Shalom,
We are currently looking at the text of Parashat Vayeshev and trying to 'get into the mind' of Rashi, before learning his commentary.
HW - due Tues. Sep. 7th - everyone is assigned a column from the vocabulary sheets to translate into English.
don't forget - Parashat Hashavu quizzes every Friday!
B'Hatzlacha Rabah,
Rav Shaanan
Tuesday, August 31, 2010
JH 10 - Aug. 31
Shalom!
We are currently giving class presentations on pages 1- 69 in the 'Eyewitness' textbook. This material gives us a brief overview of the time of Abraham until the destruction of the Second Temple.
In addition to the text which deals with primary sources, we are also learning about different archaeological discoveries relating to different events from this time.
B'Hatzlacha Rabah,
Rav Shaanan
We are currently giving class presentations on pages 1- 69 in the 'Eyewitness' textbook. This material gives us a brief overview of the time of Abraham until the destruction of the Second Temple.
In addition to the text which deals with primary sources, we are also learning about different archaeological discoveries relating to different events from this time.
B'Hatzlacha Rabah,
Rav Shaanan
JH 8 - Aug. 31st
HW - take notes on pages 166, 169 - 175. on Friday, September 3, there will be an open book quiz on these pages. There will be limited time for the quiz, so the more organized and neat your notes are, the easier the quiz will be for you.
B'Hatzlacha Rabah!
Rav Shaanan
B'Hatzlacha Rabah!
Rav Shaanan
Ivrit 11/12 Aug.31st
Shalom Kita,
Just a brief summary on where we are holding in class.
We have learned the stories on "the Chafetz Chaiim and his beloved mitzvah" and "the little Tzaddik". We are resposible to know all of the words in both stories for an upcoming test (date TBA).
b'hatlacha rabah,
Rav Shaanan
Just a brief summary on where we are holding in class.
We have learned the stories on "the Chafetz Chaiim and his beloved mitzvah" and "the little Tzaddik". We are resposible to know all of the words in both stories for an upcoming test (date TBA).
b'hatlacha rabah,
Rav Shaanan
Wednesday, August 25, 2010
JH 10 Aug 26
A Primary source is a term used in many disciplines of study. In history, it is a document, recording or other source of information that was created at roughly the time being studied by an authoritative source, usually one with direct personal knowledge of the events being described. A primary source could be a first- handed source from the past including diaries or artifacts. Primary sources have been described as those sources closest to the origian of the information or idea under study. They have been said to provide researchers with “direct, unmediated information about the object of study.
Secondary sources often cite, comment on, or build upon primary sources. They serve as an original source of information or new ideas about the topic. They are however both relative terms and any source may be classified as primary or secondary depending on how it is being used. Secondary sources often involve generalization, analysis, synthesis, interpretation, or evaluation of the original information. Secondary sources include textbooks, encyclopedias, biographies and web sites.
(This has been taken and modified from www.thefreedictionary.com)
Secondary sources often cite, comment on, or build upon primary sources. They serve as an original source of information or new ideas about the topic. They are however both relative terms and any source may be classified as primary or secondary depending on how it is being used. Secondary sources often involve generalization, analysis, synthesis, interpretation, or evaluation of the original information. Secondary sources include textbooks, encyclopedias, biographies and web sites.
(This has been taken and modified from www.thefreedictionary.com)
Friday, August 20, 2010
JH 8 Aug. 24 - 27 and course description
Rav Shaanan Scherer
Columbus Torah Academy
2010/2011
8th Grade Jewish History
"זכור ימות עולם בינו שנות דר ודר"
“Remember history, understand the years of
generation to generation” – Deuteronomy 32:7
Text:
- Understanding Jewish History 2: from the Renaissance to the 21st Century
- Various handouts of both primary and secondary sources from books, magazines, journals, the internet and other resources of Jewish history to be distributed over the course of the year
Course Description:
This year we will be exploring Jewish History from 1492 to the present. This is a continuation to the 7th grade course which begins in the Biblical period and ends with The Jews of Spain in the 15th century. We will learn about various topics which include: The Renaissance, the Ghetto, the Jews of Safed, false Messianism, the Jews of Poland, Shtetl life, the rise of Chassidut, the Enlightenment, the various streams of Judaism, America and the Jews, the rise of Zionism, anti- Semitism (medieval and modern), the State of Israel, the Arab- Israeli conflict.
