The Hebrew Department at the Gann Academy operates on the fundamental principle that it is a privilege for us all — teachers as well as students — to participate in the revival of the Hebrew language. The sense that Modern Hebrew is akin to a miracle permeates all that we do. The Hebrew Department plays a unique role in the school’s aim to foster connections between the students and the Jewish people as well as the state and land of Israel. The Hebrew language has been and continues to be a primary vehicle with which Jews express, and allows us to harness these texts in order to promote language proficiency and cultural literacy. The four-year program of Hebrew is built around a series of interconnected and progressive thematic units. As the high school years are a critical period of intellectual, emotional and social development of our students, we have chosen instructional units for each year, which not only advance every student’s language proficiency but also encourage intellectual curiosity and critical and creative thinking. Every unit described below is presented in a variety of genres: the novel (or selections thereof), the short story, poetry, music, film, journalism, the essay/non-fiction. Furthermore, every unit described below is offered at varying skill levels, from Beginners to Advanced. At every level, the program strives to advance our students’ productive skills (speaking and writing) and the receptive skills (reading and listening comprehension), and advance their understanding of grammar and Israeli culture. In a very dynamic world, new events, situations, works and expressions are arising and we have and will continue to adjust our themes accordingly. Every unit is continuously checked, revised, and may be replaced. Materials will be renewed and updated as every plan is a subject for changes.

COMMUNITIES — In this unit, the students attempt to come up with a working definition of the concept of "community." They also investigate some of the lesser-known Jewish communities around the world, such as the community of Kaifeng, China, the Jewish communities of Africa and Iran and the kibbutz community in Israel. The study of the Jewish Community in Russia will also include a text about Mr. Gann's role in the life of that community. The students typically pick a community to study independently and present their findings to the class (PowerPoint and oral presentation). Suggested texts: articles from Shaar Lamatchil, Ynet and other Israeli papers, Suddenly In the Depth of the Forest, Makom Acher, Sipur Al Ahava Vachoshech by Amos Oz, Our Tree on the Top of the Hill by Gila Almagor and Hanaar mesivilya by Dorit Orgad, Zichron Harechovot written by Moshe Ben Harosh, Kol Hakavod Leaba and Savta by Pertz Banai, Yatsati Baboker Lifgosh Anashim by Yosl Birnstein, Shir knia Bedisingof by Erez Biton, Kesheomrim by Yonatan Gefen, Hamachbo by Ida Pink, Libi Bamizrach by Yehuda Halevi, Mavet Vechayim Beyad Halashon by Biyalik, Ha’adonit Veharochel by Shai Agnon, Hamafteach by Bashevis Zinger, Ad Sheya’avor Hamishmar kulo by Lea Eini, Bayom Shebo Nolda Biti by Yehuda Amichai. Students will watch the films Casablan, Yehudey Iran, Voices of El Sayad and Eight twenty eight.

THE ARAB-ISRAELI CONFLICT — Current events will be examined. Suggested texts: Arabs Dancing by Sami Kashua, Nadia (selected chapters) by Galila Ron-Feder, Nadia (film), A Storm Amid the Palmtrees by Sami Michael, “Uri” by Ester Shtrite-Wertzel, “Leehov Ad Mavet” by Dvora Omer.

SOCIAL JUSTICE AND THE OTHER.. The notions of social justice and diversity are core to Gann’s identity, and this unit reinforces the school’s commitment to Tikkun Olam. Suggested texts: “Melech Hahar” by Nava Macmel-Atir, an encyclopedic biography of Martin Luther King, Jr., The Ugly Duckling by Hans Christian Andersen, You and I Will Change the World (song) performed by Arik Einstein, The Story of the Green Man by Yonatan Geffen, an internet page on Beit Hashanti (a home for abandoned and/or abused teens in Tel Aviv), selections from Jewish sources (Ecclesiastes, the Talmud), James’ Journey to Jerusalem (film)

 

YOUTH — In this unit, the students take a look at the concerns of young people in transition, such as Israeli middle school students finding out they have to pass new standardized testing, a student moving from one high school to another, and a young college graduate moving back in with her parents. Suggested texts: Habchor leveit avi by Dvora omer, Tarnegol Kapparot by Eli Amir, Ets Hadomim Tafus” by Gila Almagor, Scapegoat by Eli Amir, On Yom Kippur by Yehuda Amichai, The Lawyer's Son by Ram Oren.

