Jewish History Elementary II and Advanced

PREMIUMPREMIUM TORAHTORAH COLLEGECOLLEGE PROGRAMSPROGRAMSTaTa l l

February 2019 Jewish History Elementary II and Advanced

—Study Guide—

This Study Guide can be used to study for both the elementary II and the advanced Jewish History examinations, as they are both based on the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). Whether you are preparing for the elementary or advanced examination, please utilize the relevant sample examination to familiarize yourself with the type of questions that are asked, and for guidance as to how to answer them. NOTE: The answers that you give must be found in the syllabus. There may be other correct answers to a question, but they do not receive credit on the examination.

Elementary II

To prepare for the elementary Jewish History II examination, please refer to: •• The elementary examination description and syllabus on pages 5–24 of this booklet. •• The elementary sample examination (page 25).

Advanced

To prepare for the advanced Jewish History examination, please refer to: •• The elementary syllabus (pages 5–24) and the advanced examination description and syllabus (pages 30–50). The pages assigned to study for the advanced examination include the elementary material because the advanced Jewish History

This Study Guide is the property of TAL and MUST be returned after you take the exam. Failure to do so is an aveirah of gezel.

examination is comprehensive, testing you on the material from both the elementary and the advanced syllabi. •• The advanced sample examination (page 51). •• Essay-writing guidelines to help prepare you for quality essay writing (page 57).

NOTE: a. Please use dark black ink for all your answers. b. Accustom yourself to outlining your answers on scrap paper and writing practice essays clearly. Illegible exams will not be graded. c. The lowest passing score on this exam is 70. You will not get credit for a score below 70, though in the case of a failed or illegible paper, you may be able to retake the examination after waiting six months. Grades for transcripts are calculated as follows: A = 90–100% B = 80–89% C = 70–79%

Elementary Jewish History II

—Examination Description—

The elementary Jewish History II examination is based on chapters 1–20 from Part I of the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). You do not need to study the rest of the book for the purpose of this exam.

The exam contains two sections evaluating your knowledge of the relevant period in Jewish history.

I. Multiple Choice This section includes 60 multiple choice questions, designed to assess the breadth of your knowledge of the history.

II. Short Answers In this section you will have a choice of 15 out of 18 short answer questions.

Elementary Jewish History II

—Syllabus—

Study the following topic questions to prepare for the elementary Jewish History II exam. The left hand columns indicates the relevant chapters and page numbers in the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa. The syllabus lists all the chapters and sub-titles of the book. The topic questions are to focus your attention on the material needed for the examination. Sometimes more than one sub-title appear together, followed by the topic questions. For example:

19–20 THE APPOINTMENT OF RABBAN GAMLIEL

A. The Nature of the Sanhedrin/B. The Nasi — An Ancient Office •• What was the role of the Sanhedrin? What was the role of the Nasi and the Av Beis Din?

The above example indicates that to answer the topic questions “What was the role of the Sanhedrin?” and “What was the role of the Nasi and the Av Beis Din?” you need to study both parts of the book: “The Nature of the Sanhedrin” and “The Nasi — An Ancient Office.” When learning through Part I of the book, concentrate on these topic questions. The object of this course is not just to remember lists of facts, but also to understand the course of events and the reasons behind them. The only facts that you need to memorize are in these topic questions, however to understand the issues you need to study the entire Part I of the book History of the Jewish People — From Yavneh to Pumbedisa without skipping sections or paragraphs. The syllabus divides the book into sections to aid your understanding of the material. As a further study-aid, each syllabus section starts with a brief overview of the period and a list of the major leaders of the time. NOTE: a. The section numbers and titles do not refer or correlate to any numbering or titles

in the source book. The titles in the Topic column do refer to the book’s chapter titles and subtitles. b. The overview lists do not need to be memorized; you are not expected to know the years of each Emperor’s reign etc.

Section 1 Chapters 1–6 Rebuilding the Jewish Nation after the Churban

Overview: This section discusses how Chazal, under the leadership of R’ Yochanan and Rabban Gamliel, rebuilt the Jewish nation after the Churban of the Second Beis HaMikdash despite ongoing Roman repression. Period covered: 70–81 CE Jewish leaders: R’ Yochanan ben Zakkai, Rabban Gamliel II Roman Emperors: Vespasian, Titus

Ch. Page Topic

1: 11–12 RABBAN YOCHANAN BEN ZAKKAI

The Eternity of Israel •• Before the Churban, why were most of the conquered nations willing to become part of the Roman Empire, and why were the Jews not willing to do likewise? •• How did the destruction of Yerushalayim and the Beis HaMikdash affect the Jewish people? What “feature” of Judaism prevented the assimilation and disappearance of the Jewish nation?

13–15 “He Who Foresees the Future in Its infancy” •• What limited goal did R’ Yochanan hope to achieve in his “nego- tiations” with Vespasian? For what three things did R’ Yochanan ask? What task did he foresee for the “little yeshivah” in Yavneh? How did the destruction of the Beis HaMikdash affect the nation’s unity? What were R’ Yochanan’s three takanos, and what “mes- sages” did they teach the people?

2: 16–17 THE RE-ESTABLISHMENT OF THE SANHEDRIN

Laying the Foundations •• After setting up the yeshivah in Yavneh, what was R’ Yochanan’s next task?

A. The Sages of Yavneh •• Which qualifications were required to be a member of the Sanhedrin, and which were not? What was unique about the Jewish people’s attitude to their leaders?

17–18 B. The Sanhedrin: The Only Surviving Institution •• Why was the Sanhedrin, as opposed to the Jewish king or Kohen Gadol, the only practical instrument of leadership even before the Churban? What status did the Romans give the Jewish nation after the Churban, and how did it affect the leadership of the nation? •• (See also p 50 for extra details about the Jewish kings.)

18–19 C. Waiting •• Why did R’ Yochanan delay establishing the Sanhedrin?

19–20 The Appointment of Rabban Gamliel

A. The Nature of the Sanhedrin/B. The Nasi — An Ancient Office •• How many judges sat on the Sanhedrin (HaGadol)? What were the role and functions of the Sanhedrin? What were the roles of the Nasi and the Av Beis Din?

20–21 C. The Choice of a Successor •• Why did R’ Yochanan not take the position of Nasi?

21–22 D. The Importance of Continuity •• Why did R’ Yochanan appoint Rabban Gamliel as Nasi? How did the Jewish people respond to his appointment? How did the Romans respond to the revival of the Jewish spirit and leadership?

•• (See footnote on page 22. It appears that the events described in the footnote took place in the time of Domitian, and are described again briefly on page 45.)

22–24 E. The Sages Move Out •• What message did R’ Yochanan send the Jewish nation by establishing a new yeshivah outside Yavneh?

3: 25–26 RABBAN GAMLIEL OF YAVNEH

The New Nasi faces the future •• What general task did Rabban Gamliel face on assuming office? What two goals did he face in regard to the Sanhedrin? What four problems did he face in achieving these goals?

26 Uniformity of Belief (The first problem) •• What was it that made the dissenting sects heretical? Why were they so dangerous to the loyal Jews (known as Perushim)? How did Chazal deal with the problem?

27 A Uniform Order of Prayer (The second problem) •• What changes needed to be made to the seder hatefillah, and why?

27–29 Clarifying the Law (The third problem) •• Why “in the beginning” were there “no lasting disagreements among the people”? Why did there arise conflicting rulings in the century before the Churban, until it seemed as if the Torah had become “two Torahs”? Based on what decision-making principle did the new Sanhedrin clarify and resolve the law?

29 The Beginning of Political Activity — A Humanitarian Mission (The fourth problem) •• Why is Titus referred to by the Gemara as “Titus the Wicked”? Why did Chazal journey to Rome, and what did the journey sig- nify about the Nasi and Sanhedrin’s status? •• (Also see the story and subsequent commentary on page 38.)

4: 30–31 CHALLENGES TO THE AUTHORITY OF THE NASI

A Policy of Strength •• How did the Sanhedrin enforce its decisions among the people after the Churban? What kind of leadership did Rabban Gamliel choose to exercise and why? What examples are there of this leadership?

31–33 A Challenge “from Within the Family” •• How did the dispute between R’ Eliezer and the chachamim affect the standing of the Sanhedrin? What principles of halachah did the dispute confirm?

