Students first explore the historical development of Judaism using the sacred writings, Torah, Tanak, and Talmud, as a framework. This cluster is named for a translation of the Sh’ma: “Hear, O Israel…”. For Students compile a timeline of events for each lesson. The first lesson covers the Torah: students explore the Covenants between God and Noah, Abraham, Moses and David. The second lesson covers the Tanak: students examine the role of the prophets and their influence on the development of Judaism. The third lesson concludes the cluster with an exploration of the development of Talmud and the period of the Diaspora. Students then explore contemporary Judaism as it is celebrated in religious observances such as festivals and dietary laws. After this, the history of Jewish-Christian relations is explored in the context of the events of the past thousand years, the Holocaust and recent Christian-Jewish interfaith dialogue. In the final cluster of activities, “In your hearing …” students look at the theme of revelation as understood in the early Church. Students trace the growth of Christianity from its Jewish roots. The unit concludes with students preparing a brochure. Throughout the unit, students compile materials in their individual and class portfolios for the world religion symposium to be held near the end of the course.
|
|
Activity Title |
Time in min. |
Learning Expectations |
Assessment |
Tasks |
|
1 |
Hear, O Israel: Torah
|
150 |
CGE 1f SCV.01; SCV.02; CMV.07;
RBV.01; RBV.03. SC1.01; SC2.04; PF2.02; CM1.06; RB1.01 |
Knowledge/ Understanding; Thinking/Inquiry; Application/Making Connections. |
True/False Quiz; Scripture Search &
Timeline; Group Dramatic Presentation of Covenants; Journaling. |
|
2 |
Hear, O Israel: Tanak |
75 |
CGE 7e SCV.01; PFV.05;
PFV.06; RBV.01;
HEV.03. PF1.03; PF3.01; PF3.05; CM1.01; CM1.08; CM2.01; CM3.01; CM3.07; RB1.03; RB2.02; HE3.01;
HE3.02. |
Knowledge/ Understanding; Thinking/Inquiry;
Communication; Application/Making Connections. |
Scripture Search; Jigsaw Group Research on
a Prophet; Journaling. |
|
3 |
Hear, O Israel: Talmud |
75 |
CGE1c RBV.03; SSV.01 RB1.02; RB1.05 |
Knowledge/ Understanding; Thinking/Inquiry;
Communication. |
Teacher Demonstration; Timeline; Quiz |
|
4 |
Judaism Today: Jewish Symbols, Rituals and Festivals |
150 |
CGE 7g CMV.08; RBV.04 CM2.05; RB2.10; RB3.02; RB3.03 |
Knowledge/ Understanding; Communication. |
Chart Compilation; Student Presentation;
Teacher Presentation on Symbols; Video Activity; Discussion Paper. |
|
5 |
Judaism Today: Kashrut |
75 |
CGE 7f CMV.08; RBV.04. CM2.05; RB 3.01; SS1.05. |
Knowledge/ Understanding. |
Teacher-led Exploration of Kosher Laws;
Students Create a Menu. |
|
6 |
Jewish-Christian Relations: The Roots of
Anti-Semitism |
75 |
CGE 7g RBV.01, SSV.01,
HEV.02. RB1.02,
HE2.02; HE2.03. |
Knowledge/ Understanding; Communication; Application. |
Students
Trace the Causes of Anti-Semitism through Readings and a Mapping Activity. |
|
7 |
Jewish-Christian Relations: The Holocaust
& Its Lessons |
150 |
CGE 1e RBV.01; SSV.01; HEV.02 PF2.05; RB1.02; HE2.02; HE2.03 |
Knowledge; Communication; Application. |
Teacher Presentation; Schindler’s List; Lessons of the Holocaust Activity; Journaling. |
|
8 |
Jewish-Christian Relations: A Holocaust
Education Class
Experience |
75 |
CGE 1j HEV.02 PF2.05; HE2.02; HE2.03 |
Application. |
Simulation Activity; Journaling |
|
9 |
Jewish-Christian
Relations: Jews and Christians Since
the Holocaust |
CGE
1e PFV.05, RBV.01 PF2.05, RB1.03, HE2.01, HE3.01,
HE3.02. |
Knowledge/
Understanding; Communication; Application. |
Teacher
Presentation; Group Activity; Journaling. |
|
|
10 |
“In Your Hearing...”: Revelation and the Church (30 CE - 500 CE) |
75 |
CGE1c SCV.02,
RBV.01, HEV.03.
