顿别蝉肠谤颈辫迟颈辞苍:听A survey of Yiddish literature and culture with a particular focus on the modern period (the 1860s to the present). As we read major works of Yiddish literature (in English translation), we will discuss the main factors in its development, including its position as a minority literature, Ashkenazi civilization鈥檚 religious foundations and multilingualism, the rise of political movements, and the trauma of the Holocaust. We will pay close attention to issues of Jewish identity and the relations between Jews and their Christian neighbors in Poland, Ukraine, Romania, and other regions of Eastern and Central Europe, and will also examine the special place of humor, music (including 鈥渒lezmer鈥�), and mysticism in Yiddish culture. In his Nobel lecture, Yiddish writer Isaac Bashevis Singer described Yiddish as 鈥渢he idiom of the frightened and hopeful humanity.鈥� What are the reasons behind and the effects of such universalization of Yiddish language, literature, and culture? In addition to literary works, we will also explore films, music, historical documents, and oral history.

顿别蝉肠谤颈辫迟颈辞苍:听Antisemitism, the prejudice against Jews and Judaism, has been a persistent form of hatred, spanning from ancient times to the present day. Its reach extends far beyond any specific time period or geographic region. Remarkably, even in places where Jews have never lived, antisemitism has still taken root. However, this does not mean that antisemitism has remained unchanged over time. This course explores the history of this enduring prejudice, starting with its origins in antiquity, while also examining the diverse Jewish responses throughout history.

罢别虫迟产辞辞办:听David Nirenberg, Anti-Judaism: The Western Tradition (2013)

Selected readings:

• Sara Lipton, Dark Mirror: The Medieval Origins of Anti-Jewish Iconography (2014)
• Jacob Katz, From Prejudice to Destruction (1980
• Magda Teter, Blood Libel: On the Trail of an Antisemitic Myth (2020) [ebook in library]
• Steven Zipperstein, Pogrom: Kishinev and the Tilt of History (2018)

顿别蝉肠谤颈辫迟颈辞苍:听The objective is to master basic communication in Modern Hebrew language.听Students will develop the four language skills of understanding, speaking, reading and writing through the acquisition of basic structures of the language, i.e., grammar, syntax, vocabulary, as well as idiomatic expressions, in order to be able to communicate in Modern Hebrew orally and in writing. Communicative activities, oral practice, written exercises and compositions will be assigned regularly, in order to help integrate skills and reinforce learning. In addition, because the acquisition of a modern language also entails awareness of the culture of its linguistic community, the students will become aware of cultural elements associated with the language.听

罢别虫迟蝉:听Shlomit Chayat et al.听Hebrew from Scratch, Part I

Evaluation:
60% four class tests
15% Essays
20% Oral presentation
5% Class participation

顿别蝉肠谤颈辫迟颈辞苍:听Discusses the relationship between religion and politics in modern Israel. Topics include each of Israel鈥檚 religious communities, Israel鈥檚 missing constitution, use of religious sites, religious political parties, and religious education, as well as the role of religion in West Bank settlement and territorial issues.

顿别蝉肠谤颈辫迟颈辞苍:听A survey of Jewish philosophical responses to the challenges of the modern world. Jewish thinkers studied include Baruch Spinoza, Moses Mendelssohn, Hermann Cohen, Martin Buber, Franz Rosenzweig, Joseph Soloveitchik and Emil Fackenheim.

顿别蝉肠谤颈辫迟颈辞苍:听The objective is to master communication in Modern Hebrew language.

Students will develop the four language skills of understanding, speaking, reading and writing through the acquisition of basic structures of the language, i.e., grammar, syntax, vocabulary, as well as idiomatic expressions, in order to be able to communicate in Modern Hebrew orally and in writing. Communicative activities, oral practice, written exercises and article analysis will be assigned in order to help integrate skills and reinforce learning. In addition, because the acquisition of a modern language also entails awareness of the culture of its linguistic community, the students will become aware of cultural elements associated with the language and the diversity of the Israeli society.

罢别虫迟蝉:听Shlomit Chayat et al. Hebrew from Scratch, Part I + CD

Evaluation:听
48% - 4 class tests (6%, 10%, 14%, 18%)
12% - Quizzes
12% - 2 in-class essays
10% - Compositions
10% - Oral presentation
鈥�8% - Class participation

Description: One book of the Bible will be studied in its entirety in Hebrew. Emphasis on the contributions of Ancient Near Eastern Studies (archaeology, comparative literature and Semitic linguistics) to understanding the text.

