¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýThe objective is to master basic 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 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.Ìý

°Õ±ð³æ³Ù²õ:ÌýShlomit Chayat et al.ÌýHebrew from Scratch, Part I

Evaluation:
60% four class tests
15% essays
20% oral presentation
5% class participation

¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýAntisemitism, 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.

Texts:

• David Nirenberg, Anti-Judaism. The Western Tradition. Norton, 2023.
• Readings posted on MyCourses

Course Evaluation:
Participation 15%
Talk attendance and written reflections 15%
In-class test 30%
Research proposal 10%
Research paper 30%

¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýA survey of Jewish intellectual responses to the major transformations of modernity including secularization, pluralism, nationalism, and gender theory. We will explore conflicting understandings of the essence of Judaism, God, revelation, authority, redemption, the status of women and non-Jews, the legacy of the Holocaust, and the place of the State of Israel in Jewish life.

¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýStudents 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.

°Õ±ð³æ³Ù²õ:ÌýShlomit Chayat et al. Hebrew from Scratch, Part I + CD

Evaluation:Ìý
48% - 4 Class Tests (6%, 10%, 14%, 18%)
12% - Quizzes
12% - 2 In-Class Essays
10% - Compositions
10% - Oral Presentation
8% - Class Participation

All texts will be examined in translation.

Texts: Hebrew Bible in English translation. Other primary texts and secondary readings will be available on MyCourses or on reserve in the library.

Evaluation: Written assignment, Research paper, two in-class evaluations.

Description: We tend to think of Jews and Muslims in the Middle East and North Africa as enemies, not neighbours. This course examines the modern history of Jewish-Muslim relations beyond just conflict. Students will explore the interconnected and entangled worlds of Jews and Muslims––from Morocco to Iran––as the two communities navigated colonialism, nationalism, war, and decolonization. Through close readings of a wide variety of sources (including letters, memoirs, fiction, music, and film) and historical scholarship, we will approach Jewish-Muslim relations from a number of vantage points––including those of politics and culture. In doing so, we will seek to challenge our assumptions about the ways in which Jews and Muslims lived together in the not too distant past.

Texts: Readings posted on MyCourses.

Evaluation:
10% Participation
30% Midterm essay
30% Research paper
30% Take home final exam

¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýThe 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, to be able to communicate in Modern Hebrew orally and in writing. Communicative activities, oral practice, written exercises and compositions will be assigned regularly, 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.

°Õ±ð³æ³Ù²õ:ÌýEdna Amir Coffin.ÌýLessons in Modern Hebrew: LevelÌýII (2)ÌýPublisher: University of Michigan PressÌý

Recommended Text:ÌýHebrew DictionaryÌý(Oxford, Eng-Heb, Heb-Eng Dictionary, Kernerman – Lonnie Kahn)

Evaluation:Ìý
48% -Ìý4ÌýClass TestsÌý(6%,Ìý10%,Ìý14%,Ìý18%)
12%Ìý-ÌýQuizzes
12%Ìý-Ìý2ÌýIn-Class Essays
14%Ìý-ÌýCompositionsÌý
10%Ìý-ÌýOral Presentation
4%Ìý-ÌýClass Participation

Description: TBA

¶Ù±ð²õ³¦°ù¾±±è³Ù¾±´Ç²Ô:ÌýThis will be a fast paced course geared towards understanding the role of Zion in Jewish thought and the singularity of Zionism as a political movement. Before the rise of Zionism as a modern political movement Jews expressed a traditional longing to be restored to a theocratic nationhood in their ancient homeland. The modern political movement for national auto-emancipation was articulated by individuals who concluded that the best option for Jews in the modern era was to take their place as a nation among the nations in their indigenous homeland. Among the leaders of this movement for national restoration and normalization were many professional writers – poets, journalists, essayists, novelists and playwrights like Theodor Hertzl, Benjamin Disraeli, H. N. Bialik, Ehad HaAm and A.B. Yehoshua; they built on the writing of medieval poets like Yehuda HaLevi and the lamentations of biblical prophets and psalmists who mourned the ancient destruction of a Jewish commonwealth in the land of Israel. We will examine their priorities and means of expression in light of cultural pressures in their days and ours.

Texts:

• Theodor Hertzl’s Altneuland (1902)
• Benjamin Disraeli’s The Wondrous Tale of Alroy (1833)
• A. B. Yehoshua, Mr. Mani (1990)
• David Hazony, Editor. Jewish Priorities: Sixty-Five Proposals for the Future of Our People (2023)
• Shorter literary texts and essays on MyCourses or online

Evaluation: 3 short essays; in-class workshops; two film reviews; series of reactions to Jewish Priorities.

Description: In this course we will focus on three topics: (i) the moral and political conditions that medieval Muslim and Jewish philosophers argued must be in place to enable us to live a happy and flourishing life; (ii) the tools they offer to comfort us when bad things happen and make us suffer; (iii) how they interpreted Islam and Judaism as guides to the best life and as resources for consolation.

Texts:

• ´¡±ô-°­¾±²Ô»åî, On the Art of Dispelling Sorrow
• ´¡±ô-¹óâ°ùâ²úî, Selected Aphorisms
• Maimonides, Eight Chapters
• Maimonides, Ethical Writings of Maimonides
• Maimonides, Guide of the Perplexed (excerpts)

Evaluation:
Active course participation: 10%
Presentation: 15%
Short paper: 20%
Presentation of final paper project: 15%
Final comparative paper on a core theme in medieval Islamic and Jewish ethics: 40%

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.

Prerequisite: Advanced Hebrew- JWST 340 D1/D2 or equivalent. Please consult with the instructor.

This course is conducted in Hebrew, and the assignments will be submitted in Hebrew.

Evaluation:
45% - 5 In-Class essays (300 words each)
10% - Text Preparation Assignments (to be marked at random)
35% - 5 quizzes
5% - Class Participation
5% - Oral Presentation

Description: This course explores the supernatural in Yiddish folklore—from fearsome golems and tragic dybbuks to clever demons—through translated stories, films, and other cultural artifacts. Students will investigate how Jewish communities used these tales to grapple with questions of faith, morality, identity, and the unknown, situating them within their broader historical and cultural contexts.

By combining literary analysis with historical inquiry and creative interpretation, the course examines the lasting influence of Yiddish supernatural narratives on Jewish culture and on genres like magical realism and horror. Students will gain insight into how these stories reflect communal fears, hopes, and resilience, offering a powerful lens into the Jewish imagination. No knowledge of Yiddish is required; all materials are in translation.

Evaluation:
Class participation 20%
Short essays 20%
Midterm paper 25%
Final paper 35%

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

Pre-requisite(s): JWST 281/282/384 or permission of instructor.

Description: This course will be tailored to the individual program requirements of our graduate students in close consultation with their supervisors and program director. It will be conducted in the manner of a tutorial or small seminar depending on the particular configuration of students enrolled each semester.