customs, which make them stand out. In this resource, we will explore different approaches to coping with this challenge.
Hidden and Revealed: Central Motifs of Purim
This resource deals with the motifs of things that are hidden and those that are visible in Megillat Esther (The Scroll of Esther) and how these motifs are expressed on Purim through costumes and masks.
Megillat Esther: Story of the Holiday
In this resource, we will learn about Megillat Esther and the holiday of Purim. We will address the main themes that are found in Megillat Esther and reflected in the customs of the holiday, such as happiness, “Ve-Nahafokh Hu” (all upside down or topsy turvy), concealment and mutual responsibility.
Zachor – the “dos” of Shabbat
In this resource we will consider the positive aspects of Shabbat observance, including the positive mitzvot involved in an active Shabbat observance.
Shamor – the “do nots” of shabbat
In this block we will consider the classic Biblical and Talmudic sources for the prohibitions involved in shabbat observance.
The Four “Memim”: Purim Customs and Traditions
This resource deals with the four main customs on Purim – mishteh (a feast), mikra megillah (reading Megillat Esther), matanot l’evyonim (gifts to the poor) and mishloach manot (gifts to friends) – and the values of mutual responsibility reflected in them.
The Sukkah – Permanence and Temporariness
On the holiday of Sukkot, we turn the sukkah, a temporary structure, into our permanent home for the duration of a week. This resource discusses the experience of permanence and ephemerality on the holiday of Sukkot and in our daily lives.
The Torah is Better than Any Merchandise
The Importance of the Torah for Us
The Torah is the foundation of Jewish culture and Jewish life. We read from it every week, there is a commandment to study it, and it forms the center of two holidays – Simchat Torah and Shavuot. In this unit we will discuss why the Torah has such an important status in Jewish tradition and what it means for us.
Loyalty to Our Principles
On Chanukah we celebrate the victory of the Maccabees over the Greeks, who tried to force the Jews to refrain from keeping Jewish practices and leave their religion. In the resource, we will learn about the decrees of Antiochus and the Jewish opposition to them, and we will consider what principles are sacred to us and how they can be maintained in the face of external pressure.
Chanukah – The Story of the Holiday
We will become familiar with the Chanukah story and the customs associated with the holiday. We will discuss what we can learn from the story and how it can serve as a source of inspiration in our lives today.
First Fruits (Bikurim)
The mitzvah of bringing bikurim (first fruits) to the Holy Temple is referred to in the Torah as an act of gratitude to God for bringing us to the land of Israel. In this resource, we will discuss the importance of being grateful for the good things in our lives, the various ways in which we can express our feelings of gratitude, and the connection between gratitude and the first fruits.
From Generation to Generation
In this resource, we will learn about the lineage of Torah transmission and how we can take part in this chain of transmission and innovate in it.
The Ten Commandments
This resource explores the Ten Commandments, which constitute a moral foundation for the Jewish people and have inspired other nations, as well. It also deals with the importance of rules for society and the individual.
At Mount Sinai
Receiving the Torah at Mount Sinai is a formative event in Jewish tradition and
culture. This resource discusses this event and considers in what ways its memory
has been meaningful for Jews throughout the generations and down to our own
The Giving of the Torah
The experience at Mount Sinai is a formative event in Jewish tradition and culture. In this resource, we will explore the description of that event and what that description can teach us about the Torah.
Light in Art: Monet – The Painter of Light
Light influences and determines the way we see the world, particularly in terms of colors. This is evident in the art of the Impressionist school, including the works of the painter Claude Monet. We will examine how this perspective is connected to various ideas in Jewish tradition.
The Maccabees’ heroism brought an end to the religious decrees enacted against Jews in the Land of Israel and to the victory that we celebrate on Chanukah. In this resource, we will discuss the question of what is heroism and who is a hero.
On Chanukah, we celebrate the victory of the Maccabees and the miracle of the small jug of oil. In this resource, we’ll discuss what a miracle is and the tension between human actions and relying on miracles from heaven.
The Different Faces of Chanukah
In this resource, we will draw a parallel between two descriptions of the Chanukah story: The historical description found in the Book of Maccabees versus the Talmudic account describing the miracle of the oil jug. We will deal with the question of how each narrative contributes to our understanding of the story as a whole, as well as our own personal connection to the holiday.
