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Machonl'morim Machon L’Morim .*9&/- 0&,/ “Each individual has the right to feel that the world is created for his own sake. As a logical consequence of this conception, each child is entitled to be loved and cared for in order that he may have the possibility of developing to his maximum capability.” “Judaism has special esteem for children, considering them the hope for the future and the basis for the perpetuation of the Torah...Children are the vital links in the continuation of the unbroken chain of the Jewish heritage throughout the ages.” Shoshna Matzner-Bekerman in The Jewish Child: Halakhic Perspectives Judaism has traditionally accorded children a place of honor and esteem within the family and the community. Judaism insists parents provide children with love, trust, compassion, and guidance. Early childhood educators participate in the raising of children virtually at the same level as the parents. The Talmud tells us that “one who teaches the child Torah is considered as if he had borne him.” It is apparent that if we want children to actually experience how they are honored and esteemed as individuals in Jewish tradition, we must do more than teach them about the religion. We ourselves must embody the Jewish values that inform our love and respect. We must project these values through our own interactions with them and with each other, allowing them to feel in an immediate way what it is like to participate in a community based on the love God holds for each of us. These are the values that our rituals, holidays, and practices clothe in celebration and participation. These are also the values that our children must sense that we practice ourselves. This, then will lay the foundation for their own interest in becoming the next generation of authentic participants carrying forward the Jewish tradition - a tradition that they have lived. To this end, this teacher self-assessment tool has been created. The segments in this document help teachers determine the level of application of Jewish values, concepts and vocabulary incorporated into every aspect of the classroom. Teachers should use these indicators as a way to reflect on their own beliefs and classroom practices in the most honest way possible, without the fear of evaluations from a supervisor or school. This kind of self-reflection can help the teacher gain insights not only into their own attitudes and behavior, but also how to understand children’s actions in a context of values. A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund CENTER FOR JEWISH EDUCATION Dr. Chaim Y. Botwinick 5800 Park Heights Avenue Ilene C. Vogelstein Executive Vice President Baltimore, Maryland 21215 Director Center for Jewish Education Machon L’Morim (Tel) 410-578-6914 (Tel) 410-578-6948 (Fax) 410-466-1727 (Fax) 410-466-1727 Machon L’Morim .*9&/- 0&,/ In addition to this self assessment instrument, Machon L’Morim: Bereshit has developed 17 developmentally appropriate secular units (ie. I Am Special, The Farm, Winter) infused with Jewish values, concepts and Hebrew vocabulary. Teachers can use these guides to help them integrate their lessons or they can use them to compare their current level of integration. Section IV has a sample of one unit and information concerning the other units. Guides may be viewed and purchased online at www.machonlmorim.org. The guides are available in bound 3-ring notebooks or CD-Rom. Machon L’Morim: Bereshit, a professional development program for early childhood educators, together with the Early Childhood Department for the Center for Jewish Education, created this tool to enable teachers and directors to reach the highest level of excellence in developing personnel and environments that model integrated Jewish Early Childhood Centers. The Indicators for Achieving a Jewish Integrated Early Childhood Education Center is a major step toward implementing, institutionalizing and disseminating lessons learned from the Machon L’Morim: Bereshit program. We are deeply grateful to all the educators who worked on this document. Their commitment, dedication and love for Judaism and children made this possible. Developed by: Ilene Vogelstein - Director, Machon L’Morim: Bereshit Ilene Alon - Assistant to Machon L’Morim: Bereshit Rena Rotenberg - Director, Early Childhood Department, Center for Jewish Education Lyndall Miller - Consultant, Early Childhood Education for Auerbach Central Agency for Jewish Education Terry Berkeley - Chairman, Towson University Early Childhood Department Ellen Stein - Baltimore Curriculum Specialist Sandee Lever - Director, Chizuk Amuno Early Childhood Center Rachel Meisels - Teacher, Chizuk Amuno Early Childhood Center Ellyn Soypher - Teacher, Chizuk Amuno Early Childhood Center Gail Potashnick - Director, Joseph and Corrine Schwartz Preschool at Beth Israel Caron Glassman - Teacher, Joseph and Corrine Schwartz Preschool at Beth Israel Lois Wolf - Teacher,Joseph and Corrine Schwartz Preschool at Beth Israel Jean Grinspoon - Director, Bet Yeladim Preshool Nancy Barad - Assistant Director, Bet Yeladim Preschool Ilene Meister - Director, JCC Preschool Marcy Hoffman - Director, Baltimore Hebrew Preschool Stacey Berman - Compiled Document A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 2 Machon L’Morim .*9&/- 0&,/ GUIDE TO USING THIS DOCUMENT This document has four sections. Section I contains 5 areas a teacher and/or director can use to determine the extent to which Jewish values, concepts and vocabulary are integrated into every facet of the school day. Section II contains 1 assessment tool for educational administrators (Director, education committee, synagogue school board) and 1 assessment tool for the teachers. Section III contains a sample lesson integrated with Jewish values, concepts and Hebrew vocabulary. Section IV contains a glossary of all terms used in the document. Teachers can use section I and II to determine the areas she/he integrates well and the areas she/he needs to integrate more. Directors can use section I & II to ascertain the level of integration for any given classroom or for the entire school. An independent observer or school/synagogue administrator can use the Indicators to determine the level of integration for any given teacher or the school as a whole. Irrespective of why or who uses this document, the following procedures should be utilized. 1. Review the entire document 2. Determine the level of integration appropriate for your school. (ie. clarify the vision/mission of your school, review and identify specific areas your school wants to integrate) 3. Choose an area(s) to assess (ie. environment, values, or a specific holiday) 4. Check all facets currently occurring. Document your assessment with supporting material (ie lesson plans, dates, projects). 5. Choose one area that is not currently being done, develop a plan, implement it and begin to document the changes. A Project of the Children of Harvey and Lyn Meyerhoff Philanthropic Fund 3 Machon L’Morim .*9&/- 0&,/ TABLE OF CONTENTS Introduction .......................................................................................... 1 Guide to Using This Document ......................................................................... 3 Section 1 1. Assessing the School Environment ............................................................. 5 2. Reviewing Connections Between Family and School .............................................. 8 3. Considering the Integration of Jewish Values ................................................... 13 4. Core Concepts to Integrate Daily ............................................................... 18 a. Israel -!9:* ....................................................................... 19 b. Diaspora Jewish Community -!9:* --, ............................................. 21 c. Hebrew ;*9"3 ..................................................................... 22 d. Bible %9&; ......................................................................... 44 e. Prayer %-*5; ...................................................................... 46 f. Jewish Life Cycle .................................................................... 48 5. Experiencing Shabbat and Chagim ............................................................. 49 a. Shabbat ;": ....................................................................... 50 b. Havdalah %-$"% ................................................................... 52 c. Rosh Hashanah %1:% :!9 ......................................................... 53 d. Yom Kippur 9&5, .&* ............................................................... 54 e. Sukkot ;&,2 ...................................................................... 55 f. Simchat Torah %9&; ;(/: ........................................................ 57 g. Hanukkah %,&1( ................................................................... 59 h. Tu B’Shvat )":" &) ................................................................ 61 i. Purim .*9&5 ....................................................................... 63 j. Pesach (25 ....................................................................... 65 k. Yom Haatzmaut ;&!/73 .&* ....................................................... 67 l. Lag B’Omer 9/&3" #- .............................................................. 69 m. Shavuot ;&3&": .................................................................... 70 Section II 1. Indicators for Faculty ........................................................................
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