5: 34–35 THE NASI — DEPOSED AND RE-INSTATED

The Importance of the Calendar •• Whose consent was required to proclaim a Rosh Chodesh or a leap year? Why was it so important to have a universally accepted calendar?

35–36 Rabban Gamliel Asserts Himself •• What was the first dispute between Rabban Gamliel and R’ Yehoshua about? Why did Rabban Gamliel repeatedly assert his authority over R’ Yehoshua in such a drastic fashion?

36–37 The Sages Rebel •• Why did the chachamim remove Rabban Gamliel from office? What does this teach us about the limitations on the Nasi’s power?

37–38 Rabban Gamliel’s Humility •• How does the above-mentioned episode (and similar episodes in Jewish history) show that Bnei Yisrael were a unique people?

6: 39–40 DIASPORA JEWRY AND THE COMMUNITY IN ERETZ YISRAEL

(Untitled section) •• How did the Romans seek to humiliate and frighten the Jews of the Diaspora? What held the Jewish people together?

40–41 The Exiles of the Second Destruction: Inoculated Against Assimilation •• Why were the Jews in Eretz Yisrael and in the Diaspora relatively immune to assimilation after the second Churban? •• (The following three topics p. 41–43 mainly deal with the pre- Churban period.)

41 Acceptance by the Gentile Authorities •• (from the period before the Churban) •• Why were the Jews in the Diaspora tolerated by their host nations, including even the Romans?

41–42 Contact Between the Diaspora and Jerusalem •• How did Yerushalayim contribute to the Jews of the Diaspora? What were the obligations of the Diaspora toward Yerushalayim?

42–43 The Festival Pilgrimages •• How did the Yamim Tovim unite the Jewish nation?

43 Contacts Renewed and Strengthened •• How were contacts renewed between Eretz Yisrael and the Diaspora after the Churban? Did the Jews of the Diaspora support the new Sanhedrin?

Section 2 Chapters 7–12 Roman subjugation of Eretz Yisrael up to and including the Bar Kochba Revolt

Overview: This section describes the survival of the Jewish nation under harsh Roman rule from the early years of Yavneh until just before Rebbi became Nasi in the time of Emperor Antoninus. The material focuses on the anti-Semitic policies of three Roman Emperors: Domitian, Trajan, and Hadrian, and discusses the Bar Kochba revolt and its consequences. Period covered: 82–145 CE Jewish leaders: Rabban Gamliel II, R’ Elazar ben Azarya, R’ Akiva Roman Emperors: Domitian, Nerva, Trajan, Hadrian, Antoninus Pius

Ch. Page Topic

7: 44 FROM YAVNEH TO USHA AND FROM USHA TO YAVNEH

Roman Power •• What factors contributed to the Romans’ military success? How did the Roman Emperors acquire leadership, and how, in general, did they lose it?

45 The Emperor’s Hostility •• How did Domitian react to the revival of Jewish leadership? Why did the Sanhedrin move to Usha? Why was Rabban Gamliel always “going from place to place”?

46–47 The Sages Succeed •• How did the Jews’ situation improve under Emperor Nerva?

8: 48–50 THE REIGN OF TRAJAN — A NEW TIME OF PERIL

An Ambitious New Emperor/Trajan’s Decision •• What personal and military considerations persuaded Trajan to crush the reviving Jewish nation?

51–53 Yavneh Abandoned •• Why did the chachamim abandon Yavneh? How did Rabban Gamliel ‘serve’ the Jewish people even in death? Why was R’ Elazar ben Azarya chosen to succeed Rabban Gamliel? What was the situation of the chachamim and of the Torah under Trajan’s rule?

53–55 Rome Goes to War •• Why were the Jews of Parthia (Bavel) so active in the fight against the Romans? How did this affect other Jewish communities of the Roman Empire? •• (The community of Alexandria is also discussed on p. 104].)

55–56 New Persecutions in Eretz Yisrael •• How were the Jews of Eretz Yisrael treated during the Parthian war? How was Trajan’s failure to conquer Parthia providential for the Jewish people?

9: 57–58 THE REIGN OF HADRIAN

A New Emperor and a New Policy •• What considerations prompted Hadrian to adopt a more peaceful policy toward the Jews (in the early period of his rule)?

58 The Sanhedrin Re-established •• Why was the Sanhedrin reestablished in Usha, not Yavneh? Why was R’ Akiva, and not R’ Shimon ben Gamliel, chosen to head the Sanhedrin?

58–59 False Hopes •• Why did Hadrian effectively rescind permission to rebuild the Beis HaMikdash? Why did his attitude toward the Jews become increasingly repressive?

59–61 The Revolt. The Causes of Resistance/Hadrian’s Motive •• Why did the Jews revolt against the Romans? Which mitzvos did Hadrian target, and why?

10: 62 THE BAR KOCHBA REVOLT

The First Phase: Spontaneous Resistance •• How did the revolt against the Romans begin, develop, and finally gain enough strength that the Jews forced the Romans to evacu- ate Yerushalayim? Why did R’ Akiva change Shimon bar Kosiba’s name to Bar Kochba?

64 The Second Phase: The Kingdom of Bar Kosiba/The Third Phase: Jerusalem Reoccupied •• How long did the “Kingdom of Bar Kosiba” last? What strategy did the Romans use to counterattack?

65–66 The Fourth Phase: Beitar •• Why was Bar Kochba defeated? On which day did Beitar fall? How great were the Jewish losses? Was the revolt really worth it, bearing in mind the enormous sacrifice of Jewish life? •• (Also see the following section about the fall of Beitar.)

11: 67 AFTER BEITAR: VENGEANCE AND MARTYRDOM

The Destruction of Eretz Yisrael •• What happened as a result of the fall of Beitar? How does this compare with the devastation that took place after the Churban?

68 A Moment of Calm •• How did the Jewish Christians respond to the defeat of Bar Kochba?

68–71 A Plan for Extermination/The Prime Target: The Sages/Martyrdom of the Sages •• How did Roman policy change following the Bar Kochba revolt? Why did they particularly target the teaching of Torah? How did the Romans enforce their policies? What was semichah? What was the punishment for granting semichah? Why was R’ Akiva imprisoned, and how did the other chachamim of the generation react to the decrees? What did R’ Akiva do while in prison? Why did the Romans ultimately not succeed in their plan of extermination? What were the circumstances of R’ Yehudah ben Bava’s and R’ Akiva’s deaths?

12: 72–73 THE RELIGIOUS PERSECUTION ENDS

Hadrian Dies — But His Influence Lingers •• Why did the Roman persecution continue for five to six years after Hadrian’s death? Under what circumstances was it permis- sible to declare a leap year outside of Eretz Yisrael?

73–74 The Recovery Begins •• Why were the anti-Torah decrees relaxed? Who led the heroic rebuilding of the nation?

74 The Authority Returns to Eretz Yisrael •• What was one of the first matters performed by the chachamim of Eretz Yisrael?

74–76 An Appeal to the Nation/The Repeal of the Old Decrees •• What public appeal was issued at his time? What were the three main tasks facing the surviving chachamim? How did R’ Shimon bar Yochai succeed in invalidating the laws that forbade the ob- servance of mitzvos?

76 The Sanhedrin Re-Established •• What good news was received at this time, and what berachah commemorates it? Why, despite the Sanhedrin being reestablished, did it move to a new location?

Section 3 Chapters 13–17 Rebbi and the Compilation of the Mishnah

Overview: The major subject discussed in this section is R’ Yehudah’s tenure as Nasi and his decision to write down the Mishnah (chapters 14–15), thereby ending the era of the Tannaim. The period is noted for the peaceful relations that existed between the Jews and the Romans. After Rebbi’s death, the situation of the Jews in Eretz Yisrael deteriorated, and many began emigrating to Bavel (as explained in chapter 17). Chapter 16 discusses the unique community life of the Jewish people during the entire post-Churban period. Period covered: 145–235 CE, except for Chapter 16 which covers all of the post- Churban period Jewish leaders: R’ Shimon II, R’ Yehudah HaNasi, Rabban Gamliel III, R’ Yehudah Nesiah Roman Emperors: Antoninus Pius, Marcus Aurelius Antoninus, Marcus Commodus Antoninus, Lucius Severus, Caracalla, Macrinus, Heliogablus, Alexander Severus

Ch. Page Topic

13: 77 RABBAN SHIMON BEN GAMLIEL AS NASI

The “Son of the Nasi” Takes His Rightful Place •• How did Jewry greet the reestablishment of the Sanhedrin headed by the new Nasi? How did Diaspora Jewry support Eretz Yisrael?