Symbols – The Menorah as a Jewish Symbol
The menorah (candelabra) from the Temple serves as a Jewish symbol. The chanukiya, which symbolizes the menorah and the Chanukah miracle, has itself acquired the status of a Jewish symbol. We will study the menorah and the subject of symbols: we will consider what a symbol is, become familiar with some Jewish symbols, and study their meaning.
Chanukah is a story of an encounter between Hellenist culture and Jewish culture. It represents the traditional worldview of preserving Jewish identity in the face of foreign cultural influences. In this resource, we will address the tension between Jewish culture and local and global culture.
In this resource, we’ll learn about this song and take a closer look at its lyrics. We’ll address the struggles of the Jewish people against enemies over the course of history.
The Enlightening Dispute Between Hillel and Shamai
This resource deals with the dispute between Beit Hillel (the school of Hillel the Elder) and Beit Shamai (the school of Shamai the Elder) over whether we should add or detract from the number of Chanukah candles that we light each night of the holiday. We will use their dispute to discuss the value of debate in Jewish tradition and the concept of “machloket l’shem shamayim” -“a dispute for the sake of heaven”.
Light – A Symbol of Good
This unit discusses light as a symbol of good in the context of the Chanukah story.
Light and Darkness
This resource discusses the importance of light in our lives and in the world and the use of light as a metaphor for good versus darkness as a metaphor for evil, examining these assumptions.
This resource deals with the mitzvah of lighting candles on Chanukah and its symbolic significance.
Kriyat Shema (for older children)
In this resource, we will learn about a text that expresses beliefs that have been central to Jewish tradition over the course of history and in Jewish communities around the world.
Avadim Hayinu – We Were Slaves
Avadim Hayinu – we were slaves. Based on this passage in the Haggadah, we will discuss the story of slavery in Egypt and the experience of freedom, noting the relevance of slavery throughout human history.
Rejoice in Your Festivals
On Sukkot, it is a mitzvah to be happy. In this resource, we will learn about reasons to be happy on Sukkot and Simchat Torah, and about happiness as a Jewish value.
Sukkah and Memory
In this unit, we’ll learn about the roles and importance of holiday symbols, including their significance on the personal and family level and their significance for the collective memory of the Jewish people, with an emphasis on the sukkah.
Sukkot / Eliahou Eric Bokobza
Eliahou Eric Bokobza’s piece entitled “Sukkot” evokes thoughts about the nature of permanence and ephemerality in Jewish life.
Tfilat Haderech (The Traveler’s Prayer)
Prior to embarking upon intercity travel, it is customary in Jewish tradition to recite Tfilat Haderech (the traveler’s prayer) and bless ourselves that we will reach our destination in peace and joy.
The ushpizin are special guests we invite into our sukkah. In this resource, we will learn about the custom of ushpizin, as well as the value of welcoming guests into our home and how it’s connected to the holiday of Sukkot.
The Four Species
On the holiday of Sukkot, holding the four species together teaches us about the Jewish People’s desire for unity, alongside the differences between its individuals.
Finding New Meaning in Kashrut for the Modern Age
In this block we will consider several contemporary approaches to finding new meaning in the laws of kashrut.
Holding back: How Kashrut teaches social and moral self-discipline
In the “Are there health benefits (for body and soul) to keeping kosher?” block the potential physical and spiritual health benefits to observing the laws of kashrut were considered. In this block we will explore possible sociological, psychological, and ethical reasons behind the laws of kashrut.
For the body or the soul: Possible reasons for keeping kosher
The laws of keeping kosher have no immediately obvious rationale behind them. Yet we assume that observance of all the mitzvot in the Torah are beneficial to us. Therefore, for generations, Jewish thinkers have formulated various approaches to the benefits of keeping kosher. In this lesson we consider four approaches to the physical and spiritual benefits of observing the laws of kashrut.
Introducing the Laws of Kashrut
What does it mean to keep kosher? There are a multitude of complicated laws that are the starting point to answering that question, and in this lesson we will look at their sources.
