Prozdor friends and families
Download 171.97 Kb.
|
|
Prozdor Course Catalog Fall 2014    
Prozdor friends and families; We are very excited to share with you our Fall 2014 course booklet, outlining our course offerings for the fall semester. This year, for the first time, we are offering all students the opportunity to select their classes immediately upon enrolling for next year- there will be no need to wait until August or September as in years past. In advance of course registration opening we will be sending you detailed instructions on how to use the online registration system. All course registration and re-enrollment will take place on our online registration portal, myhc.hebrewcollege.edu. If you have an existing account, use your current username and password. As we enter the continue to evolve the Prozdor model, and year of the new Prozdor, we thank you for your continued commitment to excellence in Jewish learning, education, and engagement for this generation of teens. The Prozdor Team BIBLE Period 1 BIBLE100 -- The Bible Says So...Or Does It? Instructor: Jennifer Stevens "But it's in the Bible!" Did you ever wonder whether "it" really is in the Bible or if "it" was meant in the way the person saying it used it? In this course, students will have the opportunity to study familiar biblical verses more closely in order to gain a better understanding of the original context. Students will compare the biblical context to how the verses are used or invoked today. BIBLE322 –- Filming the Bible Instructor: Rabbi David Ehrenkranz In this course the student will learn how television and film have dealt with various Biblical stories. We will watch a few excerpts from famous (and not so famous) films and TV shows in order to gain a better understanding of how the media reflected the culture of the time. After our observations there will be a discussion that will enable each student to add his/her own personal critique and understanding of the film. Each student will have the opportunity to choose one or more stories from the Bible and turn it into a short film which they will show the class. Students will also gain general understanding of how films are made and the limitations of that particular medium as it relates to the Bible. BIBLE340 -- Land and People: A Geopolitical History of the Bible and Land of Israel Instructor: Ben Einsidler The Land of Israel and the Children of Israel have had a long and occassionally-interrupted-by-2000-years-of-exile relationship. But it's been a fascinating one. From Abram's arrival, to the conquering and settlement of the land by Joshua, to the Solomonic kingdom, to the battles of the Maccabees in the Judaean Mountains, there is a lot to learn about the interaction and experience of the Jewish people in their homeland. In addition, the rise and fall of dynasties and empires, from the Hittites to the Ottomans is a necessary side note to the history of the land of Israel, and in this class you'll learn about that as well. Period 2 BIBLE200 -- The "Other Part" of the Bible Instructor: Ben Einsidler The Torah is the Five Books of Moses...but there are 19 more books in the Prophets and Writings. You probably know a little bit about some of them, like Samuel, Isaiah, and Esther, but odds are most of them are a deep, dark mystery. In this class, required for all Bible majors, you will explore the hidden corners of the Tanakh and find out things that you've never heard about before. Get ready for a semester-long ride through books like Proverbs, Daniel, Hosea, Habbakuk, and beyond. BIBLE210 –- Who Wrote the Bible: Canon by Committee Instructor: Jennifer Stevens Have you ever read a book without knowing who wrote it? Jews have read, interpreted, and studied the Torah for centuries without knowing who actually wrote it. In this class we will take on the role of text detectives as we investigate how our Torah came to be the book we have today, how it changed from a collection of oral stories and traditions to a fixed standard text. We will question the motives of the people transcribing the stories and try to understand how their perspectives influenced the telling the stories and what did get included in our Torah. Period 3 BIBLE220 –- Tangled in Torah Instructor: Jennifer Stevens Explore the Torah through an art form known as tangling. This class is great for anyone who loves to doodle, even and especially those who think they can't do art. In this class, we will engage with familiar and new stories to produce beautiful and meditative artwork based on our readings. Students will create both individual and group drawings to express their understandings of the text. BIBLE230 –- Critters of the Bible Instructor: Jennifer Gordon The Torah, Midrash, and Gemara are chock-full of creatures, mostly boring ol' sheep and goats -- and some fantastical ones. Sea monsters? Unicorns? Rock-chewing worms? We'll catch these critters in their native texts and examine them with the tools of modern biologists. BIBLE250 -- The Book of Deuteronomy: Why the Long Farewell Speech by Moses? Instructor: Rabbi David Ehrenkranz The book of Deuteronomy contains 199 Mitzvot surrounded by the longest farewell speech in history. Why does Moshe insist on repeating himself and why does he choose to review terrible events that will inevitably sadden the people? Why not just "live and let live" and move on to the Land of Israel? We will explore how time and memory are integral aspects of Judaism that every Jew must master in order to clearly and coherently transmit our traditions to his/her grandchildren. We will also examine why Moshe, Aharon, and Miriam had to die in the wilderness