Anti-Semitism, Jewish Pride and World Peace Curriculum

1. Context
A) Grade Level: Grade ten, but can be adapted for all High School grades B) Content Area: Jewish History/Judaic Elective C) Educational Setting: Private Jewish High School D) Student Composition: Class no greater than 24 students, ideally an even number, may be single sex or coed depending upon the institution. E) Resources: Chumash and/or Chumash handout sheets with Hebrew and English translation Handout sheets for Talmudic and Rabbinic teachings in Hebrew and English Book of, and/or excerpts from Cruel and Usual Punishment by Nonie Darwish Handout sheets for historical information and quotes Smartboard Internet search access Photos, scans and/or original letters and artwork received by Cong. Beth El from caring organizations. F) Time Duration: This course is designed for one four/five month semester with the class meeting twice a week, each class being 90 minutes. Then curriculum map is based upon a generic fall semester, understanding that there will be classes missed due to the High Holidays, Sukkot and winter vacation. E) Theory of Curriculum: I have created this curriculum based upon the four steps in Ralph Tylers Rationale: 1. What educational purposes should the school seek to attain? We seek to inform the student of the role and purpose of Anti-Semitism throughout the ages. We want him to understand and appreciate the power and grandeur of Judaism and the inherent resistance that accompanies it. We want the student to understand the development, the progression and the different forms of anti-Semitism throughout the ages. We want the student to understand the need and role of Jewish pride in counteracting anti-Semitism, and to understand that world peace and improved worldwide relations is possible. 2. What educational experiences can be provided that are likely to attain these purposes?

Anti-Semitism, Jewish Pride and World Peace Curriculum This series involves frontal learning, debate, student research and project based learning. 3. How can these educational experiences be effectively organized? This series is meant for two, bi-weekly, 90 minute classes. Each class will address two to four, content objectives. 4. How can we determine whether these purposes are being attained? Assessments will be of the informal and formal types, judging class participation, preparedness and involvement in the debates, the quality of homework and projects, and essay tests. Blooms Taxonomy will be carefully implemented in order to develop critical thinking skills, take lessons from history and to propose possible solutions to the todays current issues. We want to follow the directive of Heidi Hayes Jacobs (2010, Kindle Locations 284-286) Curriculum should not only focus on the tools necessary to develop reasoned and logical construction of new knowledge in our various fields of study, but also should aggressively cultivate a culture that nurtures creativity in all of our learners.

G) Team: Creative and motivated teachers capable of implementing differentiated instruction, cooperative learner groups and chevruta learning.

2. Needs Assessment
Current Curriculum: This is a new curriculum created to answer and address the reasons behind the recent anti-Semitic attacks in Bergen County, NJ and the metropolitan New York area during the 2011/2012 winter. In addition to examining historic anti-Semitism, it will attempt at understanding the current Arab anti-Semitism facing Israel and Jews world-wide. One unique aspect of this curriculum is its closure on hope, exploring the changing attitudes of the Christian world toward Jews and their abundant support during and after the heinous attacks. Opportunity: The opportunity is to take advantage of the emotion and stress of these trying times to motivate in-depth learning and promote peaceful endeavors.

Anti-Semitism, Jewish Pride and World Peace Curriculum Challenge: There will be multiple challenges with this curriculum: Putting the persecutions in a perspective that they should not be overwhelmingly saddening Changing mindsets to see the persecution throughout the ages as sign of our special mission. Making the dialogue open and honest enough to see our faults in the biblical stories and throughout the ages. Opening minds to new perspectives on peace with ancient foes.

3. Vision Statement
The vision for the series, Anti-Semitism, Jewish Pride and World Peace is to inform and transform the participant. We want the students to understand their role as an essential link in the Jewish people. We want them to know about their past, so that they dont repeat the mistakes of the past. We want them to be educated about the present world situation, so that they will understand the need to protect themselves while at the same time work for a greater future. We also want to install in the students an appreciation for the Biblical and Talmudic texts as well as for leaders of ancient and current times. We want the students to grow in their comprehension and appreciation of Biblical, Talmudic and Rabbinic texts. We want them to improve in their oral and written expression, as well as their debating skills. We want to them to learn that Judaism allows and appreciates independent thought and imagination.

4. Standards
The student will come to see the role and purpose of Anti-Semitism throughout the ages as a consequence of the innate power and grandeur of Judaism. Anti-Semitism is the force of resistance to the positive change Judaism is commanded to affect in the world. The student will understand the development, progression and different forms of antiSemitism throughout the ages. The student will understand the need and role of Jewish pride in counteracting antiSemitism. The student will understand that world peace and improved world-wide relations are possible.

