Jewish History Elementary II and Advanced II

PREMIUMPREMIUM TORAHTORAH COLLEGECOLLEGE PROGRAMSPROGRAMSTaTa l l

July 2018 Jewish History From Yavneh to Pumbedisa Elementary II and Advanced II —Study Pack—

This Study Pack can be used to study for both the Elementary Jewish History II exam and the Advanced Jewish History II exam. Both exams are based on the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). When preparing for these exams, please make use of the relevant sample exam to familiarize yourself with the type of questions that are asked, and for guidance on how to answer them. Note: The information in your answers must be found in the readings on the syllabus. There may be other correct answers to a question, but they do not receive credit on the exam.

Elementary II To prepare for the Elementary Jewish History II exam, please refer to: •• The elementary exam description and syllabus (pages 4-23 of this booklet). •• The elementary sample exam and answer key (pages 24-29).

Advanced II To prepare for the Advanced Jewish History exam, please refer to: •• The Advanced exam description (pages 30), the Elementary exam syllabus (pages 4–23), and the Advanced exam syllabus (pages 30–62). (Note: You must refer to

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.

both syllabi since the syllabus of the Advanced exam includes the assigned readings of the Elementary exam.) •• The advanced sample exam and answer key (pages 63-66). •• The essay-writing guidelines, to help prepare you for quality essay writing (pages 67-71).

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 exam 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). These chapters discuss Jewish history from the establishment of Yavneh as a Torah center in the times of the Tannaim (after the destruction of the Second Beis Hamikdash), until the end of the era of the Tannaim (after the completion of the Mishnah) and the establishment of Torah in Babylonia by the early Amoraim. You do not need to be familiar with the rest of the book for the purpose of this exam.

The exam contains two sections evaluating your knowledge of this period in Jewish history:

I. Multiple Choice (60% of final grade)

This section has 60 multiple choice questions.

II. Short Answers (40% of final grade)

In this section you choose 15 out of 18 short answer questions. When preparing for this exam, please make use of the sample exam found on pages 24-29 to familiarize yourself with the type of questions that are asked, and for guidance on how to answer them.

Elementary Jewish History II —Syllabus— To prepare for the Elementary Jewish History II exam, study chapters 1–20 from the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa. Following this introduction is a list of study questions that are designed to aid your study by focusing your attention on the essential material needed for the exam. While you should complete all the readings, concentrate on these study questions. All history contains numerous facts — dates, events, names, etc. The object of this course is that you not only remember the essential facts, but that you also understand the course of events and the reasons behind them. The only facts that you need to memorize are in these study questions; however, to understand the issues you need to complete all the readings without skipping sections or paragraphs. To answer the study questions, simply refer to the left hand column which indicates the page where the answers are found in the abovementioned text. Note that the syllabus lists all the chapters and section titles that are found in chapters 1-20 of the book. Sometimes more than one section title appear together, followed by the study questions. For example:

Chapter 1 The Appointment of Rabban Gamliel 19–20 A. The Nature of the Sanhedrin/B. The Nasi — An Ancient Office •• How many members (shoftim) sat on the Great Sanhedrin (Sanhedrin Hagadol)? What were the roles and functions of the Sanhedrin?

Where this occurs it simply means that to answer the study questions (in the above example, “How many members (shoftim) sat on the Great Sanhedrin (Sanhedrin Hagadol)?” and “What were the roles and functions of the Sanhedrin?”) you need to study both sections of the book (in the above example, “The Nature of the Sanhedrin” and “The Nasi — An Ancient Office.”). To aid your understanding of the material, the syllabus divides the book into four major units each covering a period of history with related events. Each unit has a descriptive

JewishHistoryElemIIAdvIISP v02 Page 5 of 71 © 2018 by Torah Accreditation Liaison. All Rights Reserved. Jewish History title, and a brief overview of the period, including a list of the major Jewish and Roman leaders of the time. It should be noted that these unit numbers and titles do not refer or correspond to any numbering or titles in the textbook. Note: Any information found in an overview, but not part of a study question, does not need to be memorized; for example, you do not need to know in which period each Emperor reigned.

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

Overview: These chapters discuss 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

Chapter 1: Rabban Yochanan Ben Zakkai 11-12 The Eternity of Israel •• Before the Churban, why were most of the nations conquered by the Romans willing to become part of the Roman Empire, and why were the Jews unwilling to do likewise? •• What was the state of the Jewish people after the Churban Beis Hamikdash? What “feature” of Judaism prevented the assimilation and disappearance of the Jewish nation?

13–15 “He Who Foresees the Future in Its infancy” •• How did R’ Yochanan gain Vespasian’s goodwill? What three things did he ask from him, and why? •• When was the yeshiva in Yavneh set up? What was its task following the Churban? What was the effect of the Churban on the nation? •• What were R’ Yochanan’s three takanos, and what “messages” did they teach the people?

Chapter 2: The Re-Establishment Of The Sanhedrin 16–17 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 in the years leading up to the Churban, and in the years following the Churban?