SCV1.04, SC3.03, RB1.03, RB2.07, HE2.01, |
Thinking/Inquiry. |
Think-Pair-Share
Group Activity, Socratic Lesson, Journaling. |
|
11 |
“In Your Hearing...”: Revelation and the Church (30 CE - 500 CE) - The Jewish Roots of Christianity |
75 |
CGE1c SCV.01, CMV.08, RBV.02, RBV.03 |
Thinking/Inquiry;
Application. |
Socratic
Lesson; Reflection. |
|
12 |
“In your Hearing...” Revelation and the Church (30 CE - 500 CE) - The Witness of the Early Church |
75 |
CGE5a SCV.01, RBV.03, HEV.03 SC2.02, HE3.02, IS1.06 |
Knowledge/
Understanding; Communication. |
Group
Research into Martyrs; Personal and Class Martyrology; Journaling. |
|
13 |
“In your Hearing...”: Revelation and the Church (30 CE - 500 CE) - The Church of the Councils |
75 |
Knowledge/
Understanding. |
Media
Presentation; Socratic Lesson; Pamphlet. |
Note: Expectations originating
from the Institute for Catholic Education are italicized. Normal font is used
for the Ministry of Education’s expectations.
Time: 150 Minutes
General perceptions about Judaism and the Jewish people are explored. The demography and distribution of Jewish people are discussed. The Sh’ma is introduced as the central prayer of Judaism. A timeline of Israelite history is started using a Scripture search. Students explore the Covenants found in the Torah as well as the Davidic Covenant. These insights lead students to further their understandings of the sacred as well as to explore responses to ultimate questions. This activity asks students to attempt to integrate their beliefs with an understanding of the concepts of Covenant and the sacred.
Ontario Catholic Graduate Expectation: CGE1f-The graduate is expected to be a discerning believer formed in the Catholic faith community who seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
Strands: Religious Beliefs; Religion
and Human Experience; Scripture;
Profession of Faith; Christian Moral Life
Overall Expectations:
SCV.01
demonstrate knowledge of the key narratives and events in the Hebrew and
Christian Scriptures and identify their importance for the life decisions of
Jewish and Christian people;
SCV.02 demonstrate an understanding of divine revelation and its connection with the sacred writings of Judaism and Christianity;
CMV.07 demonstrate an
understanding of the role of Covenant and commandment in the religions of
Judaism, Christianity, and Islam;
RBV.01 summarize the major historical influences on and events in the development of
various religions;
RBV.03
analyse and describe the connection between the human
experience and sacred writings and oral teachings.
Specific Expectations:
SC1.01 demonstrate an
understanding of the importance of Covenants (originating with Abraham, Moses,
and David) in the self‑understanding of the Jewish people;
SC2.04
respect sacred Scripture as revelation of God's Word;
PF2.02 appreciate the various
dimensions of the sacred in the religions of Judaism, Christianity, and Islam;
CM1.06
understand the importance of Covenant and commandment for moral living in the
religions of Judaism, Christianity, and Islam;
RB1.01 identify the origins of various religious beliefs regarding creation,
birth, death, God, destiny, and afterlife;
Students should be familiar
with the structure of the Bible including its divisions and how to look up
scriptural passages.
Prepare a true/false quiz as described in the Teaching/Learning strategies below. Identify and challenge stereotypical images of Jewish people and Judaism during the discussion that follows the true/false quiz. Using a Bible and possibly the textbook, prepare a Scripture search that brings out the most important events in Israelite history. A class set of Bibles should be available. Prepare the group composition of the four dramatic groups. Prepare the note on formation of the Scriptures to explain the nature of the Covenant stories.
The teacher introduces the unit on Judaism by giving students a
true/false quiz on Judaism. This true false quiz contains a number of
statements about Judaism that confirm students’ basic understanding of Judaism
encountered in previous courses or in the first unit’s overview and also
challenge students to take a stand on some issues that will be dealt with in
the unit. The statements should involve general perceptions about Judaism and
the Jewish people as well as the demography and distribution of Jewish people.
Individually, students engage in a Scripture search that outlines Israelite
history from the time of Abraham and Sarah until the time of King Solomon. The
Scripture may be supplemented with the textbook (see Resources below). The information is placed on a timeline.
In groups, students read passages on the four Covenants: Noah, Abraham, Moses,
and David. Students dramatically recreate these events to explain the unique
message that each Covenant teaches the people of Israel. Particular attention
should be paid to the Israelites’ growing understanding of the sacred. After
presenting these events to the class, students explain the message that was
being presented. Each student records the message of the four Covenants.
The teacher in processing these stories explains the process by which
many of these events came to be recorded. This can be done through a prepared
overhead or board note.
In journals, students reflect on the understandings
of God found in the Covenant stories and describe what a Covenant with God
means to them in their life.
Students are quizzed on the
material associated with the Knowledge/Understanding focused expectations
SCV.01, SCV.02, CMV.07, SC1.01, CM1.06, RBV.01, RBV.03, and RB1.01 at the end
on Activity 3. The completed timeline is assessed using a rubric that focuses
on Thinking/Inquiry and Communication that addresses expectations SCV.01 and
RB1.03. The journal activity is
assessed using the ongoing checklist for the Application/Making Connections
expectations SC2.02 and PF2.02.
