ב"ה (Course Syllabus for 7th Grade Toshba (’15-’16
Course Title: Toshba Grade: 7 Teacher’s Name: Dan Savitt E-mail: [email protected] Best Way to Contact Me: email Telephone: 617-630-4582 Periods Per Week: an average of 2.5
Major Curricular Themes and Objectives: Core to our Rabbinics curriculum at SSDS, we have three primary goals that are the centerpiece of our Torah She-B’al Peh courses:
Practicing Jews Students will study primary texts to help them identify opportunities for authentic and creative observance of mitzvot, and spark their passion for engaging key issues of personal Jewish identity.
Skills Students will utilize critical and abstract thinking in a systematic way in order to become self-confident learners who engage with primary texts in their languages of origin.
Morals and Values Students will engage with the morals and values in rabbinic texts to become active members of the community who pursue justice, respect difference, and act compassionately in the classroom, in the school community, and in the world.
Do Now – Mitzvat haYom Each day students will work on a do now called Mitzvat haYom. This will enable the students to build skills in using a humash on a regular basis. Additionally, students will be studying only those mitzvot that can still be observed in the present day.
Course Outline Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes 1. Teshuvah Text: Yoma 8:9 Students will review how to identify (Repentance) the source information for a mishnah. Big Idea Our ancient texts continue to hold Students will review how to analyze relevance in the modern age. a mishnah by labeling its mikreh, din, and de’ah. 4 Essential Question In what ways can studying Rabbinic texts help me grow personally?
Students will study a mishnah
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Course Syllabus for 7th Grade Toshba (’15-’16)
Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes which focuses on traditional forms of teshuvah. Students will have the opportunity to apply what they have learned in preparation for the High Holy Days this year. 2. Tekufot haToshba Content: Periods of the Toshba Students will be able to describe (Periods of the the various texts of the 1st three Toshba) Big Idea periods of the Toshba. Toshba is a dynamic process. 5 Essential Question What is the importance in studying the Toshba’s development? 3. Talmud Bavli Content: sample pages from the Students will be introduced to the (Babylonian Talmud Bavli main features on a daf (page) of Talmud) Talmud Bavli (Babylonian Talmud). Big Idea The Talmud Bavli is the Students will learn how to identify preeminent work of Rabbinic the source information for any amud Judaism. in Talmud Bavli.
Essential Question In an age of Rabbinic texts being 6 available electronically, what value is there in learning how to navigate the Talmud Bavli?
Students will engage in a Talmud treasure hunt where they use classroom sets of Talmud Bavli and identify various parts of the page 4. Kibbud Horim Text: Kiddushin 31b-32a Students will be introduced to using (Honoring Parents) (locate the corresponding The Practical Talmud Dictionary by mishnah in a set of mishnayot) Yitzhak Frank. 12 Students will identifies functional Big Idea terms used in the Talmud Bavli to Honoring parents in theory is break up a text into smaller units. Page 2 of 7
Course Syllabus for 7th Grade Toshba (’15-’16)
Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes easier than in practice.
Essential Question To what extent should a person go to honor their parents?
Students will learn the different categories of honoring one’s parents. Students will learn the significance of honoring one’s parents as Commandment #5 in the Decalogue. 5. Hanukkah Texts: Shabbat 21b; peirush Rashi Students will continue to work on (Dedication) (locate the corresponding their Talmud-learning skills. mishnah in a set of mishnayot) Students will use The Practical Talmud Dictionary by Yitzhak Frank. Big Idea Students will practice reading Rashi Even in Talmudic times Rabbis script by working through some Rashi debated why certain practices commentaries. were followed. 10 Essential Question What can we gain by studying the earliest stages of an observance that is practiced to this day?
Students will learn the source for why we light the Hanukkah candles the way that we do. 6. Lashon haRa Text: Arakhin 15b Students will apply what they have (Evil Language) (locate the corresponding learned about Lashon haRa to real- mishnah in a set of mishnayot) life situations. Students will use The Practical Big Idea Talmud Dictionary by Yitzhak Frank. 10 Our words have the power for both good and bad.
Essential Question How do we avoid hearing Lashon
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Course Syllabus for 7th Grade Toshba (’15-’16)
Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes haRa?
