CU+3

=Curriculum Grade 3 (Template)(Grade 3 FAQ)=

•Much of the early history of the Jews has been learned through archeology and the study of written sources including the Hebrew Bible. •The Hebrew Bible contains mythical as well as historical material •Jews have traditionally looked for ethical meaning in stories •What is a myth? •What are some of the myths in the Hebrew Bible? •How do we find out if a story is true? Third grade introduces the students to the beginnings of the Jewish people up through the conquest of Israel. Students will explore the current scientific hypotheses about the origins of the universe, humans and Jews. Students will then examine the biblical myths Jews created to explain where they came from and the reasons for their holiday, cultural and legal practices. Issues to be addressed may include: What was the culture of the Jews and their neighbors in ancient Israel? How do the myths compare with current historical and scientific knowledge? Who are the major individuals in the mythical origins? What is the mythical family tree? What are the ethical values that are demonstrated and / or violated in the stories?
 * Synopsis**
 * Questions:**
 * Objectives:**

|| Students will use the myth of Abraham and Sarah and the angels as a way to discuss how to treat strangers || Students will review the roles of Moses and Aaron in the story about the exodus of the Jews from Egypt. Emphasis will be placed on how the more powerful (Pharaoh) is made to free the less powerful (Israelites).
 * Lessons**
 * # || Title || Goals ||
 * 1 || Discovering our Family Roots || To introduce students to the distribution of Jews across the world and different ways their families came to Philadelphia area over many generations. To provide a sense of continuity with the past. ||
 * 2 || Scientific Origins of the World || Students will watch a movie depicting the current scientific origins of the world. ||
 * 3 || Origins of the Jews || Students will visit the University of Pennsylvania’s Archeology museum to learn some of the modern theories about what were the origins of the people who became the people of Judah and Israel and what were their religious beliefs (polytheistic, monolatreous, monotheistic?). Teacher should prepare a scavenger hunt, fill in the blanks, etc. to focus the student’s attention. ||
 * 4 || Museum Trip Follow Up || Students will share their observations at the museum by discussing their discoveries of the origins of the Jews and of their religious beliefs prior to the time of King David. ||
 * 5 || The Mythical Origins of the Jews || T o present the mythical family tree of the Jewish people from Adam and Eve to Moses and Aaron. Understand why mythical histories are created. ||
 * 6 || Ethical values from Adam and Eve stories || To talk about some of the ethical values that are represented or violated in the story of Adam and Eve including the evaluation of God’s actions and demands. ||
 * 7 || Noah || Students will review the story of Noah and the possibilities of the events occurring and discussing which could or could not have taken place. ||
 * 8 || Tower of Babel || Students will review the story of the tower of Babel and the possibilities of the events occurring and discussing which could or could not have taken place. Students will discuss what crime the builders were supposed to be guilty of and evaluate the heinousness of it and how the myth is a Just-So story ||
 * 9 || Authority and evidence – Midrash of Abraham destroying the idols || Students will use the midrash of Abraham destroying his father’s idols as a way to discuss appeals to authority vs appeals to evidence and to look at what are some of the idols of today? ||
 * 10 || Treating strangers kindly **–** Myth of Abraham and the Heathen
 * 11 || Speaking truth to power - Sodom and Gemorrah || Students will use the myth of the destruction of Sodom and Gemorrah as a way to discuss when to question authority and our responsibility to take a stand against hurtful behavior. Students will review how this story illustrates the notions of speaking truth to power, and will evaluate the justness of God’s actions. ||
 * 12 || Hanukah Celebration || Goals ||
 * 13 || Faith and Fanaticism - Binding of Isaac || Students will use the myth of the binding of Isaac (the Akeidah) and the destruction of the World Trade Center as a way to discuss how following the supposed commands of a deity can lead to ignoring our notions of justice, morality, love, etc. ||
 * 14 || Family Peace - Mythical Birth of the Arab Nation || Students will use the myth of Abraham’s rejection of Hagar and Ismael as a way to discuss how following the desire to have family harmony can lead to ignoring our notions of justice, morality, love, etc. ||
 * 15 || Ethnic Purity – the marrying of Isaac || Students will use the myth of Isaac marrying Rebecca as a way to discuss the desire to maintain ethnic purity. Students will also compare relevant secular and traditional Jewish values about intermarriage. ||
 * 16 || Instant Gratification - Esau and his Birthright || Students will use the myth of Jacob and Esau as a way to discuss how immediate desires can cause us to lose sight of longer term goals. ||
 * 17 || Purim || Goals ||
 * 18 || Joseph and his Brothers || Students will use the myth of Joseph and his brothers in Israel as a way to discuss sibling rivalries and favoritism. ||
 * 19 || Feeding the Hungry - Joseph and Pharaoh || Students will use the myth of Joseph advising Pharaoh to prepare for famine as a way to discuss modern hunger and how we can help to alleviate it. ||
 * 20 || Slavery – Ancient and Modern || Students will use the myth of Moses and the Israelites as slaves in Egypt as a way to discuss the evils of slavery both in Biblical times and today.. ||
 * 21 || Passover || Goals ||
 * 22 || Getting the Jews out of Egypt ||   ||
 * 23 || Rules to Live By The Ten Commandments (2 versions) and other codes (Hammarabi,) || Students will compare the two versions of the Ten Commandments and review the various lessons included in these laws based on values described in previous stories studied. ||
 * 24 || The Promised Land – Joshua || Students will review the origins of the Jews entry into the Promised Land and how mythology creates a thread to hold the people together regardless of the scientific evidence that shows their origin to be different. ||
 * 25 || Title || Goals ||
 * 26 || Title || Goals ||