Machar's Jewish Cultural School FIFTH GRADE CURRICULUM

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Machar's Jewish Cultural School FIFTH GRADE CURRICULUM Machar’s Jewish Cultural School FIFTH GRADE CURRICULUM This curriculum was developed through a grant from The Jewish Federation of Greater Washington, DC’s Initiative in Congregational Education www.machar.org 202-686-1881 Machar’s Jewish Cultural School FIFTH GRADE CURRICULUM TABLE OF CONTENTS UNIT 1: JEWISH LIFE IN WESTERN AND EASTERN EUROPE ............................................................................. 4 TOPIC 1: EARLY GHETTO LIFE IN EUROPE ................................................................................................... 5 ACTIVITIES: ................................................................................................................................................ 7 TOPIC 2: COURT JEWS ................................................................................................................................. 9 ACTIVITIES ............................................................................................................................................... 16 TOPIC 3: KABBALAH AND FALSE MESSIAHS .............................................................................................. 26 ACTIVITIES ............................................................................................................................................... 29 TOPIC 4: HASIDISM AND MIS(T)NAGDIM ................................................................................................. 30 ACTIVITIES: .............................................................................................................................................. 31 TOPIC 5: EASTERN EUROPEAN JEWISH NAMES ........................................................................................ 34 ACTIVITIES: .............................................................................................................................................. 34 HANDOUT How Jews Got Their Names ........................................................................................... 35 TOPIC 6: THE ENLIGHTENMENT/HASKALAH ............................................................................................. 37 ACTIVITIES: .............................................................................................................................................. 38 TOPIC 7: DOIKAYT AS AN ALTERNATIVE TO ZIONISM .............................................................................. 43 ACTIVITIES: .............................................................................................................................................. 43 UNIT 2: ZIONISM, ISRAEL PALESTINE ............................................................................................................. 45 ACTIVITIES ............................................................................................................................................... 45 TOPIC 1 THE ORIGINS OF ZIONISM – JEWISH NATIONALISM ................................................................. 48 ACTIVITY: ................................................................................................................................................ 51 TOPIC 2: THEODORE HERZL – FIRST WORLD ZIONIST CONGRESS ........................................................... 52 ACTIVITY ................................................................................................................................................. 52 2 TOPIC 3: - BALFOUR DECLARATION ........................................................................................................... 54 TOPIC 4: - SELECTING A LANGUAGE – DIFFERENT STRANDS OF ZIONISM ............................................... 55 TOPIC 5: HOW LAND WAS ACQUIRED FROM THE ARABS ........................................................................ 58 TOPIC 6: - ISRAELI GEOGRAPHY ................................................................................................................. 62 TOPIC 7: ISRAELI CULTURE ........................................................................................................................ 63 TOPIC 8: KIBBUTZIM/MOSHAVIM ............................................................................................................ 64 TOPIC 9: POLITICS ...................................................................................................................................... 65 ACTIVITY ................................................................................................................................................. 65 TOPIC 10: PEACE MOVEMENT ................................................................................................................... 67 ICE BREAKERS ................................................................................................ 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SECULAR HUMANISTIC JUDAISM – Overview and Review ....................................................................... 71 FIFTH GRADE TIMELINE: From 1492 when Jews were expelled from Spain to 1933 when Hitler took over Germany ......................................................................................................................................... 75 Life in the Shtetl ..................................................................................................................................... 78 Holocaust: An End to Innocence, by Seymour Rossel .......................................................................... 83 COMPARING HARRIET TUBMAN and GRACIA MENDES NASI ............................................................ 87 Excerpts from The Jewish Socialist Labor Bund and Zionism ............................................................... 88 Israel in 600 Words or Less .................................................................................................................... 97 How did the Zionists get their land*? ..................................................................................................... 99 Land Ownership in Palestine/Israel ..................................................................................................... 103 3 UNIT 1: JEWISH LIFE IN WESTERN AND EASTERN EUROPE Assist the students in transitioning from fourth to fifth grade by reviewing how bad things were for the Jews in Eastern Europe (the pogroms, etc.) at the turn of the century. Explain that the fifth grade curriculum goes into more detail about how Jewish people in Eastern and Western Europe responded to anti-Semitism and to new ideas about individual equality. Remind the students that after the Jews were expelled from Spain in 1492, they did not all settle in Eastern Europe. This is where the fifth grade curriculum begins. 4 TOPIC 1: EARLY GHETTO LIFE IN EUROPE SOURCES: My People - Abba Eban’s History of the Jews - Volume I “Life in the Shtetl” attached and Seymour Rossel’s Holocaust, attached - Differences between a ghetto and a shtetl – A shtetl was a self imposed Jewish community set apart from non-Jewish communities. The real criteria for the size of a shtetl were vague and ill-defined, as the actual size could vary from much less than 1,000 inhabitants to 20,000 or more. When the community was very small it would be called a klaynshtetl or even a shtetele; however both terms could also carry the connotation of a parochial lack of sophistication or, at times, a feeling of warmth or nostalgia. The shtetl first emerged in Poland-Lithuania before the partitions of the kingdom. Jews had been invited to settle in the private towns owned by the Polish nobility that developed from the 16th century, on relatively very favorable conditions. In many of such private towns Jews soon formed the preponderant majority of the population. In Russia, the shtetl developed in the Pale of Settlement. In 1815, Congress Poland was incorporated into the Pale, which continued to exist until the October Revolution of 1917. Within Austria-Hungary, the shtetl communities were scattered in Galicia, Bohemia, Sub-Carpathian Ruthenia, Bukovina, and Hungary. In the area under Prussia the shtetl pattern did not develop to the same extent. Despite the basic cultural homogeneity which had consolidated in the past few centuries, the communities in the partitioned regions developed specific social traits in each of the states in which they were situated. This was the result on the one hand of the varying cultures of their host societies and on the other hand of the differing social and economic policies and trends which developed in the host society under the Hapsburg emperors or Russian czars. During the 19th century, the anti-Jewish persecutions, economic restrictions, and outbreaks of violence pressed increasingly on the socioeconomic foundations of the Jews, in czarist Russia in particular, while political and ideological revolutionary trends and movements began to undermine the strength of the life style of the shtetl, which became more and more unsatisfactory to younger generations. Thus weakened in its foundations, the shtetl entered the last phase of its existence. The liberal revolution of 1917 liquidated the Pale of Settlement, while the Communist revolution
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