78 The Personality of Rabban Shimon ben Gamliel •• (There are no topic questions associated with this subtitle.)

78–79 His Term as Nasi Brought to an End •• Why did the Romans allow Rabban Gamliel to keep the title of Nasi, yet force him to give up the leadership of the Sanhedrin and the yeshivah?

79–80 Salvation from an Unexpected Source •• Why did the Romans elevate R’ Yehudah ben R’ Ilai to head the Sanhedrin? Why did R’ Shimon bar Yochai go into hiding, and what did he and his son do during their twelve years of hiding?

14: 81–83 R’ YEHUDAH HANASI (REBBI)

The Conflict Between Rome and Parthia/Eretz Yisrael as a Pathway for the Legions •• Why did Eretz Yisrael have to suffer because of the conflict between Rome and Parthia? What incident demonstrated the Jews’ weak political position?

83 The Emperor forms a friendship with the Nasi •• Why did Emperor Marcus Aurelius Antoninus become a friend of R’ Yehudah?

84–86 Torah and Sovereignty in One Man •• What benefits resulted for the Jewish people from the above- mentioned friendship? How do we see “the Finger of Hashem” in Rebbi’s appearance and accomplishments at this time of history? Why was R’ Yehudah known to the people as “Rebbi” or “Rabbeinu HaKadosh”?

15: 87–88 THE COMPILATION OF THE MISHNAH

The Written and the Oral Torah •• What are the two parts of the Torah and how are they related? How were these teachings transmitted from generation to generation?

88–89 The Oral Mishnah •• What four measures did the Knesses HaGedolah make to strengthen Torah SheBaal Peh?

89 “You May Not Write It Down” •• Why was the Torah SheBaal Peh originally not written down?

89–92 The Mishnah Written Down •• According to the Rambam, why did R’ Yehudah write down Torah SheBaal Peh?

93 The Role of Rebbi — An Alternative Opinion •• According to R’ Sheira Gaon, why did Rebbi compile the Mishnah? Why is the compilation of the Mishnah attributed to Rebbi, when it is really the accomplishment of the Sanhedrin?

93–95 Rebbi’s Foresight •• How had the position of the Roman Emperor changed in Rebbi’s time? How did this influence Rebbi to write down the Mishnah?

95–96 The Talmud Remains Essentially Oral •• Why is the Mishnah still referred to as Torah SheBaal Peh even though it has been written down?

96 Rebbi in Tzippori •• What did Rebbi do and declare before he died? What special character traits did he possess? •• (See also the sections: Torah and Sovereignty in One Man (page 85); The Death of Rebbi (page 105–106))

16: 97 THE PEOPLE — THEIR COMMUNITY LIFE

(Untitled section) •• Why does the history of the Jewish people revolve around the history of the chachamim?

97–98 Three Distinguishing Marks of Jewish Society •• What are the most striking features of Jewish social organization? What makes Torah Law more than just a “religion”? How does

Torah Law foster social equality? Upon whom is the duty to learn Torah, and to what extent?

98 Civil Administration •• How were Jewish cities ruled? What are some of the ten minimal requirements of a city?

98–99 Judaism and Hellenism •• (There are no topic questions associated with this subtitle.)

100–101 The Poor •• How did Greek society treat their poor, and why? What is the Jewish approach to giving tzedakah? What takanos did Chazal en- act to provide for the poor? What criteria determined when new city residents had to pay taxes?

101–102 Education •• What was the approach of the gentiles to education? What is the Torah approach to education? What educational systems were implemented by Chazal? What was the curriculum?

102–103 The Foundation of the “Kehillah” •• What was the basic unit of the social organization of Jewry before the Churban? How did this change after the Churban? How did Chazal respond to the change?

17: 104–105 THE GENERATION OF TRANSITION

A period of Relative Stability •• How did Antoninus’ son, Commodus, treat the Jews? What happened to the Hellenist Jews of Alexandria, and what lesson can be learnt from this? How did the Romans regard the Jews at this stage of history?

105–106 The Death of Rebbi •• How did Rebbi demonstrate at his death that he was a true leader of the nation?

106–108 End of an Era •• How did Rebbi’s death mark the “end of an era”? Why are the Rabbanim of that period referred to as the “Transition Generation”? By what titles are the Rabbanim of the Mishnah and the Gemara known, and why? What is their relative status?

108–109 Rabban Gamliel III •• How did Rabban Gamliel relate to the ruling authorities, and why? How did Chazal view manual labor? How did this differ from the Greek and Roman attitudes?

109–110 The Dispersal of the Sages •• Why were the chachamim concentrated in Beis She’arim and in Tzippori during Rebbi’s lifetime? What happened after his death?

110–111 The Political Situation in the Time of R’ Yehudah Nesiah •• What happened to the political stability of the Roman Empire during the period that R’ Yehudah was Nasi? How did Eretz Yisrael suffer as a result? Why did Jews begin leaving Eretz Yisrael at the end of R’ Yehudah’s life, and where did they go? How did the death of R’ Yehudah Nesiah affect the standing of the Sanhedrin and thereby mark the end of an era?

Section 4 Chapters 18–20 The Jews in Bavel

Overview: This section describes the origins of the Jewish community in Bavel, and charts its development from being a community that yielded to the leadership of Eretz Yisrael to one having Torah institutions of equal standing. A large part of the section discusses the economic, social, and religious conditions of life in Bavel, and compares them to those of Eretz Yisrael.

Period covered: From the first Churban until the beginning of the Sassanian Dynasty (227–250 CE) Jewish leaders in Rabban Gamliel IV Eretz Yisrael: Jewish leaders in R’ Shila, Rav, Shmuel Bavel: Rulers of Bavel: Ardashir I, Shapur I

Ch. Page Topic

18: 113–114 THE JEWS IN BABYLONIA

The Righteousness of Exile •• How did the exile of King Yechanyah (and the leading chachamim) eleven years before the First Churban, ease the exile of King Tzidkiyahu and the bulk of the Jews? What was the shul “that moved and settled”?

114–115 Exile without Anti-Semitism •• How much anti-Semitism did the exiles of the First Beis HaMikdash find in Bavel? Why might this be? •• (Also refer to page 119.)

115–116 Those Who Chose to Remain in Exile •• Why did the majority of those exiles not return to Eretz Yisrael with Ezra HaSofer?

116–118 Conditions of life in Babylonia/Side by Side with Eretz Yisrael •• (Although these sections discuss the situation in Bavel during the Second Beis HaMikdash period, most of the details also apply to post-Churban Bavel.) •• Who was the political leader in Bavel? From who was he de- scended? What was his standing among the Babylonians? What type of contact existed between the Jews of Bavel and Eretz Yisrael? What was the economical, political, and spiritual situation of the Jews in Bavel? (Compare to that of Eretz Yisrael at the time.)

19: 119–123 TORAH IN BABYLONIA

(Untitled Section)/The Fallacy of Name-Counting as Historical Proof •• In what ways did Babylonian Jewry help the Jews of Eretz Yisrael after the Second Churban? Why did R’ Chiya and his sons need to come from Bavel to Eretz Yisrael? What was the level of limud HaTorah in Bavel as compared to Eretz Yisrael? How did Babylonian Jewry relate to the authority of the Sanhedrin after the Churban?

123–124 The Rashei Galusa •• Was there always a Reish Galusa in Bavel? Were they talmidei chachamim?

124 The Babylonian Sages at the Time of R’ Yehudah Nesiah’s Death •• What caused Babylonian Jewry to cease accepting the Central Yeshivah in Eretz Yisrael as the supreme authority? •• (This idea is developed in the next section, below.)

20: 125–126 “THAT PLACE” BECOMES “THOSE PLACES” — THE DISPERSAL OF TORAH AUTHORITY

Separation of the Nasi and the Sanhedrin •• What happened to the position of the Nasi from the days of Rabban Gamliel IV? How did this affect the standing of the Sanhedrin and Nasi among world Jewry?