Over the duration of the course, we will get a broad look at these topics so that the students will get a general understanding of the chronology and cause and effect occurrences in our history. In addition to our wide curriculum, we will also have opportunities to study certain topics of interest in depth.
Grading System:
Quizzes, Tests and Projects – 70%
Classwork and Homework – 15%
Attitude and Participation – 15%
Aug. 24 – 27
pages - 161, 164,165 (and need to catch –up to Spanish Expulsion!)
Topics:
Columbus – Jewish?
The Renaissance – printing press, Talmud ..etc.
The Reformation
The shtadlanim (brief overview, no text)
The Ghetto; origin of name, yellow badge, cause,
Questions for Christopher Columbus article:
1 – Is Christopher Columbus Jewish? Please provide at least 4 reasons why you think he is or is not.
2 – “G-d was opening up the doors of what is going to eventually become the greatest Diaspora refuge for Jews in history” – which country is this referring to?
3 – Which rabbi invented two navigating tools and what were they?
4 – Which Empire accepted many of Spain’s Jews?
5 – Please quote from the Sultan, Bayezid II about the ruler of Spain.
6 – G-d promised Abraham and his offspring; “I will bless those who bless you, and curse those who curse you, and through you, will be blessed all the families of the earth” (Genesis 12:3). How does this biblical promise relate to Jewish history in the 15th and 16th centuries?
to access the aish.com article on the Inquisition and Columbus, go to:
http://www.aish.com/jl/h/cc/48951681.html
b'hatzlacha rabah!
Rav Shaanan
Columbus Torah Academy
2010/2011
8th Grade Jewish History
"זכור ימות עולם בינו שנות דר ודר"
“Remember history, understand the years of
generation to generation” – Deuteronomy 32:7
Text:
- Understanding Jewish History 2: from the Renaissance to the 21st Century
- Various handouts of both primary and secondary sources from books, magazines, journals, the internet and other resources of Jewish history to be distributed over the course of the year
Course Description:
This year we will be exploring Jewish History from 1492 to the present. This is a continuation to the 7th grade course which begins in the Biblical period and ends with The Jews of Spain in the 15th century. We will learn about various topics which include: The Renaissance, the Ghetto, the Jews of Safed, false Messianism, the Jews of Poland, Shtetl life, the rise of Chassidut, the Enlightenment, the various streams of Judaism, America and the Jews, the rise of Zionism, anti- Semitism (medieval and modern), the State of Israel, the Arab- Israeli conflict.
Over the duration of the course, we will get a broad look at these topics so that the students will get a general understanding of the chronology and cause and effect occurrences in our history. In addition to our wide curriculum, we will also have opportunities to study certain topics of interest in depth.
Grading System:
Quizzes, Tests and Projects – 70%
Classwork and Homework – 15%
Attitude and Participation – 15%
Aug. 24 – 27
pages - 161, 164,165 (and need to catch –up to Spanish Expulsion!)
Topics:
Columbus – Jewish?
The Renaissance – printing press, Talmud ..etc.
The Reformation
The shtadlanim (brief overview, no text)
The Ghetto; origin of name, yellow badge, cause,
Questions for Christopher Columbus article:
1 – Is Christopher Columbus Jewish? Please provide at least 4 reasons why you think he is or is not.
2 – “G-d was opening up the doors of what is going to eventually become the greatest Diaspora refuge for Jews in history” – which country is this referring to?
3 – Which rabbi invented two navigating tools and what were they?
4 – Which Empire accepted many of Spain’s Jews?
5 – Please quote from the Sultan, Bayezid II about the ruler of Spain.
