School Curriculum

AFFECTIVE GOALS

• Students will transfer what they learn at school to a home environment
• Students will participate in Friday evening Shabbat services
• Students will feel that they are part of the Jewish community
• Students will feel proud of the accomplishments of the Jewish people
• Students will feel comfortable during Jewish rituals and services
• Students will want to create art, music, or literature with Jewish themes
• Students will feel an affinity with the state of Israel

HEBREW

Students will be able to identify ten printed Hebrew letters: shin, bet, tav, lamed, mem, final mem, hay, resh, holam, and lamed (see appendix), and make the sound each represents.
Using verbal cues, students will be able to translate verbally the words on Word List 1 from English to Hebrew and vice versa (see appendix).

PRAYER (Sh’ma, wine, motsee, Hanukkah candles, four questions)

• Using a one-word cue (Sh’ma, wine, and motsee), students will be able to recite verbally, without assistance:
• The Sh’ma sentence
• The wine blessing
• The blessing over bread, or motsee.
• Using the sung first three words of the three Hanukkah blessings as a cue, students will sing the three blessings, without assistance.
• Using a brief cue for each (Mah nishtana, matza, maror, matbeeleen, and yoshveen), students will sing the four questions of the Passover seder.

BIBLE (Genesis 1-18)

• All of the following competencies may be reached with support:
• Students will be able to recite the five English/Greek names of the Torah books, without cue: Genesis, Exodus, Leviticus, Numbers, Deuteronomy.
• Students will be able to tell (SWBATT) the Torah creation legend: Genesis 1:1-2:4
• SWBATT the legend of Adam and Eve: Genesis 2:4-2:24
• SWBATT the tree of knowledge of good and evil legend: Gen. 2:25-3:24
• SWBATT the legend of Cain and Abel: Gen. 4:1-16
• SWBATT the legend of Noah’s flood: Gen. 6:5-22 and 7:11-8:19
• SWBATT the rainbow legend: Gen. 9:8-17
• SWBATT the legend of the tower of Babel: Gen. 11:1-9
• SWBATT the origin story of Abraham and Sarah: Gen. 11:31-12:9
• SWBATT the parting of Abraham and Lot: Gen. 13:5-12
• SWBATT the legend of Sarah and Hagar: Gen.: 16:1-16
• SWBATT the story of God and Abraham’s covenant: Gen. 17:1-8 & 15-21
• SWBATT the legend of Abraham’s visitors: Gen. 18:1-15
• SWBATT the legend of Sodom: Gen. 18:16-32

HISTORY

No competencies required for this category.

ETHICS / MITSVOT (kindness)

• Students will be able to translate the word hesed as loving-kindness.
• Students will be able to list, without cues, at least three basic aspects of Jewish obligations about kindness (see appendix).

HOLIDAYS (names and symbols)

• Students will be able to name at least six of the twelve major holidays without cue (see appendix).
• Students will be able to name, or draw, one symbol or tradition for each holiday named.

ISRAEL (basic geography)

• Students will be able to identify Israel as the world’s only Jewish nation.
• Students will be able to identify Jerusalem as the capital of Israel.
• Using a world map, students will be able to find Israel.
• Using an unlabeled map of Israel, students will identify three Israeli cities, one river, two seas, and two regions.

JEWISH LIFE & COMMUNITY (ritual objects as home)

• Using pictoral prompts, students will identify eight of the following items: Shabbat candlesticks, Kiddush cup, hallah plate, seder plate, hanukkiah, mezuza, TaNaKh, siddur, kippah, tallit, magen-David, dreidl, gragger.

ARTS AND LITERATURE

• Students will be able to re-tell a folk-tale about the fabled town of Chelm.
• Students will create, and use at home, at least one of the ritual items listed under Jewish Life & Community.
• Students will be able to sing, with the song title and melody as cues, the following Hebrew songs:

- Daveed Meleh Yisrael
- LaKova Sheli
- Yom Rishon, Avodah
- Shalom Havereem
- Ufaratsta

AFFECTIVE GOALS

• Students will transfer what they learn at school to a home environment
• Students will participate in Friday evening Shabbat services
• Students will feel that they are part of the Jewish community
• Students will feel proud of the accomplishments of the Jewish people
• Students will feel comfortable during Jewish rituals and services
• Students will want to create art, music, or literature with Jewish themes
• Students will feel an affinity with the state of Israel

HEBREW

• Students will be able to read one-syllable Hebrew words fluently, and make the sound each represents.
• Using verbal cues, students will be able to translate verbally the words on Word List 3 from English to Hebrew and vice versa (see appendix).