126–127 The Leadership Role Decentralized: The Babylonian Torah Centers Take on Equal Authority •• What was the role of the Central Yeshivah (or Mesivta)? How did the Babylonian institutions originally distinguish themselves from the Sanhedrin? How and why did this later change? How did the Babylonian counterpart of the Sanhedrin differ from the one in Eretz Yisrael?

127–130 The Sassanian Dynasty and the Plague of Guebers •• Why did the Sassanians enforce a common religion? What tenets of the Zoroastrian religion led its priests to harass the Jews? How did these persecutions compare to that of the Romans?

130–132 King Shapur: The Restoration of friendly Relations •• Why did King Shapur restore friendly relations with the Jews? What examples do we see of friendly relations between King Shapur and Shmuel?

132 A Policy Maintained to This Day •• (There are no topic questions associated with this subtitle.)

Elementary Jewish History II

—Sample Examination— This examination consists of the following two sections:

I. Multiple Choice Answer all four questions. In the formal examination, this section contains 60 questions.

II. Short Answers Answer one out of the three questions. In the formal examination, you have to answer 15 out of 18 questions. Time: You will have one and a half hours to complete the formal examination. The answers to all questions in this sample examination can be found on page 28. NOTE: a. Please use dark black ink for all your answers. b. Accustom yourself to outlining your answers on scrap paper and writing practice essays clearly. Illegible exams will not be graded. c. The lowest passing score on this exam is 70. You will not get credit for a score below 70, though in the case of a failed or illegible paper, you may be able to retake the examination after waiting six months.

I. Multiple choice (60%)

Directions: Answer the following four questions, selecting for each question the best out of the four suggested answers.

1. Which of the following is chronologically correct? A. (i) the Beis HaMikdash was destroyed, (ii) Rabban Yochanan ben Zakkai met with Vespasian and was permitted to set up the yeshivah in Yavneh. B. (i) Rabban Yochanan ben Zakkai met with Vespasian, (ii) the Beis HaMikdash was destroyed, (iii) the yeshivah in Yavneh was set up. C. (i) the Beis HaMikdash was destroyed, (ii) Rabban Yochanan ben Zakkai set up the yeshivah in Yavneh, (iii) he met with Vespasian. D. (i) Rabban Yochanan ben Zakkai met with Vespasian and was permitted to set up the yeshivah in Yavneh, (ii) the Beis HaMikdash was destroyed.

2. Which of the following was NOT one of the traditional powers of the Sanhedrin? A. appointing the king B. appointing the Kohen Gadol C. proclaiming Rosh Chodesh D. approving the king’s decision to go to war

3. Which of the following mitzvos was NOT initially prohibited by Hadrian before the Bar Kochba revolt? A. Shabbos B. Bris milah C. the public teaching of Torah D. taharas hamishpachah

4. What was the title of the political leader of Bavel? A. the Reish Galusa B. the Nasi of Bavel C. the Rosh HaGolah D. the Nasi HaGolah

II. Short Answers (40%)

Directions: Answer two out of the following three questions. Please limit each of your answers to about 40 words. Partial credit will be awarded for partial answers. No extra credit will be granted if you answer more questions than required.

1. Identify three of the major problems that faced Rabban Gamliel on assuming office (shortly after the Churban).

2. Explain two ways in which contact between Eretz Yisrael and the Jews in chutz le’aretz was reestablished after the Churban.

3. What were the reasons behind the Bar Kochba revolt?

Elementary Jewish History II

—Answer Key— Below are the answers to all the questions in the sample elementary Jewish History II examination.

I. Multiple choice

Page Page Page Page 1. D 14 2. C 19 3. C 73 4. A 116

II. Short Answers

1. Identify three of the major problems that faced Rabban Gamliel on assuming office (shortly after the Churban). a. To stop the growth of heretical sects among Jews, and prevent them causing damage to loyal Jews. b. To establish a uniform arrangement of tefillah (and include tefillos for the rebuilding of Yerushalayim and the Beis HaMikdash). c. To clarify the halachah — both in dealing with new questions and in resolving matters of dispute. d. To begin political action on behalf of the people (so they would have a central national body to represent their interests). e. To strengthen the weakened authority of the Sanhedrin. (p. 25–26)

2. Explain two ways in which contact between Eretz Yisrael and the Jews in chutz le’aretz was reestablished after the Churban. a. Chachamim who journeyed to chutz le’aretz for political reasons or to collect funds, also took the opportunity to teach the Jews there. In addition, it appears that chachamim traveled solely to teach and answer halachic questions. (p. 41) b. The Jews of chutz le’aretz sent donations for the upkeep of the yeshivos of Eretz Yisrael (in place of the donations they had sent to the Beis HaMikdash). (p. 41)

c. The Sanhedrin was accepted by the Jews in Bavel as the supreme Torah authority. (p. 120–121) d. Since only the Nasi could proclaim the Rosh Chodesh (as had been the case before the Churban), this must have helped reunify Jewry. (p. 34)

3. What were the reasons behind the Bar Kochba revolt? The Romans had prohibited the Jews observing Shabbos, bris milah, taharas hamishpachah, and the recitation of Kerias Shema. It was thus evident that Rome’s intention was to force the nation to abandon its religion so that the Jews would assimilate with the gentile nations. (Contributing factors might have been the fact that Hadrian renamed Yerushalayim after himself and an idol, and that he built a temple on the site of the Beis HaMikdash devoted to that idol. However, these were not the main causes of the Bar Kochba revolt.) (p. 59–61)

Advanced Jewish History

—Examination Description—

The advanced Jewish History examination contains three sections evaluating your knowledge and understanding of the period between the establishment of Yavneh as a Torah center in the times of the Tannaim, and Pumbedisa as a yeshivah in the times of the Amoraim. The exam questions in all three sections are based on Part I of the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). Part I of the book consists of chapters 1–34. You do not need to study the rest of the book for the purpose of this exam.

I–II. Multiple Choice and Short Answers These sections contain 15 multiple choice questions and a choice of 10 out of 13 short answer questions, designed to assess the breadth of your knowledge of the history.

III. Essay This section ascertains your grasp of some of the general themes in the flow of the pertinent Jewish history. Be prepared to convey the information in a logical, organized fashion in an essay on a choice of three given topics.

Advanced Jewish History

—Theme Syllabus—

The theme syllabus below aims to aid your preparation for the essay section of the Jewish History examination. The essay requires you to demonstrate an understanding of some general issues in the history. As the name suggests, the theme syllabus outlines the broad themes or areas on which you should focus your studies when preparing. It is advisable first to read through the Theme Syllabus to familiarize yourself with the ideas contained therein. Then work through the Topic Syllabus, bearing in mind that in addition to learning the individual topic questions you should aim to have a general understanding of the concepts discussed in the Theme Syllabus. Under each heading in the following outline are listed the issues on which you should concentrate your studies and the corresponding chapter or page numbers in the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). Learn all the information on the specified pages, focusing your studies on the themes outlined on the next few pages. The lists of “Pages to Focus On” refer to the sections of the book that are most relevant to the corresponding subject. The lists are not all-inclusive, and it would be wise to find other references to the specified topics. Moreover, there may be overlaps between the theme categories, with the information on one page referring to many categories.

Theme Pages to Focus On 1. Surviving the Churban — Rabban Yochanan ben Zakkai and Rabban Gamliel

a. Understand the physical and spiritual desolation Chapters 1–6 (Section 1 of that resulted from the Churban and the defeat of the Elementary syllabus). the Jewish nation by the Romans. b. Identify the problems which faced Rabban Yochanan ben Zakkai and why he responded to them in the way that he did (such as with his three requests from Vespasian, his four takanos, the appointment of Rabban Gamliel, etc.).

Theme Pages to Focus On c. Understand how Rabban Gamliel continued his work of building an organized Jewish nation with a strong Sanhedrin. Look at the particular problems that he faced (such as heretical sects, differences in the prayer service, unresolved halachic questions, lack of political power and so on) and see how he overcame them.

2. The Roman subjugation of Eretz Yisrael up to and including the Bar Kochba Revolt

a. Examine the anti-Jewish policies of Domitian, Chapters 7–12 (from Trajan, and Hadrian, and compare and contrast Section 2 of the Elementary the different motives behind them. syllabus). b. Understand the causes of the Bar Kochba revolt, the reasons for its initial success and eventual failure, and the consequences it had for the Jewish nation.