6 – G-d promised Abraham and his offspring; “I will bless those who bless you, and curse those who curse you, and through you, will be blessed all the families of the earth” (Genesis 12:3). How does this biblical promise relate to Jewish history in the 15th and 16th centuries?
to access the aish.com article on the Inquisition and Columbus, go to:
http://www.aish.com/jl/h/cc/48951681.html
b'hatzlacha rabah!
Rav Shaanan
Ivrit 11/12
WEEK Lesson Topics/ Assigments/HW
Aug. 24 – 27 Introductions, Rules and Expectations, Story “החפץ חיים והמצוה חביבה לו
HW – questions on story given in class
פסקה ראשונה
חביבה – beloved פסקה שנייה
לחפוץ – to desire להצטער – to cause suffering
להכניס – to bring in צעיר - young
אורח – בגלל-
אליו – to him רשות -
לטפל –to take care of לעזור -
עצם – essence, self לענות -
משקה – drink לבד - alone
על יד –next to התעטף – to wrap oneself with
מטבח –kitchen להניח – to place (on)
גיל – שייך ל.. – relevant to
חלש – weak לשרת – to serve
מכבד – honored
Aug. 24 – 27 Introductions, Rules and Expectations, Story “החפץ חיים והמצוה חביבה לו
HW – questions on story given in class
פסקה ראשונה
חביבה – beloved פסקה שנייה
לחפוץ – to desire להצטער – to cause suffering
להכניס – to bring in צעיר - young
אורח – בגלל-
אליו – to him רשות -
לטפל –to take care of לעזור -
עצם – essence, self לענות -
משקה – drink לבד - alone
על יד –next to התעטף – to wrap oneself with
מטבח –kitchen להניח – to place (on)
גיל – שייך ל.. – relevant to
חלש – weak לשרת – to serve
מכבד – honored
Chumash I class - Aug. 24- 27
Shalom and welcome to Rav Shaanan's Chumash I Blog:
Aug.24 - 27:
Questions for Parashat Vayesheiv:
Perek 37: Joseph and his Brothers
1 - What did Yosef tell his father?
2 – What were Yosef’s two dreams about and what were his brothers and father’s responses?
3 – Who did Yosef meet in shechem, what was this person’s question and Yosef’s answer?
4 – What was located inside the pit that Yosef was thrown into?
5 - What did the brothers plan to do when they saw Yosef coming?
6- Who said “lets not kill him”?
7 - What was his better plan?
8 - What did he really plan on doing?
9 - What did they take off of Yosef?
10 – What was Yehuda’s idea?
11 – What did Yaakov think happened?
12 – Who was Yosef sold to?
שיעור של רב שאנן
חומש א'
רש"י בראשית פרק לז, ב
והוא נער - שהיה עושה מעשה נערות,
מתקן בשערו ממשמש בעיניו,
כדי שיהיה נראה יפה:
את בני בלהה - כלומר ורגיל אצל בני בלהה,
לפי שהיו אחיו מבזין אותן והוא מקרבן:
את דבתם רעה - כל רעה שהיה רואה באחיו בני לאה היה מגיד לאביו,
שהיו אוכלין אבר מן החי, ומזלזלין בבני השפחות לקרותן עבדים, וחשודים על העריות.
ובשלשתן לקה.
extra
)על אבר מן החי (לעיל פסוק לא) וישחטו שעיר עזים במכירתו, ולא אכלוהו חי. ועל דבה שספר עליהם שקורין לאחיהם עבדים, (תהלים קה יז) לעבד נמכר יוסף. ועל העריות שספר עליהם, (להלן לט ז) ותשא אשת אדוניו וגו'(
דבתם - כל לשון דבה פרלידי"ץ בלע"ז [רכילות]
כל מה שהיה יכול לדבר בהם רעה היה מספר:
שיעור של רב שאנן
חומש א'
רש"י בראשית פרק לז
(ג) בן זקונים - שנולד לו לעת זקנתו.
