CU+5

=Curriculum Grade 5 (Template)(Grade 5 FAQ)=

•The encounter of Judaism with an ever changing modernity often created a tension about how much to incorporate and how much to leave out, how much to assimilate and how much to stay separate. •The sometimes successful attempts at incorporating rationalism frequently created rifts within the Jewish community. •What were some of the different ways of being Jewish during the time period? Are any of them similar to different ways of being Jewish today? How? •How were Jews treated within the larger non-Jewish community? How did Jews respond to the treatment? •What new ideas did the Haskalah introduce and how did they conflict with other Jewish ideas? Fifth grade introduces students to Jewish history from the Middle Ages to the Democratic revolutions with an emphasis on the development of a powerful intellectual tradition that gives rise to our modern Jewish secular humanism. Students will be introduced to the wide dispersal of Jews, their economic successes and hardships, shtetl life and the role of education, religion and intellectual inquiry in preserving the sense of peoplehood among the Jews of the Diaspora. Issues to be addressed may include: What were the economic bases of Jewish life in the dispersion? Were Jews treated differently in Muslim and Christian countries? What were the intellectual traditions that developed in this period (Rashi, Maimonides, responsa)? What was distinctive about the history of the Jews in Spain (Golden Age, Inquisition, expulsion)? How did religion and ethnic identity relate to each other in this period? What were the most important written texts in this period and what did they mean to the Jews? How did the Jews live in the shtetl? How did the Haskalah change Jewish life?
 * Synopsis**
 * Questions:**
 * Objectives:**

Lessons
 * # || Title || Goals ||
 * 1 || Jewish Diaspora after Roman Times || Students will get an overview of the Diaspora from the end of the Roman Empire to the expulsion of the Jews from Spain ||
 * 2 || Jewish Life in the Mahgreb || Students will examine the flourishing of Jewish culture in the Mahgreb during the Middle Ages ||
 * 3 || Maimonides || 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). ||
 * 4 || The Spanish Persecution of the Jews || Students will learn about the anti-Jewish riots in Spain of the late 14th/early 15th centuries, the subsequent program of converting the Jews of Spain to Christianity., and their ultimate expulsion from Spain in 1492. ||
 * 5 || Trial || Students will act out a mock trial of representative Spanish Jews to explore the value choices made by different Spanish Jews in the face of persecution: leaving or not leaving; converting or not converting ||
 * 6 || The Marrano Diaspora || Students will learn about the expulsion of the Jews from Spain in 1492 and the subsequent Marrano Diaspora from that time until the French Revolution, with an emphasis on how they dealt with being cryptic Jews in the new communities they traveled to (and the peculiar practices of the modern Christian remnants). ||
 * 7 || The Ashkenazi Diaspora || Students will get an overview of the Ashkenazi Diaspora from the Middle Ages through the French Revolution, with emphasis on time and location. ||
 * 8 || The Emergence of Yiddish || Students will learn about the development of Yiddish and its role in unifying Ashkenazi Jewry. ||
 * 9 || Continuation of the Talmudic Tradition: Rashi || Students will learn about the continuation of the Talmudic tradition among Ashkenazi Jews, concentrating on the work of Rashi: commentaries and responsa. ||
 * 10 || Kabbalah || Students will learn about the development of the Kabbalah in the 12th centrury and its subsequent influence. ||
 * 11 || The Origins of the Ghetto || Students will learn about the origins of the ghetto and about life in these communities, including the particulars of identification, restrictions, and persecutions (which presages the treatment of Jews during the Holocasust). ||
 * 12 || The Shulhan Arukh || Students will learn about the religious unification of Sephardim and Ashkenzim when the Polish rabbis adopted the sephardi //Shulhan Arukh// in the 1570's. ||
 * 13 || Jewish Life in the Shtetl ||  Students will learn about life in the shtetl. [Use Randi’s and Julie’s materials to create a series of 4 lessons]  ||
 * 14 || Jewish Life in the Shtetl || Goals ||
 * 15 || Jewish Life in the Shtetl || Goals ||
 * 16 || Jewish Life in the Shtetl || Goals ||
 * 17 || The False Messiahs || Students will learn about messianic movements among European Jews during the period of study, with an emphasis on Shabbetai Tzevi and implications for modern belief in the coming of the Messiah. ||
 * 18 || Hasidim and Mitnagedim || Students will learn about the emergence of Hasidism, its relationship to the messianic movement and kabbalistic mysticism, and the opposition to it by the Mitnagedim. ||
 * 19 || Jewish Role in the Development of European Commerce || Students will learn about the role played by the Jews in the development of capitalism in Europe. The lesson will emphasize two paradoxes: one is the tension between the prohibition against usury and the need of usury for commerce; the second is the fact that on the one hand, the cohesive network of European Jews facilitated their contribution to commerce, and on the other hand, the integration of Jews in European commercial life placed disintegrating pressures on Jewish community life (including assimilation, prosperity, and the resulting welcome-expulsion cycle). ||
 * 20 || The Enlightenment (Part I): Rationalism || Students will study the European Enlightenment, with an emphasis on rationalism, including deism, focusing on Spinoza and his excommunication. ||
 * 21 || The Enlightenment (Part II): Humanism || Students will study the European Enlightenment, with an emphasis on humanism ||
 * 22 || The Enlightenment (Part III): Egalitarianism || Students will study the European Enlightenment, with an emphasis on democratic egalitarianism and its threat to religious, state, and other authority. ||
 * 23 || The Haskalah || Students will study the influence of the Enlightenment on Jewish culture, with an emphasis on the work of Moses Mendelssohn ||
 * 24 || The Democratic Revolutions || The students will examine the American and French revolutions as an expression of enlightenment ideas and its implications for Jewish emancipation (next year’s discussion). ||
 * 25 || Title || Goals ||
 * 26 || Title || Goals ||