Wearing a Kippah as a Symbol
In this lesson, the custom to wear a kippah is explored through talmudic and through talmudic and modern sources, taking a specific focus on the kippah as an expression of Jewish identity.
Tzitzit as a Symbol
In this lesson, the symbolism of the mitzvah of Tzitzit will be examined, through looking at the biblical source for the mitzvah, and then exploring different approaches through talmudic and modern voices.
Mezuzah as a Symbol
In this lesson, the symbolism of the mitzvah of Mezuza will be examined, through looking at one of the biblical sources for the mitzvah, and then exploring different approaches through talmudic, medieval, and contemporary voices.
Tefillin as a Symbol
In this lesson, the symbolism of the mitzvah of Tefillin will be examined, through looking at the biblical source for the mitzvah, exploring a national symbolism of Tefillin in a medieval commentary on the Torah, and a more personal approach taken by a modern thinker and a teen author.
From Communal to Personal Calling
In this lesson we will focus on the more personal impact of the Exodus on our lives as individuals. Using the quote from the Haggada “In each and every generation a person is obligated to see oneself as if they had [personally] come out of Egypt” as a launching point, the thinkers presented here describe if and how we can create a personal connection to the story, and how this can change us as people.
You Left Egypt – Now Pay It Forward
In this lesson we explore how the Exodus story in the national consciousness of the Jewish people has been a moral compass, instilling the values of protecting the vulnerable in society. This is legislated in Jewish law, can be seen in Jewish history, and is a national calling for the future – to build a society on the values of protecting the weak and vulnerable amongst us.
The Exodus Narrative as an Inspiration in Modern History
In this lesson we explore how the Exodus story has been an inspiration for Jews and non-Jews alike during historical periods when freedom and liberty could not be taken for granted. These include the refuseniks in Soviet Russia, appartheid South Africa, and the the struggle for civil rights for African Americans.
What the Bible says on remembering the Exodus
In this lesson the themes of the Exodus in Judaism and Jewish history are explored, including the importance to remember the Exodus, and the lasting impact that this experience has had on Jewish national memory, on the Jewish psyche, ethics, and living.
Chosen for What?
Before the Israelites received the Torah God instructed Moses to describe them as a “Segula” (treasured) and a “Kingdom of Priests and a Holy Nation”. This is a biblical source for being a chosen people. But chosen for what?
Chosenness: Privilege or Responsibility
God promises a special relationship with the Jewish people. That He will love and protect them, and ensure they are prosperous and safe. But is this relationship unconditional? Is it a privilege or is there responsibility that comes with these blessings?
Who Chose Whom?
Chosenness has sometimes come with a steep price, leading some to question who did the choosing, the fairness of this covenant, and if the two partners in the transaction were equally free to accept the ramifications.
Why were the Israelites Chosen? – Intrinsic vs.Extrinsic Holiness
The Jewish people are often referred to as the “Chosen People”, based on references in the Torah that describe the Israelites as singled out by God from among the nations of the world for a specific reason and a purpose. In this lesson we will explore these references and the way several Jewish thinkers approach them to evaluate for ourselves whether this “chosenness” was because of a defining and intrinsic holiness or a potential extrinsic holiness to be achieved.
Vehi She’amda – God’s promise to Abraham
This resource discusses God’s promise to Abraham to redeem the Jewish people and to help Jews throughout the generations to cope with difficulties and to maintain their hope and faith.
In Every Generation
In this resource, we’ll explore our obligation — as the descendants of those who were redeemed from slavery — toward those who are oppressed and weak within our own society and around the world.
The Ten Plagues
We will learn about a symbolic action performed on Seder night as we recite the list of the Ten Plagues – the spotting of our plates with drops of wine and suggest the meaning that can be attributed to this custom.
The Four Sons
The four sons represent four ways of thinking and the importance of education that is tailored to the personality of the learner. This resource will address the importance of being inclusive of different types of people, as well as the different parts of ourselves, and the importance of communicating with individuals in a manner that acknowledges and takes into consideration ‘where they are at’.
Ha Lachma Anya – The Bread of Affliction/Poverty
“This is the bread of affliction/poverty.” It is with these words that the Haggadah begins the main part of Seder night – the telling of the exodus story. What does matzah symbolize and why does the Haggadah begin specifically with a discussion of it?
