The Anne & Max Tanenbaum Community Hebrew Academy of Toronto

האקדמיה העברית ע"ש טננבאום

 

The program of instruction in Hebrew Language and Literature has several objectives:

• Enhancement of reading skills. Students will be exposed to selected readings in prose and poetry, by which they will expand their vocabulary and develop their skills of comprehension and critical analysis.
• Improvement of writing skills. Students will learn to express ideas clearly in writing. To this end, the curriculum will focus on teaching grammar and syntax, and will provide for writing workshops.
• Awareness of Jewish cultural components in literature. Many of the works in poetry and prose that constitute the selections which our students will study have been chosen for their ability to provide our students with insights into Jewish life and values. They will serve to broaden the students' perspective of the Jewish cultural heritage and help them to confront issues unique to life in modern Israel and the Diaspora.
• Increase fluency in the spoken language. In addition to the class discussions and instructions, which are conducted in Hebrew, students will have the opportunity to listen to speakers and video programs in Hebrew. They also will present their own oral projects in Hebrew.

(Academic) Reading and writing skills are further developed through a selection of short stories, Jewish folktales, an abridged novel and selected articles from newspaper in basic Hebrew. Grammar focuses on the agreement between nouns and verbs and conjugation of verbs.

(New Stream) The four Hebrew language skills: reading, writing, listening and speaking, are taught and practiced in this course. The program is based on the first part of Alfa Neta.

(Applied) Reading, writing and communication skills are developed through studying short articles, popular Israeli songs and short stories. Our program is based on the Nifla'ot Ha'Ivrit A. The focus in this course is on acquiring vocabulary, understanding simple texts, listening comprehension and class discussion.

(Special Education) This is a student-centered course that emphasizes the mechanics of reading and teaches vocabulary and the structure of simple sentences.

(Academic) Israel in the 20th century is studied through literary forms such as poems and stories. Grammar lessons focus on phonics rules, the construct state and the conjugation of irregular verbs. Current events are discussed and analysed throughout the program.

(Accelerated Ivrit Program) Literature concerning the topic of the Second Aliya and the establishment of the State of Israel will be analyzed in depth, through the study of stories, poems, songs and articles.  The theme Separate and Together will be explored both in class and by independent study, through a variety of literary works. Students will analyze information regarding current events, found in newspaper, the Internet and television. Grammar study will continue with review and practice in the conjugation of whole and deficient verbs, phonics rules, the construct state and sentence composition.

(New Stream) The four Hebrew language skills: reading, writing, listening and speaking, are taught and practiced in this course. The program is based on the first part of Alfa Neta.

(Applied) Vocabulary is enriched through the study of short articles, modern poetry and short stories. Our program is based on the book, Nifla'ot Ha'Ivrit B. Conjugation of regular verbs and agreement between nouns and verbs are emphasized in the grammar section. Listening comprehension, writing skills and speech are further developed.

(Special Education) This student centred course further develops reading and writing skills. Students are also introduced to dialogues in Hebrew.

(Academic) Literary themes include the individual and the society, Hasidic tales, Haskalah poetry and articles. Students also study the language and the structure of an essay. An abridged novel is read and discussed. Current events are analyzed through articles from the newspaper and the Internet. Grammar concepts of years 1 & 2 are reviewed and practised.

(Accelerated Ivrit Program) Students will study and analyze literary works relating to the Holocaust. Poems, articles, stories and segments of a play will be studied through teacher instruction and independent study. Students will analyze articles from daily newspapers, weekly magazines and the internet and will also listen to and analyze news broadcasts from various media. All grammar rules studied in previous years will be reviewed and applied.

Prerequisite: LYICUA

(New Stream) The four language skills of reading, writing, speaking and listening are further developed. Students study short stories and  short articles in basic Hebrew. The program is based on the second part of the prgram Habet U Shma.

(Applied) Literary themes will include topics such as between man and man, adolescent problems, the war against car accidents and moral dilemmas. Our program is based on the book Nifla'ot Ha Ivrit C. In grammar, the structure of the sentence and short paragraph are studied and practised. Further review of grammatical concepts taught in years 1 and 2.

(Special Education for Jewish Studies) This course is focused on implementing learning strategies specifically for Jewish Studies, but also develops basic skills for both English and Hebrew reading, writing and organizational skills adaptable for all courses in high school.

(Academic) Students read literary reactions to the Holocaust. Poems, stories, articles and a modern play are studied and analysed in class. 

(New Stream) The four language skills of reading, writing, speaking and listening are further developed. Emphasis is on oral and written communication in everyday situations.