PRAYER (beginning of Amida, L’ha Dodi)

• Using a one-phrase cue (Avot, L’ha Dodi), students will be able to sing verbally, without assistance:
• Avot, the first paragraph of the Amida
• The first two, and last, verses of L’ha Dodi, and its refrain

BIBLE (Exodus, Jonah, 10 Commandments)

• Students will re-tell the story of the prophet Jonah (chapters 1-4)
• Students will be able to tell (SWBATT) the story of the new Pharaoh’s enslavement of the Hebrews: Exodus 1:8-22
• SWBATT the legend of the birth and adoption of Moses: Ex. 2:1-10
• SWBATT the taskmaster’s death and Moses’ flight: Ex. 2:11-22
• SWBATT the burning bush and the mission of Moses:  Ex. 2:23 – 3:22
• SWBATT Moses’ and Aaron’s signs and wonders: Ex. 4:1 – 17
• SWBATT the first encounter of Moses, Aaron and Pharaoh: Ex. 5:1-14
• SWBATT  about the increased workload of the Israelites: Ex. 5:15 – 23
• SWBATT God’s promise to the Israelites: Ex. 6:1 – 7:13
• SWBATT of Moses’ and Aaron’s magical demonstration, and the blood plague: Ex. 7:1-24
• SWBATT the story of the frog and lice plagues: Ex. 8:1-15
• SWBATT the story of the plague of insect swarms: Ex. 8:16-28
• SWBATT the livestock-disease, boils, and hail plagues:  Ex.: 9:1-35
• SWBATT the story of the locust and darkness plagues: Ex.  10:1-29
• SWBATT instructions for Pesah observance: Ex. 12:1-28 and 43-51, and Num. 9:1-14
• SWBATT about the plague of the firstborn: Ex. 11:1-10 and 12:29-42 and 13:1-16
• SWBATT the Israelites’ flight from Egypt: Ex. 13:17-22 and 14:1-30
• SWBATT the legend of the manna: Ex. 16:1-36 and Num. 11:1-23
• SWBATT the legend of Moses striking the rock to get water, and Amalek: Ex. 17:1-16
• SWBATT Moses’ appointing judges over the people: Ex. 18:1-27
• SWBAT list, in abbreviated form, the ten commandments: Ex. 20:1-14
• SWBAT name five of the ethical/social laws described in Ex. 21-23

HISTORY (Roman period)

• Students will identify the Oral Torah as the conveyed interpretation by the rabbis.
• Students will identify the Pharisees as the proponents of ongoing interpretation of Torah.
• Students will identify the Pharisees as the Jews who focused more on prayer and study than on Temple sacrifice.
• Students will identify Hillel and Shammai as founders of two great Pharisaic academies of Jewish study.
• Students will identify the Dead Sea Scrolls as the texts of the separatist Jewish Essenes.
• Students will identify King Herod as a puppet king under the Romans who built many great structures, including the second Temple, but committed atrocities against his people.
• Students will identify the Sanhedrin as the Jewish Supreme Court during Roman times.
• Students will identify the causes and result of the Jewish rebellion against Rome.
• Students will be able to re-tell the events of the martyrdom at Masada.
• Students will be able to re-tell the story of Rabbi Yohanan ben-Zakkai’s escape from besieged Jerusalem and his petition to General Vespasian.
• Students will be able to explain how Yohanan ben-Zakkai, at his academy at Yavneh, created a new form of Judaism to replace the sacrifice-centered religion.
• Students will be able to describe the last Jewish rebellion against Rome under Simon Bar-Kochba.

ETHICS/MITSVOT (peace, family, Hadassah, Rabbi Hillel)

• Students will connect “tsedaka” to tsedek (justice) as opposed to charity
• Students will say or write the fifth Commandment (Exodus 20:12)
• Students will be able to re-state the Leviticus law that we must “rise up before the gray head.” (Lev. 19:32)
• Students will be able to re-state the rule from Ta’anit in the Jerusalem Talmud: “By three things the world is preserved, by justice, by truth, and by peace, and these three are one: if justice has been accomplished, so has truth, and so has peace.”
• Students will be able to identify Aaron as a rodef shalom, a peacemaker
• Students will identify  Hadassah as an international Jewish women’s educational and medical organization.
• Students will identify three facts about Jerusalem’s Hadassah Hospital
• Students will identify Rabbi Hillel as a first-century sage, whose wisdom is recorded in the Mishna.
• Students will be able to re-tell the story of the pagan who asked Shammai and Hillel to teach him Torah while he stood on one foot.
• Students will be able to quote from memory three sayings of Rabbi Hillel (see appendix)