Anti-Semitism, Jewish Pride and World Peace Curriculum

5. Benchmarks
By end of September:
The students will be able to define the various forms of antagonism faced by the Avos. The students will be able to define the nature of the Egyptian antagonism. The students will be able to answer why Judaism innately bring outs opposition. The students will be able to express how Yaakovs taking the birthright and blessings impacted his brother Esav The students will be able to explain what are the responsibilities and repercussions of taking the blessings.

By the end of October

The students will be able to convey the Talmuds opinion on Yaakovs pushing away of Timnah and its consequence. The students will be able to describe the Esav-Christianity connection The students will be able to explain how and why Christianity saw itself as the replacement of Judaism The students will be able to describe the Ishmael-Mohammed-Islam connection The students will be able to recount Mohammeds ascent and personal dealings with the Jews of his era

By the end of November

The students will be able to recount the basic tenets of Islam and explain why this leads to resentment over the State of Israel being in the Middle East. The students will be able to explain what the PLO is, and what they and Chamas want. The students will be able to list the major incidences and forms of anti-Semitism throughout the past two thousand years.

By the end of December

The students will be able to explain why it is when the Jewish people act weak, be it in faith or disposition, Amalek will attack. The students will be able to recount what Jabotinsky and Kahane preached about, and why. The students will be able to recount the responses of the early leaders of Israel towards violence committed against Israel.

By end of January
The students will be able to recount incidences of peace and brotherhood between Yaakovs and Esavs descendants. The students will be able to list the main changes instituted by Vatican II The students will be able to list efforts of the U.S.A and the Baptist Churches on Israels behalf. The students will be able to gives reason why improved world peace is possible.

6. Content Topics:
1. Antagonism to Judaism stems from the beginning
Abraham-Nimrod Yitzchak-Philistines Lavan Pursuing Jacob Piece from Haggadah

Anti-Semitism, Jewish Pride and World Peace Curriculum

Slavery in Egypt Amalek attacks after the exodus Sinai-Sinah- hatred comes to the world (Talmud)

2. Esav/Amalek Hates Jacob

Yaakov buys the birthright Yaakov steals the brachos Eisav determined for revenge/Yayishlach Yaakov hides Dinah from Esav Timnah pushed away, the birth of Amalek Agag-Haman-Hitler (to be addressed in section 4) Christianity assumes Esavs hatred

3. Yishmael hates Yitzchak

Sarah and Hagar Birth of Yishmael Avraham sends him away Mohammed and the birth of Islam Learn about essentials of Islam from excerpts from Cruel and Usual Punishment by Nonie Darwish Yasser Arafat and PLO Chamas and Intifada

4. Anti-Semitism throughout the ages

Roman persecutions Crusades Expulsion from Spain Chmielnicki Pogroms The Protocols of Zion The Holocaust

5. Israel must be strong

Parshas Zachor Amalek attacks at Yam Suf Haman attacks Hitler Vogel piece from the Debt Jabotinsky Early Israeli leaders fought back instantly R Meir Kahane

6. World Peace slowly possible

Esav can get along with Yaakov Rebbe and Antoninus United States supports Israel Vatican II Baptist churches supporting Israel Show letters of support from Churches all over.

Anti-Semitism, Jewish Pride and World Peace Curriculum

7. Curriculum Map Fall/Winter Semester

Month Content Antagonism to Judaism stems from the very beginning
Abraham-Nimrod YitzchakPhilistines Lavan Pursuing Jacob-Piece from Haggadah Slavery in Egypt Sinai-Sinahhatred comes to the world (Talmud)

Skills The Students will:

Gain experience and skill in reading and interpreting primary texts from Breishis, the Haggadah and the Talmud. Practice and gain skill in debate (the pros and cons for taking the blessings) Learn and practice how to express ideas in written form Gain skill and experience using xtranormal to created animations.

Assessment
Guided class discussions with observer notes Fill in the blank quizzes and essay questions for tests Debates will be scored based upon preparedness of the students Homework and class projects will be graded.

