CU_SL+Early+History+of+the+Jews

=Teacher Materials Supplemental Lesson (Template)=

__**TITLE**__: Early History of the Jews __**GOALS**__: 1. Prepare students for comparative modern Judaism, the topic for the first part of the year, by reviewing major European Jewish varieties in the 1700's. 2. Provide background on Jewish religious outlook and practice in Europe that led to Jewish modernity using examples of Ultra-orthodox, Hasidism and Haskalah. 3. Understand the conflict between the Mitnagdim and Hasidim who then turned their attention to fighting the common enemy, the Maskilim (proponents of the Haskalah). This is part of the recurring conflict between traditional belief and rationalism such as that of the Greeks and Maimonides which was seen as leading Jews away from religious practice. __**MATERIALS**__: For each student: Copy of chart Network of Jewish Varieties Branches and Offshoots, binder to hold chart and other class documents, silly puddy or clay during the presentation of the chart (For more fidgety students). __**LESSON**__: 1. __Gain the attention of the learner__: 2. __Relevant past learning__: Teacher says: Over your years at this Sunday, you have been taught Jewish history in several different time periods. You also been introduced to several Bible and/or Talmudic stories. Today, we will look at a chart that provides and overview of all that history paying special attention to early Jewish history and how Jews would often write a new book when they wanted to establish and /or change the religion 3. __Introduce new material__: Give each student a copy of chart Network of Jewish Varieties Branches and Offshoots
 * Ask their impressions. Get a sense of their (shared) anxiety and / or ease (former more likely).**

Divide the class into groups of about 3 students each. Have each group pick a team name and a buzzer sound. In what follows, every time you ask a question, each team should separately try to figure out the answer and when they think they have it, the team should make their buzzer sound. First team to buzz, gets to answer the question first. Wait until at least 3 groups have buzzed so that if the first one gets the answer wrong you have at least two other groups ready with an answer

Before getting directly into the history, review how to interpret the chart Chart Keys (at bottom of page): Positive numbers: Year of the common era Negative numbers: Year before the common era (i.e. bce) Question: When counting from -5 to 5, there is a zero in between. What's on the chart (A: 1 because there is no year 0) //Q: Name an organized group that existed before the year -1000?// //(A: Canaanites -//
 * Time line -** White horizontal bar near top
 * Currents, Varieties and Branches** - Main section of the chart with blocks connected by lines
 * Blocks** - show groups whose members often had similar beliefs
 * Solid** - Organized belief

//Tribal Israel// //Tribal Judah// //)// //Current archeological evidence is that the tribes of Israel and Judah had Canaanite ancestors and became rulers of their land by peaceful migration over a long period of time, without// //the rapid conquest and destruction of the Canaanites as described in the Bible// //Question//: //Around when did the Late Bronze Age End (Answer:~-1200. Bronze Age - use of bronze and earlier tools. Iron Age: use of iron and earlier tools)// Draw a picture of the the middle east on the board Religious (like rabbis and ministers in US) - yellow //Q: Around -1000 individual tribes of Judah joined together to form the Kingdom of Judah. Who were the religious rulers at that time (A: King/Priests - Jews have priests? What is a priest - person whose job it is to perform religious rites, especially to make sacrifices)// Political (nation or state) - purple - some names are above the bar //Q: About 50 years later, tribal Israel became the Kingdom of Israel.(Describe diff betwe 2 kingdoms Who were the political rulers in what is now Israel around the year -800 (A: King/Priests; Priests? I thought that's what )// Writings - black lettering on white background, sometimes with author below; bars indicate time span of writing //Q: Boxes in 2 kingdoms show groups who wrote their own collection of scrolls. What are the names of the collection of scrolls and about when were they written?// People - black lettering, no background //Q: Who was the King of Judah when Israel fell to the Assyrians? (A: Hezekiah)//
 * Some Caveats
 * Items often drawn with precise edges, implies precise knowledge of dates
 * Dates often extensive
 * 300 Villages didn't suddenly appear in tribal Israel. It was a gradual process over many years
 * Indicated by no left side to box
 * Disagreement among scholars
 * Continuing explosion of new information
 * Executive decision to choose 1
 * Chart is constantly being updated
 * Historical Periods** - Horizontal Arrows at top (omit description, Q & A)
 * Rulers in the land of Israel (green)**
 * Writings/People -**

Theism - orange bars (polytheistic, monolatreous, monotheistic, pantheistic, nontheistic) //Q: become Monotheistic (A: Around -444 when Ezra came back to Israel from Babylon)// //Q: When did some organized Jews become Nontheistic (A: Around early 1800's with Science of Judaism and Reform movement)// //Q: The 2nd Jerusalem Temple was destroyed in 70. What Jewish temple was built later? (A: The 2nd Gerizim Temple of the Samaritans)// //Q: When did Israelites become Jews//? //(A: After fall of Kingdom of Judah to Babyloneans)//
 * Jewish Temples** - labelled lines showing time span of existence (dashed line shows possible range of dates)
 * Generic Name of the people** - blue lines with white lettering (ancient Hebrews, Jews, People of the book)

//Q: Hsk - Haskalah or Jewish enlightenment. Attempts to be part of the modern secular culture while at the same time remaining an observant Jew required modernizing the religion. The hope was that being more like their nonJewish neighbors would result in less persecution of the Jews as well as allow Jews to enjoy and take part in modern culture and science. Find Hsk on the chart (A: In the overlap between the Jewish Theists and the Rationalist in the far right about two thirds of the way down in the section).// (**Dotted** - Postulated Organized belief ) //Q: From which if any of the blocks in the Modern Jewish super block do/did each student's parents and grandparents. Did any of them come from other groups on the chart? (A: Teacher go first)// //Q: The members of Conservative Judaism original came from what group? (A: Reform)// //Q: The Rationalists block of modern Jews has a philosophical relation to what group of Jews? (A: Jewish Rationalists - see Blocks/Dashed above)// (Dotted - Postulated physical relation )
 * Currents, Varieties and Branches** (cont'd)
 * Blocks** (cont'd)
 * Dashed** - Shared belief or activity
 * Blocks within Blocks** - Members move between the smaller blocks within the larger block
 * Lines** - show relationships between members of different blocks
 * Solid** - Physical relation
 * Dashed** - Philosophical relation


 * Ask again for their impressions about the chart.**

4. __**Provide guided practice**__: Machar tries to include study, singing, dancing, etc. in each class. Discuss with the students whether the mix works well. 5. __**Provide independent practice**__: The Mitnagdim and Hasidim considered the Maskilim (proponents of the Haskalah) as their common enemy. This is the 17th century part of the struggle throughout Jewish history deciding what and how, if anything to modernize. Working independently or in small groups, separately decide what Machar should modernize and what should remain the same. 6. __**Close the lesson**__: (review and wrap-up independent practice and important points of the lesson. Generate answer to parents' question "What did you learn today") 7. __**References**__: A Historical Atlas of the Jewish People pp. 162-163. A Treasury of Jewish Folklore, edited by Nathan Ausubel 8. **__Vocabulary__:** Enlightenment, Samaritans, Crusaders, Monolatreous, Reform Movement, Talmud, Hasidism, Mitnagim, Haskalah, Conservative Judaism, Maskilim,