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

19–20 The Appointment of Rabban Gamliel A. The Nature of the Sanhedrin / B. The Nasi — An Ancient Office •• How many members (shoftim) sat on the Great Sanhedrin (Sanhedrin Hagadol)? What were the roles and functions of the Sanhedrin? •• What was the role of the Nasi after the Churban?

20–21 C. The Choice of a Successor [Note: After discussing the Sanhedrin and Nasi, the text returns to the subject discussed in “C. Waiting” — Rabban Yochanan’s decision to re-establish the Sanhedrin. As such, this section should have been labeled “D”, and the following sections, “E” and “F”.] •• 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? From whom were the Nesiim descended since the time of Hillel? •• How did the Romans respond to his appointment? (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?

Chapter 3: Rabban Gamliel Of Yavneh 25–26 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 and in re-establishing the unity of the nation?

26 Uniformity of Belief [The first problem] •• Why were the heretical groups so dangerous to the Jewish nation? How did Chazal deal with the problem?

27 A Uniform Order of Prayer [The second problem] •• Why was it vital that there be a unified text for prayer? What changes needed to be made as a result of the Churban?

27–29 Clarifying the Law [The third problem] •• Why did the Torah seem to have become “two Torahs” due to the many halachic disputes in the century before the Churban”? How, and on the basis of what principle, were the disputes resolved by the newly formed Sanhedrin at Yavneh?

29 The Beginning of Political Activity — A Humanitarian Mission [The fourth problem] •• Why does the Gemara refer to Titus as “Titus the Wicked”? •• Why did Chazal journey to Rome? What does the journey indicate about the Nasi and Sanhedrin’s role on behalf of the Jewish people? (Also refer to page 38.)

Chapter 4: Challenges To The Authority Of The Nasi 30–31 A Policy of Strength •• How did the Sanhedrin enforce its rulings after the Churban? •• What kind of leadership did Rabban Gamliel choose to exercise and why? What is an example of this form of leadership?

31–33 A Challenge “from Within the Family” •• How did the dispute between R’ Eliezer and the chachomim affect the standing of the Sanhedrin (and the authority of Rabban Gamliel)? What principle of halachic decision-making did the dispute confirm?

Chapter 5: The Nasi — Deposed And Re-Instated 34–35 The Importance of the Calendar •• Whose consent was required to proclaim Rosh Chodesh or declare a leap year? Why was it so important to have a universally accepted calendar after Churban Beis Hamikdash?

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

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

37–38 Rabban Gamliel’s Humility •• How does the above-mentioned episode show that Bnei Yisrael were a unique people, quite different from the other nations of the time?

Chapter 6: Diaspora Jewry And The Community In Eretz Yisrael 39–40 (Untitled introductory section) •• What measures did the Romans take to humiliate and frighten the Jews of the Diaspora?

40–41 The Exiles of the Second Destruction: Inoculated Against Assimilation •• Why were the Jews in Eretz Yisrael and in the Diaspora relatively im- mune to assimilation after the second Churban?

41-43 Acceptance by the Gentile Authorities / Contact Between the Diaspora and Jerusalem / The Festival Pilgrimages •• Note: These sections deal with the pre-Churban period. There are no study questions on these sections.

43 Contacts Renewed and Strengthened •• How were contacts between Eretz Yisrael and the Diaspora renewed after the Churban?

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

Overview: These chapters discuss 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

Chapter 7: From Yavneh To Usha And From Usha To Yavneh 44 Roman Power •• What factors contributed to the Romans’ military success? •• In general, how did the Roman Emperors acquire and lose leadership? (Also refer to end of p. 45.)

45 The Emperor’s Hostility •• Why did the Sanhedrin move from Yavneh to Usha (during Domitian’s reign)? •• Why was Rabban Gamliel always “going from place to place”?

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

Chapter 8: The Reign Of Trajan — A New Time Of Peril 48–50 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 chachomim abandon Yavneh? •• Why did Rabban Gamliel leave instructions that he be buried in plain linen shrouds? •• Why was R’ Elazar ben Azarya chosen to succeed Rabban Gamliel? •• What was the condition of the chachomim and the Jews under Trajan’s rule (also refer to p. 54)?

53–55 Rome Goes to War •• Why were the Jews of Parthia (Bavel) so active in the fight against the Romans? •• What adverse effect did this have on other Jewish communities in the Roman Empire? What happened to the Jews of Alexandria? (Also refer to 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?

Chapter 9: The Reign Of Hadrian 57–58 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 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 cruel?

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?

Chapter 10: The Bar Kochba Revolt 62 The First Phase: Spontaneous Resistance •• How did the revolt against the Romans begin and develop? •• How was Bar Kochba able to retake Yerushalayim? •• What was Bar Kochba’s original name, and why did R’ Akiva change it?

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 •• According to the Talmud, 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 refer to the following section on the fall of Beitar.)

Chapter 11: After Beitar: Vengeance And Martyrdom 67 The Destruction of Eretz Yisrael •• What did the Romans do to the Jewish people following the fall of Beitar? How does it compare with the devastation that took place after the Churban? (Also refer to p. 65.)

