Unit 6: World Religions Judaism

1. Daily Question: What is religion? How did Judaism originate and develop? Warm-up Question: Match the symbol to the religion. Then write down anything you already know about that religion. Unit 6: World ReligionsJudaism

2. Organization and Classroom Policy • Binder Organization • Divider • Table of contents • BEA Global Academic Policies • World Religions Final Project

3. Note taking 101 • During this unit we will be taking some notes throughout. • Write notes on loose-leaf paper. • You should take notes on whatever is UNDERLINED on the slide.

4. Vocabulary • Belief systems: the basis on which religions are based. • Religion: the belief in and worships of a controlling power. • Polytheism: the belief that there are many gods. • Monotheism: the belief that there is only one God. * Hand out Religion Chart * Think back to Mesopotamia and the first civilizations – what can you tell me about religion then?

5. Jewish Sacred Texts • The origins of Judaism and its basic teachings and laws are recorded in its sacred text – The Torah (Torah means “teaching”). • The Torah is the first five books of the Hebrew Bible. • The Torah has written records and teachings of the Jews • 613 commandments that direct moral and religious conduct • The history of the Jewish people was told orally and then written down • There are two collections of texts known as the Prophets and the Writings. • The Hebrew Bible is also called the Tanakh. • Historians use artifacts and the Bible to learn about the Israelites.

6. The Origins of Judaism • According to the Torah… • The ancestor of the Israelites was a man named Abraham who lived near Ur in Mesopotamia. Around 1950 B.C.E., Abraham and his family migrated to Canaan to herd flocks of sheep. About 1800 B.C.E., a famine forced the Israelites from Canaan to Egypt. • At first they were fine in Egypt, but then became enslaved. A leader of the Jews, Moses, led the Israelites in their escape from Egypt. • For 40 years, the Israelites wandered before returning to Canaan. By 1000 B.C.E., the Israelites set up the kingdom of Israel in Canaan. Israel was ruled by King David and then his son, King Solomon.

7. Judaism Vocabulary • Torah: Judaism’s most sacred text, consisting of the first five books of the Hebrew Bible. • Israelite: an early name for the Jewish people. • Judaism: the first religion to worship one god, developed among the ancient Israelites. • Tradition: an inherited or customary pattern of thought, action, or behavior. • Israel: the Israelites’ kingdom; divided about 930 B.C.E. into two kingdoms called Judah and Israel. • Slavery: the state of a person who is treated as the property of another. • Jerusalem: the holiest city of Jews; capital of the ancient kingdoms of Israel and then Judah. • Covenant: an agreement or promise. • Exodus: the escape of the Israelites from slavery in Egypt to freedom. • Ten Commandments: ten laws and teachings said to have been given to Moses by God.

8. Activity • You will be assigned to study one of the following: • Abraham (p. 114-115) • Moses (p. 116-117) • King David and Solomon (p. 118-119) • You will write and illustrate a page about a Jewish leader to make an ancient scroll.

9. Share-out • You will get together with two other students so that together each of you has created a scroll for each of the leaders. • You will fill in the chart as the other embers of your group share what they have found out.

10. Visual Thinking Strategies WHAT IS GOING ON IN THIS PICTURE? WHAT MORE CAN YOU FIND? WHAT DO YOU SEE THAT MAKES YOU SAY THAT?

11. Journal Reflection • Answer at least 3 of the following questions: • What ancient Israelite figure do you find most interesting and why? • In what ways did your scrolls help you learn about these figures? • Why do you think sources like the Torah are helpful to historians? • How did Judaism originate and develop? • Why were the contributions of Abraham, Moses, David and Solomon significant?

12. Homework • Read through the Project sheet (#3) • Look at the Religion Chart and choose a religion we will not be studying. Write a reflection of how the beliefs of that religion are similar of different than your own beliefs – 1 page (#11)

13. Daily Question: What are the central teachings of Judaism, and why did they survive to modern day? Warm-up Question: Think of a tradition that is shared and preserved in your family. It might be a favorite recipe, a story, an activity, or a special custom. Answer the questions of loose-leaf (#12) - How long has your family had this tradition? - What challenges have you or your family faced in trying to preserve this tradition? - In what ways have you or your family tried to pass this tradition along to others? Unit 6: World ReligionsJudaism

14. Daily Question: What are the central teachings of Judaism, and why did they survive to modern day? Warm-up Question: TAKE OUT #8 and #9 from yesterday and finish sharing with your group about the Jewish Leaders (Abraham, Moses, King David and King Solomon) – You will have8MINUTES Unit 6: World ReligionsJudaism

15. Abraham Moses David Solomon

16. Traditions – NOTES #12 • Think of a tradition that is shared and preserved in your family. It might be a favorite recipe, a story, an activity, or a special custom. Answer the questions of loose-leaf – You will have 7 minutes • How long has your family had this tradition? • What challenges have you or your family faced in trying to preservethis tradition? • In what ways have you or your family tried to pass this tradition along to others?

17. Jewish Diaspora – NOTES #13 • The kingdom of Israel had split into the northern kingdom of Israel and the southern kingdom of Judah (after the death of King Solomon). • Weak after the division – the people were unable to defend themselves against invaders. • In 722 B.C.E., the Assyrians conquered the kingdom of Israel and took the Jewish leaders to Mesopotamia. The people of Israel were sent to many different lands. • In 597 B.C.E., the Babylonians invaded Jerusalem in a siege attack (and cut off the food supply to the city). The Jews weakened by starvation allowed the Babylonians to break through the city walls and capture the city. A majority of the Jewish people were exiled from their homeland. • The Babylonian Exile was the start of the Jewish Diaspora – “a scattering over a wide area.” This was the first exile of the Jewish people from their homeland.

