CU+8

=Curriculum Grade 8 (Template)(Grade 8 FAQ)= 8th Grade 2013 CSJO Presentation Educators 2013 CSJO Presentation

Part 1 Comparative Modern Judaism/Jewishness
Explores how and why Judaism/Jewishness changed in the last 250 years. Judaism's encounter with an ever-changing modernity created tensions between how much tradition to incorporate and how much to abandon, between how much to assimilate into the larger society and how much to stay separate. The response to these tensions resulted in the development of new definitions of Judaism/Jewishness and new types of organized Jewry. Explores how these new definitions and organizations created rifts within the Jewish community. •What are some of the different ways of being Jewish during the time period? Are any of them similar to different ways of being Jewish today? How? •How were Jews treated within the larger non-Jewish community? How did Jews respond to the treatment? •What new ideas did the Haskalah introduce and how did they conflict with other Jewish ideas?
 * Synopsis**
 * Questions:**

Part 2 Oppression and Resistance
•Prejudice takes different forms under different circumstances with painful and sometimes horrific consequences. •There are a variety of things we can do to fight prejudice and we are obligated to find and do them. •How is the prejudice against the Jews during the Nazi regime similar to and different from prejudice against other groups? •What are the possible responses to discrimination --- by the group being discriminated against, by others who are aware of the discrimination? What responses do you think are most effective and why?
 * Synopsis**
 * Questions:**

The 8th Grade will explore the American Jewish Experience with emphasis on the flowering of many varieties of Jewish associations and their roots in the European experience after 1800. Western, especially German, Jewish life will be examined for its role in producing Reform Judaism. We will explore how the experience in Eastern Europe gave rise to the Jews who became the center of America’s Conservative and Secular Judaisms, in addition to various strains of Orthodoxy. An organic outgrowth of this process will be an in-depth look at comparative Judaism. Jewish participation and associations involved in Secular, Labor, Social Justice, Civil Rights and Feminist movements will also be explored. Second half of Eighth grade studies intolerance and prejudice and the actions that individuals and groups can take to counteract these forces. Students will examine historical and contemporary examples of the indignities and inhumanity that flow from intolerance and prejudice with an emphasis on the Holocaust. Students will seek to understand from a secular, humanistic perspective just why intolerance and prejudice are wrong; to gain insight into the kinds of cultural, political, and economic circumstances that foster these wrongs; and to develop strategies for changing those circumstances. Students will explore examples of resistance such as the Warsaw Ghetto, Bielski Partisans and American Jewry during 1930’s; examples of righteous Gentiles such as Raoul Wallenberg and the Danes; and examples of compliance such as that of many shtetl rabbis. At the end of Eighth grade, students will pick topics for ninth grade.
 * Objectives:**