in order for the new generation to move ahead with their next objective. The students will also see how these ancient events affect us even to this day. BIBLE260 -- The Prophets: Devout Madmen or True Believers? Instructor: Ben Einsidler In the Tanakh, the section of Nevi'im (Prophets) makes up the bulk of our primary religious text. Who were these men, and why are their words and narratives so important? Why do we read a selection from them every week? Did they truly believe in their mission of spreading the word of God, or were they doubtful and unwilling? In this class we will examine the lives and words of several major and Minor Prophets and study their place in the Tanakh. We will also determine whether or not their teachings are applicable today and how their prophecies inform our religious practice and daily activities. Students will need a JPS Tanakh for every class meeting. __________________________________________________________________________ Period 4 BIBLE240 -- Biblical Archaeology: Indiana Jones and What We "Know" About History Instructor: TBD Did the events in the Bible really happen? Does it even matter? What is "history" and how do you know if it's true? We've all asked ourselves these questions, and wondered about what actually happened on Mount Sinai, or what actually happened at Masada. In this class we will look at the historical artifacts and evidence that give us insight in to what might have really happened thousands of years ago in the sands of the Middle East. BIBLE312 -- Is Life Meaningless? Ecclesiastes and Existentialism Instructor: Matt Lowe Learn about Kohelet, a biblical book sharing the wisdom of a very old and crotchety "King Solomon." We will read this book and explore some philosophical/emotional themes, including: life, death, time, happiness, anxiety, purpose, absurdity, and wisdom. BIBLE326 -- Prophecy, Magic and Witchcraft in Biblical Times Instructor: Ben Einsidler A man stands on a street and claims to know the future. Is he crazy? Is he a warlock? Or, could he be a prophet? How would your answer change if this man lived three thousand years ago? Does it matter if he is Jewish? This class will examine what it means to be a prophet and magical practitioner in the ancient world. We will focus on the Hebrew Bible, but we will also read stories of Jesus in the New Testament and Muhammad in the Quran, as well as various myths from ancient Mesopotamia and the Levant. Finally, the class will consider how ancient biblical prophets continue to speak to us today. __________________________________________________________________________ Education Period 2 EDUC332 -- Preparing for Gateways Instructor: Chanit List This course is a precursor to volunteering for Gateways, and will give an overview of how to work with people with special needs. We will cover such topics as “What is a Learning Disability” and “Autism and Asperger’s Syndrome,” as well as give an overview of basic teaching strategies to use when working with children with disabilities. Guest speakers will be invited to present more detailed information on topics such as working with hearing-impaired children, teaching communication skills, and using adaptive equipment. This class is largely influenced by Jewish views on disabilities and discovering how the Torah defines and deals with people with differences. A visit to Gateways will be a part of this course, and a presentation will be required of all participants. Please note: Gateways has its own interview process-this class does not guarantee admittance to Gateways. Period 3 EDUC440 -- Beyond Mensches and Maydis: Analyzing Gender in Judaism Instructors: Matt Lowe and Talya Sokoll This class, co-taught by all-star teachers Talya Sokoll and Matthew Lowe, will be an opportunity for Prozdor students of all genders to explore the relationship between Judaism and gender in their lives. What messages do we get about gender from the Bible? The Rabbis? The laws? Our own families? What Jewish gender stereotypes help or hurt us? What are the gender dynamics in synagogues and Jewish youth groups? Period 4 EDUC322 -- Camp vs. School: Which Has a Greater Impact on The Jewish Community? Instructor: Rabbi David Ehrenkranz Most camp directors will tell you that camp has a more lasting impact on a Jew than school. Most principals will tell you that school has a more lasting impact on a Jew than camp. We will try to figure out if they are both wrong, both right, or partially right/partially wrong. Through our own personal experiences we will examine which one has had a more lasting impact on us. Students will keep a journal that will reflect his/her own thoughts regarding his/her own experiences. Through statistical and anecdotal evidence we will try to determine how Jewish camps and Jewish schools relate to each other in terms of forming the modern day Jew. (It should be noted that your teacher attended summer camp for his entire youth and is currently Head Boys Counselor at Camp Nesher as well as being a teacher at Prozdor and Maimonides for the last 18 years.) Hebrew Prozdor’s Hebrew program offers two tracks: two consecutive hours on either Sunday morning or Tuesday evening, or three hours a week (two hours on Sunday and one hour during the week). This was designed to allow as many students as possible to enroll in the Hebrew program and still participate in other activities inside and outside Prozdor. The Hebrew curriculum is based on the proficiency approach to teaching Hebrew, a nationally-recognized, cutting-edge approach to teaching foreign language. The proficiency approach emphasizes that each school needs to create its own curriculum based on the students' needs and interests, and that students need to be consistently evaluated in how they function with the language and not what they know about the language. Utilizing this approach, we have developed various thematic units for all levels (Novice, Intermediate and Advanced) to maximize the learning in the class and achieve Hebrew language fluency. The emphasis in the class will be on providing real life situations to students where they need to use their Hebrew in all four language skills (speaking, listening, reading and writing) through various interactive activities and use of technology. For more information about the program please contact Mira Angrist, Prozdor’s Hebrew Coordinator, at mangrist@hebrewcollege.edu or 617-559-8814
