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The unit consists of two parts: Shalom BaKita (in the classroom) and Shalom BaBayit uVaChutz (at home and outdoors). The first part focuses on the class, familiarizing the children with their fellow students, with the classroom environment and the objects it contains, with their daily routines and with the learning process. The second part deals with the objects and daily routines in the home, connecting them to the Jewish way of life, and also with the world surrounding the children and the various weather phenomena existing in nature. The learning is conducted through activities and concrete experiences facilitated through the Hebrew environment in the classroom.
TaL AM 1 is available digitally through iTaLAM 1.
In Grade 1 the children learn to identify the holidays’ symbols (the shofar, sukka, Four Species etc.) and become familiar with the concepts central to the High Holidays: Tshuvah, Tfilah and Tzdaka. The unit also focuses on the observance of the holiday mitzvoth in the classroom, at home and in the synagogue.
The unit focuses on two main themes: 1) The Jewish People’s struggle to preserve their identity, manifested in the battle between Greek culture and the Jewish way of life. 2) The mitzvot and customs of Chanuka commemorate the triumph of the few over the many, and the miracle of lights, enabling the purification of Beit Hamikdash. The content and language of the Chanuka story reverberate and emphasize its central concept: We are committed to being Jewish! The re-enactment of the story in song and prayer, and the practice of the holiday’s mitzvot and customs, offer a practical means of developing Jewish identity and creating a bond with Israel.
The children learn to identify the various parts of the tree and its value to us and to the animals. The unit compares Rosh Hashana – man’s New Year, and Tu Bishvat – the trees’ New Year. The students are taught which of the fruits growing in Eretz Israel compose the Seven Species, and which mitzvot and customs are observed on Tu Bishvat.
The children learn the proverb “Mishenichnas Adar Marbim BeSimcha” and its meaning, as well as the story of the holiday, represented by the four main characters appearing in the Megila. The students also learn about the mizvot and customs we perform during Purim (reading the Megila, Mishloach Manot, special Purim tzdaka, the Purim feast, Al Hanissim) and the concept Venahafoch Hu, central to the unit.
In Grade 1 Pesach is presented through the four names of the holiday, emphasizing the origins and significance of each name. The Big Book explicates these four names and their manifestations in the story of the holiday and in the customs and mitzvoth. The unit teaches the children how to practice the preparation of the classroom and home for the Seder, while the accompanying library books expose them to the experience of Biur Hametz and prepare them to ask the Ma Nishtana and to follow and participate in the Seder.
Israel and Jerusalem
In Grade 1 the children learn about our connection to Eretz Israel and Jerusalem. The identification with Am Israel on Yom Ha’atzmaut is acquired and internalized through the day’s celebration; through the country’s symbols: the flag, the symbol and the anthem; and through the prayer for the safety of Israel – common to the students and all of Am Israel. The children also learn about the connection each and every Jew has with Jerusalem – The Holy City and the capital of Israel.
The Shavuot unit is linked to the Pesach unit through the counting of the Omer, emphasizing the waiting period between Pesach and Shavuot – Chag Matan Torah. The learning focuses mainly on Matan Torah and the continuity from the Israelites receiving the Torah on Mount Sinai to the students’ own Torah leaning in everyday life. The unit also introduces the holiday’s four names, emphasizing its various characteristics.