Lessons 2. Each student gain understanding of own beliefs as standard for comparative Judaism 3. Explore difference between individual and institutional belief 4. Introduce table for comparative Judaism || 2. Understand the conflict between the Mitnagdim and Hasidim who then turned their attention to fighting the common enemy, the Maskilim (proponents of the Haskalah). This is part of the recurring conflict between traditional belief and rationalism such as that of the Greeks and Maimonides which was seen as leading Jews away from religious practice. 3. Introduce chart of Jewish Varieties, etc. || To begin filling in the table of comparative Jewish groups. || Explore the role of rich Reform Jews in bankrolling the Conservative Movement as a way to Americanize the coarse Yiddish-speaking Jews from Eastern Europe Understand the basic beliefs and practices of Conservative Jews and how they compare with the Jewish groups previously studied || Their identity as Jews was often associated with political radicalism rather than with religion. (Analogous to Secular Humanistic Judaism.) Even though most US Jews have since become middle or upper class, many, including members of Folkshul, still continue to work for social justice for the poor and often immigrant workers. || 2. Maintain and foster Jewish identity and culture a. Yiddish i. through study of Yiddish, Jewish history, etc in Jewish schools ii. Creation of Workmen's Circle - provide social services: camp, welfare, health insurance, burial society iii. Collapse of Yiddish organizations Difficulty in maintaining a separate language in an accepting society - easier in an oppressive society Willingness to give up their languange, dress, names, etc. to be integrated into Amrican society Accelerated by anticommunism of 1950's c. Creation of JCCs - place to participate in non-religious cultural activities with other Jews d. Creation of Ethical Culture - Provide a religion with an emphasis on ethics but without God and worship || Compare Pittsburgh Platforms || To understand the origins of their umbrella groups 1) SHJ - formed 1969 - provide congregational community services with secular humanistic outlook The 2 earliest congregations came out the Reform Movement with its congregational model 3 Original congregations included Birminham Temple lead by Rabbi Sherwin Wine and one from Illinois and one from Connecticut Became mechanism for creation of other congregations Now numbers about 30 congregations 2) CSJO - formed 196? - Came originally from the remnants of socialist, anarchist and communist secular Jewish schools and adult communities. Many enlarged their offerings to include Shabbot and High Holiday Programs (learned from SHJ) Now numbers about 23 organizations 3) IISHJ - umbrella for SHJ, CSJO Educational Arm Trains educators, leaders, rabbis, spokepersons To explore what it means to be secular, humanistic, Jewish scientific outlook progressive associate with culture, history and fate and of the Jewish people || Compare Pittsburgh Platforms To understand that there are several secular Jewish groups in the United States To understand the origins of their umbrella groups 1) SHJ - formed 1969 - provide congregational community services with secular humanistic outlook The 2 earliest congregations came out the Reform Movement with its congregational model 3 Original congregations included Birminham Temple lead by Rabbi Sherwin Wine and one from Illinois and one from Connecticut Became mechanism for creation of other congregations Now numbers about 30 congregations 2) CSJO - formed 196? - Came originally from the remnants of socialist, anarchist and communist secular Jewish schools and adult communities. Many enlarged their offerings to include Shabbot and High Holiday Programs (learned from SHJ) Now numbers about 23 organizations 3) IISHJ - umbrella for SHJ, CSJO Educational Arm Trains educators, leaders, rabbis, spokepersons To explore what it means to be secular, humanistic, Jewish scientific outlook progressive associate with culture, history and fate and of the Jewish people ||
 * # || Title || Goals ||
 * 1 || **Introduction to Class** || 1. Welcome back to school with overview for the year.
 * 2 || **Judaism in the 1700's:**
 * precursor for the modern varieties** || 1. Provide background on Jewish religious outlook and practice in Europe that led to Jewish modernity using examples of Ultra-orthodox, Hasidism and Haskalah.
 * 3 || **Reform Judaism: Modernizing the religion** || To explore the reasons for the creation of the Reform movement and the changes in beliefs and practices of Judaism that emerged;
 * 4 || **Modern Orthodox: Secularizing Ultraorthodoxy** || Explore how the desire for ultraorthodox to be more secular while avoiding the seeming excesses of the Reform Movement resulted in the creation of Liberal Orthodoxies in the 1800's.([|Add liberal orthodox beliefs and practices here]) ||
 * 5 || **Secular Jews: Organizing in response to antisemitism** || Explore development of secular humanistic Jewish ideas for dealing with rampant antisemitism that emerged in Europe in the last quarter of the 19th century including Diaspora nationalism, Yiddish based culture and Zionism in several forms ||
 * 6 || **Conservative Judaism: Yearning for tradition (does this belong after immigrant life part I)** || Explore how Conservative Judaism emerged from Jews in the Reform Movement who wanted more religion and less rationalism
 * 7 || **Immigrant life in US part I: Poverty and Community** || Eastern European Jewish Life in America around turn of 20th Century I: To explore what living was like for the then recent Eastern European Jewish immigrants focusing on the very poor conditions they lived/worked in and the cultural/community organizations they formed/joined. To explore some of the social services developed and provided to the immigrants to ameliorate their conditions ||
 * 8 || **Immigrant life in US part II: Working for social Justice** || Eastern European Jewish Life in America around turn of 20th Century II: To explore the social justice efforts of Jews to organized unions, go on strike, etc., to improve conditions using the garment industry as an example and where most of the workers, and some of their leaders, were women.
 * 9 || **Secular Organizations Prior to 1960's** || 1. Background(Lesson 5): Zhitlovsky sparked creation of American Yiddish School Movement - origins in Eastern Europe
 * 10 || **Reformers Today: Changes in last 50 years** || To understand how the reforming movements have changed in the last 50 years often by becoming more traditional
 * 10 || **Secular Humanistic Jewish Organizations: Post 1960** || To understand that there are several secular Jewish groups in the United States
 * 10 || **Current Trends** || To understand how the reforming movements have changed in the last 50 years often by becoming more traditional
 * 11 || **Jews in progressive groups** || Welch's Grape Juice - company was originally set up as a ||
 * 12 || ** Jews & Media ** ||   ||
 * 13 || ** Jews as Cultural Leaders ** ||   ||
 * 14 || ** Comparative Religion ** || Goals ||
 * 15 || ** Comparative Religion ** || Goals ||
 * 16 || ** Comparative Religion ** || Goals ||