3. Rebbi and the compilation of the Mishnah

a. Identify the reasons why Rebbi decided to compile Chapters 14, 15, and 17 the Mishnah, such as the weak social and political (from Section 3 of the situation of the Jewish people since the Churban Elementary syllabus). and the changes which were taking place in the Roman Empire. b. Understand the providential events which helped him accomplish the task, such as a friendly Roman Emperor, his own qualities (in learning, statesmanship, yiras Shamayim), a concentration of great chachamim at his yeshivah, etc.

Theme Pages to Focus On 4. The unique nature of the Ancient Jewish Nation

Understand how the Jewish nation was unique Chapter 1 p. 11–12, in regard to its just and righteous values and 16–21, Chapter 3 p.‍30– leadership as compared to other nations of the 33, Chapter 6 p.‍36–37, time. 43, Chapter 7 p.‍44–45, To do this, analyze the following areas: Chapter 13 p.‍77–79, Chapter 16, Chapter 17 p.‍108–111.

A. The high values of the Jewish nation The high values of the Jewish nation, as indicated by the emphasis on learning Torah, following the chachamim’s direction, working and living according to a moderate lifestyle, and so on. Contrast this with the other nations’ pursuit of pleasure and power.

B. The righteousness of the governing bodies Focus on the Sanhedrin, looking at its functions, the pure character of its members and leader (the Nasi), the way it maintained power among the people, the way the Nasi was appointed and maintained his influence, the qualifications required to be appointed to the Sanhedrin, and so on. Contrast this with the way the gentile rulers (especially the Roman emperors) obtained and maintained power.

C. Social welfare and the poor Study the way in which the poor were treated in Jewish society, noting how charitable funds were distributed and how the Torah affected the unity of the people and allowed even the poor to become leaders. Contrast this with Greek and gentile attitudes and practices.

Theme Pages to Focus On D. Education Identify the Torah values toward education and see how these were implemented by the nation. Contrast this with Greek and gentile attitudes and practices.

5. The Jews in Bavel

a. Analyze the situation of the Jews in Babylon Chapter 6 p.‍40–43, from its establishment after Churban Bayis Chapter 17 p.‍110–112; Rishon until the reign of King Shapur I. Chapters 18–20 (Section 4 b. Focus in particular on the social, economic, of the Elementary syllabus). and religious conditions that existed there for the Jews and account for the reasons why the majority of Bavel’s Jewry never returned to Eretz Yisrael. c. In addition, examine the relationship between the Jews of Bavel and Eretz Yisrael and the various ways that Bavel Jewry supported their brethren in Eretz Yisrael.

6. The Yeshivos of Bavel

a. Chart the origins and development of the yeshivos Chapter 18 p. 113–115, of Bavel and their relationship with those of Eretz Chapter 19, Chapter 20 Yisrael. p. 125–127, Chapter 22, b. You should understand the changes that took Chapter 23, Chapter 25 place over the following three periods: (i) When p. 160–161, Chapter 26 the yeshivos of Bavel were subordinate to the p. 168, Chapter 27 p . 170– Nasi and Sanhedrin in Eretz Yisrael; (ii) After 172, Chapter 28 p. 176–178, R’ Yehudah Nesiah, when they transformed Chapter 30. themselves from sidra to mesivta; and (iii) After the death of Yehudah Nesiah II (followed by the rule of Emperor Constantine II) in which they became the leading Torah institutions.

Theme Pages to Focus On c. Also examine how unity was maintained among the institutions of Bavel and between those of Bavel and Eretz Yisrael.

7. The Christianization of the Roman Empire

a. Examine the reasons why Christianity became Chapter 11 p. 68, the religion of the Roman Empire. Chapter 26 p. 165–166, b. Study the effects this had on the Jewish people, Chapter 28 p. 176–178, both in Eretz Yisrael and throughout the Chapter 29, Chapter 30. Byzantium Empire. c. Identify the reasons for the anti-Semitic policies of the Roman Christians.

Advanced Jewish History

—Topic Syllabus— The following topic questions cover the material that is exclusive to the advanced Jewish History examination. In addition, however, the advanced examination may have questions on the information covered in the elementary II syllabus.

Section 1 Chapters 21–23 The First Generation of Amoraim1

Period covered: Eretz Yisrael: Around 225–240 Bavel: Around 230–254 CE Nesi’im: R’ Yehudah Nesiah I, Rabban Gamliel IV, R’ Yehudah Nesiah II Jewish leaders R’ Oshaya, R’ Channina bar Chama, R’ Yanai, R’ Yehoshua ben in Eretz Yisrael: Levi1 Jewish leaders Rav, Shmuel1 in Bavel: Kings of Bavel: Ardashir I, Shapur I (241–272 CE)

Ch. Page Topic

21: 133–134 THE FIRST GENERATION OF AMORAIM

The Amoraim: Discussion and Analysis •• What was the task of the Amoraim? What great works did they produce, and how long did it take to produce them?

134–135 Centers in Eretz Yisrael in the First Generation of Amoraim •• What was the central criterion of Chazal in analyzing the

1. Most of these Amoraim belonged to the “Generation of Transition.” (See page 106)

teachings? How was information transferred from one yeshivah to another?

135–136 The Yeshivah of R’ Oshaya Rabba in Caesarea •• What might have been the reasons that R’ Oshaya established his yeshivah in Caesarea?

136–138 R’ Channina bar Chama/The Yeshivah of R’ Yanai in Achabaria/R’ Yehoshua ben Levi/The Death of Rabban Gamliel IV •• (There are no topic questions associated with these subtitles.)

22: 139–140 THE FIRST GENERATION OF AMORAIM IN BABYLONIA: RAV •• (He was a member of the “Generation of Transition” — see page 106.)

(Untitled Section) •• Why did Rav leave Nahardo and choose to establish a Torah center in faraway Sura? •• (Much of this section summarizes material discussed in previous chapters, hence also answers some of the earlier topic-questions.)

140 A Mighty Foundation •• With whom did the Amoraic period in Bavel begin and for how long did it last?

140–142 Rav — His Origins •• Why was R’ Abba referred to as Rav? Who was R’ Chiya and how did he support Rav? From whom did Rav learn?

142–143 The Establishment of the Yeshivah at Sura •• When did Sura and Nahardo transform themselves from sidros to mesivtos, and what implications did this have for the halachic process? How was the unity of the Torah maintained? •• (Also see below: [148–149] “The Two Sister-Yeshivos of Babylonia”) What level of learning was achieved in Sura?

143–144 Rav as a Composer of Prayers/The Yarchei Kallah/His Teachers and His Disciples •• What were some of Rav’s contributions to the Jewish nation? What was the Yarchei Kallah?

23: 145–146 SHMUEL •• (He was also of the “Generation of Transition” — see page 106)

The Man to Whom Rav Deferred •• In what ways was Shmuel worthy of being the head of the Sidra of Nahardo?

146 The Universal Scholar •• What other areas of expertise did Shmuel demonstrate?

146–147 His Standing as a Halachist •• Why is Shmuel’s opinion (against Rav’s) followed in cases of civil law? What is the meaning of the ruling, “dina demalchusa dina”? What impact did it have on the status of the Jewish communities?

147–148 A Man of Many Names •• (There are no topic questions associated with this subtitle.)

148–149 The Two Sister-Yeshivos of Babylonia •• Why was Rav considered “the teacher of all Israel” during his lifetime? How did the founding of the mesivtos of Bavel affect the role of the Reish Galusa? How were the teachings of Rav and Shmuel “unified”?

149–150 After the Death of Rav •• After Rav’s death, why was a new Rosh Yeshivah not immediately appointed in Sura? Did Bavel have a leading mesivta which was looked upon as the final authority?

Section 2 Chapters 24–25 The Second Generation of Amoraim2

Period covered: Eretz Yisrael: 240–288 Bavel: 254–299 CE Nasi: R’ Yehudah Nesiah II Jewish leaders R’ Yochanan, Reish Lakish2, R’ Elazar ben P’das in Eretz Yisrael: Jewish leaders R’ Huna, R’ Yehudah in Bavel: Major King of Bavel: Shapur I

Ch. Page Topic

24: 151–153 THE SECOND GENERATION OF AMORAIM IN ERETZ YISRAEL

Troubled Times and Spiritual Resurgence •• How did the instability within the Roman Empire and its wars against Parthia affect the Jews ofEretz Yisrael — both negatively and positively?

