CU5-12

** Goal ** Students will learn about the religious unification of Sephardim and Ashkenzim when the Polish rabbis adopted the sephardi //Shulhan Arukh// in the 1570's.    **1. Gain the attention of the learner** ** 2. Relevant past learning ** Ask students to summarize what they have learned about the differences between the Ashkenazim and Sephardim. ** 3. Introduce new material ** Summarize the material in “A Historical Atlas of the Jewish People,” p. 142. To deal with the parts of the //Shulhan Arukh// that were at variance with the practices of Ashkenazi Jews, Rabbi Isserles of Krakow added notes to guide Ashkenazi observance. The //Mappa// is the collective name given to these notes; more colloquially, they are referred to as RAMA, an acronym for Rabbi Isserles’ name in Hebrew. ** 4. Provide guided practice ** The universal acceptance of the //Shulhan Arukh// required some degree of accomodation to the different practices of the Ashkenazi and Sephardi Jews. There are also important differences among different groups of Jews today, including the differences between secular and religious Jews. Discuss whether it is easier or harder for different groups of Jews to interact than for Jews and non-Jews. ** 5. Provide independent practice ** Ask the students to suppose that they were having a party at which the following kids were attending: a Jew whose family follows the kosher dietary laws, a strict vegetarian who eats no meat, including fish and fowl, a Muslim whose dietary laws you are not certain about, and four other kids who as far as you know are willing to eat anything. How do you decide what food to offer at the party?  **6. Close the lesson** Come together and discuss the students’ strategies for dealing with differences.
 * 5:12 ** **The Shulhan Arukh**