(Applied) Students read, in basic Hebrew, poems, stories and articles dealing with the Holocaust. Students review and practise grammatical concepts studied in previous years.

(Academic) The main objective of this course is to enrich the student's Hebrew vocabulary, facility of expression and reading comprehension. Other objectives are: knowledge of world affairs with a focus on Israel; understanding of news analysis; awareness of ethical considerations in reporting news, and the merits and dangers of censorship. Students read the weekly edition of "Yediot" or "Ma'ariv", and watch some videotapes of "Mabat Lachadashot".

Note: Not open to students w ho have earned LYIDUD.

At TanenbaumCHAT there is a four-year sequence in Jewish History, Grades 9 through 12. The curriculum is designed not only to transmit knowledge of the major events and issues of Jewish History, but to develop the student's critical skills and analytical abilities. There is a gradual progression in the level of difficulty and expectation from semester to semester, as well as in the nature and complexity of the material. Oral presentations and research essays are an integral part of the total curriculum.

Please note: The New Stream Jewish History curriculum is identical to that of the regular stream.

Part One: Contemporary Jewish Society This course is intended to provide the student with the background for understanding the dynamics of contemporary Jewish society. Among the topics studied are: the immigrant experience, the development of the branches of Judaism, anti-Zionism, our relationship with the state of Israel, anti-Semitism, and intermarriage and assimilation. In this way one should become literate in the issues of our society and begin to evaluate them with understanding and intelligence. The student is introduced to basic historical and sociological concepts and terminology, which form a basis for future departmental studies.

Part Two: Ancient Jewish History The second semester begins a three and a half year survey of Jewish History, ending with contemporary Israel. For each course, the school has produced a pamphlet of readings, mainly primary sources. Ancient Jewish History deals with the period of the Second Temple, focusing on the following topics: under Babylonian and Persian rule, the conflict between Judaism and Hellenism, the Hasmonean Kingdom, Jews and Romans, the Land of Israel in the First Century and the Great Revolt. The student is introduced to the analysis of primary sources in order to begin the development of a critical sense. Special attention is given to the historical Jesus and the nature of Jewish identity in the Second Temple and its meaning today.

Medieval Jewish History The second year of the survey continues from the Destruction of the Second Temple until the sixteenth century. This is essentially the period of Galut, and the course focuses on how the Jewish people maintained its distinct identity as a minority in a host society, both under Islam and Christianity, in Europe and in the Middle East. Topics include: the spiritual centre at Yavneh, the development of Christianity, the revolt of Bar Kokhba, the Jews of Babylonia, and in Moslem Spain. Emphasis then shifts to Christian Europe in the Middle Ages, including Provence and Christian Spain, and the expulsion and its consequences. Emphasis is placed on enabling the student to develop historical insights independently, to begin to understand how historians write history.

Modern Jewish History With this course, the Jewish History curriculum enters the modern period, from the mid-eighteenth century to the eve of World War II. The Jewish experience during the Emancipation is explored, including: Enlightenment in the West, the struggle for Emancipation, Religious Reform, Hasidism, Enlightenment in the East, Modern anti-Semitism, Jewish Socialism, and Zionism until 1914. The material in Year Three is more complex, dealing with ideological and philosophical themes, requiring greater conceptualization than was previously demanded. The student is expected to appreciate the concepts in the sources and to apply them to contemporary Jewish problems. The challenges of the Emancipation continue to our time and have relevance in helping the student define his/her own Jewish identity.

(For Talmud Students) This course is designed to provide a grounding in Jewish History for those students who have chosen the Special Talmud Option. It is offered in Grade 11 and focuses on material dealt with in the regular Jewish History curriculum in Grades 10 and 11: from the Destruction of the Second Temple until the beginning of the Modern Age in the 18th century. The approach, however, is more topical than chronological, and it is intended to provide a broad understanding of Jewish History, with emphasis on recurrent concepts and challenges. Topics include: the Rabbinic Period, the relationship between Judaism and Christianity, Judaism and Islam, Enlightenment and Emancipation, Religious Reform, Hasidim, Modern anti-Semitism and Zionism. Both primary and secondary sources will be utilized, with the objective of developing critical, analytical research skills. Students who take this course will be prepared to take the Grade 12 course in 20th Century Jewish History.