ואונקלוס תרגם בר חכים הוא ליה כל מה שלמד משם ועבר מסר לו.
דבר אחר שהיה זיו איקונין שלו דומה לו:
פסים - לשון כלי מלת,
כמו (אסתר א ו) כרפס ותכלת, וכמו (שמואל ב' יג יח) כתונת הפסים, דתמר ואמנון.
ומדרש אגדה על שם צרותיו שנמכר לפוטיפר ולסוחרים ולישמעאלים ולמדינים:
(ד) ולא יכלו דברו לשלום - מתוך גנותם למדנו שבחם,
שלא דברו אחת בפה ואחת בלב:
Aug.24 - 27:
Questions for Parashat Vayesheiv:
Perek 37: Joseph and his Brothers
1 - What did Yosef tell his father?
2 – What were Yosef’s two dreams about and what were his brothers and father’s responses?
3 – Who did Yosef meet in shechem, what was this person’s question and Yosef’s answer?
4 – What was located inside the pit that Yosef was thrown into?
5 - What did the brothers plan to do when they saw Yosef coming?
6- Who said “lets not kill him”?
7 - What was his better plan?
8 - What did he really plan on doing?
9 - What did they take off of Yosef?
10 – What was Yehuda’s idea?
11 – What did Yaakov think happened?
12 – Who was Yosef sold to?
שיעור של רב שאנן
חומש א'
רש"י בראשית פרק לז, ב
והוא נער - שהיה עושה מעשה נערות,
מתקן בשערו ממשמש בעיניו,
כדי שיהיה נראה יפה:
את בני בלהה - כלומר ורגיל אצל בני בלהה,
לפי שהיו אחיו מבזין אותן והוא מקרבן:
את דבתם רעה - כל רעה שהיה רואה באחיו בני לאה היה מגיד לאביו,
שהיו אוכלין אבר מן החי, ומזלזלין בבני השפחות לקרותן עבדים, וחשודים על העריות.
ובשלשתן לקה.
extra
)על אבר מן החי (לעיל פסוק לא) וישחטו שעיר עזים במכירתו, ולא אכלוהו חי. ועל דבה שספר עליהם שקורין לאחיהם עבדים, (תהלים קה יז) לעבד נמכר יוסף. ועל העריות שספר עליהם, (להלן לט ז) ותשא אשת אדוניו וגו'(
דבתם - כל לשון דבה פרלידי"ץ בלע"ז [רכילות]
כל מה שהיה יכול לדבר בהם רעה היה מספר:
שיעור של רב שאנן
חומש א'
רש"י בראשית פרק לז
(ג) בן זקונים - שנולד לו לעת זקנתו.
ואונקלוס תרגם בר חכים הוא ליה כל מה שלמד משם ועבר מסר לו.
דבר אחר שהיה זיו איקונין שלו דומה לו:
פסים - לשון כלי מלת,
כמו (אסתר א ו) כרפס ותכלת, וכמו (שמואל ב' יג יח) כתונת הפסים, דתמר ואמנון.
ומדרש אגדה על שם צרותיו שנמכר לפוטיפר ולסוחרים ולישמעאלים ולמדינים:
(ד) ולא יכלו דברו לשלום - מתוך גנותם למדנו שבחם,
שלא דברו אחת בפה ואחת בלב:
Tuesday, August 10, 2010
JH 10
Rav Shaanan Scherer
Columbus Torah Academy
2010/2011
10th Grade Jewish History
"זכור ימות עולם בינו שנות דר ודר"
“Remember history, understand the years of
generation to generation” – Deuteronomy 32:7
Text:
- Eyewitness to Jewish History, Rabbi Benjamin Blech
- Various handouts of both primary and secondary sources from books, magazines, journals, the internet and other resources of Jewish history to be distributed over the course of the year
Course Description:
This year, we will be learning ‘hands-on’ Jewish History, from the first Jew, Abraham through the modern day. We will learn both original sources in translation, and many secondary sources on various topics. We will explore our heritage chronologically covering the following periods: Biblical, 2nd Temple, Talmudic, Gaonic, early and late Middle Ages, Enlightenment and Emancipation, America and the Jewish situation in the world today. We will focus on a larger unit on Zionism and the State of Israel in the fourth quarter of the academic year.
