The Brandeis School of San Francisco | Private Jewish Day School

Time 2020-07-05 12:03:45

Web Name: The Brandeis School of San Francisco | Private Jewish Day School

WebSite: http://www.bhds.org

ID:19719

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School,of,The,

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As a community, we help each other feel intellectually inspired, respected for our opinions and choices, and nurtured in our passions. Students at The Brandeis School of San Francisco make it matter by participating as innovators and doers in the unique challenges of our time.Together, we nurture creativity and curiosity, celebrating the connections that engage students with learning, with each other, and with our world.See what makes us extraordinary Thank you to all who tuned in, donated, supported and cheered on our community during our first virtual fundraising event. Watch the recorded live stream here. Read More Sixth grade Hebrew students have been working on a project called Me and My Environment, in which students prepare oral presentations, in Hebrew, about themselves and their favorite place in the community where they live. They film the place and themselves on location, and talk about their community. Later on, they present their project to the class through a slideshow, a PowerPoint presentation, a poster, or an iMovie ... Read More Ancient history is a core part of the sixth grade curriculum and studying ancient Israel from its beginnings through the Tannaim (rabbinic sages) period has always been central to sixth grade Judaic studies. Learning about the history of ancient Israel really helps students to understand the stories of the Tanach (the Hebrew Bible) in a deeper way and helps them to gain a greater appreciation for what life was like when the Temple existed, says teacher Jennifer Baumer. To enhance the students understanding of ancient Israel, they have been assigned different historical periods: the era of the patriarchs (1850 1000 BCE); the period of judges and settlement in Canaan (1200 1000 BCE); the united kingdom (1000 922 BCE); and the divided kingdom (922 721 BCE). Using green-screen technology, the students have been producing videos of scripts they have created. By completing a project as opposed to just reading about history, says Ms. Baumer, students are able to absorb the information better." PHOTOS Read More The Seventh Grade Retreat is a kickoff to our Tzedek Project. The students began the day taking part in an NPO Design Thinking Challenge. After learning about a multitude of non-profit organizations, their mission was to create the perfect non-profit organization, thinking about its main goal, who or what it would serve, and where it would be located. Students broke up into pairs interviewing one another about what non-profit they would like to create. Then they went about designing the non-profit for their partner through the design thinking process (understanding the problem their peer wishes to solve; stating the need the non-profit wished to meet through the eyes of its beneficiaries; ideating how to bring the NPO to life through programming and resources; and then presenting back to their partner, writing down their feedback). From there we were off to the Tenderloin to meet with Rabbi Lezak of GLIDE Church. We studied some text examining the phrase there are two cities of Jerusalem, a heavenly one and an earthly one, which are bound together. Then we thought about what the difference would be between a heavenly San Francisco and an earthly San Francisco and how they are bound together ... Read More Language arts teacher David Jefferies is listening to his eighth graders share family vignettes in front of their classmates: The story is the perfect combination of the head and the heart, where the two do not work at cross purposes as they do so often in our lives, but work together, he says. In studying the short story, we work with the concepts of structure, symmetry, and form. But we are also opening our minds to the thoughts and feelings of other people, sometimes a person much like us, other times to a consciousness that challenges us and makes us refigure our notions of humanity s possibilities and perils. A culminating unit in the second semester of eighth grade is the Kinship Project ... " Read More Memoir writing is one focus of the fifth grade language arts curriculum, along with personal narrative writing and report writing. Before winter break, students spent time in Judaic studies talking about immigration, and interviewing an immigrant in their lives. Now, we're taking the information that they gathered during the interview process and are working on crafting memoirs based on those interviews, says humanities teacher Madeleine MacKenzie ... Read More Through the darkening days before winter break, Judaic studies teacher Jonathan Ferris says, Kindergarteners brought what they knew about Hanukkah to light. (Pun definitely intended.)The introduction to holiday rituals and the exposure to Jewish values through hands-on activities are key components of the kindergarten Judaic studies program ... Read More Coming on the heels of the First Peoples Cultural Center (in late November), the fourth graders have begun their study of colonizers in