(Academic) Semester One: A study of the Holocaust <br/>

This course is primarily a study of the Jews of Europe between World War I and the establishment of the Jewish State in 1948. The focus is on a historical analysis of the Holocaust, including: Jews of Europe between the wars, the role of the Jew in Nazi ideology, the historical study of the Holocaust, the development of Nazi policy and the Jewish reaction (1933-39), Ghettoization and Concentration, the Final Solution, Jewish resistance, World Response, Theological Responses, the role of the Holocaust in Contemporary Jewish life. A new element in the curriculum is a systematic treatment of different historical interpretations and approaches, including the analysis of secondary, as well as primary, sources. It is expected that by this stage, the student shall have developed the necessary skills and intellectual maturity to deal with the issues raised in the course.

Semester Two: Modern Israel

The final semester in Jewish History at CHAT continues from the end of Year Three, Zionism from the eve of World War II until Israel today. The first part of the course mainly studies the political conflicts during the end of the Mandate, leading to Independence. This includes: the evolution of British policy, Revisionist Zionism, Arab Nationalism, the White Paper and the rise of North American Zionism. The second part of the course studies selected issues in the State of Israel: political and legal structure, the role of religion, Israeli society, economic structure, and especially the Arab-Israeli conflict. The student is challenged to evaluate the meaning of the Jewish State as a facet of one's Jewish identity. As in the first semester, there is a heavy emphasis on both primary and secondary material and in Year Four in general, stress is laid on independent research.

(Special Education) Semester One: A study of the Holocaust

This course is primarily a study of the Jews of Europe between World War I and the establishment of the Jewish State in 1948. The focus is on a historical analysis of the Holocaust, including: Jews of Europe between the wars, the role of the Jew in Nazi ideology, the historical study of the Holocaust, the development of Nazi policy and the Jewish reaction (1933-39), Ghettoization and Concentration, the Final Solution, Jewish resistance, World Response, Theological Responses, the role of the Holocaust in Contemporary Jewish life.

Semester Two: Modern Israel

The final semester in Jewish History at CHAT continues from the end of Year Three, Zionism from the eve of World War II until Israel today. The first part of the course mainly studies the political conflicts during the end of the Mandate, leading to Independence. This includes: the evolution of British policy, Revisionist Zionism, Arab Nationalism, the White Paper and the rise of North American Zionism. The second part of the course studies selected issues in the State of Israel: political and legal structure, the role of religion, Israeli society, economic structure, and especially the Arab-Israeli conflict. The student is challenged to evaluate the meaning of the Jewish State as a facet of one's Jewish identity.

(Academic) In recent decades, historians have shifted their concerns from the experience of the majority to that of specific, previously neglected groups, such as the lower class, Blacks and, more recently, women. While these groups certainly shared the common experience of the majority, their culture and status often resulted in a unique experience. Historians, therefore, began to ask: Was this experience fundamentally different in significant ways? Are we missing knowledge that could inform not only our understanding of the group, but of society as a whole?

This course is a reflection of such concerns. It is designed as an academic level Jewish history course focussing on the unique experience of Jewish women through the ages. It will deal with such questions as: To what extent has the historical experience of Jewish women been the same/different from that of Jewish men? What has been the specific contribution of Jewish women to the continuity of the Jewish people? How may the role of Jewish women help to provide us with the tools and information to best understand ourselves in the present?

The course will be a chronological survey throughout the history of our people, through the use of primary and secondary sources. It is hoped thereby, that students become more knowledgeable and more sensitive to the totality of the Jewish historical experience.

(University Preparation) Ethics is a branch of philosophy, which deals with defining what is "right" and "wrong", "good" and "bad". Jewish Ethics approaches these concerns from a Jewish perspective, using classical sources to shed light on modern ethical issues.

Living in a multicultural, secular society often presents us with ethical dilemmas and conflicts in values. As Jews, we are challenged to act Jewishly. But what guidance does our tradition give us? What ethical principles has Judaism developed that can serve as a beacon in acting ethically? These ethical conflicts are the subject of this course.

The course will survey Jewish approaches to, among other issues, interpersonal relationships, the autonomy of the individual, communal responsibility, business and professional ethics, and the value of life. A special binder of sources, articles and collected materials will be distributed to the students. They will be expected to use the skills they have acquired in previous years to analyze texts, critique articles and evaluate current events.

The goals of the course are to sensitize students to issues of ethical concern and enable them to develop their own value system as responsible citizens of both their Jewish and Canadian communities.

(University Preparation) What does Judaism say about the eternal, fundamental issues that confront us: G-d, Creation, Evolution, the Nature of Man, Free Will, the Existence of Evil, Reward and Punishment, Prophecy, the Jewish People, Halakha and Morality, the Messianic Age, etc.? The course attempts to help the student understand the variety of views offered by Jewish thinkers through the ages, to promote the development of a coherent, personal approach, grounded in Jewish concepts and values.