HOLIDAYS (vocabulary)

Students will be able to define, with 80% accuracy, vocabulary associated with the Jewish holidays (see appendix)

ISRAEL (places in Israel, Israeli kids, and nature)

• Students will be able to find, on a map of Israel: Jerusalem, Tel Aviv, Haifa, Barsheva, Eilat, the Mediterranean Sea, the Red Sea, the sea of Galilee, the Dead Sea, the Jordan River, the Golan Heights, the Negev, the Judean Hills, the Jezreel Valley, and Bethlehem.
• With photographs as prompts, students will be able to identify the Western Wall, Masada, Ein Gedi, the Knesset, the Jaffa Gate, Hadassah Hospital, the Shrine of the Book, Yad Vashem, the Ba’hai Garden, and the Jerusalem shuq.
• Students will identify the languages Israeli schoolchildren learn as Hebrew, Arabic and English.
• Students will describe the schedule of Israeli schools as Sunday through Thursday, with a short day on Friday.
• Students will identify Sukkot, Passover, and Shavuot among the school holidays in Israel.
• Students will identify tzofim as the Israel Scout Federation, Israeli’s largest youth movement.
• Students will identify the two most popular team sports in Israel as basketball and soccer.
• Students will explain the army service requirements if Israeli teens
• Students will identify the Maccabiah as the international Jewish Olympics held every four years near Tel Aviv.
• Students will identify Ein Gedi as an oasis and nature preserve south of Jerusalem which is home to foxes, ibex, hyrax, and leopards.

JEWISH LIFE & COMMUNITY (JCC, JDS, and birth rituals)

• Students will identify brit milah and brit bat as the ceremonies that welcome Jewish babies into the covenant or brit.
• Students will identify the age of a Jewish boy’s age at his brit milah as eight days.
• Students will be able to define mohel, sandek, and kisay Eliahu.
• Students will be able to explain the difference between Ashkenazic and Sefardic baby-naming traditions.
• Students will be able to navigate from Keneseth Israel to the Jewish Community Center.
• Students will be able to name at least four functions of the JCC (gym, basketball court, pool, camp, afterschool programs, theater, music lessons)
• Students will be able to name three differences between the Jewish Day School and their public school

ARTS AND LITERATURE

• Students will be able to re-tell a story by Sholom Aleichem.
• Students will create, and use at home, at least one of these ritual items: Shabbat candlesticks, Kiddush cup, hallah plate, seder plate, hanukkiah, mezuza, TaNaKh, siddur, kippah, tallit, magen-David, dreidl, gragger.
• Students will be able to sing, with the song title and melody as cues, the following Hebrew songs:

- V’nomar L’fanav
- Mayim B’Sasson
- Eretz Zavat Halav
- Lo Yisa Goy

AFFECTIVE GOALS

• Students will transfer what they learn at school to a home environment
• Students will participate in Friday evening Shabbat services
• Students will feel that they are part of the Jewish community
• Students will feel proud of the accomplishments of the Jewish people
• Students will feel comfortable during Jewish rituals and services
• Students will want to create art, music, or literature with Jewish themes
• Students will feel an affinity with the state of Israel

HEBREW

• Students will be able to read multi-syllable Hebrew words fluently.
• Using verbal or printed cues, students will be able to translate verbally the words on Word List 5 from English to Hebrew and vice versa (see appendix).

PRAYER (Birkat ha-mazon, mourner’s kaddish, Torah blessings)

• Using a one-phrase cue (Birkat, mourners’ Kaddish, Torah blessings), students will be able to sing verbally, using a printed text:
• The birkat ha-mazon, abbreviated version
• The mourners’ kaddish
• Blessings before and after the Torah reading

BIBLE (Judges, names of Writings books, citations)

• Students will be able to name, in order, the names of the books of Writings without prompts, in writing or verbally (see appendix)
• Students will be able to (SWBAT) find any verse in the Bible (TaNaKh) using only numerical citations
• SWBAT tell the story of Deborah and Barak’s rout of the Canaanites and the killing of Sisera: Judges 4:1-24
• SWBAT tell the story of Gideon’s rise to leadership and his test of God: Judges 6:11-40
• SWBAT tell Gideon’s strategy against Midian:  Judges 7:1-22
• SWBAT tell the story of the birth of Samson: Judges 13:1-25
• SWBAT tell the story of Samson’s marriage to a Philistine woman: Judges 14:1-20
• SWBAT tell the story of Samson and Delilah, and Samson’s downfall: Judges 16:4-31

