Kualnu 2011 curriculum info

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KULANU
THE CINCINNATI REFORM JEWISH HIGH SCHOOL
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3. ! WHY USE THE IMAGE OF A MOUNTAIN CLIMB? ! ! ! ! ! ! ! ! ! ! !
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To help a student succeed through a 4 year
program is not unlike assisting a mountain climber.
They need support, the right tools and motivating
guides. Our KULANU community is here to help each
student to successfully traverse this journey at each
point in their climb.
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Kulanuʼs goal…
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To provide
a meaningful and challenging journey for each student.
We do this through dialogue, discovery and exploration,
so that every student begins to establish
their own personal Jewish identity
as foundation for the rest of their lives.
Our goal for each student upon reaching
the summit of graduation is to
head out into the world
clear, strong, invested and articulate
about who s/he is as a Jew.
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Kulanu is a journey.
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A student’s journey goes through several stages, each with its process and set of core tools to learn.
In this journey, we use the metaphor of a mountain climb Summit Graduation
HINENI
The Students are the climbers
The Teachers and Rabbis are the guides
The Board, Staff, and Families are the Support Team
12th Grade
Throughout the journey…
At each level (camp), a student climber gets:
11th grade
• Core tools- skills, knowledge they’ll use going forward
• Confidence- in their learning, identity, accomplishment
• Development- academically, emotionally, spiritually
• Gradual Acclimation- through the thoughtful and careful absorption
10th grade
and integration of their learning thus far through reflection and application
to then build from as they climb on
9th grade
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Culmination- HINENI Here I am: Who I Am as a Jew
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At the end of our senior year, each Kulanu graduate will present
Hineni “Here I am!”
1. Through our curriculum, a possible retreat and process- time will be created
to develop and to reflect on prompts, so a student will have the opportunity to
create their personal statement & expression.
2. Then, each student has the opportunity to stand before the community and present the following:
• I am… and I am a Jew.
• What I believe as a Jew is…
• difference I want to make in the world
• what I believe in
• what I’m committed to
• I’m going to express this in the world and
my life by…
3. Presentation can be accompanied by
personal expression of their
statement, which could include:
• multimedia
• art
• writing
• photography
• movement
• music
• project (creation of a organization )
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7. At the end of their trek a Kulanu grad will have
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in their backpack...
When one climbs they carry the tools
they need in a backpack.
Basic Tools in Seminars At Kulanu this backpack represents
the skills, topics and experiences
Jewish Peoplehood each student will receive over 4
" The Jewish Community and our local years with us.
" experience"
" The Diaspora & the Role of Israel
" Jews supporting Jews, Israel and the world
" Defending & Supporting Israel in College
" & Beyond
Reform Judaism
Reform 101-
" Reform in relation to other movements
" Tough Choices Social Activism-
" Who I am as a Reform Jew-
" Why Stay Reform?
God and Spirituality
Images of God- Why God?
Spirituality vs. Religion
God & the Jews- Covenant
Communal Practices
God as the Impetus for Social Change &
Spiritual Activism
My God-Personal Theology and Tools Covered in Electives
Personal Spiritual Practices • Ability to articulate what Judaism is and means to me
as a priority
• Understanding of Jewish Christian relations
Torah/Sacred Texts
• Flashpoint education on
Basic Torah
• Christmas
" Living the Torah Middot/Values, • Jesus
Jews as Ethical People- Social Justice • Personal Relationship to God
Finding Relevance in Torah & • Hebrew Bible vs Christian Scriptures
" Ethics for College & Life Decisions • Anti-Semitism 7
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Kulanuʼs Thread Curriculum Model
= God & Spirituality Throughout 9th-12th grade, Kulanu’s key topics, themes, values, ethics, text, history,
= Reform Judaism personal practice are reinforced and layered along the journey.
= Torah/Sacred Texts In the design of our program, they are
= Jewish Peoplehood woven through curriculum as threads...
9th Grade Elective Confirmation Elective 11th Grade Elective HINENI Elective
Seminar Seminar 12TH Grade
Seminar
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Schedule for classes
1st Bell 2nd Bell
9th
Seminar 9th-10th Elective
10th
10th GradeConfirmation 9th-10th Elective
11th
11th-12th Elective Seminar
12th
11th-12th Elective HINENI
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10. The Kulanu curriculum is a path.