IMMIGRATION — The unit will focus on adjustments made and acclimation achieved by generations of immigrants to Palestine/Israel, and will also touch on cultural values of the State of Israel. Suggested texts: The Poverty Line and In Answer To the Question: When Did Your Peace Begin by Roni Somek, A Poem of Purchase on Dizengoff Street and Initial Background Matters by Erez Biton.

THE GENERATION GAP — The unit will focus on the child and the teenager seeking to forge an identity separate from that of the parent/teacher/role model. Suggested texts: Breaking the Pig by Etgar Keret, Fly Away performed by Arik Einstein, A Child Is Something Else by Yehuda Amichai, "The Great Viduy" by Amnon Shamosh, Deceit by Devora Baron, Apples From the Desert by Savyon Liebrecht, Soap by Binyamin Tammuz, A segment from A Tale of Love and Darkness by Amos Oz.

 

IDENTITY — Students will reflect on the various modes of identity. From simple ID cards to discussions about comparing and contrasting the American versions of Jewish identity with the Israeli ones, from human characteristics to discussions about human nature. Students will also compare different types of schools & discuss what could be the best fit for them. Suggested texts: The Last Witness – a novel by Ami Gedalya, Yad Vashem - a short story by Aharon Meged, Lechol Ish Yesh Shem by Zelda (poem), the 16th sheep by Yonatan Gefen, part of the view- a short story by Yosel Birshtein, Avi by Yehuda Amichai, Tsinorot by Etgar Keret, Dvarim Shebeteva Haadam by David Shachar, Sipur Al Ahava Vechoshech by Amos Oz, Mavet Vechaym Beyad Halashon by Biyalik, Ani, by Rachel, Haomnam by Lea Goldberg, classic proverbs, The Hitchhikers, (film), Eikha, (film), a touch away- TV series, Ido (film), Green Chariot (Film).

RELATIONSHIPS — Relationships within the family, with friends, in the community, between nations and more will be discussed. Suggested texts: “Leehov ad Mavet” by Dvora Omer, Mishehoo Laruts Ito by David Grossman, poetry by Jehuda Amichai, Leah Goldberg, Rachel, Chaim Nachman Byalik, songs by Arik Einshtein, Shlomo Artzi, and Ehud Banai, selections from Elik by Mosheh Shamir, short stories by Etgar Keret, Crossfire (film), Newspapers and Flowers (film), “The man and the sun Rectangle” – short story by Yosel Birshtein, “Love letter”- short story by Naava Semel., “The porters” – short story by Davis Schachar.

DILLEMAS AND CROSSROADS — the students, are keenly aware of the fact that there are periods in their lives that mark beginnings and ends. As such, we discuss crossroads in general: personal, communal and national. Students learn grammatical constructs such as cause and effect which helps them narrate and explain decisions they make. Suggested texts: "The Establishment of the State of Israel" (essay) by Isaac Breuer, The Die Velt Band (film), Ido, (film), Late Summer Blues, (film), "He Became a Ba’al Teshuva" (song) by Arik Einstein, The Last Witness by Ami Gedalya –continued, The Syrian Bride (Film), Walk on Water (Film), A Hundred new apples – Short Story by Ora Morag.

NOTABLE FIGURES AND EVENTS —The students will encounter historical and contemporary figures and events that necessitated adjustments and changes in relationships such as Alice Miller and mass immigrations to Palestine/Israel Ilan Ramon and mivtsa Antebe. Suggested texts: Jaffa, July 1948 by Hamutal Bar-Yosef, a segment from A Tale of Love and Darkness by Amos Oz