California and their impact on the region's indigenous peoples. Using resources from Facing History, students are learning to think critically about historical documents and how different perspectives may affect the telling of history. Using inferential skills, students are looking at diaries, letters, and resource materials to understand how colonizers perceived the Indigenous peoples and what misconceptions they developed from a lack of knowledge. The classes, as experts in their topics, have been surprised and disappointed by the lack of awareness the Spanish had for the nations culture, particularly their religion ... Read More Ivrit Beclick is an online interactive Hebrew teaching resource that supplements Chaverim B Ivrit, the textbook we are using in grades 3 5. Each unit in Ivrit Beclick includes a short video showing a scene of daily life for Israeli children. It also contains interactive activities at varying levels, focusing on different language skills. This program familiarizes our students with Hebrew language and structures, while demonstrating how these can be used within the context of a simple conversation. It also allows children to hear colloquial Hebrew, as spoken by children in Israel. And it fosters a sense of affinity and empathy for Israeli culture. For many students, says fourth grade Hebrew teacher Irit Daly, their only exposure to Hebrew spoken by native speakers is listening to their Hebrew teacher during class. I love that Ivrit Beclick brings the language to life, and enables the students to hear it in an authentic way. The students are enthusiastic about it and look forward to Ivrit Beclick days. ... Read More In Judaic studies second graders have been creating and decorating personal blessing boxes. JS teacher Sandra Menachem explains, The Talmud teaches us that a person is forbidden to enjoy any of the pleasures of the world without first reciting a bracha a blessing (Brachot 35a). In order to assure that we do not take the world for granted, Jewish tradition teaches us to recite brachot ( blessings ) for each moment or thing that we see, hear, taste, or feel. This ties into how our traditions allow us to enter a grateful mindset, encouraging us to appreciate the world around us intrinsically. During our recent field trip to Urban Adamah, students sat together and spontaneously began to chant tefilot that made the moment sacred, observed Ms. Menachem. During the trip we were introduced to many brachot, such as a blessing when seeing something for the first time, before eating a fruit, upon seeing the diversity of G-d s creations, or over the rain and good news' ... Read More This year s Ethics and the Arts Visiting Artist is Jen Fedrizzi, a photographer, collaborative performing artist, and former member of the Convent Arts Collective in San Francisco. During her two-day visit (December 3 and 4), Ms. Fedrizzi led students of all grade levels in lively Q A sessions and arts workshops, all designed to raise students' awareness of the environmental crisis we are creating through plastic pollution and food waste ... Read More The fourth grade artists have been practicing observational drawing since the beginning of the semester. In this project they worked directly from a still life set up in the center of the room. The students looked carefully at early Cubist still-life works by Picasso and Braque. They were inspired then to draw the still life on the same page from different angles, overlapping and creating new shapes. They took their favorite drawings and developed them into a finished piece of work, says art specialist Cathryn Withrington ... Read More On Wednesday, November 6, the kindergarteners hosted a Publishing, Partners, and Popcorn Party, which celebrated the hard work they have been doing through their Writer s Workshop unit. We love this curriculum because it treats kids as authors from the first day of school, says teacher Nicole Schoentag ... Read More In Dr. Ali Frank s Algebra 2 math class, students have spent the last few weeks exploring math as it pertains to the real word, an important component of the Brandeis 2023 vision which challenges students to critically engage with the world. Students have explored how origami the Japanese art of paper folding makes a difference in engineering... Read More Fifth graders have been engaged in a hands-on chemistry unit in which they have examined acids and bases through a cabbage juice experiment. Cabbage juice is an acid and base indicator, explains STEM teacher Eitam Kohen... Read More Brandeis alumnus, Ethan Goldstein '08, visited with some our middle school Hebrew students today. In fluent Hebrew, Ethan shared with our students about his time at Brandeis, about his involvement with Habonim Dror, and about his plans to make aliyah (immigration) to Israel in November. Ethan, who continued learning Hebrew after graduating from Brandeis, went on to study Arabic, too, and is fluent in both languages... Read More Brandeis admits students of any race, color, national and ethnic origin, sexual orientation, gender identity, and gender expression to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, and sexual orientation in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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