September

Esav/Amalek Hates Jacob

Yaakov buys the birthright Yaakov steals the brachos,Eisav determined for revenge Parshas Yayishlach Timnah pushed away, the birth of Amalek Christianity subsumes Esavs hatred

The students will:

Gain skills at reading Hebrew and English texts. Learn how to interpret midrashim and be able to produce their own commentaries Gain skills and experience creating timelines with mindmeister and smartdraw.com

Yishmael hates Yitzchak October

Sarah and Hagar Birth of Yishmael Avraham sends him away Mohammed and the birth of Islam Learn about essentials of Islam from excerpts from Cruel and Usual Punishment by Nonie Darwish

Guided class discussions with observer notes Fill in the blank quizzes and essay questions for tests Debates will be scored based upon preparedness of the students Homework and projects will be graded

Anti-Semitism, Jewish Pride and World Peace Curriculum

Yasser Arafat and PLO Chamas and Intifada

7
Guided class discussions with observer notes Fill in the blank quizzes. Debates will be scored based upon preparedness of the students Homework will be graded

The Students will:

Gain skill in learning Talmudic texts and writings from the Rishonim and Acharonim in Hebrew and in English translation, and Historical texts Gain skill and experience creating online timelines

Anti-Semitism throughout the ages November

Roman persecutions Crusades Expulsion from Spain Chmielnicki Pogroms Blood Libels The Protocols of Zion The Holocaust

Israel must be strong Parshas Zachor

The students will:

Gain skill in reading, translating and interpreting Biblical and Talmudic texts. Learn to comment critically. Gain expressing themselves orally and in writing. Gain experience in online design using mindmeister do diagram speeches of Jewish leaders

Amalek attacks at Yam Suf Talmud: All bow to

Nebuchadnezzars

Guided class discussions with observer notes Fill in the blank quizzes and essay questions for tests Homework will be graded

December

idol except for Chananyah Jews eat from Achashveiroshs seudah Haman attacks Hitler See Vogel piece from the Debt Jabotinsky Early Israeli leaders fought back instantly R Meir Kahane

World Peace slowly possible

Esav can get along with Yaakov Rebbe and Antoninus (See Ohr HaChaim United States supports Israel Vatican II Baptist churches supporting Israel

The Students will:

Gain skill in reading, translating and interpreting Biblical and Rabbinic texts Espouse reasons why world peace is possible.

January

Guided class discussions with observer notes Fill in the blank quizzes and essay questions for tests Homework will be graded Graded final project

Anti-Semitism, Jewish Pride and World Peace Curriculum

Show letters of support and encouragement to Cong. Beth El from Churches all over.

January

References

Jacobs, H. H. (2010) Curriculum 21: Essential Education for a Changing World, Alexandria, VA, Association for Supervision & Curriculum Development. Kindle Edition

Letters and Artwork received by Cong. Beth El in aftermath of attack, January 11, 2012 http://prezi.com/lj58lgvlsrap/love-from-all-over/

Some Source Materials Jabotinsky, The mission of Betar, During two thousand years of exile, the Jewish nation lost the habit of concentrating its willpower on an all important task, lost the habit of acting in unison as a people, lost the ability to defend itself, armed in case of emergency, instead, the Jews became accustomed to shouts rather than deeds, to disorder and disorganization, to negligence, both in social and personal life. Every step of the Betar education signifies, therefore, a desire to reach the top and achieve this "normalcy" even though it will take a long time for every Betari to grow up in the proper ways of life and behavior. The goal is not easily attainable but at the very
beginning, it is reassuring indeed to know that the Betari remembers them and aspires even if slowly, to arrive at the heights.

Rav Meir Kahane, It is incumbent upon us to understand our greatness and believe in it, so that we do not cheapen and profane ourselves.

Anti-Semitism, Jewish Pride and World Peace Curriculum

,In the movie The Debt, Mosad agents go into East Berlin to capture a Dr. Vogel :someone comparable to Mengele in his evilness. He said as follows Vogel: Why did you think it was so easy to exterminate your people? You're weakness. I saw it. Everyday I saw it. Everyone of them thinking only of how to .avoid being flogged or kicked or killed. Everyone thinking only of themselves Why do you think it only took four soldiers to lead a thousand people to the gas chambers? Because not one out of thousands had the courage to resist. Not one would sacrifice himself! Not even when we took they're children away! So I knew ...then, that you people had no right to live! You had no right / ' , . , .[] ,") " , ( , , , , ,) ( " , , . , - .") " , ( . - . ,[] , : , , . , ) , (' . ,) ( , ,).( ; . ."" - , - : , , . , , . , , .) ( (") . , , ,) (" .

Anti-Semitism, Jewish Pride and World Peace Curriculum 01

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