HISTORY (medieval Ashkenaz, Yiddish)

• Students will identify the Talmud as the collected interpretations of Torah which began as the Oral Torah
• Students will identify the Roman destruction of Jerusalem in 70 CE as the beginning of the exile of Jews to Europe
• Students will identify Jewish occupations in Germany, France, Belgium and Greece as those of traders, merchants, and scholars
• Students will identify the conversion of the Romans to Christianity as the beginning of the oppression of Jews in Europe
• Students will identify superstition, Church teachings and the Crusades as motivators for anti-Jewish laws and violence
• Students will be able to describe the blood libel, well-poisoning, and the desecration of the host accusations against the Jews
• Students will list special taxes, book burning, torture, pogroms, expulsions and executions as factors of Jewish life in medieval Europe
• Students will explain the reasons King Boleslav invited European Jews to immigrate to Poland in 1264
• Students will identify shtetls as small Jewish towns in Eastern Europe
• Students will identify the creation new yeshivot as reasons for the establishment of Eastern Europe as a center of Jewish learning
• Students will define the role of the Kabbalah and the Zohar in the rise of Jewish mysticism in Europe
• Students will narrate the rise and fall of one of the false messiahs who appeared among European Jews in the medieval period
• Students will identify ghettoes as areas in European cities where Jews were forced to live
• Students will identify the Shulhan Aruh as the guide to Jewish practice composed in the 1500s
• Students will identify Yiddish as the Jewish language based on German with Hebrew vocabulary

ETHICS (the environment, kashrut, HIAS)

• Students will be able to re-tell the midrash about Genesis 1-2 that concludes, “Be careful not to spoil or destroy My world – for if you do, there will be nobody after you to repair it.”
• Students will be able to re-state Rabbi Soloveitchik’s opinion on the Torah’s foundation of personal responsibility (see appendix)
• Students will identify the siddur’s seasonal prayer for rain as an indication of the value of water
• Students will describe two Israeli innovations in water conservation
• Students will be able to connect the Torah law about not destroying fruit trees to its midrashic expansion of not wasting any food.
• Students will be able to quote and explain Deuteronomy 25:4, “You will not muzzle the ox while it treads the grain.”
• Students will be able to connect the Talmud’s Berahot 151b, “God will show mercy to those who are merciful” to aspects of the food industry
• Students will be able to define “eco-kashrut” as a modern extension of Jewish food laws to address environmental and ethical concerns
• Students will name three new rules about food added by Magen Tsedek, that expand the protections of traditional kashrut
• Students will describe the origins of the Hebrew Immigrant Aid Society and its first programs
• Students will describe the modern mission and programs of the Hebrew Immigrant Aid Society

HOLIDAYS (Torah sources of holidays, changing traditions)

• Students will re-state one Bible or Maccabees verse each, that serve as the foundations of the High Holidays, the three pilgrimage festivals, Tu B’Shvat, and Purim
• Students will identify one modern innovation in the observance or celebration of each of the holidays listed above 

ISRAEL (demography of Israel)

• Students will identify the major waves of Jewish immigration to Palestine/Israel between 1561 (to Tiberias) and 1991 (from the former Soviet Union)
• Students will define oleh, olim, and aliyah
• Students will list six languages brought to Palestine/Israel by olim
• Students will be able to state the population of Israel in 1948 and now
• Students will re-tell the story of the Ethiopian aliyah in the 1980s
• Students will explain an aspect of the conflict between culturally diverse Israelis in modern times
• Students will explain an aspect of the conflict between Orthodox and non-Orthodox Jews in Israel in modern times
• Students will describe three aspects of the lives of Arab Israelis
• Students will describe three aspects of the lives of Druze Israelis
• Students will list three innovations of the Israeli high tech industry
• Students will list three innovations of Israeli agriculture

JEWISH LIFE & COMMUNITY (local mitsva organizations, weddings)

• Students will list the names and functions of three local mitsva organizations
• Students will define the words shidduh, huppah, ketubah, kiddushin, nisu’in, aufruf, hatan, kallah, eideem, mikveh, sheva brahot, mazel tov, and get
• Students will describe the three parts of a traditional Jewish wedding