153–154 “From Tzippori to Tiberias” •• What might be the reason that R’ Yochanan established his Yeshivah in Teveria? What was the last location of the Sanhedrin?

154–155 R’ Yochanan ben Naphcha — His Birth •• Who raised R’ Yochanan and why? What was exceptional about R’ Yochanan?

155 His Relationship with Others •• What was R’ Yochanan’s relationship with Rav and Shmuel?

2. R’ and Reish Lakish were the last members of the “Generation of Transition.” (See page 106)

156 R’ Yochanan’s Contribution to the Two Talmuds •• What were his contributions to the two Talmuds?

156–157 His Leading Disciple-Colleagues/Reish Lakish/R’ Elazar ben P’das •• What was Reish Lakish’s original “occupation,” and how did R’ Yochanan persuade him to repent? What does it mean that he was a “talmid-chaver” of R’ Yochanan?

25: 158 THE SECOND GENERATION OF AMORAIM IN BABYLONIA

(Untitled Section) •• Why was Shmuel’s successor not appointed immediately after Shmuel’s death?

158–159 The Choice Falls on Sura and R’ Huna •• What political factors influenced the choice of making Sura the central yeshivah? What happened to the yeshivah of Nahardo?

159–160 R’ Huna •• How did R’ Huna support himself? Who was his main teacher? How did the Yeshivah of Sura prosper under his leadership?

160–161 R’ Yehudah Founds Pumbedisa •• Who was R’ Yehudah’s main teacher? How successful was the Yeshivah of Pumbedisa in replacing the yeshivah of Sura?

161–162 R’ Huna and R’ Yehudah, the Second Generation •• Why was R’ Yochanan’s authority greater than R’ Huna’s? What happened to R’ Huna’s authority after R’ Yochanan’s death?

Section 3 Chapters 26–28 The Third and Fourth Generations of Amoraim

Period covered: Eretz Yisrael: 288–323 CE Bavel: 298–352 CE Nesi’im: R’ Yehudah Nesiah II, R’ Gamliel V, R’ Yehudah Nesiah III Jewish leaders Third Generation (288–310 CE): in Eretz Yisrael: R’ Ami, R’ Asi, R’ Avahu, R’ Chiya bar Abba, R’ Abba, R’ Zeira Fourth Generation (311–323 CE): R’ Yirmiyah Jewish leaders Third Generation (298–323 CE): in Bavel: R’ Chisdah, Rabba bar Nachmani, R’ Yosef bar Chiya, R’ Sheshes, R’ Nachman bar Yaakov Fourth Generation (323–352 CE): Abbaye, Rava Major Roman Diocletian (284–305 CE), Constantine I (323–337 CE) Emperors: Major Kings of Shapur II (310–379 CE) Bavel:

Ch. Page Topic

26: 163 THE THIRD AND FOURTH GENERATIONS OF AMORAIM IN ERETZ YISRAEL

(Untitled Section) •• Why were the Amoraim of the two generations after R’ Yochanan all his disciples? Why is R’ Yochanan considered the central figure in the compilation of the Talmud Yerushalmi?

163–164 The Emperor Diocletian Restores Political Stability •• What was the situation of the Jews under Emperor Diocletian?

164–165 Tiberias after the Death of R’ Yochanan •• Who was R’ Ami’s colleague? How did these two Amoraim relate to R’ Huna?

165–167 R’ Abbahu Builds a Place of Refuge in the Lions’ Den •• How was R’ Avahu able to maintain his yeshivah in Caesaria (a center of Romans and Christians)? How did it prove providential for the Jewish people?

167–168 The Passing of R’ Yehudah Nesiah II/Rabban Gamliel V •• What was the impact of the deaths of R’ Yehudah Nesiah II and R’ Ami on Jewry in Eretz Yisrael?

168–169 Other Leaders of the Third Generation/The Fourth Generation of Amoraim in Eretz Yisrael •• (There are no topic questions associated with this subtitle.)

27: 170 THE THIRD GENERATION OF AMORAIM IN BABYLONIA

(Untitled Section) •• Was there any rivalry for leadership among the yeshivos of Bavel?

170–171 R’ Chisda •• (There are no topic questions associated with this subtitle.)

171–172 The Yeshivah in Pumbedisa after R’ Yehudah •• Why was Rabba called “the Uprooter of Mountains?” Why was R’ Yosef called “Sinai?” Why did Rabba and R’ Yosef both refuse to accept leadership? How was the matter eventually decided? Was there any rivalry for leadership between the yeshivos of Bavel and those of Eretz Yisrael?

172 Pumbedisa Becomes the Leading Yeshivah •• What factor determined the status of a yeshivah? Why did Pumbedisa become the leading yeshivah in Bavel?

173 Rabbah •• What factors fostered the increasingly close relationship between the Jews of Bavel and their Persian rulers? How did Rabba die?

174 R’ Yosef Takes Charge in Pumbedisa •• Why did R’ Yosef originally refuse to be head of the yeshivah, and why did he later accept?

174–175 Other Leaders •• (There are no topic questions associated with this subtitle.)

28: 176–177 THE FOURTH GENERATION OF AMORAIM IN BABYLONIA — ABBAYE AND RAVA

(Untitled Section)/A New Religion for Rome •• What factors contributed to the rising popularity of the Christian religion and its eventual adoption by Constantine as the official religion of the empire?

177–178 The Suppressed become the Suppressors •• How did the conversion of the Roman Empire to Christianity affect the way in which the Romans treated the nations they con- trolled and, in particular, the Jews of Eretz Yisrael? What were the Christians’ goals toward the Jews? What happened to the yeshivos and chachamim of Eretz Yisrael?

178 A New Rosh Yeshivah •• Why was there no Rosh Yeshivah in Pumbedisa for two years after R’ Yosef’s death? What was the novel way in which Abbaye was appointed Rosh Yeshivah and why was this done?

178–179 Abbaye •• Why was Abbaye so named? Who were his main teachers?

180 Abbaye and Rava •• From what age did Abbaye and Rava begin their “partnership”? How did Rava show respect for R’ Yosef, and how did R’ Yosef bless him in return? How was the berachah fulfilled? •• (See the following section to answer this last question.)

180–181 The Arrangement of the Talmud Begins •• How did the exile of the chachamim of Eretz Yisrael enable the beginning of the arrangement of the Talmud in Pumbedisa?

Section 4 Chapters 29–32 The Last Generations of Amoraim

Period covered: Eretz Yisrael: 323–565 Bavel: 352–500 Nesi’im: R’ Yehudah Nesiah III, Hillel II Jewish leaders Fifth Generation (soon after 323–351): in Eretz Yisrael: R’ Mani, R’ Channina of Tzippori Jewish leaders Fifth Generation (352–371): in Bavel: R’ Papa, R’ Nachman bar Yitzchak, R’ Chama of Nahardo Sixth Generation (371–427): R’ Ashi, Ravina Seventh Generation (427–500): Mar bar R’ Ashi Major Roman Constantine I (323–337), Constantius II (351–361), Julian the Emperors: Apostate (361–363), Theodosius (around 425), Justinian (527–565) Major Kings of Shapur II (310–379), Yazdegerd I (399–421), Yazdegerd II Bavel: (438–457), Peroz (459–484)

Ch. Page Topic

29: 182–183 THE FIFTH AND LAST GENERATION OF AMORAIM IN ERETZ YISRAEL

(Untitled Section)/Garrisons, Taxes, Restrictions •• What was the economic situation of the Jews of Eretz Yisrael? How did the Romans treat the Nasi and why?

183–184 The Council of Nicaea •• What means did the Christians use to persuade the Jews to abandon their faith? How successful were they? Why did the

Christians change the way in which they determined their calendar?

184–185 Difficulties in the Proclamation of Rosh Chodesh and Leap Years •• Why did the Nasi begin proclaiming Rosh Chodesh on the basis of calculations rather than witnesses?