Students will explore the dangers of speaking Lashon haRa in this sugyah. 7. Purim Texts: Megillah 7a; peirush Rashi Students will learn how to trace the (Lots) (locate the corresponding history of a halakhah back to its mishnah in a set of mishnayot) biblical origins. Students will use The Practical Big Idea Talmud Dictionary by Yitzhak Frank. The mitzvah of mattanot la- Students will practice reading Rashi evyonim is in addition to the script by working through some Rashi tzedakah we are obligated to give commentaries. year-round. 6
Essential Question How can it be justified that even a poor person is obligated to give mattanot la-evyonim?
Students will learn about the mitzvah of mattanot la-evyonim (gifts to the poor). 8. Pesah Texts: Pesahim 108a; peirush Students will use The Practical (Passover) Rashi Talmud Dictionary by Yitzhak Frank. (locate the corresponding Students will practice reading Rashi mishnah in a set of mishnayot) script by working through some Rashi commentaries. Big Idea According to rabbinic understanding, reclining during the seder is symbolic of freedom. 10
Essential Question How is it possible to connect with an ancient practice if one doesn’t find it to be personally meaningful?
Students will learn a sugyah
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Course Syllabus for 7th Grade Toshba (’15-’16)
Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes about reclining during the seder, which will also take a look at the notion of compromise. 9. Tzedakah Texts: Gittin 61a; Bava Batra 10a Students will continue to utilize The (Charity) (locate the corresponding Practical Talmud Dictionary for mishnayot in a set of mishnayot) learning Talmud Bavli.
Big Idea Rabbinic texts can teach us how to compassionately interact with both Jews and non-Jews.
Essential Question 8 At what age should a Jew begin to give tzedakah?
Students will be studying two Talmudic texts: one that focuses on giving tzedakah to both Jews and non-Jews alike, and the other which demonstrates the need give tzedakah based on our own convictions 10. Kashrut Texts: Niddah 6:9; Hullin 66b Students will learn mishnaic, (Keeping Kosher) Talmudic, and halakhic sources Big Idea regarding the observance of kashrut. There is no universally accepted Students will use The Practical answer for why kashrut is a Talmud Dictionary by Yitzhak Frank. mitzvah. Students will practice reading Rashi script by working through some Rashi 12 Essential Question commentaries. How is it possible to live an observant, yet modern lifestyle?
Students will trace the halakhic development of the observance of kashrut. 11. Tattooing and Content: CJLS teshuvah Students will be able to read Body Piercing through a responsum on Jewish law. 2 Big Idea Page 5 of 7
Course Syllabus for 7th Grade Toshba (’15-’16)
Approx. Unit Content/Sample of Activities Skills Taught/Reinforced Classes Our ancient texts continue to hold relevance in the modern age.
Essential Question How can Rabbinic texts help me make informed decisions?
Students will learn about the Committee on Jewish Law and Standards of the Conservative Movement.
Major Papers/Projects: When the students are first introduced to a page of Talmud, they will have the opportunity to write Talmud-like commentaries of their own to a modern song. Students will write a Mitzvat haYom Response Paper each term about a Mitzvat haYom of their choosing. Near the end of the school year, students will be writing a Halakhah Lab Reports for the Kashrut unit. One major benefit of the Halakhah Lab Report approach is that students will not only learn the texts of our tradition, but they will have the opportunity to live those traditions as well.
Homework Policy: All assignments are due on the assigned due date at the designated time. You may still receive partial credit if the completed assignment is submitted one school day late (75%) or two school days late (50%). Work submitted beyond two school days (unless there are extenuating circumstances) earns a 0.
Plagiarism Policy: At SSDS of Greater Boston plagiarism is not tolerated and will be dealt with appropriately.
How to Get Missed Assignments: All assignments will be handed out and submitted via each student’s Haiku Learning portal.
Grading Criteria: Assignments 40% Assessments 30% Mitzvat haYom 10% Participation and Effort 10% Preparedness 5% Punctuality 5%
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Course Syllabus for 7th Grade Toshba (’15-’16)
Availability for Extra Support: Scheduled Office Hours are on Wednesdays from 3:25-4:05 PM. I am also available at other times such as Havurah, Lunch, and X Block by appointment.
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