Students
requiring accommodation in the Scripture search may use the Good News version
of the Bible. They may also be paired with students who can tutor them in
necessary skills or vocabulary. For enrichment, students may research the
historical context of Covenant treaties and supplement the role-plays with this
information.
For Scripture
see:
New Revised Standard Version Bible Toronto: Oxford University Press,
1991 (ISBN
0195283805); The Good News Bible Toronto: Canadian Bible Society.
For student texts see: Trafford, Larry. World
Religions: People and Faith Toronto: Maxwell Macmillan Canada, 1994, 44-47;
and Brodd, Jeffrey. World Religions: A
Voyage of Discovery Winona, MN: Saint Mary’s Press, 1998. 191-193, 198.
For Internet resources see: The Patriarchs and the Origins of Judaism at www.jewfaq.org/origins.htm (part of the Judaism 101 site); Timeline for the History of Judaism at www.usisrael.org/jsource/History/timeline.html#context;
Time: 75 Minutes
The history of Judaism from the time of Solomon to the time of the destruction of the Second Temple (70 CE) is traced. This is the time of the completion of the Tanak. Students continue the timeline started in the previous activity using Scripture and textbook as resources. Particular emphasis is placed on the role of the prophets and their influence on the development of Judaism.
Ontario
Catholic Graduate Expectation: CGE7e - The graduate is expected to be a
responsible citizen who witnesses Catholic social teaching by promoting
equality, democracy, and solidarity for a just, peaceful and compassionate
society;
Strands: Scripture, Profession of Faith,
Christian Moral Life, Religious Beliefs, Religion and Human Experience
Overall Expectations:
SCV.01 demonstrate knowledge of the key narratives and events in the Hebrew and Christian Scriptures and identify their importance for the life decisions of Jewish and Christian people;
PFV.05 identify traditional and contemporary examples of people of faith and
integrity;
PFV.06 examine the human search for meaning in the context of Christian, Judaic and
Islamic traditions
RBV.01 summarize the major historical influences on and events in the development of
various religions;
HEV.03 analyse the significance of religion or other belief systems in the
lives of various historical figures;
Specific Expectations:
CM1.08 identify traditional and
contemporary examples of moral living as found in the various world religions;
Students should be familiar
with the structure of the Bible including its divisions and how to look up
scriptural passages.
Gather
materials for the Scripture search/timeline exercise.
Gather materials for the jigsaw group activity. Consider using these prophets:
Jeremiah, Ezekiel, First Isaiah, Second Isaiah, Hosea, Amos, Micah and
Jonah. Use the introductory paragraphs of the prophetic books of the Bible you
are using as a resource.
The students continue to search Scripture and text material to
construct their timelines.
In jigsaw groups, students research a prophet. In home
groups, they determine which prophet they will investigate. In the specialist groups, they gather to ask
these questions of their particular prophet: How did the prophet affect
Judaism? What were the circumstances of the prophet’s search for meaning? What
were the values of the prophet? How were morality and the search for meaning
connected for the prophet? What modern day figure most closely resembles this
prophet? Back in the home group, students assemble the
responses to these questions in chart form. Each student makes a copy of the
chart.
In journals, students describe the characteristics of a prophet. They then
reflect on the Christian baptismal call to be a prophet and how they could
respond to such a call.
Students are quizzed on the material associated with the Knowledge/Understanding focused expectations SCV.01, PFV.05, RBV.01, PF3.05, CM1.08, CM3.07, RB1.03, HE3.01, HE3.02 at the end of Activity 3. The completed timeline is assessed using a rubric that focuses on Thinking/Inquiry and Communication that addresses expectations SCV.01 and RB1.03. The jigsaw activity is assessed using a rubric that focuses on Understanding, Making Connections and Communication (Expectations HEV.03, PF1.03, PF3.01, RB2.02.) The journal activity is assessed using the ongoing checklist for the Application/Making Connections expectations CM1.01, CM2.01 and CM3.01.
Students requiring modification may be paired from their home group with a person who can act as a co-worker throughout all of the steps in the jigsaw process. Alternatively, the student may be given a simplified assignment, working independently. For enrichment, students may research Wisdom literature to explore the concepts of Hokmah, Shekinah and Sophia. These findings can be the resource for the journal entry.
For student texts see: Trafford, Larry. World
Religions: People and Faith Toronto: Maxwell Macmillan Canada, 1994, pp.
47-50; Brodd, Jeffrey. World Religions: A
Voyage of Discovery Winona, MN: Saint Mary’s Press, 1998, pp.193-195, 198.
