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TaL Sela 2 TaL Sela 3 TaL Sela 4 TaL Sela 5 TaL Sela 6 theme
  The five units and their 20 accompanying graded supplementary readers, provide material for approximately seven months of Hebrew Language Arts instruction.

The Grade 6 Tal Sela Themes
Grade 6
Between Man and Himself Between Man and His Environment Purim Through the Ages From Bondage to Freedom The People and the Land

The organizing theme Between Man and Himself, explores the stages of cognitive, affective and physical development of a human being. The theme evolves along a spiral of concepts, values and experiences designed to broaden students' awareness of themselves and their role in society. The concepts are relevant to High Holy Days concepts such as self knowledge and evaluation, personal aspirations, development and change.
Unit 1 - Kulam Va'Ani
Through cartoons, poetry and Midrashim, the learner identifies the intended relationships between human beings. He categorizes several types of possible relationships between the individual and his society. He examines the intended relationship between society and the individual as reflected in our sources and compares them to the reality of today. Students examine the typical stages of the individual's development within society through surveys and literature. They grapple with the reciprocal effect between the social norms and standards and personal tendencies and ambitions. They analyze the impact each relationship has on the progress and evolution of both, respectively.

The organizing theme Between Man and His Environment broadens the concepts of self as part product and part change agent of the environment. The learners examine the interdependence between man and his surroundings and the role and responsibility of the individual in preventing war, in bringing and maintaining peace and in ensuring creation's conservation and development for future generations. The learner is acquainted with human achievements in research and in the shaping of the environment by overcoming and controlling the hardships of nature.
Unit 2 - Shatil HaShalom (The Sapling of Peace)
The learner explores the challenges of beginning in the life of an individual and a nation, and in particular the responsibility of the Jewish people to the development of the Land of Israel. Through Judaic sources the learner conceptualizes the concern of Judaism for the environment and for peace.
Through stories, poetry and songs, the student explores the hope, commitment and process of building a lasting friendship between Jews and Arabs in the Land of Israel; examines nature's difficult challenges to humans; and learns to identify and express his personal feelings about nature, his people and peace.

The organizing theme Purim Through the Ages focuses on the Jew living as a minority within the non-Jewish society and his struggle for physical and spiritual survival.
Unit 3 - Megilat Saragosa (The Saragosa Scroll)
The concepts of ups and downs, good luck and bad luck, fate and superstition through history in comic strips, the learner applies these concepts to reviewing and analyzing the story of Megilat Esther.
Through the community newspapers the learners get to know the historical facts and everyday life and through a court trial simulation they examine and express their thoughts about the events.
They also explain the concept of Purim Sheni (a second Purim) established by many communities and families to commemorate their miraculous saving, and examine the Jewish way to collaborate and express gratitude.

The organizing theme From Bondage to Freedom explores the eternal message of the Exodus from Egypt - its inspiring commitment to freedom. The theme re-examines the struggle of the individual for his identity and his role within the community as it struggles for physical and spiritual freedom. This development is within the context of other Jewish communities and with the intervention of God working within nature and history to save His people.
Unit 4 - Yetziat Sepharad (Exodus from Spain)
This unit presents an era of physical and religious persecution of the Jews in Spain and the rescue story of a Jewish community from it. Through the diary of a Jewish Bar Mitzva boy, students learn about the life of the Maranos in Spain under the influence of the Inquisition. Through studying passages from the Torah and the Hagada, the learner examines the message of Pessach concerning the personal obligations of every individual to fight for freedom; God's intervention in the fate of His people; the existence of covert and overt miracles as well as private and communal miracles; The songs and library books remind the learner of the powers of hope, faith, and personal commitment to stop persecution, overcome slavery and achieve freedom.

The organizing theme The People and the Land explores and broadens the learners' evolving identity as an individual, a member of his community and of his Jewish people. Following the themes of persecution and the pursuit of religious freedom in the previous themes, the learner explores the process of founding the State of Israel. He examines the bond and interdependence between the Jewish people in Israel and the Diaspora, concerning Israel as a safe and free home and haven for every Jew in the world as well as a place for the development of and authentic Jewish life under independent Jewish rule.
Unit 5 - Ma Zot Moledet? (What is a Homeland?)
The learner explores the concept of Homeland from linguistic, geographical, social, political, historical and literary perspectives. The learner is informed about the background, creation and development of the State of Israel through Judaic sources, information games, newspaper clippings, letters, quotations from diaries, the Scroll of Independence, anniversary posters, stamps, street signs and maps of Israel.
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