Ma Nishtana – the Four Questions
In this resource, we will learn about the Four Questions section of the Haggadah. We will become familiar with the examples that appear in the text and explore the significance of asking questions on Seder night.
From Slavery to Freedom – for younger students
The song Avadim hayinu, ata bnei chorin – “We were slaves, now we’re free humans” is based on a passage in the Haggadah that describes the dramatic change the Children of Israel underwent from slavery to freedom. This resource discusses these themes and connects both conditions to experiences in our own lives.
Telling the Story
One of the main goals of Seder night is to tell the story of the exodus from Egypt. This is done not only by reading the Haggadah, but rather through a variety of methods – which we will learn about here.
The Seder Plate
In this resource we will get to know the Seder plate and the role it plays in telling the story of Passover on Seder Night.
The Seder Simanim
The Haggadah is divided into a fixed series of distinct sections. To help those holding the Seder to remember the order, “simanim” – signs or mnemonics – were devised to indicate the order of proceedings.
The Holiday of Passover
A basic first lesson about the holiday. We will familiarize ourselves with the various aspects of the holiday by becoming acquainted with its story and diverse names: Passover, Springtime Festival, Feast of Matzah and Holiday of Freedom.
This resource discusses the relationship between music and prayer that enables a full range of emotions, feelings and the body to be more completely expressed during prayer.
Jewish tradition requires a minimum of a minyan (10 Jews) for certain prayers and ceremonies. In this resource we will learn about the significance of this custom.
When the Sages formalized the Jewish prayers, they used fixed turns of phrase that we may call “prayer formulas” (or prayer coinages). In this resource we will study some of these formulas and understand their importance.
The Shema is a central prayer in Judaism. In this resource, we will learn about how this prayer has been a symbol of Jewish identity throughout the generations.
The Amidah Prayer (part two)
Diving into the Amidah
In this resource, we will focus on three of the blessings found in the Amidah prayer: one that is national in nature (the blessing for Jerusalem) and two that are personal in nature (the blessing for healing and “hear our voice”). We will explore the significance of each of these blessings in the life of a Jew – as a human and as a Jew, as an individual and as a member of a community.
The Amidah Prayer (part one)
In this resource, we will learn about the Amidah prayer, including its characteristics and structure and why it is the central prayer in Judaism.
Prayer for the State of Israel
In this resource we will become familiar with the prayer for the State of Israel, which was composed just after the establishment of the State.
Blessing for Peace
The Blessing for peace is about peace between people. In this resource, we will discuss the importance of the value of peace.
Types of Prayer: Praise, Supplication, and Thanks
In this resource we will become familiar with the three main types of prayers: praise, supplication, and thanks, with their distinctive characteristics.
Birchot Hanehenin (“Blessings of Enjoyment”)
Birchot Hanehenin (“Blessings of Enjoyment”) are blessings of gratitude recited over things given to us by the world and from which we derive pleasure.
In this resource, we will discuss how we can observe the natural world from a place of wonder and thereby feel gratitude for the good in our lives.
The prayer Modeh Ani (I am thankful), which is said upon waking up, teaches us about the importance of gratitude and acknowledging the good in our lives. Gratitude is so important that the tradition taught that this prayer should be the first thing Jews say as they begin the day.
Birchot Ha-Shachar – The Morning Blessings
Birchot ha-Shachar – the Morning Blessings – are a series of blessings that accompany the various actions we perform on waking in the morning. They express gratitude and encourage awareness and mindfulness during our daily routine.
Intention in Prayer
Traditional Jewish prayer involves set language and is recited at set times. Alongside this, Judaism also values intention and feeling in prayer. In this resource, we will explore the tension between routine and intention/feeling, as well as how routine and intention can complement one another.
What is Prayer?
In this resource, we’ll explore prayer: what is said, to whom it is directed, what we pray for and when we pray. We’ll broaden our view of prayer through the study of the prayer-poem “A Walk to Caesarea” by Hannah Senesh.
Lighting Shabbat Candles
Lighting Shabbat candles is a ceremony that takes place at the beginning of Shabbat and is effectively how we bring in Shabbat.
We will use the song “Little Gifts” to discuss the special time on Friday as Shabbat approaches and the gifts these hours can give us.
