| |
|
The organizing theme Between
Man and Himself, explores the concept of "becoming". It
examines the process of physical and spiritual growth, the development of identity as affected by
personal qualities and aptitudes, by social and cultural environment, and by the legacy of one's past. |
 |
Unit 1 - Ani Rotze LiHiot... (I Want to Be...)
Students list and assess their qualities
and characteristics. They identify areas of personal growth and
development and explore means of learning and improving themselves and
their social environment. Through fables, poems, stories and Judaic
sources, they grapple with issues and questions of: identity,
self-esteem, discontent, friendships, social problems and physical and
spiritual changes.
|
|
The organizing theme Between Man and His Environment
broadens the concept of self, focusing on man's role in
creation and his responsibility to ensure the maintenance of the world he inherited and a fruitful, safe
and healthy environment for future generations. |
 |
Unit 2 - MiDor LeDor (From Generation to Generation)
Students are sensitized, through Biblical verses,
legends, stories, poems, songs and activities, to their responsibilities towards maintaining and developing the
environment for the benefit of mankind. By examining the symbolic message of the
sources, students explore the meaning of our physical and spiritual legacies, as
well as the saga of the Jewish people in the land of Israel and the Diaspora.
Through research projects, students learn about the role of the Jewish National
Fund in rebuilding the land of Israel, and about people whose contribution to the
improvement of life on earth was acknowledged through naming forests after them.
The learners also gain insight into the literary features of the fables and the legends.
|
|
The organizing theme Purim Through the Ages
focuses on the message of Purim for the individual,
the Jewish people, and the world. The learner explores the concepts of Jewish identity and survival in
the Diaspora. God's intervention and interaction in history, and the commemoration of the message of Purim,
as it is told in the Megila and explored through experience. |
 |
Unit 3 - Tikvatam LaNetzach (Their Eternal Hope)
Students creatively retell the saga of Purim examining the good
and bad, the ups and downs in each event. Through a
play, they examine the story of the Megila from a new perspective. The
students discuss values and concepts, such as joy, truth, trust, consideration,
brotherhood and good will, that are the legacy of Purim for all generations as
they were inspired by the Megillah, the hymn Shoshanat Ya'akov, the
laws and customs of Purim.
|
|
The organizing theme From Bondage to Freedom
explores our modern existence as inspired by the legacy of
the past for the sake of the future. The theme examines the message of Pessach to fight for freedom
and for a divinely inspired existence for all mankind. |
 |
Unit 4 - Me'Avdut LeCherut BeYameinu (From Bondage to Freedom in Our Time)
This unit examines,
from a historical and multicultural perspective, the struggle of mankind for
freedom as inspired by the saga of the Jewish people being freed from bondage in Egypt.
Students research the struggle of communities for their
physical or spiritual freedom. Through the Hagada, a play, stories, songs,
activities, and getting involved in community projects, students reaffirm their
dedication to the message of Pessach.
|
|
The organizing theme The People and the Land
broadens the concept introduced in "Me'avdut Leherut Beyameinu",
focusing on concepts of commitment to freedom of our people and our land from personal, social, national
and religious points of view. The symbols of the State of Israel and their renewed message through
the generations serve as a basis for the exploration of the bond between the individual, his family,
community and people and the Promised Land. |
 |
Unit 5 - HaDegel (The Flag)
The learners explore the origin and functions of national symbols.
Through stories, songs, poems and creative activities, students
examine the link between past and present, the people and the land.
They learn about the devotion and dedication that
is needed for building and maintaining a country and they design their own
symbols which represent their knowledge of their past and present and their bond
with the Jewish people and their Homeland.
|
|
|