We will study the geography, literature, personalities, trends and other factors of the Jewish people throughout time. We will do so through many different approaches to learning. Our work will be divided up into some individual assignments, group projects, research coursework all aimed at developing our reading, writing and oral skills. In addition to our academic goals, we hope to enhance our appreciation for our people, heritage, homeland and hope for our future.
Grading System:
Quizzes, Tests, and Projects – 75%
Classwork and Homework – 15%
Attitude and Participation – 10%
WEEK OVERVIEW:
Aug. 24 – 27.
pgs. 1- 78 - personal intro, rules, ingathering of exiles
- book introduction on the miracle of Jewish History
Biblical period, beginning of Second Temple period,
Pages 1 – 78 assigned to class (each student in responsible for one chapter (about 7- 8 pages) and will be presenting his chapter summary the following week.
HW from introduction in "Eyewitness", questions due on Aug. 26
- 1 - What was Pascal’s proof of the existence of miracles and why is this a good proof? (2 – 3 sentences)
- 2- Summarize in two or three sentences Mark Twain’s quote on the Jews (p.2)
- 3 – What do Tolstoy’s and Twain’s comments on the Jews have in common? (2 – 3 sentences)
- 4 – What does David Ben Gurion’s quote on p. 2 mean? (2 – 4 sentences)
- 5 – What do we learn from the mitzvah of Remeberance? (2 -4 sentences)
- 6 – How many Jews have been Nobel Prize laureates, and what percentage is that?
- 7 – How did Ezer Weizman understand the term ‘wandering Jew’? (2 – 4 sentences)
- 8 – What is the difference between B.C. and B.C.E.?
- 9 – What are the meanings to the words Hebrew, Israel and Jews? (3 sentences)
- 10 – In light of the introduction to ‘Eyewitness To Jewish History’, why does the author think it is special to be Jewish? (3 – 5 sentences)
ASSIGNMENT FOR MON.AUG. 30, 2010
Every student will be assigned a chapter from ‘Eyewitness to Jewish History’ to read.
The student will put together on 1- 2 pages:
1- The Title of the Chapter and sections (Eg. Chapter – In the Beginning, section – Abraham Discovers God – and a Land)
2- Notes in pt. form summarizing each section.
a. Primary source – 2- 5 points
b. Author’s commentary – 2- 5 points
3 – Each student will give a 5 minute oral or video presentation on their assigned pages. The presentation is open for your own creativity (although creativity will not be part of the grading criteria for this assignment, it is encouraged, but not mandatory). The presentation must include the main ideas expressed in the primary sources and author’s commentary.
4 – The assignment will be graded in the following way:
A - Written notes - /15
- Title, Chapter and sections listed
- Content of notes – quantity – Does it meet the amount requested? Does it exceed the amount requested by 2 or more points?
• Quality – are the points most relevant?
B - Oral presentation - /5 (creativity can be up to 5 extra points)
- Is the presentation clear?
- Does the presenter show an understanding of the content?
The assignments are due on Monday, August 30th. You must bring to class on Monday, two copies of your notes. One for the teacher to collect to evaluate and later distribute to the rest of the class. The other for your own use during your presentation. The presentations will begin on Monday and continue over the next few days. Everyone must be prepared to present on Monday.
B’Hatzlacha Rabah!
Rav Shaanan
This HW assignment is due on Thurs. Aug. 26th.