The Shabbat Queen
We will read the poem “The Shabbat Queen” by Chaim Nachman Bialik to learn about the main aspects of Shabbat and the ceremonies and customs of the day, in the order of their occurrence from Friday evening through sunset on Saturday.
We will learn the song that is traditionally sung on Friday night. The song blesses the angels which, according to Jewish legend, accompany us on Shabbat.
It is traditional to welcome Shabbat with psalms and poems (piyutim), including the song Lecha Dodi. This resource discusses the song and the feeling of anticipation and excitement as Shabbat approaches.
Shabbat Rest for Everyone
In the book of Shemot (Exodus) the commandment to keep Shabbat is set in a social and moral context. Shabbat rest is intended to apply equally to every person, regardless of class or socioeconomic status. This lesson will discuss the moral aspect of Shabbat as an inspiration to a more just society.
Welcoming Shabbat – Kiddush
We will examine the Kiddush ritual, said over wine and Challah. We will discuss the blessings and the actions they accompany.
Spice of Shabbat
We will read a rabbinic story to discuss the various elements that create a special atmosphere on Shabbat.
Oneg Shabbat — Delighting in Shabbat
We will learn about what it means to delight in Shabbat, in light of the traditional commentary on the verse “and you call Shabbat a delight.”
Shabbat – Time To Contemplate Anew
Shabbat offers an opportunity to rest from the hectic pace of the week and to take a fresh look at our lives. We will study a text by Rabbi Mordecai Kaplan regarding this aspect of Shabbat.
Shabbat – A Palace in Time
Abraham Joshua Heschel compares Shabbat to a “palace in time” – a superior and special place we come to once a week.
Havdalah – Saying Good-Bye to Shabbat
We’ll learn about the havdalah ceremony and its different components.
Feeling Shabbat – People Creating Holiness
We will use a Hassidic story to discuss the power of symbols and human actions to create an atmosphere of Shabbat.
Kiddush and Kedusha
We’ll become familiar with the Kiddush blessing that is said on Friday evening. We’ll look at the concept of kedusha (holiness), in general, and the kedusha of Shabbat, in particular.
The Blessing for Sons and Daughters
We’ll learn about the blessing for sons and daughters that is said in many families on Friday evenings.
Shabbat – An Island in a Tumultuous Ocean
With the help of a text written by Abraham Joshua Heschel, we will touch upon Shabbat’s essence as a moment in time in which we take a break from the hustle and bustle of the week, rest and connect to ourselves and to the sublime.
The First Shabbat
On the seventh day, God rested from the work of Creation.
The seventh day of Creation was designated as a day of rest — Shabbat. From the description of Shabbat in the Creation story, we will learn about how God rested and we will explore how we rest from our weekday routines.
How Do We Say Sorry?
The poem describes a situation in which it is hard to say “I’m sorry”, and raises the question whether one needs to be explicit in saying sorry.
It’s Hard to Forgive
A selection from Chaim Potok’s “The Chosen”, which deals with the difficulty that forgiving sometimes poses for us.
Maimonides’ words deal with the command to forgive a person who has asked for forgiveness.
We will learn the Viduy prayer, in which we confess to our sins using the plural – together with Am Yisrael.
Asking for Forgiveness
A selection from the Mishnah which teaches the importance of asking forgiveness before Yom Kippur
The Thinker/ Rodin
Rodin’s famous sculpture depicts a person deep in thought. We connect between the sculpture and the process of cheshbon nefesh.
I Walk Down the Street
Portia Nelson’s poem encourages us to think about the things we do automatically, and which we should change and improve, in order to prevent repeating mistakes.
A Happy and Sweet Year – The Signs for Rosh Hashanah
We will learn the blessings said for the special foods (the simanim, or signs) eaten on Rosh Hashanah, and their meanings.
Can A Thief Change His Ways?
O. Henry’s story teaches that having undergone a process of cheshbon nefesh (soul-searching), regret and teshuva (repentance), even a criminal can become a good person.
Tashlich – An External Act Symbolizing an Internal Process
On the custom of Tashlich carried out on Rosh Hashana, in which we symbolically cast off our negative behaviors and actions.