Description: The objective is to communicate on familiar topics in Modern Hebrew language. Students will develop the four language skills of understanding, speaking, reading and writing through the acquisition of the advanced structures of the language, i.e., grammar, syntax, vocabulary, as well as idiomatic expressions, in order to be able to communicate in Modern Hebrew orally and in writing. Communicative activities, oral practice, written exercises and compositions will be assigned regularly, in order to help integrate skills and reinforce learning. In addition, because the acquisition of a modern language also entails awareness of the culture of its linguistic community, the students will become aware of cultural elements associated with the language.

Texts: Edna Amir Coffin. Lessons in Modern Hebrew: Level II (2) Publisher: University of Michigan Press

Recommended Text: Hebrew Dictionary (Oxford, Eng-Heb, Heb-Eng Dictionary, Kernerman 鈥� Lonnie Kahn)

Evaluation:
48% - 4 class tests (6%, 10%, 14%, 18%)
12% - Quizzes
12% - 2 in-class essays
14% - Compositions
10% - Oral presentation
4% - Class participation

Description: IThis course focuses on the life and works of a single author. It offers analytical depth as well as an historical contextualization within the era in which this figure lived and worked. We will note also the major influences on this author, and his or her impact on others of the same time period and beyond. Topics vary from year to year.

Description: Israel's multifaceted contemporary culture expresses itself through the visual arts, music, theatre, stand-up comedy, dance, film, TV series, and so on. Exposure to these materials facilitates a deeper understanding of contemporary Israeli society, while enhancing the Hebrew proficiency of participants in this course. The course will be conducted in Hebrew with some assignments submitted in English. Prerequisite: Advanced Hebrew- JWST 340D1/D2 or equivalent. Please consult with the instructor.

Description: With Montreal as its theme, JWST 376 will be a hands-on look at using the archive to access, study and bring to life texts of Yiddish music and song in its myriad form. Folk songs, Holocaust repertoire, labour songs, Klezmer, fusions, there鈥檚 so much material that鈥檚 now been collected and 鈥渟aved鈥�: what is it and what to do with it all? Examining the histories and collections of the An-Sky expedition, the YIVO, KMDMP, Montreal Yiddish Theatre, The Workmen鈥檚 Circle, Jewish Public Library, the collection of Jacob Hoffman and songs from the Ruth Rubin collection, this class will not only examine and learn from primary texts, but also attempt to add to the archives and bring them to life. Students will be asked to engage with new and old collections, actively working to archive newly found materials, adding to a resource that becomes accessible and participatory.

Texts:听TBA

Evaluation:听TBA
听

Description: An exploration of how diverse voices in the Jewish community have responded to important recent and contemporary social and political challenges including poverty, the Civil Rights movement, Black Lives Matter, the Palestinian-Israeli conflict, the environmental crisis, and immigration.

Texts will include:

• Achad Ha鈥檃m, 鈥淧riest and Prophet.鈥� (1893)
• Emma Goldman, 鈥淭he Joys of Touring.鈥� (1908)
• Abraham Joshua Heschel, 鈥淚nterview with Carl Stern.鈥� (1972)
• Melanie Kaye/Kantrowitz, 鈥淒iasporism, Feminism and Coalition鈥� (1998)
• Batya Ungar-Sargon, 鈥淲hy Do Jews Keep Tearing Down Black Leaders?鈥� (2019)
• Kate Rosenblatt, Lila Corwin Berman, and Ronit Stahl, 鈥淗ow Jewish Academia Created a #MeToo Disaster鈥� (2018)
• Peter Beinart, 鈥淵avne: A Jewish Case for Equality in Israel-Palestine鈥� (2020)
• Everett and Mary Gendler, 鈥淭eaching Shalom in the Shadow of Tibet: Nonviolent Resistance for National Survival鈥� (1998)
• Sandra Lawson, 鈥淚鈥檓 a Black Rabbi. I鈥檝e Never Been in a Jewish Space Where I Wasn鈥檛 Questioned鈥� (2021)
• Mirele Goldsmith, 鈥淪top Now! Shmita and Climate Change鈥� (2015)
• Joy Ladin, 鈥淩eading Between the Angels: How Torah Speaks to Transgender Jews鈥� (2012)
• Jill Jacobs, 鈥淗ow to tell when criticism of Israel is actually antisemitism鈥� (20218/2024)

Evaluation:
2 Papers 65%
Reading responses/Perusalls/in-class presentation 25%
Participation 10%

Description: Intermediate study of standard Yiddish with emphasis on reading, composition and conversation. Knowledge of Yiddish culture will also be expanded.