186 The Closing of the Yeshivah at Tiberias •• Why did the Yeshivah in Teveria close?

186 The Persecution Intensifies •• What was the attitude of the early Christian emperors to the Nasi, and of the local populations to the Jews? Why? Why did Constantine move the capital of the Roman Empire, and what effect did this have on the Jews of Eretz Yisrael? Did the new religion noticeably influence the moral standards of the Roman Emperors?

187 The Jerusalem Talmud — A Forced End to the Work •• How did the persecutions affect the development of Gemara Yerushalmi?

187–188 The End of Torah Instruction in Eretz Yisrael •• What events led to the final destruction of Torah in Eretz Yisrael?

30: 189 THE DESOLATION OF ERETZ YISRAEL

(Untitled Section) •• How can the Jewish nation survive without a national Land?

189–190 The Threat to Semichah and to the Jewish Calendar •• How did the devastation of Eretz Yisrael threaten the institutions of semichah and the Jewish calendar?

190–191 Hillel II Provides for the Generations •• How did Hillel fix the calendar for all future generations? What

was the effect of this on the office of Nasi? What does this reveal to us about his character?

191–193 The Reign of Julian the “Apostate” •• Why is Emperor Julian referred to as the “Apostate”? What were his motivations to be friendly toward the Jews? How did they receive his promise to allow the building of the Beis HaMikdash, and why?

193–195 Under the Byzantine Empire — A Crescendo of Persecution/The End of the Office of Nasi •• How did the Christians of the Byzantine Empire treat the Jews, and how did they justify their actions? Why did the office of Nasi come to an end? Why were the Jewish communities of Alexandria and Antioch destroyed? How did Justinian treat his Jewish subjects?

195–196 The Jewish Reaction to Suppression — the Eternal Torah in New Forms •• What did the chachamim do to keep alive the Torah?

31: 197–198 THE FIFTH AND SIXTH GENERATIONS OF AMORAIM IN BABYLONIA

(Untitled Section) •• Who established the Mesivta of Nares and where was it?

198 Pumbedisa During the Fifth Generation •• (There are no topic questions associated with this subtitle.)

199 Nares •• What level of learning did the yeshivah of Nares attain, and what influence did it have?

199–201 The Sixth Generation •• Why is R’ Ashi compared to Rebbi (R’ Yehudah HaNasi)? By what name was his yeshivah known, and how successful was it?

201–202 The Yeshivah in Masa Mechasya •• Who was R’ Ashi’s talmid-chaver who assisted him in establishing and guiding his yeshivah? What were the political conditions in Bavel during this period? What was the Festival of the Reish Galusa?

32: 203–204 THE SEVENTH AND LAST GENERATION OF AMORAIM

Pumbedisa and Sura •• Did a son have the right to inherit his father’s position of Rosh Yeshivah (throughout the period of the Mishnah and the Gemara)?

204–206 An Outbreak of Persecution •• What were the causes of the religious persecutions that took place in the time of King Yazdegerd II? What did King Peroz attempt to do to the Jewish community? What terrible events took place during his reign?

Section 5 Chapters 33–34 The Savoraim and the Sealing of the Talmud

Period covered: 500–589 CE Jewish leaders First Generation: in Bavel: R’ Yosi Second Generation: R’ Simona Third Generation: R’ Ravai Fourth Generation: R’ Giza, R’ Sama Major Kings of Kavadh I (488–531 CE) Bavel:

Ch. Page Topic

33: 207–208 THE SAVORAIM

(Untitled Section)/The End of an Era •• When were the periods of the “Chachamim of the Mishnah,” the “Chachamim of the Gemara,” and the Savoraim? What does the word Savoraim literally mean, and what was their role? Who decided that the Amoraic era had ended, and what was the halachic significance of this?

208–210 The Troubles Worsen •• What were the beliefs of the new religion adopted by King Kavadh and what were its effects on the Jewish community? Why did Mar Zutra establish an independent province and what was its tragic outcome? What happened to the position of Reish Galusa as a result?

•• What were the conditions like for the Jews in the final years of the Persian Empire? (Also see the next section.)

210–211 The Generations of Savoraim/Threatened from All Sides •• Why is the period of the Savoraim one of the least known in Jewish history? What was the situation of the Jewish people at the end of the Savoraim’s period?

34: 212–213 THE TALMUD

The Key to Survival •• What role has the Torah, and in particular the Gemara, played in preventing the enemies of the Jews from succeeding to destroy the Jewish nation?

213–215 How the Talmud Was Formed •• When did the work of producing the Talmud begin, and when was it “closed”? What were the stages of its development, and who were the main chachamim involved in each stage? Are there er- rors in our text of the Gemara?

215–217 TheYerushalmi •• How did the formation of the Gemara Yerushalmi differ from the Gemara Bavli? Why is the halachah like Gemara Bavli?

217 A Time of Dispersal •• (There are no topic questions associated with this subtitle.)

Advanced Jewish History

—Sample Examination— This examination contains the following sections, each worth a third of the total grade:

I. Multiple Choice Answer all five questions. In the formal examination this section will have 15 questions and be worth 20% of the final grade.

II. Short Answers Answer two out of four short answer questions. In the formal examination you will have a choice of 10 out of 13 questions, equivalent to 30% of the examination grade.

III. Essay Write a 300-word essay on one of three given topics. This section is worth 50% of the final grade.

Time: You will have two hours to complete the examination. The answers to all questions in this sample examination can be found on page 55. NOTE: a. Please use dark black ink for all your answers. b. Accustom yourself to outlining your answers on scrap paper and writing practice essays clearly. Illegible exams will not be graded. c. The lowest passing score on this exam is 70. You will not get credit for a score below 70, though in the case of a failed or illegible paper, you may be able to retake the examination after waiting six months.

I. Multiple choice (20%)

Directions: Answer the following five questions, selecting the best out of the four suggested answers.

1. Which of the following was one of the three takanos enacted by R’ Yochanan ben Zakkai shortly after the destruction of the second Beis HaMikdash? A. to light the Chanukah menorah at the entrance of one’s house B. to sound the shofar on Rosh HaShanah even on Shabbos in every place where there is a beis din C. to observe Rosh HaShanah for two days D. to observe all the Yamim Tovim for two days outside of Eretz Yisrael

2. According to R’ Sherira Gaon, why is the compilation of the Mishnah attributed to Rebbi? A. He wrote the text of the Mishnah. B. He taught all the chachamim who wrote the mishnayos down. C. He organized the text, dividing it into sedarim and masechtos as we know them today. D. After investigating different versions of the Mishnah, he compiled an authoritative text.

3. TheAmoraim produced which of the following great works: A. the Sifre B. the Tosefta C. the Mishnah D. the Talmud Bavli

4. What best describes the treatment of the Jews in the Byzantine Empire? A. It was generally tolerant, with many edicts protecting religious freedom. B. It varied a lot depending on the Emperor — sometimes friendly, sometimes repressive. C. It was consistently harsh and repressive. D. It was usually very liberal and supportive of the Jews.

5. How did King Peroz treat the Jews of Bavel? A. He attempted to destroy the Jewish communities and put to death many of the chachamim. B. He forced the Jews to live in ghettos and exhorted heavy taxes from them. C. He annulled many of the earlier anti-Semitic decrees, and allowed the yeshivos to reopen. D. He appointed many of them to high office and sought their support in his war against Rome.

II. Short Answers (30%)

Directions: Answer two out of the following four questions. Please limit each of your answers to about 40 words. Partial credit will be awarded for partial answers. No extra credit will be granted if you answer more questions than required. Only the first answer will be graded.

1. What was the task of the Amoraim?

2. What is ONE possible reason why R’ Oshaya established his yeshivah in Caesarea as opposed to another place?

3. What effect did the collapse of central authority in the Roman Empire have on the Jews of Eretz Yisrael during the second generation of Amoraim? Give one positive and one negative result.

4. Give ONE reason for the increasingly close relationship between the Jews of Bavel and their Persian rulers in Rabbah’s time, after the death of Shapur I?

III. Essay (50%)

Directions: Read the question very carefully and make sure you understand what is being asked. Then write an essay of at least 300 words in length. Your essay should be structured, with the ideas presented in proper essay format (including an introduction, body, and conclusion). Be sure to write clearly; illegible answers are not graded.