A student’s learning journey goes through several stages, each one building on the learning of the last, gaining! layers !of confidence, insight and mastery. Each! successive
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seminar builds upon the previous year.
Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings
• We are part of a greater Jewish community • Confidence and pride in being Reform • My relationship with God is ever-evolving • Torah is relevant in my life.
& world community • Internalization and personal • God is central to the Jewish experience • Jewish values are important to Summit/Graduation
• We have a responsibility for the success • Ability to explain Reform • Being in relation with God helps me take me. Hineni
and longevity of Israel of the Jewish people • importance of values and role of Reform responsibility in the world • My personal ethics are aligned
• My individual role as a Jew is critical for the • what do Reform Jews feel about…? • I can have my own personal relationship with Judaism.
future of Judaism & Israel with God in Judaism • I understand what the Torah
• Spirituality is part of being Jewish represents and its content.
• I have begun my own personal spiritual
practice
Defending &
Supporting Israel in Who I am as a Finding Relevance in
12th College & Beyond-
My God- Synthesis…
Reform Jew- Personal Theology Torah & How Iʼm going to own it, be it
our relationship with Reform Pride Ethics for College & and live it in the world
Personal Spiritual Practices
Israel Life Decisions
Judaism and Israel in
11th Action God as the Impetus for Torah is a Tikkun Olam
Reform Means Blueprint for How can Judaism help
Taking Action Change and Needs me
Action out in the world?
to help make it
10th All Israel is Where it fits in the world-
Tough Choices God & the Jews- Covenant Living the Torah
Responsible for Communal Practices Middot/Values, The content in perspective
One Another Practice
Basic Understanding
9th Community Reform 101- God , Spirituality and Religion Basic Torah and distinctions
vs.Individual in relation to other
movements
Jewish Reform God &
Peoplehood Torah/Sacred Texts
Judaism Spirituality
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Breakdown by Thread- Jewish Peoplehood
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Enduring Understandings by Graduation
• We are part of a greater Jewish community & world community
• We have a responsibility for the success and longevity of Israel of the
Jewish people
• My individual role as a Jew is critical for the future of Judaism & Israel
Defending & Supporting • Israel advocacy in college and beyond
12th Israel in College & • Discovering the truth behind Israel; Israel mythbusting
Beyond-
our relationship with
Israel
11th Judaism and Israel
• Coming home from Israel how do I connect to others and my
community
in Action • How we can be a helpful partner to Israel
10th All Jews are • Diversity in the world Jewish community
responsible for • The need for a homeland; Zionism 101
each other
• What does it mean to be a member of the Jewish community
9th Community vs Individual
• What are my connection to other Jews
• Minority vs Majority where do we stand as a Jewish people
Courses Grade Level
Goals
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Breakdown by Thread- Reform Judaism
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Enduring Understandings
• Confidence and pride in Reform Judaism
• Internalization and personal
• Ability to explain Reform
• importance of values and role of Reform
• what do Reform Jews feel about…?
12th • Clear understanding of how Reform fits in my life forward as a
Reform Pride modern Jew
• Importance of having a vibrant Reform community and my role
in creating/sustaining it
11th • Reform Judaism’s role in Tikkun Olam
Reform Means
• Our responsibility as Reform Jews to social activism
Taking Action
10th Tough Choices • Relevancy of Reform Judaism
• How Reform Judaism can help us make decisions
9th Reform 101
• Distinctions between Reform and other movements
• Importance of Progressive Judaism
Courses
Grade Level
Goals
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Breakdown by Thread- Torah & Sacred Texts
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Enduring Understandings by Graduation
• Torah is relevant in my life.
• Jewish values are important to me.
• My personal ethics are aligned with Judaism.
• I understand what the Torah represents and its content.