18. Questions – NOTES #13 • What happened to the kingdom of Israel after it split into two nations? • What does the word Diaspora mean? • What event marked the beginning of the Jewish Diaspora? • What did the Jewish Diaspora signify for Judaism and its followers?

19. Judaism Vocabulary • Talmud: the collection of ancient Jewish writings, or commentaries, that interprets the laws and teachings of the Hebrew Bible, or Tanakh. • Ethics: a set of moral principles or values. • Exile: to banish or expel from one’s own country or home. • Jewish Diaspora: the scattering of the Jewish people outside their homeland, beginning about 586 B.C.E. • Yavneh: an ancient city in Israel that became a center for Jewish learning.

20. Activity • This activity will explore how Jews passed on the central teachings of Judaism through the centuries. We will learn four simple “classroom truths” and the body movements that represent the truths. • Similar to one generation of Jews passing along traditions to the next generation, “teachers’ will teach a group of students who will then teach another group of students. At the end of the activity, four students will be chosen at random to state the truths and demonstrate the movements.

21. During the activity… • READ • Textbook p. 122-127 • Fill out the reading notes worksheet (#14) • Until…you get called up to participate!

22. Journal Reflection • Answer at least 3 of the following questions: • What emotions did you feel during this activity? • What factors made it difficult to teach or learn the classroom truths and movements? • What techniques or strategies did you use to make sure you taught or learned the classroom truths and movements accurately and quickly? • In what ways might this activity be similar to what you read about with the Jewish Diaspora?

23. Homework • Read the newspaper article on the Israeli-Palestinian Conflict

24. Daily Question: What is the daily life of a Jew like? How did the religions interact with, provide justification for, and conflict with various states and empires around the world? Warm-up Question: Interpreting the Torah #18 Unit 6: World ReligionsJudaism

25. Categories of Judaism – Notes #19 • Orthodox = Torah and Talmud were given directly by God, following the laws strictly; may remove themselves from the modern world. Observe Sabbath, festivals, dietary laws (kashrut) and Jewish commandments; head coverings. • Reform = founded in Germany; integrate themselves more into society because they thought they would lose members if it did not move with the times. Woman can be rabbis, men and women can sit together in the synagogue and cremation allowed in death. • Liberal = modern; Torah is God-inspired and an interpretation of his words; Kashrut interpreted. • Extremist = strongly religious • Secular = non-religious • Ashkenazi = East European • Sephardic = Spain, Mediterranean & Middle East

26. Life Cycle Rituals • You will pass through the stations of the Life Cycle Rituals of Judaism: • BIRTH • ADOLESCENCE • MARRIAGE • DEATH * Check out the dietary Laws & Holy Days

27. Mythbusters • Now that you know the beliefs and teachings of the Jewish faith, lets see if you can determine the myths of the Jewish Religion from the truths. • Work in pairs to determine the myths of Judaism

28. Historic Religious Conflict • Overview: In 1947, the United Nations created the modern state of Israel. The move partitioned the former British protectorate of Palestine into two sections. It was a decision opposed by all Arab nations, many of whom immediately declared war on the state. In a series of bloody wars, Israel and its Arab neighbors fought over the right of the Jewish state to exist. Military victories expanding Israel's territory were interspersed with attempts to find understanding and peaceful coexistence. At several moments during the later half of the 20th century, Israeli and Arab leaders came to the negotiation table hoping to find ways to bring stability to the war-torn region.

29. Questioning the Conflict • When did the Arab-Israeli crisis begin? • What is at the core of the ongoing conflict between the Arabs and Israelis? • Which areas of land are in dispute? Based on your research, whom do you view as the rightful owners of the land in question? Explain. • What are the basic arguments each group has regarding resolving the conflict? What concessions does each side expect of the other? • Why have efforts to resolve the conflict and establish peace failed? • In your opinion, particularly based on recent acts of violence in the Middle East, do you feel the conflict can be resolved? Discuss. • BRAINSTORM – pros and cons of each side

30. NEWSCASTER • Will Israel attack Iran? • Israel must decide whether to launch a pre-emptive attack on Iran. • According to Barak (Israeli Defense Minister), “This is not some abstract concept, but a genuine concern. The Iranians are, after all, a nation whose leaders have set themselves a strategic goal of wiping Israel off the map.” • Three things to consider: • Does Israel have the ability to cause severe damage to Iran’s nuclear sites and bring a delay in the nuclear project? And can the military and Israeli people withstadt the inevitable counterattack? • Does Israel have enough support, particularly from America, for carrying out an attack? • Have all other possibilities for containing Iran’s nuclear threat been used? Is this the last opportunity to attack or should they wait? • At this point Iran is a nuclear threat to the world. • New York Times

31. NEWSCASTER • Discussion Questions: • What do you already know about Iran? How does it form your view of the situation? • What is Israel worried about? Do you think it is a valid concern? • What do you think Israel should do?

32. NEWSCASTER • Quiz Questions: • Who are the two nations we are talking about? • Why do they feel the need to make a pre-emptive attack? • What are the three things they have to consider before attacking?

33. Homework • Complete missing work • Extra Credit: write a movie review after watching a movie about Judaism. • Suggestions… • The Prince of Egypt (PG) • Be sure to get approval to watch this film from a parent/guardian.