Monday, 24/03/2025 (כ"ד אדר התשפ"ה)

Parashat Hashavua -

Why are holidays, rituals, customs, important to me, my family, and my community?

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Jewish Holidays

Yamim Noraim

Sukkot

Chanukah

Purim

Pesach

Shavuot

Jewish Rituals

Shabbat

Tefillah

Kashrut

Brachot

Jewish Philosophy & Thinking

Theology

Morality

Diversity, Disagreement and Reconciliation

Jewish Peoplehood

Jewish Ritual and Practice

Values in Jewish Texts

Communication and Respect

Ages

6-8

9-11

12-14

15-18

Essential Questions

Individual and Society

How am I an important part of my community?

How can a person’s decisions and actions impact his/her life?

How can my actions make time sacred?

How do beliefs, ethics, or values influence different people’s behavior?

How do I connect to my community?

How do I grow as a result of the Jewish life cycle?

How do we make good decisions?

How does family play a role in shaping our values and beliefs?

How do we form identities that remain authentic and true to ourselves?

How does the idea that Jews everywhere celebrate the same holidays and pray the same prayers connect me to the Jewish community?

What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?

What is the individual’s responsibility to the community? What is the community’s responsibility to the individual?

What factors shape our values and beliefs? How are my values and beliefs impacted by those around me?

What happens when belief systems of societies and individuals come into conflict?

What is the relationship between freedom and responsibility?

What makes a strong Jewish community?

What resources support/enable/inspire my growth?

When is it appropriate to challenge the beliefs or values of society?

Continuity through Traditions, Symbols, Prayers, & Behaviors

How is my Judaism expressed in my life?

In what ways am I connected to the Jewish People?

How are symbols used in celebrations and holidays?

How can I experience moments of connection to God?

How do family traditions play an important role in our lives?

How do Jewish practices reflect Jewish values?

How do Jewish rituals and practices enrich the way I experience my life and the world?

How do values and tradition impact my Jewish practice?

How does being Jewish affect what I do in my daily/weekly life?

How is Judaism’s value of life expressed in its practices and traditions?

How does prayer present us with questions about God and the Divine?

How is prayer a vehicle to help us access connections to God?

What can we learn from different generations?

Why are holidays, rituals, customs, important to me, my family, and my community?

Why/how might Jewish practices be meaningful for me even if I don’t define myself as “religious”?

Cycles and Time

How can I be the best “me” this year? In class, at home, on the playground, etc?

How do I grow as a result of the Jewish calendrical cycle?

How do Jewish cycles shape our lives?

How do the holidays bring beauty and order to our Jewish year?

What makes time holy?

What turning points determine our individual pathways to adulthood?

Why is it important to mark the beginnings and ends of stages in our lives?

Jewish Values

How are prejudice and bias created? How do we overcome them?

How can literature serve as a vehicle for social change?

How can we think more carefully about the consequences of our actions?

How do beliefs, ethics, or values influence different people’s behavior?

How do we make good decisions?

How does Judaism shape or define our understanding of happiness?

To what extent does power or the lack of power affect individuals?

What propels some individuals to take a stand against prejudice/oppression while others choose to participate in it?

What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?

What are the Jewish values (e.g., freedom, responsibility, justice, community, respect of diversity etc.) that should be honored in an ideal society?

What are the responsibilities of the individual in regard to issues of social justice?

What does it mean to be “free” in Judaism?

What is morality and what are the factors that have an impact on the development of our morality?

What is the relationship between freedom and responsibility?

When is it necessary to question the status quo? Who decides?

The Jewish Story

How can exploring the past impact our present?

How do challenges and struggles lead to growth?

How do I become a voice in the chain of Jewish interpretation of Torah?

How do Jewish texts help me grapple with questions of life, the universe and everything?

How does a nation change over time?

What would Jewish life look like if we truly followed the idea of machloket l’shem shamayim?

How has the concept of utopia changed over time and/or across cultures or societies?

How is Jewish text a vehicle to help us access connections to God?

How is the Torah story my story?

How would we define a utopian society?

In the face of adversity, what causes some individuals/nations to prevail while others fail?

What are the different ways to be a hero and how do I become one?

When does a positive personality trait become a tragic flaw?

Why is it important for people and cultures to construct narratives about their experience?

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7 Unit(s), 28 Resource(s), 1 Teaching Tool(s)

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.

Shabbat Songs

This unit on Shabbat focuses on the songs and melodies that accompany Shabbat – during rituals and prayers, as well as modern-day songs.

Ages: 6-8, 9-11,

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.

Ages: 6-8, 9-11,

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.

Ages: 9-11, 12-14,

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).

Ages: 6-8, 9-11,

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.

“Until One Cannot Distinguish”: The Limits of Joy and Celebration

Celebration has an honored place on Purim. We will learn about the reasons for this celebration, become familiar with different ways of encouraging joy and celebration on the holiday and examine the limits of celebration.

The Sukkah

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.

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.

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.

Ages: 9-11, 12-14,

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.

Ages: 9-11, 12-14,

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.

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.

Ages: 6-8, 9-11,

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.

Ages: 6-8, 9-11,

Little Gifts

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.

Ages: 6-8, 9-11,

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.

Ages: 6-8, 9-11,

Welcoming Shabbat – Kiddush

We will examine the Kiddush ritual, said over wine and Challah. We will discuss the blessings and the actions they accompany.

Ages: 6-8, 9-11,

Spice of Shabbat

We will read a rabbinic story to discuss the various elements that create a special atmosphere on Shabbat.

Ages: 6-8, 9-11,

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.

Ages: 6-8, 9-11,

Permanence and Temporariness Template

Template for “The Sukkah – Permanence and Temporariness” unit, which discusses concepts symbolized by the sukkah and suggests activities around them.