ARTS AND LITERATURE

• Students will be able to re-tell two legends about King Solomon
• Students will be able to describe the character Rabbi Harvey by Steve Sheinkin
• Students will be able to sing, with the song title and melody as cues, the following Hebrew songs:

- Eileh Hamda Libi
- Eili, Eili
- Gesher Tsar M’od

AFFECTIVE GOALS

• Students will transfer what they learn at school to a home environment
• Students will participate in Friday evening Shabbat services
• Students will feel that they are part of the Jewish community
• Students will feel proud of the accomplishments of the Jewish people
• Students will feel comfortable during Jewish rituals and services
• Students will want to create art, music, or literature with Jewish themes
• Students will feel an affinity with the state of Israel

HEBREW

Students will retain their reading fluency from previous year

PRAYER

Students will maintain fluency in shiva-minyan skills, birkat ha-mazon

BIBLE

            Samuel II

• Students will be able to tell the story of how David learned of the death of Saul and Jonathan: Sam. II 1:1-27
• SWBAT of David’s becoming king in Jerusalem: Sam. II 5:1-15
• SWBAT explain Nathan’s role in David’s dynasty:  Sam. II  7:1-29
• SWBAT tell of David, Uriah and Bathsheba: Sam. II  11:1 – 12:25
• SWBAT tell of Absalom’s revolt against David:  Sam. II 18:1 – 19:1

            Jeremiah

• SWBAT re-tell Jeremiah’s prediction of Israel’s punishment:  Jer. 9:16-23
• SWBAT tell the allegory of the two baskets of figs: Jer. 24:1-10
• SWBAT repeat from memory the weeping-Rachel verse:  Jer. 31:15
• SWBAT sing the “Od Yeshama” quote from Jer. 33:10-11

            Ecclesiastes (Kohelet)

SWBAT recite from memory two of these quotations from Kohelet:

• 1:17-18
• 2:13-14
• 2:18-19
• 5:9-11
• 9:11
• 11:9-10
• 12:12

…or one of the following quotations:

• 3:1-8
• 3:19-22
• 4:9-12
• 5:12-16
• 7:5-9
• 8:14-15
• 9:7-10

HISTORY (Holocaust)

• Students will name three signals of anti-Semitic speech
• Students will name three signals of extremism in the public arena
• Students will be able to distinguish propaganda from news
• Students will explain the roots of anti-Semitism in western Europe
• Students will describe Germans’ choices during Hitler’s rise to power
• Students will summarize the three main phases of the Final Solution
• Students will describe two examples of Jewish resistance
• Students will describe two examples of non-Jewish resistance
• Students will compare European Jewry before and after the Holocaust

ETHICS  (Commerce; poverty; IRC; Joseph Glaser, Henrietta Szold)

• Students will be able to define dereh eretz as proper behavior
• Students will defend or oppose on the Talmudic principle (Shabbat 31a): “In the next world, the first question asked is: "Were you honest in business?"
• Students will re-state either:
  • Leviticus 19:35-36: “You shall not falsify measures of length, weight, or capacity. You shall have an honest balance, an honest weight, an honest ephah, and an honest hin."
    
    or
     
  • Leviticus 25:14: "When you sell anything to your neighbor or buy anything from your neighbor, you shall not deceive one another."
• Students will be able to describe two applications, in modern commerce, of Bava Metzia 60a-b: One should not sift the beans at the top of the bushel because he is "deceiving the eye" by making the customer think that the entire bushel has been sifted. It is forbidden to paint animals or utensils in order to improve their appearance or cover up their defects.
• Students will be able to describe an actual violation of Deuteronomy 24:14-15: “Do not take advantage of a hired worker who is poor and needy, whether that worker is a fellow Israelite or a foreigner...  Pay them their wages each day before sunset, because they are poor and are counting on it...”
• Students will explain Dani Passow’s view of areyvut as communal responsibility.
• Students will explain their preference of either Rabbi Akiva’s or Rabbi Tarfon’s positions about which is greater, action or study.
• Students will be able to name Isaac Abravanel’s three reasons for giving tsedaka (to express mercy on the poor; to recognize the poor person as your relative; and to commit to sustaining your community). 
• Students will explain their view of the contradiction in Deuteronomy 15 (verse four, “There shall be no needy among you,” and verse eleven, “For the poor will never cease from the land”).
• Students will describe the role of Rabbi Joseph Glaser and community activist Fred Ross in the organization of California’s farm workers.
• Students will summarize the accomplishments of Henrietta Szold as an educator, Zionist, and pioneer in public health.
• Students will describe the founding of the International Rescue Committee, its original mission and its modern function.