The Shofar – An Alarm Clock
Following Maimonides’ words, we learn how the shofar awakens us to do cheshbon nefesh (soul-searching) and teshuva (repentance).
Blowing the Shofar
On the origins and meanings of the mitzva of hearing the shofar on Rosh Hashanah.
Identity Card – Characters from the Megillah
Template for the resource “Characters from the Megillah” which focuses on the characteristics of the characters in the Megillah and their roles in the story.
Objects That Help Us Remember
Learning template for “The Sukkah” resource. Make a list of items and the memories they evoke.
Personal Identity Card
A template for the "Megillat Rut: Being Jewish" resource, which focuses on the various characteristics of our identity – external, internal, individual and group.
Pay it Forward
Cards that accompany the resource “Kindness in the Book of Ruth”, to be used to create a chain of acts of kindness.
To Live as a Minority
Template for the unit “To Live as a Minority,” to aid the study and understanding of the sources presented in the unit
Doll Within A Doll
A template for the resource "Hidden and Revealed: Central Motifs of Purim” – about the various layers of ourselves that we hide and who we allow to see them.
Megillat Esther in Pictures
Template for use with the resource “Megillat Esther: Story of the Holiday”. The template demonstrates the range of concepts expressed in the Megillah.
Permanence and Temporariness Template
Template for “The Sukkah – Permanence and Temporariness” unit, which discusses concepts symbolized by the sukkah and suggests activities around them.
From Generation to Generation
A template for the “From Generation to Generation” resource which presents the different stages in the development of the Jewish tradition (Torah, Midrash, Rabbinic Commentary). The students are invited to add their own ideas as the next link in the train of tradition.
What Can We Learn from the Torah?
A template for the unit Torah Study helping to identify different themes and values we receive from the Torah. The template is also suitable for the “Torah Study” unit, for older students.
I Said Thank You
A template for the Bikurim resource which relates to the personal side of expressing gratitude – from myself to others and from others to me.
Chanukah Diary – The Chanukah Story
The story of Chanukah in the form of a fictional diary of a girl who experienced the events. To be translated by the teacher.
Different Faces to the Holiday
Different sources tell the Chanukah story in different ways, each with its
own respective emphases and messages. List the main components of
the Chanukah story according to the two primary sources.
Symbols of the Hebrew Calendar
This worksheet will help students to learn about different symbolic actions that are part of Jewish customs associated with special days of the year.
Prayer for the Driver
Teaching aid for teaching the Driver''s Prayer- new prayer designed for the drivers.
The Wayfarer’s Prayer
Template for the activity about tfilat haderech, the Wayfarer's Prayer, which connects between the prayers to the different "journeys" in our lives.
Teaching aid: Pictures where we can see situations regarding different situations relating to fighting or tension.
Teaching aid- set of pictures to print out for an activity in the classroom which promotes observing nature, before or after learning Birchot Hanehenin.
Modeh Ani- Feelings
Template for activities about the prayer "Modeh Ani" regarding the sensations that we experience when we wake up in the morning.
Types of Prayer
This template is for an activity connected to the lessons about the types of prayer, in which the students will examine their thankfulness, their requests and their praise in their lives
The Seder Plate-Template
Activity template for learning about the Seder plate.
Telling the Story
Activity template for the unit for telling the story of leaving Egypt. The students will write about their family story.
Teaching aid- playing cards with drawings for learning about the symbols of the Seder.
Seder Simanim- Placemat
Teaching aid- placemat to print out for the Seder table, to accompany learning about the different symbols of the Seder and their meanings.
A template that helps students understand the abstract idea of holiness.
Template for activities in which we are parting from Shabbat through the character of the Prophet Eliyahu, a kind of Jewish "superhero" who offers us powers that we would like to take with us from Shabbat into the rest of the week.
Shabbat Gifts Template
Template for activities connected to the unit "Little Gifts". Shabbat offers us intangible "gifts", which we are able to experience through our five senses. The students will identify what they see as those gifts.
Kabbalat Shabbat Template
Template for activities that the students suggest the variety of ways in which they can bring in Shabbat and celebrate Shabbat
Activity Cards: What do I feel about the year which has passed? What are my hopes for the coming year?