Time: 75 Minutes
The historical development of Judaism is traced from the Destruction of the Second Temple until the time of Maimonides. Using information gathered from various sources, students write a description of the Talmud and diagram its evolution. The Diaspora is also diagramed on a map. The lesson concludes with a quiz on the events of Jewish history explored over the first three activities. Emphasis is placed on how social structures have shaped Judaism.
Ontario
Catholic Graduate Expectation: CGE1c - The graduate is expected to be a
discerning believer formed in the Catholic faith community who actively reflects
on God's Word as communicated through the Hebrew and Christian Scriptures;
Strands: Religious Beliefs, Social Structures
Overall Expectations:
RBV.03 analyse and describe the connection between the human experience and
sacred writings and oral teachings;
SSV.01 summarize the ways in which religions and the development of
civilizations are interconnected;
Specific Expectations:
RB1.02 identify the major influences in the development of various religions (e.g.,
social unrest, advances in technology, changing mores);
RB1.05 demonstrate an understanding of the development of the institutions that govern and
promote the religious life of a religion’s adherents (e.g., Sanhedrin,
Universal House of Justice, Papacy, Qadis).
This activity is the culmination of a process continued from Activities 1 and 2.
Gather diagrams and charts and get them ready for overhead projectors, opaque projectors or LCD projectors. Prepare copies of a map of the world. Prepare the quiz for the first three. It is advisable to swap time from the end of this activity with time at the beginning of the next to permit the quiz to be held on the next class.
Using
a map, the teacher demonstrates the events of the Diaspora and then
uses diagrams to illustrate the development of the Talmud. Through teacher-led
questions and discussions, students see how social structures, religious
institutions and the shape of the Talmud were interrelated.
Students record this information in
their notes.
Students continue to construct their
timeline based on information gleaned from the texts listed below. The
completed timeline is placed in the portfolio to be used in the kiosk at the
end of the course.
Students
complete a quiz based on the designated materials presented in Activities 1, 2
& 3 of this unit.
Students are quizzed on the
material associated with the Knowledge/Understanding focused expectations
RBV.03, SSV.01, RB1.02, RB1.05 at the end of this Activity. The completed
timeline is assessed using a rubric that focuses on Thinking/Inquiry and
Communication that addresses expectations SCV.01 and RB1.03.
Students
requiring accommodations for the quiz may be given extra time, alternate
seating or an alternate mode for communicating answers. Students requiring
enrichment may explore A Page of Talmud
website listed below.
For
student texts see: Trafford, Larry. World Religions: People and Faith Toronto:
Maxwell Macmillan Canada, 1994, pp. 50-52; Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint Mary’s
Press, 1998, pp. 195-199.
For Internet resources see: A Page of Talmud: www.ucalgary.ca/~elsegal/TalmudPage.html. This site
explains how the Talmud operates using a “clickable” diagram. Also see Talmud: www.jewfaq.org/torah.htm#Talmud
(part of the Judaism 101 site).
Time:
150 Minutes
Through
group work or Socratic lesson, students learn about the rituals and festivals
of the Jewish faith tradition. Through a teacher presentation, students
identify the religious symbols of the Jewish faith tradition. Using a video
students develop an appreciation for the importance of prayer in the daily life
of Jewish families. In a discussion paper, students compare the symbol of meal
for both Jews and Catholics.
Strands and Expectations
Ontario Catholic School Graduate Expectations: CGE7g - The graduate is expected to be a responsible citizen who respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
Strands: Christian Moral Development; Religious Beliefs
Overall Expectations:
CMV.08 recognize the role of
Sacred Scriptures in the development of moral codes for the religions of
Judaism, Christianity, and Islam;
RBV.04
demonstrate how practice, ritual, and symbolism are external representations of
the beliefs and principles of religion.
Specific Expectations:
CM2.05
respect the moral teachings of Judaism, Christianity, and Islam as guidelines
for daily living
RB3.02 identify the origin and significance of
various practices, rituals, symbols, and festivals;
RB3.03 demonstrate an understanding of the role of sign and symbol in
various religions.
Prior Knowledge and Skills
None
required.
Planning Notes
Prepare
a student handout for each of the feasts/celebrations or arrange for resources
that contain the necessary information. Make copies of the chart in “Jewish
Feasts and Celebrations” (Appendix 1) for all students. Not all student texts
contain all the information needed for students to complete the
festival/celebration chart. Brodd’s
text is the most complete.
Teaching/Learning Strategies
The teacher provides students with a chart to be completed during a teacher presentation on the feasts and celebrations of the Jewish tradition. Alternatively, the teacher may decide to have the material presented by students. If this option is chosen the teacher divides the students into 13 groups (pairs). Each group is assigned one fea