HOLIDAYS

Students will explain the lunar cycle’s role in the Jewish calendar

ISRAEL

• Students will be able to name the current Prime Minister of Israel and the parties currently in power
• Students will be able to explain Israel’s political coalition system

JEWISH LIFE & COMMUNITY

• Students will be able to name two American Jewish summer camps and describe how they differ from secular camps
• Students will be able to name, and describe the missions of, three American Jewish charitable organizations
• Students will be able to name, and describe the missions of, three international or Israeli charitable organizations

ARTS AND LITERATURE

• Students will be able to name one modern Israeli writer and summarize one of his or her short stories or novels
• Students will be able to name one modern Israeli poet and describe one of his or her poems

AFFECTIVE GOALS

• Students will transfer what they learn at school to a home environment
• Students will participate in Friday evening Shabbat services
• Students will feel that they are part of the Jewish community
• Students will feel proud of the accomplishments of the Jewish people
• Students will feel comfortable during Jewish rituals and services
• Students will want to create art, music, or literature with Jewish themes
• Students will feel an affinity with the state of Israel

HEBREW

Students will retain their reading fluency from previous year

PRAYER

Students will maintain their ability to sing or chant the prayers of the Shabbat service, shiva minyan, and the birkat ha-mazon

BIBLE (Kings II, Lamentations, the Song of Songs)

            Confirmation

• Students will be able to read their assigned Torah verses during their Confirmation service.

            Kings II

• Students will be able to re-tell the story of the prophet Elijah’s ascension in a fiery chariot, as the passage of his mantle to Elisha (II Kings 2:1-18)
• Students will be able to re-tell the Elisha miracle story about the oppressed widow (II Kings 4:1-7)
• Students will be able to re-tell the Elisha miracle story about the revival of the Shunnemite woman’s son (II Kings 4:8-37)
• Students will be able to re-tell the story of King Ahab of Israel, his wife Jezebel, Elijah and the vineyard of Naboth (I Kings 21:1-29)
• Students will relate the story of the death of Jezebel (II Kings 9:30-37)
• Students will explain the motivation for the construction of Hezekiah’s Tunnel outside Jerusalem (II Kings 1, 18:1-18) and the process of construction (II Chronicles 32:2-30), as confirmed by Isaiah (Is. 22:11)
• Students will relate the death of Hezekiah and Isaiah’s prophecy of exile (II Kings 20:1-21)
• Students will narrate the discovery by King Josiah of the scroll of Deuteronomy, and the prophecy of Huldah (II Kings 22:1-20)

            Lamentations

• SWBAT recite from memory one of these selections from Lamentations:
  • 1:1 3
  • 4:14-15
  • 5:13-16
  • and in addition, 5:21

            The Song of Songs

• Students will identify the following verses as parts of the Song of Songs:  1:5-6
  • 2:1-3
  • 3:1-8
  • 6:1-3
  • 8:6-7
• Students will use a Song of Songs quotation to create a work of art

HISTORY

Students will be able to trace the sources of the contemporary difficulties between the Israelis and the Palestinians.

ETHICS

• Students will participate in the Bernard and Audrey Rappaport L’Taken Social Justice Seminar of the Religious Action Center of Reform Judaism, in Washington, D.C.
• Students will compose thematic links between the Social Justice seminar and the contemporary situations and issues of which they are aware.
• Students will create links between their Confirmation process and the social justice issues they have studied.
• Students will cite Jewish sources about issues of medical ethics, including contraception, abortion, euthanasia, life support, and distribution of resources
• Students will describe the roles of Kivie Kaplan and Jack Greenberg in the establishment of civil rights legislation in the U.S.

HOLIDAYS

Students will be able to describe one traditional observance, or one innovation, connected with each Jewish holiday, which appeals to them personally

JEWISH LIFE & COMMUNITY

Students will understand the role of Federation in the Lehigh Valley, and will participate in its annual Super Sunday fundraiser

ARTS AND LITERATURE

• Students will be able to re-tell the East European superstitions about the dybbuk
• Students will be able to re-tell a Sholom Aleichem story about Tevye the dairyman
• Students will be able to describe two stories about the American immigrant experience by Jewish writers