CU5-9

** Goal ** Students will learn about the continuation of the Talmudic tradition among Ashkenazi Jews, concentrating on the work of Rashi: commentaries and responsa. **1. Gain the attention of the learner** ** 2. Relevant past learning ** As schools of Jewish study grew to meet the needs of a growing Jewish population some difficulties still existed for Jews. Initially, they were tied to guidance from Babylonia. ** 3. Introduce new material ** During the Middle Ages, two European centers of Talmudic study emerged. The first was in the Magreb, where the Talmudic scholars maintained close ties and ongoing correspondence with Babylonia. As the Jews lived, studied and prospered in Spain they wrote to the leaders of Babylonian Jewry asking for help with their studies. The study of Talmud was not a simple task. What was written in the Talmud had to be explained. The Talmud answered questions of thought but it was difficult to apply some of the lessons to events that occurred day to day. This was a problem not only to Jews of Spain but for Jews scattered all over the world. Scholars continued the practice of mail-order discussions known by its Latin name – responsa. The Jews of Lucena and Barcelona sent one of the most noted responsum jointly. The Spanish scholars studied the Talmud and wanted things to be similar to the practices in Babylonia. Traditional prayer service had never been written down. Jews memorized the service and by practice it was passed orally from generation to generation. Spanish Jewish wanted a unified service. Rav Amram set down the order of the prayers. It was the first written Jewish prayer book It became known as the Siddur – ordered. The Jews of Spain added to the prayer book. The second center of Talmudic study developed in Western Europe — initially in France, Germany, and Italy — and maintained close ties with the scholarly community in Palestine. Summarize the material in “A Historical Atlas of the Jewish People,” pp. 98-99. ** 4. Provide guided practice ** Together make a list of questions that Jews may have had about their daily living practices or information from the Bible that dictates to daily conduct as a Jew during this time. These types of questions are those that were answered during the Responsa. ** 5. Provide independent practice ** Divide the class into work groups. Two groups should make a set of laws of daily conduct for the other two groups to follow. The other groups should read the laws and send questions to the other teams about how they should follow these rules.  **6. Close the lesson** Discuss the difficulties the Jews of Spain may have experienced waiting for their answers. What would have been more efficient to have questions addressed?
 * 5:9 ** **Continuation of the Talmudic Tradition: Rashi**