Columbus Torah Academy
2010/2011
10th Grade Jewish History
"זכור ימות עולם בינו שנות דר ודר"
“Remember history, understand the years of
generation to generation” – Deuteronomy 32:7
Text:
- Eyewitness to Jewish History, Rabbi Benjamin Blech
- Various handouts of both primary and secondary sources from books, magazines, journals, the internet and other resources of Jewish history to be distributed over the course of the year
Course Description:
This year, we will be learning ‘hands-on’ Jewish History, from the first Jew, Abraham through the modern day. We will learn both original sources in translation, and many secondary sources on various topics. We will explore our heritage chronologically covering the following periods: Biblical, 2nd Temple, Talmudic, Gaonic, early and late Middle Ages, Enlightenment and Emancipation, America and the Jewish situation in the world today. We will focus on a larger unit on Zionism and the State of Israel in the fourth quarter of the academic year.
We will study the geography, literature, personalities, trends and other factors of the Jewish people throughout time. We will do so through many different approaches to learning. Our work will be divided up into some individual assignments, group projects, research coursework all aimed at developing our reading, writing and oral skills. In addition to our academic goals, we hope to enhance our appreciation for our people, heritage, homeland and hope for our future.
Grading System:
Quizzes, Tests, and Projects – 75%
Classwork and Homework – 15%
Attitude and Participation – 10%
WEEK OVERVIEW:
Aug. 24 – 27.
pgs. 1- 78 - personal intro, rules, ingathering of exiles
- book introduction on the miracle of Jewish History
Biblical period, beginning of Second Temple period,
Pages 1 – 78 assigned to class (each student in responsible for one chapter (about 7- 8 pages) and will be presenting his chapter summary the following week.
HW from introduction in "Eyewitness", questions due on Aug. 26
- 1 - What was Pascal’s proof of the existence of miracles and why is this a good proof? (2 – 3 sentences)
- 2- Summarize in two or three sentences Mark Twain’s quote on the Jews (p.2)
- 3 – What do Tolstoy’s and Twain’s comments on the Jews have in common? (2 – 3 sentences)
- 4 – What does David Ben Gurion’s quote on p. 2 mean? (2 – 4 sentences)
- 5 – What do we learn from the mitzvah of Remeberance? (2 -4 sentences)
- 6 – How many Jews have been Nobel Prize laureates, and what percentage is that?
- 7 – How did Ezer Weizman understand the term ‘wandering Jew’? (2 – 4 sentences)
- 8 – What is the difference between B.C. and B.C.E.?
- 9 – What are the meanings to the words Hebrew, Israel and Jews? (3 sentences)
- 10 – In light of the introduction to ‘Eyewitness To Jewish History’, why does the author think it is special to be Jewish? (3 – 5 sentences)
ASSIGNMENT FOR MON.AUG. 30, 2010
Every student will be assigned a chapter from ‘Eyewitness to Jewish History’ to read.
The student will put together on 1- 2 pages:
1- The Title of the Chapter and sections (Eg. Chapter – In the Beginning, section – Abraham Discovers God – and a Land)
2- Notes in pt. form summarizing each section.
a. Primary source – 2- 5 points
b. Author’s commentary – 2- 5 points
3 – Each student will give a 5 minute oral or video presentation on their assigned pages. The presentation is open for your own creativity (although creativity will not be part of the grading criteria for this assignment, it is encouraged, but not mandatory). The presentation must include the main ideas expressed in the primary sources and author’s commentary.
4 – The assignment will be graded in the following way:
A - Written notes - /15
- Title, Chapter and sections listed
- Content of notes – quantity – Does it meet the amount requested? Does it exceed the amount requested by 2 or more points?
• Quality – are the points most relevant?
B - Oral presentation - /5 (creativity can be up to 5 extra points)
- Is the presentation clear?
- Does the presenter show an understanding of the content?
The assignments are due on Monday, August 30th. You must bring to class on Monday, two copies of your notes. One for the teacher to collect to evaluate and later distribute to the rest of the class. The other for your own use during your presentation. The presentations will begin on Monday and continue over the next few days. Everyone must be prepared to present on Monday.
B’Hatzlacha Rabah!
Rav Shaanan
This HW assignment is due on Thurs. Aug. 26th.
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