The course consists of readings from a wide range of Jewish philosophers, mainly modern. Emphasis is on critical analysis of texts and class discussion. Special focus is placed on the relevance of Jewish philosophy as a guide to the contemporary Jew who faces the challenges of modern society.

Students may choose one of two courses: Talmud or Rabbinics

a) Parent-child relationships and mutual obligations, b) Violence, verbal and physical, c) Deception and theft, d) Man's obligations towards animal life and the environment.

(New Stream) An introduction to the Oral Law, with special focus on skills development through a selection of rabbinic sources dealing with such topics as: Jewish lifecycle, the holidays, prayer, ethical and social relationships. The course is intended to provide the student with sufficient grounding in the language, logic and methodology of rabbinic literature to proceed to more advanced sources in the following year.

a) The land of Israel. An analysis of the evaluation of the Jewish people's relationship to the land as reflected in the Rabbinic texts and Jewish practice.b) Law and Righteousness. This segment addresses some of the real and apparent conflicts between the demands of justice and the obligations of fair and righteous dealings between man and his fellow-man.

a) Conversion to Judaism. This segment addresses the concept of conversion, the place of the convert within the Jewish community, the procedure for conversion and themes of Jewish identity.

b) Marriage and family. This segment is intended to provide the students with insights to the central concept of marriage in Jewish tradition and the sanctity of family.

(Academic) The Year Four Rabbinics curriculum will address a number of theological, philosophical, and practical issues in Jewish life. Among these will be: the concept and philosophy of prayer, death and mourning practices and modern problems in the Halacha, such as birth control, abortion, and a range of bio-medical issues.

(Special Education) Utilizing the skills learned in previous years, the course focuses on selected Rabbinic texts in Hebrew, emphasizing both their inherent values and basic textual skills.

(Academic) Students entering Grade 9 may choose the Talmud course after demonstrating the aptitude and the learning skills that are needed to cope with this course. The Grade 9 Talmud course will concentrate on the development of the vocabulary and skills that are a prerequisite for meaningful Talmud study, and for continuing the study of Special Talmud in future years at CHAT Tractate Bava Kamma will be studied in Grade 9

(Academic) Students who have studied Talmud in Grade 9 may choose to continue Talmud in Grade 10.  The intensive nature of the curriculum requires twice the number of class periods as are devoted to other courses, and it, therefore, has the academic value of two courses in the Jewish Studies program.  To complete their Jewish Studies program, Talmud students must also take Tanach and Hebrew Language.& Literature. Tractate Beitza will be studies in Grade 10. (counts as two courses)

(Academic) Students who wish to take Talmud in Grade 11 and 12 must have successfully completed the Talmud course in the previous year, or must have the recommendation of the Jewish Studies faculty. (Please see TAL 2D)  In Grade 11, students must also take Tanach and Jewish History. Tractate Bava Metzia is studied in Grade 11. (counts as two courses)

(Academic) The tractate that will be studied is Tractate Kiddushin. (this counts for two courses)

In these courses, the students analyze the development of themes and issues in Jewish law from the Torah, to the Mishna, to the G'mara, to the Codes, to the most current Responsa.

In all grades, the study of Tanach is divided between the study of Torah and the study of Nach (the other books of the Bible). Selected texts of Torah and Nach are studied in depth, including classical and modern Biblical commentaries to impart the uniquely Jewish message of the Bible. Other texts are covered in survey form to develop a comprehensive knowledge of Biblical history. Students are expected to master the "Rashi Script" in which many of the commentaries are printed, as well as to develop skills for self-study.

In depth:  TORAH: The Book of Shemot, from entrance to Egypt until the Ten Commandments a) The enslavement of the Hebrew people, b) The appointment of Moshe, c) The Ten Plagues, d) The Exodus, e) The giving of the Torah, f) The Ten Commandments ; Survey NACH: The Books of Joshua and Judges

In depth TORAH: Topics in the book of Bamidbar a) The story of the manna and quail, b) The episode of Miriam, c) The spies

NACH: Megilat Esther - Survey NACH: The Books of Samuel I and Samuel II

TORAH: Topics from the Book of Bereshit, emphasizing the moral, spiritual and social implications as reflected in the commentaries

a) The creation of the world and man's identity, b) Cain and Abel, c) The Flood, d) The Tower of Babel, e) Abraham and Lot, f) Akedat Yitzchak, g) Jacob and Esau, h) The family of Jacob

NACH: Selections from the Books of Ezekiel and Kohelet, NACH: The Books of Kings, Jonah, Deuteronomy, Ezra and Nehemiah