Finding Relevance in
12th Torah &
• Torah as a guide for life and choices
Ethics for College &
• My personal relationship with Torah
Life Decisions
11th Torah is a • Torah as a blueprint for ethical decisions
Blueprint for • Our responsibility to social justice as Jews
Action
10th Living the Torah
Middot/Values, • The role of Reform Responsa and Torah in my life
Practice • Jewish values in action
9th
Basic Torah • Who’s who in the Torah
• Basic text: Torah, Mishnah, Talmud & Midrash
Courses
Grade Level
Goals
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Breakdown by Thread- God & Spirituality
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Enduring Understandings by Graduation
• My relationship with God is ever-evolving
• God is central to the Jewish experience
• Being in relation with God helps me take responsibility in the world
• I can have my own personal relationship with God in Judaism
• Spirituality is part of being Jewish
• I have begun my own personal spiritual practice
12th My God- • Asking big questions and searching for answers
Personal Theology • Establishing a personal path of prayer, spiritual practice & relationship
Personal Spiritual Practices with God
11th od as the Impetus for
Change and Needs me • God’s partner in the world
to help make it • B’Tzelem Elohim: In God’s image
10th God & the Jews- Covenant • The Jewish God as distinct
Communal Practices • The Covenant between God & the Jews
• Role of prayer: communicating with God
9th Images of God- Why God? • Distinctions and commonalities between Spirituality & Religion
Spirituality vs. Religion • Exposure to and exploration of different images of God
Courses
Grade Level
Goals
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Enduring Understandings
• My relationship with God is ever-evolving
• God is central to the Jewish experience
• Being in relation with God helps me take
responsibility in the world
• I can have my own personal relationship
UNIT 1
with God in Judaism
• Spirituality is part of being Jewish
• I have begun my own personal spiritual
practice
Enduring Understandings
• Confidence and pride in Reform Judaism
PROJECT FOR HINENI
Internalization and personal
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UNIT 2
HINENI
• Ability to explain Reform
• importance of values and role of Reform
• what do Reform Jews feel about…?
UNIT 5
Enduring Understandings
• We are part of a greater Jewish community
& world community
• We have a responsibility for the success
and longevity of Israel of the Jewish people UNIT 3
• My individual role as a Jew is critical for the
future of Judaism & Israel
Enduring Understandings
• Torah is relevant in my life.
• Jewish values are important to
me. UNIT 4
• My personal ethics are aligned
with Judaism.
• I understand what the Torah
represents and its content.
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Possible curriculum topics for 9th grade seminar
Thread- Jewish Peoplehood Reform Judaism Torah & Sacred Texts God & Spirituality
Community vs Individual Reform 101 Basic Torah Images of God
What does it mean to be a people? Why change? An early history Our Story -Torah where did it come from? Personal thoughts
what have we learned in religious school
What is religion and why did it evolve?
Religion vs. Peoplehood Other strands of Judaism -where we fit in Torah Jeopardy- 20 things you should know Religion vs Spirituality a working definition
Connection to other Jews Models of the Divine in Judaism
Minority/Majority American Jewish Experience What is Mishnah Midrash and Talmud? Relationship with God
Talking-Prayer-music
The complexities of Chosenness Basic principles of Reform Judaism Is the Torah divinely inspired? Faith vs Reason
What we believe an argument and exploration
and how it makes us who we are.
Threats to community Reform pride Making the Text Come Alive PARDES Can I feel connected to God
A progressive voice -dealing with problems today Other’s opinions
Hearing other’s opinions panel
• The role of the individual and Jewish • Distinctions between Reform and other • Basic Torah • Distinctions and commonalities between
community movements • Basic text: Torah, Mishnah, Talmud & Spirituality & Religion
• Connections to other Jews and • Importance of Progressive Judaism Midrash • Exposure to and exploration of different
experiencing the spectrum of Jewish life images of God
• Dangers and joys of being a community of • Staring to think about a relationship with
Jews God
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Community vs Individual Reform 101 ! !
Basic !Torah ! ! !
Images of God
By the end of the 9th grade year a Kulanu student will be able:
• To identify the role of the
individual and of the Jewish • To understand the distinctions
community between Reform and other
• To learn of the importance of movements
connections to other Jews • To understand the importance
and experiencing the of the role of Progressive
spectrum of Jewish life Judaism and where it began.
