CU+4

=Curriculum Grade 4 (Template)(Grade 4 FAQ)=

•There has always been a multiplicity of beliefs, practices and groups of Jews, some of which more closely share our rational and humanist values and beliefs than others. •Each group wrote books to reflect and legitimize their political, social and economic views. •The Bible is a conglomeration of the books of several of these groups. •Jews take books and learning seriously and argue about their meaning. •Who wrote the Bible and how do we know it? •When you think about the prophets, do they remind you of anyone alive today? Do we have any prophets now? •During the period you studied, the Jewish people were ruled by judges, kings, and foreign powers. How do these types of government differ from our own government in the United States? •What is the Talmud? Fourth Grade introduces students to ancient Jewish history, cultural contentions and values (particularly social justice) from the time of the judges through the Maccabbis and creation of the two Talmuds. Students will examine the changes that occurred to a centrally controlled priestly religion in Israel followed by the changes to a locally controlled Rabbinic/Torah-centered religion of the Diaspora. Since much of the Bible was written during this period, students will examine how the realities and politics of this period got translated into stories about a much earlier time. They will also critically examine the internal inconsistencies that arose because of multiple writers or groups of writers with different agendas. Issues to be addressed may include: How did certain texts come to be “The Bible”? When were they written? What was left out? What can we know or speculate about the intentions of the authors? Is there evidence for Jewish polytheism? How did the Jewish polity interact with the major powers of the Mediterranean region? What do the Dead Sea Scrolls tell us about diversity within Judaism? Why was one splinter group of Jews (Christians) so successful within the Roman Empire? When and how did the Talmud become so authoritative? What happened to the Jews (Sadduccees / Samaritans / Karaites) who rejected the Talmud? What did the rabbis offer in exchange for adherence to the oral law (immortality of the soul and an afterlife)?
 * Synopsis**
 * Questions:**
 * Objectives:**


 * Lessons**
 * # || Title || Goals ||
 * 1 || Personal Timelines || Students will make personal timelines in preparation for building periodic timeline as an overview of the year’s course of study ||
 * 2 || Introduction to Ancient History || Students will be introduced to the timeline representing what historians and archeologists currently know about the history of the ancient near east and will prepare a list of questions to consider while studying the time of the Judges through the period of Roman rule ||
 * 3 || Israel’s and Judah’s Beginnings || Students will learn about what historians and archeologists know regarding the history of ancient Israel and Judah from the time of the Judges through the reign of Solomon with a particular emphasis on the interaction between farming and husbandry ||
 * 4 || The J and E Stories || Students will learn that Israel and Judah produced parallel stories of their origins, each version of which emphasizes matters of particular concern to the people who produced it ||
 * 5 || Israel/Introduction to the Prophets (Part 1) || Students will learn about the rise of Israel during the Omride Dynasty in the ninth century and the summit of its power in the first half of the eighth century under the rule of Jeroboam II. They will also learn of the condemnation of Israelite society by Elijah, Amos, and Hosea. ||
 * 6 || The Fall of Israel and the Rise of Judah/Introduction to the Prophets (Part 2) || Students will learn about the fall of Israel following Jeroboam II’s death and the corresponding rise in Judah’s fortunes. They will also continue the discussion of prophecy by considering Micah’s forecast of the destruction of Jerusalem. ||
 * 7 || Hezekiah and the Beginnings of Monotheism || The students will learn about the stories of Hezekiah’s reforms, with an emphasis on the how monotheism along with priestly sacrifices in a centralized Temple served his economic and political needs. ||
 * 8 || Manasseh || Students will learn about the changing fortunes of Judah following the defeat of Hezekiah by the Assyrians and the return to religious pluralism under Hezekiah’s son Manasseh as a political expediency ||
 * 9 || Josiah || Students will be introduced to the reforms instituted by King Josiah, with an emphasis on human rights. ||
 * 10 || Introduction to the Deuteronomistic History || Students will learn about the creation of the Deuteronomistic history during the reign of Josiah. ||
 * 11 || The Deuteronomistic History (Exodus and the Conquest of Canaan) || Students will review the story of the exodus and the conquest of Canaan and discuss how this story served the reform aims of Josiah’s regime. ||
 * 12 || The Deuteronomistic History (The Judges) || Students will study an illustrative story from the Book of Judges and learn how the stories of the Judges served the reform aims of Josiah’s regime. ||
 * 13 || The Deuteronomistic History (The Monarchy) || Students will study the biblical account of the transition from the confederacy under the Judges to a united Monarchy under Saul and discuss the qualities that make one a good leader. ||
 * 14 || The Deuteronomistic History (David) || Students will learn about the biblical account of David’s reign, including the significance of Jerusalem, and learn how these stories served the reform aims of Josiah’s regime. They will also continue their reflections on the important qualities for a leader. ||
 * 15 || The Deuteronomistic History (Solomon) || Students will learn about the biblical account of Solomon’s reign and how these stories served the political aims of Josiah’s regime. They will also discuss the importance of wisdom in a ruler ||
 * 16 || Conquest of Judah || Students will learn about the conquest of Judah by the Babylonians and the beginning of the Exile. ||
 * 17 || The Babylonian Exile (Part 1) || Students will learn about life in Babylonia during the Exile ||
 * 18 || The Babylonian Exile (Part 2) || Working with the writings of Jeremiah, students will learn about life in Judea during the Exile and about Jeremiah’s concept of Judaism. ||
 * 19 || Some Return from Exile || Students will learn about Persian rule leading to the return of some of the Jews to Judea, the rebuilding of the Temple, and the Priestly additions to the Bible. ||
 * 20 || Ezra and Nehemiah || Students will learn about the reforms of Ezra and Nehemiah with an emphasis on the ethical tension between the official policy of exclusivism and the universalistic ethic of some of the post-exhilic writings. ||
 * 21 || Greek Rule and Wisdom Literature || Students will discuss the transition of power under Greek rule and the impact of Greek practice on the daily lives of the Jews. ||
 * 22 || The Maccabees || Students will learn about the rule of Antiochus and the Maccabean revolt and will discuss and debate the issue of assimilation, emphasizing that the Maccabees warred against the Greeks and the assimilationist Jews. ||
 * 23 || Roman Rule and the Great Revolt || Students will review and compare problems that arise under Roman rule with the Greek ruling years. Students will explore the events of Masada and discuss whether there is ever a right time to take a life. ||
 * 24 || Beginning of Rabbinic Judaism ||  Students will learn about the origins of the synagogue and the rise of rabbinic Judaism following the destruction of the Second Temple  ||
 * 25 || Introduction to the Talmud || Students will be introduced to the problems of interpreting rules of conduct and learn about the development of the Jerusalem and Babylonian Talmuds. ||
 * 26 || Title || Goals ||