_________________________________________________________________________ History Period 1 HIST331 -- Jewish Pirates of Caribbean Instructor: David List The Spanish Inquisition was a very difficult time for the Jews of Spain and Portugal. These Jews were forced to flee to other European countries, many attempted to live as Conversos (Jews who converted to Catholicism), some lived as Marranos (Jews who practiced in hiding) and many were put to death. The most enterprising of the Jews took to the seas to live the pirate life. Together we will learn how these pirates helped to protect their fellow Jews and also created a life for themselves in the New World. HIST351 -- Bam! Pow! Holy Hebrews, Batman! Jewish Influencers in Comics Instructor: Daniel Parmer From Superman to Maus, Jews have been influential in the creation of the comic book industry. Jewish characters, themes, and values are intertwined in comic narratives. This class examines the development of this medium and discusses why Jews have been so prominent in creating and shaping the superhero. Students will have the opportunity to explore the history and development of the Jewish superhero and create their own comic strip. No artistic expertise required. HIST357 –- Jews of the American South Instructor: TBD Shalom Y'all. When we think of Jewish life in America, our first thoughts might be of the Lower East Side (or perhaps, Newton). Yet, some of the oldest Jewish communities in the United States are located in the South where there has been a rich Jewish presence since well before the American Revolution. The Jews of the South have a rich and interesting history and made their mark on Southern life interacting with both black and white residents. Some lived in large cities such as Charleston, Savannah and Richmond as merchants or professionals. Others settled in smaller towns in Alabama and Mississippi, where often, the local Jewish storekeeper and his family were the only Jews in town. In turn, Southern customs and outlooks shaped their Jewish world. In the Civil War, Southern Jews fought for the Confederacy whose Attorney General and Secretary of War was a Jew, Judah P. Benjamin. In this course we will examine all aspects of today's vibrant Jewish life in the South through the legacy of memoirs, documents and videos to explore the rich and multifaceted life of Southern Jews. Imagine Sholom Aleichem sung with a Southern drawl. HIST371 -- Safe and Afraid: American Jews during the Holocaust Era Instructor: Norm Finkelstein When the Nazis came to power in Germany, Jews in the United States reacted with horror. But, what could they do? Themselves targeted of a vocal anti-Semitism in the 1920s and 1930s, they faced a dilemma: actively and publicly protest Nazi plans as Peter Bergson and his group did or engage in quiet diplomacy as advocated by Rabbi Stephen S. Wise. Some say American Jews could have done more to save the Jews of Europe. Others say that they did what they could given the times. In this class we will look back at news accounts and primary documents to analyze their choices. __________________________________________________________________________ Period 2 HIST280 -- From Sea to Shining Sea: Jewish Communities in the United States Instructor: Daniel Parmer There are approximately 7 million Jews living in the United States today. But nearly 90% of them live in less than 40 communities in the entire country! In this course, students will explore the establishment of Jewish communities across the country. Why do Jews choose to live in just a few communities? Why urban cities instead of rural towns? How did they get there and why do they remain? Each week will be devoted to a different community. Students will explore the similarities and differences of Jews across our country (do Jews on the west coast love NY bagels as much as Jews on the east coast?). We will also explore the other 10% that choose to live in small communities. Period 3 HIST200 -- Here Since 1654: Myths and Realities About American-Jewish History Instructor: Norm Finkelstein Today, descendants of Jewish immigrants--who often find themselves invisible in history texts--are largely unaware of their own rich American-Jewish heritage. As much as they are familiar with George Washington, Roger Williams, and Susan B. Anthony, they know little or nothing about Asser Levy, Ernestine Rose, or Henrietta Szold. In a multicultural society, Jews need a better appreciation of their historic role in the building of America. As part of our class discussions we will consider some popular myths: 1. The first Jews in America came from Eastern Europe. 2. The only Jewish hero of the Revolutionary War was Haym Salomon. 3. Reform Judaism in America began with the arrival of German Jews. 4. Jews did not play an active role in American military life. 5. Jews only became active supporters of Civil Rights in the 1950s.