• To identify and learn of the
dangers and joys of being a
community of Jews
• To discuss the distinctions
• To have an understanding of and commonalities between
Basic Torah facts Spirituality & Religion
• To identify and discuss the • To have a basic exposure to
differences and roles of, and exploration of different
Mishnah, Talmud & Midrash images of God
• To begin to explore a
personal relationship with God
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Possible curriculum topics for 10th grade seminar Confirmation
Thread- Jewish Peoplehood Reform Judaism Torah & Sacred Texts God & Spirituality
All Israel is responsible for one What we believe and Responsa Living the Torah middotvalues and God and the Jews Covenant
another practice
Universal vs. particular Responsa for Reform Jews Issues raised in Torah
Why do we need our own version? The Shema and one God
Diversity in Am Yisrael Tough Choices and good answers Rules and why they are there
A mutual relationship or not -covenant and God
Pride and Shame for the Jewish Daily problems need progressive Judaism and itʼs The ten commandments or suggestions?
openess A covenant made must not be broken or can it?
people
Jewish Geography Helping others make good decisions a model to Laws from Torah that helped form our modern Sitting down with God- a spiritual dialogue
other Jews and Non Jews JUSTICE SYSTEM
America and Israel Reform has been taking stands on... Reading of Torah from progressive vantage - Does God listen?
Being a modern Jew personal prayer and faith
• Outside the land, Jews throughout the • Relevancy of Reform Judaism • The role of Reform Responsa and Torah in • The Jewish God and our expectations
world • How Reform Judaism can help us make my life • The Covenant between God & the Jews
• The need for a homeland; Zionism 101 decisions • Jewish values in action • Role of personal prayer: communicating
with God
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19. ! All Israel is responsible for one Living the Torah middot
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What we believe Responsa God and the Jews Covenant
! another values and practice
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By the end of the 10th grade year a Kulanu student will be able:
• To identify and appreciate the • To identify the roles of Reform
presence of Jews throughout Responsa and Torah in their
the world lives
• To understand the need for • To understand the concepts
Israel of commandments and laws
• To understand and be in Jewish text
exposed to the challenges of • To explore the relevancy of
being a “Jewish”people Torah and text in modern legal
• To explore the relationship justice
between American Jews and • To experience the freedom
Israel in its many complexities and power offered by a
modern reading of our texts
• To be aware of the process of • To understand the role and
Reform Responsum development of the Jewish
• To experience how Reform God
Judaism can help us make • To explore the Covenant
decisions between God & the Jews
• To understand the issues that • To examine the role of
Reform Judaism has taken personal prayer: and other
stands on methods of communicating
with God
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Possible curriculum topics for 11th grade seminar
Thread- Jewish Peoplehood Reform Judaism Torah & Sacred Texts God & Spirituality
Judaism in Action Reform Jews make a difference Jews as Ethical People- My God
Justice Seekers Personal Theology and Practice
Spiritual Activism
What connects us to Israel? What is Tikkun Olam Tzedek Tzedek Tirdof -are we commanded to be B’tzelem Elohim
just?
Coming Home Caretakers of our world Prophets of old
Back from Israel Who needs us to help? prophets of now Seeing God in others
A different perspective
How Israel helps heal the world Teva Righting wrongs in our country
Environmental Protectors and Advocates Heschel and others God needs us to finish God’s works.
Israel projects we can support The Torah tells us so... Our community as a model of justice. God helps me fight for change
A prophetic mission
After I have gone what is my relationship now to A Jewish voice in politics Part of the solution a project of Justice Turning to God in difficult times
Israel and what will it become? Adonai Li v’Lo Ira
God is with me and I shall not Fear
• Coming home from Israel how do I • Reform Judaism’s role in Tikkun Olam • Torah as a blueprint for ethical • God’s partner in the world
connect to others and my community • Our responsibility as reform Jews to social decisions • B’Tzelem Elohim: In God’s image
• How we can be a helpful partner to Israel activism • Our responsibility to social justice as
Jews
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21. Judaism in Action Reform Jews make a difference Jews as Ethical People- My God
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Justice Seekers
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Spiritual Activism
By the end of the 11th grade year a Kulanu student will be able:
• To understand the connection • To understand the Torah as
between the student and a blueprint for ethical
Israel decisions
• To learn how to share and • To understand our
relate Israel to their responsibility to social
community. justice as Jews
• To see how Israel is at the • To know about the role of
forefront of providing aid to the prophetic voice both in
countries all over the globe the Tanakh and in modern
• To understand the need to times
have a relationship with Israel • To see how our community
after they have returned to the can be a model of Justice
United States
• To start to explore being
• To understand the importance God’s partner in the world
of and a working definition of
• To understand the concept
Tikkun Olam and importance of B’Tzelem
• To express our responsibility Elohim: Being created in
as Reform Jews to care for God’s image
the environment and those in
• To see how one can engage
need with God in difficult times
• To discuss the importance of
Torah in the search for healing
the world.
