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
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
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.