Essay Topic

Q. Discuss the challenges with which Chazal had to contend when rebuilding the Jewish nation in the first few years after the Churban.

Advanced Jewish History

—Answer Key— Below are the answers to the advanced level sample examination above.

I. Multiple choice (20%)

Page Page Page Page Page 1. B 14 2. D 93 3. D 134 4. C 186 5. A 205

II. Short Answers

1. What was the task of the Amoraim? These chachamim undertook the task of mastering the teachings of the Tannaim, and clarifying and explaining them to their generations so that the Torah could continue to guide the daily life of the people. (p. 134)

2. What is ONE possible reason why R’ Oshaya established his yeshivah in Caesarea as opposed to another place? a. Since Caesarea was the capital of Roman Palestine, it is possible that R’ Oshaya believed that someone had to be near the center of power of the Romans, to plead with, intercede with, and when necessary, bribe the Roman officials. b. To demonstrate that every location in Eretz Yisrael was fit for a yeshivah. (p. 135)

3. What effect did the collapse of central authority in the Roman Empire have on the Jews of Eretz Yisrael during the second generation of Amoraim? Give one positive and one negative result. On one hand: a. The lack of a central authority allowed greedy local governors to pass anti- Jewish measures to extort money from the local population. b. Roads became insecure and there was a general economic decline. On the other hand, it impeded enforcement of the sweeping anti-Jewish legislation that was already on the books. (p. 152–153)

4. Give ONE reason for the increasingly close relationship between the Jews of Bavel and their Persian rulers in Rabbah’s time, after the death of Shapur I? a. The increasing influence and power of the Christian sect in the Roman Empire tended to push the Jewish population of Bavel closer to its Persian rulers, who could act as a shield against the Roman/Christian threat. b. The Persians relied on the Jews as a politically stable and economically productive element. c. The Persians gained much revenue from the Jews in taxes, which were increasingly needed because of the expenses of war. (173)

III. Essay For a sample answer to the essay question, please see page 60.

Advanced Jewish History

—Essay Writing Guidelines—

The purpose of the essay section in the advanced Jewish History examination is to test your ability to compose coherent, intelligent, and well-supported essays to answer questions on broad topics in the relevant period of Jewish History. These guidelines are designed to help you maximize the credit earned for your essay — which is worth a full 50% of the entire examination grade. The effort you make to fulfill these criteria will be significantly reflected in your final grade.

Essay Criteria Your answers are evaluated according to four grading categories: 1. Thoroughness. 2. Support for ideas. 3. Organization. 4. Relevance of answers.

1. Thoroughness To receive full credit for this section you need to display (i) a thorough factual knowledge of the relevant history, and/or (ii) a keen grasp of the flow of events and underlying issues in those areas where analysis is called for. Points are deducted for clearly false or illogical comments about the history. An advanced level essay requires investment of a significant amount of careful thought and preparation so you can provide in-depth answers and avoid shortcuts in presentation. Answering essay questions, especially thematic essays, involves more than simple memorization and relation of information. You are required to analyze and synthesize various ideas and concepts listed in the syllabus. Some questions may include a number of sub-questions. Be sure to address all essential details of the essay question, for any compulsory sub-questions that are omitted or incomplete can result in a loss of 1–5 percent each. Ideally, the essay should discuss all major parts of the question in approximately equal

JewishHistoryElemIIAdvSP v01.indd Page 57 of 61 © 2019 by Torah Accreditation Liaison. All Rights Reserved. Jewish History Elementary II and Advanced amounts. Lengthy description in one important area followed by too brief a description in another important area suggests a lack of thoroughness in that second area. NOTE: Thoroughness is also measured by quantity. A very short essay clearly lacks thoroughness in the discussions and descriptions necessary for the essay question. However, digressions and deviations about irrelevant material lose points because they display disorganization of thought.

2. Support for Ideas To receive full credit for this section, make sure that the key ideas in your essay are supported by evidence. Offering appropriate examples indicates that you have a mastery and understanding of the subject, and that you can illustrate your grasp of the general threads in the flow of the history.

3. Organization In addition to the comprehensiveness of the content itself, an advanced essay is expected to be well organized. In order to receive full credit in the Organization category, ensure that the points you make in your answer (i) follow a coherent, logical order (e.g., the order in which they occur in the question) and (ii) are differentiated from each other clearly. You should present supporting evidence (examples) in an organized fashion following each point you make. Random examples, as well as discussions that are irrelevant to the question or do not follow the structural flow of the answers, result in a loss of 5–10 percent. When called for, use smooth transitional phrases between different points. Scrap paper is available during the examination so you can sketch an outline of your essay before writing out your final version. The structural outline need not be written separately, but an order must be discernable in the flow of your final answer.

4. Relevance of Answers Points for this category are awarded based on the extent to which your answers address the essay questions. Make sure to answer ALL of the sub-questions (if there are any) unless a choice is given. All your discussions of the essay topic must be directly relevant to the question being asked. Your final score from the first three grading categories is multiplied by the

JewishHistoryElemIIAdvSP v01.indd Page 58 of 61 © 2019 by Torah Accreditation Liaison. All Rights Reserved. Jewish History Elementary II and Advanced percentage to which you answer the question. This means that if you only address half of the question, your score is reduced by half!

Constructing The Essay Sub-questions The essay questions sometimes consist of a general question and a number of more minor sub-questions. The first important step when tackling a question is to understand its general focus. Afterwards, see how any sub-questions fit into the general question. Read the question carefully to determine how many of the sub-questions you are required to deal with. In some cases, the sub-questions are obligatory, whereas other times they are optional ideas to include in your answer of the main essay question. A question may say, for example, “Refer to most of the following points…” This means that the subsequent sub-questions are optional suggested leads for you to follow. In such a situation, you do not need to address all of the sub-questions in order to answer the main question.

Structure There are a number of possible approaches to structuring your essay. You may choose to work according to the order of the questions or to follow an alternative structured arrangement. Whichever system you decide to abide by, take care to communicate the ideas in proper essay format — with an introduction, body, and conclusion. The essay should be a minimum of 300 words in length. There is no maximum limit, as long as the content conforms to a logical structure. Length without substance earns no marks; there is no point in “filling space” if the content is irrelevant or adds nothing to the answer.

Sample Essay The following is a sample of a typical essay question on the advanced Jewish History examination.

Q. Discuss the challenges with which Chazal had to contend when rebuilding the Jewish nation in the first few years after the Churban. The Jews within Eretz Yisrael obviously suffered terribly at the hands of the Romans following the Churban HaBayis. More than this, however, was that the focal point of the nation — wherever the people resided — was gone, together with all its bodies of leadership. The Jewish nation was therefore at risk of extinction as a separate nation. Chazal needed to act quickly to, on the one hand, make clear that the Torah, and hence the Jewish people, did not depend on the Beis HaMikdash, and that henceforth the batei din and the batei midrash would take its place. On the other hand, they needed to commemorate the Beis HaMikdash, lest it be forgotten as a central element of Judaism, as well as keep alive the hope that it would soon be rebuilt. With regard to the former, Chazal needed to reestablish the learning of Torah. They also needed to reinstate the nation’s bodies of leadership — meaning the Sanhedrin, and at its head, the Nasi. (This would also be a sign of the continuity of the nation’s leadership.) Of course, this would have to be done carefully since the Romans had banned all political institutions, and were very watchful and suspicious of the Jewish nation, wary of a revolt and of the formation of an organized community. The chachamim would have to work in secret, waiting for the right time, lest there be Roman reprisals. Since the Sanhedrin would not be backed by the Romans, to be of influence it would have to gain the people’s moral support. It was also vital to reestablish the Sanhedrin to resolve the numerous unresolved halachic issues that had arisen during the military and political upheavals leading up to the Churban. Another major challenge for Chazal would be in dealing with the sizable heretic Jewish sects that had sprung up in the era preceding the Churban (such as the Sadducees). Not only did they threaten the Jewish religion, but also they endangered the Torah Jews by slandering them to the Romans. Sample Answer (335 words)

NOTE : This question is based on section 1 of the Theme Syllabus: “1. Surviving the Churban — Rabban Yochanan ben Zakkai and Rabban Gamliel.” For the information required to answer this sample question please refer to pages 14– 21, 25–27, and 30 (from section 1 of the elementary II syllabus).