CU5-3

** Goal ** Students will be introduced to the work of Maimonides, with an emphasis on his attempt to harmonize Judaism with Aristotelian rationalism and its threat to the Jewish establishment and on the eight steps of charity (Tzedakah). **1. Gain the attention of the learner** ** 2. Relevant past learning ** Remind the students of the Jews’ freedom to pursue their chosen livelihood in Spain. ** 3. Introduce new material ** Summarize the material in “A Historical Atlas of the Jewish People,” pp. 102-103. ** 4. Provide guided practice ** Here is Maimonides’ Ladder of Charity (Tzedakah) from the //Mishneh Torah//: 1) A direct, small donation given grudgingly (after being asked); 2) A direct donation of small size, given cheerfully (after being asked); 3) A direct donation of sufficient size (given after being asked); 4) A direct donation to the hand of the needy (given without being asked; 5) The giver doesn't know the receiver, but the person receiving knows the giver; 6) The giver knows the receiver, but the person receiving doesn't know the giver; 7) The person giving doesn't know the person receiving, and when the person receiving doesn't know who gave; 8) To help a person become self-sufficient.      The Ladder of Charity shows different levels of charity. Why do you think this is useful? How many times have you done the eight level? The seventh? Who has given without knowing the recipient? Why is it important to think about charity? What is the ultimate goal of charity? What would happen if we all gave everything all the time? Would this be good or bad, why? How is charity seen today in our society? Why do people give? How many peoople give without receiving recognition? Why do you think Maimonides decided that making someone self-sufficient is the most important step on the ladder? ** 5. Provide independent practice ** Maimonides was known for his attempt to harmonize Judaism with rationalism. Define rationalism for the students. While Maimonides’ aim was to support religious doctrine through rational thought, secularists often seek rational explanations for events that are alternatives to religious explanations. Write several traditional Jewish practices (e.g., prohibition against eating pork) and traditional miracle stories (e.g., the parting of the Red Sea) and ask each student to choose one and speculate about rational, natural explanations.  **6. Close the lesson** Come together and compare the students’ explanations with the traditional explanations and modern scientific explanations.
 * 5:3 Maimonides **