__________________________________________________________________________ Israel Period 1 ISR210 –- Israeli Culture Instructor: Rachel Wurtman Explore the rich, diverse cultural traditions within modern Israel. We will listen to music, watch clips from movies, and use other media sources to learn about Ashkenazim and Sephardim, religious and secular Israelis, and the many subgroups within these categories. ISR331 -- The HiBO Project - The Haifa-Boston Multimedia Project Instructor: Adam Korn This class is designed to create two teams of multimedia student leaders, one from Prozdor and the other from the Reali School in Haifa, who will be responsible for creating textual, audio and video content that will be showcased on the web. This class creates a new way for students from both schools to communicate with each other and talk about their experiences. The class will consist of a continuous creative dialogue channel for those who are actively participating in the creation of the content, and a portal for the world to see the output of their work. Students will learn how to create news stories, audio and video stories, maintain a website and to use social networks in order to advance the marketing of the portal, both locally and internationally. Period 2 ISR100 -- Israel from Square One Instructor: TBD In this course we will learn about the many factors that comprise Israel today. We will begin with the advent of modern Zionist immigration to the land of Israel in 1881. We will study the emerging state's complex relationship with the local Arabs, their Turkish overlords and, from 1917 to 1948, the British Mandatory power. We will study Israel's complex, often troubled, but dynamic society from 1948 to 2014, poised between East and West. We will engage in creative map-making activities, build a stockade and watchtower settlement, engage in debates and play games specially designed for the class. Students will be expected to attend class regularly, to participate in class discussions and to complete the few assignments required in a timely manner. ISR150 – Israel’s Complex Relationships Instructor: Adam Korn In this course we will learn about the many historical relationships that make Israel what it is today. We will begin by studying the state’s complex relationship between the British Mandate and the local inhabitants of Palestine. We will study Israel’s complex, often troubled, but dynamic society from 1948 to present, poised between East and West. We will engage in creative map-making activities, engage in debates and watch movies. Students will be expected to attend class regularly, to participate in class discussions and to complete assignments in a timely manner. ISR220 -- One People Two Paths: The Jews of Israel and the United States Instructor: Norm Finkelstein Although sharing a similar heritage, beliefs and history, Israeli and American Jews are shaped by unique experiences which define who they are, how they live and what they think. In this course we will look at the evolution of two societies with similar heritage, beliefs and history, as well as note the difference in how Israeli and American Jews are shaped by unique experiences which define who they are, how they live and what they think over six decades from 1950 - 2010. Our focus will be on overarching themes rather than specific historic events. A specific timeline will accompany each unit with key events in Israel, the United States and the world during the decade under consideration. Each unit will include appropriate readings, video/film titles and class discussions/presentations. Period 3 Directory: sites -> default -> files files -> Answer True False 2 points Question 2 files -> Northern England’s set-jetting locations files -> Nstructions for Acquiring Excess Equipment online, through the 1033 Program files -> Occupational health and safety files -> The Black Panther Party’s Ten Point Program files -> International programs roel profile files -> Fermi Questions a guide for Teachers, Students, and Event Supervisors Lloyd Abrams, Ph. D. DuPont Company, cr&D/ccas experimental Station Wilmington, de 19880 files -> Personal Information Name: Maha Al-Ammari Nationality: Saudi Relationship Status Download 171.97 Kb. Share with your friends:
|