GOALS
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Possible curriculum topics for Hineni 12th grade seminar
Thread- Jewish Peoplehood Reform Judaism Torah & Sacred Texts God & Spirituality
Defending & Supporting Israel in College Finding Relevance in Torah & God as the Impetus for
Reform Pride Social Change & Spiritual Activism
& Beyond Our relationship with Israel Ethics for Life Decisions
Spiritual Activism
How Israel is portrayed in the media Positive contributions of Reform Judaism Drugs sex and rock and roll
GOD a discussion -what do you believe?
Campus misinformation Helping shape policy from a Reform perspective Drugs sex and rock and roll part II Big Questions 1
From Creation to the afterlife and back again?
Realistic support Giving back to my community Living Torah’s lessons in college Big Questions 2
From Creation to the afterlife and back again?
Why Israel is important to us in the US? Relevancy and Reform Great sayings that come from the Torah Personal relationship with God what does that
mean?
How to keep connected to Israel in college? HILLEL can be for Reform Jews Creating a Jewish space at school Spirituality at college
• Torah as a guide for life and choices • Asking big questions and searching for
• Israel advocacy in college and beyond • Clear understanding of how Reform fits in • My personal Torah answers
• Discovering the truth behind Israel; Israel my life forward as a modern Jew
• Establishing personal path of spiritual
mythbusting • Importance of having a vibrant Reform practice & relationship with God
community and my role in creating/
sustaining it
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Enduring Understandings enduring understandings Enduring Understandings
• We are part of a greater Jewish community • Torah is relevant in my life.
& world community • Jewish values are important to
• We have a responsibility for the success me.
and longevity of Israel of the Jewish people • My personal ethics are aligned
• My individual role as a Jew is critical for the with Judaism.
future of Judaism & Israel • I understand what the Torah
represents and its content.
Enduring Understandings
• My relationship with God is ever-evolving Enduring Understandings
• God is central to the Jewish experience • Confidence and pride in being Reform
• Being in relation with God helps me take • Internalization and personal
responsibility in the world • Ability to explain Reform
• I can have my own personal relationship • importance of values and role of Reform
with God in Judaism • what do Reform Jews feel about…?
• Spirituality is part of being Jewish
• I have begun my own personal spiritual
practice
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PARDES METHOD OF CURRICULUM
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Our students are becoming young adults who are capable of making choices about their
personal learning styles. Recognizing the need for choice we have created a classroom
model that allows for 4 different learning modalities centered around one main topic each
week
Each seminar will presented by a team of teachers who will search for the connection
point for each student.
Using the concept of traditional study called PARDES we will have a team of 4
teachers work on a subject for class creating 4 separate options for the students.
There will be 5 minute presentation of topic followed by a 40 minute class
PSHAT
Text study on topic
REMEZ
Connection to modern life using responsa
DRASH
Creative exploration of topic through modern culture
such as art, music, literature,and film
SOD
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Creation of rituals often spiritual in nature

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CHOICES
Seminar team structure
team leader and team will meet about topic for following week.
then will create opening exercise and planning to divide into 4 teams
1! ! ! 2 3 4
SOD
PSHAT REMEZ DRASH
WILL CREATE
WILL CREATE WILL CREATE WILL CREATE
40 MINUTE
40 MINUTE 40 MINUTE 40 MINUTE
LESSON
LESSON LESSON WHICH LESSON WHICH
WHICH USES
WHICH USES USES USES
SPIRITUAL
TEXT STUDY RESPONSA CREATIVE
EXPLORATION
AS CENTRAL AND EXPLORATION
AS CENTRAL
ACTIVITY CONNECTION OF TOPIC
ACTIVITY
TO MODERN THROUGH
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LIFE AS MULTI MEDIA
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CENTRAL AS CENTRAL
ACTIVITY ACTIVITY