68 A Moment of Calm There are no study questions on this section.

68–70 A Plan for Extermination / The Prime Target: The Sages •• How did Roman policy change following the Bar Kochba revolt? Why did they particularly target the teaching of Torah? •• What was the punishment for teaching Torah, or observing the other prohibited mitzvos? By what name is this generation known? •• What was the punishment for giving semichah, and why? •• Why was R’ Akiva imprisoned? •• How did the chachomim of the generation react to the decrees?

70–71 Martyrdom of the Sages •• 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?

Chapter 12: The Religious Persecution Ends 72–73 Hadrian Dies — But His Influence Lingers •• Under what circumstances was it permissible to declare a leap year outside of Eretz Yisrael?

73–74 The Recovery Begins •• Why were the anti-Torah decrees relaxed?

74 The Authority Returns to Eretz Yisrael There are no study questions on this section.

74–76 An Appeal to the Nation / The Repeal of the Old Decrees •• What public appeal was issued at his time? •• What three main aims/tasks faced the surviving chachomim in Usha?

•• How did R’ Shimon bar Yochai succeed in permanently annulling the Roman decrees against Shabbos, bris mila and taharas hamishpacha?

76 The Sanhedrin Re-Established •• What good news was received at this time re the fallen martyrs of Beitar? What berachah commemorates it?

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

Overview: The major subject discussed in this unit is R’ Yehudah’s tenure as Nasi and his decision to write down the Mishnah (chapters 14–15), marking the end of 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 once again, 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. (Others: Lucius Severus, Caracalla, Macrinus, Heliogablus, Alexander Severus.)

Chapter 13: Rabban Shimon Ben Gamliel As Nasi 77 The “Son of the Nasi” Takes His Rightful Place •• How did Jewry greet the reestablishment of the Sanhedrin headed by the new Nasi?

78 The Personality of Rabban Shimon ben Gamliel There are no study questions on this section.

78–79 His Term as Nasi Brought to an End •• Why did the Romans force Rabban Gamliel to give up his 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? What did he and his son do during their twelve years in hiding?

Chapter 14: R’ Yehudah Hanasi (Rebbi) 81–83 The Conflict Between Rome and Parthia / Eretz Yisrael as a Pathway for the Legions There are no study questions on these sections.

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 were the benefits to the Jewish people of the abovementioned friendship? •• Why was R’ Yehudah known to the people as “Rebbi” or “Rabbeinu HaKadosh”? What combination of qualities made Rebbi such a unique figure in Jewish history?

Chapter 15: The Compilation Of The Mishnah 87–88 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 was the Knesses HaGedolah? •• What measures did the Knesses HaGedolah take to finalize the Torah and to ensure the Jewish people would follow it?

89–92 “You May Not Write It Down” / The Mishnah Written Down •• Why was the Torah SheBaal Peh originally not written down? •• According to the Rambam, why did R’ Yehudah write down Torah SheBaal Peh? •• According to the Rambam, who authored the Mishnah’s text?

93 The Role of Rebbi — An Alternative Opinion •• According to R’ Sheira Gaon, what was Rebbi’s role in the formation of the Mishnah?

93–95 Rebbi’s Foresight •• How did the changing nature of the Roman Empire 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 say before he died? (Also refer to pages 105-106.)

Chapter 16: The People — Their Community Life 97-98 Three Distinguishing Marks of Jewish Society •• What were three unique features of Jewish society in this period?

98 Civil Administration •• How were Jewish cities ruled?

•• According to the Gemara, what are some of the ten minimal require- ments of a city?

98–101 Judaism and Hellenism / The Poor •• How did Greek society treat their poor? •• What is the Jewish approach to giving tzedakah? What takanos did Chazal enact to provide for the poor?

101–102 Education •• What was the Greek/gentile approach to education? •• What is the Torah approach to education? •• What educational systems were implemented by Chazal?

102–103 The Foundation of the “Kehillah” •• How was Jewry organized socially after the Churban?

Chapter 17: The Generation Of Transition 104–105 A period of Relative Stability •• How did Antoninus’ son, Commodus, treat the Jews? •• Where did Jewish communities spread after the Bar Kochba revolt? •• What happened to the Hellenist Jews of Alexandria?

105–106 The Death of Rebbi •• With what matters was Rebbi concerned at his death?

106–108 End of an Era •• Rebbi’s death marks the end of which era? •• By what titles are the Rabbanim of the Mishnah and the Gemara known, and why? What is their relative status/authority? •• Which group were members of the “Transition Generation”?

108–109 Rabban Gamliel III •• How did Rabban Gamliel relate to the ruling authorities?

•• How did Chazal view manual labor? Did the chachomim themselves engage in manual labor? How did this differ from Greek and Roman attitudes?

109–110 The Dispersal of the Sages •• There are no topic questions on this section.

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 Nesiah was Nasi? How did this affect the Jews of Eretz Yisrael? •• Why did Jews begin leaving Eretz Yisrael at the end of R’ Yehudah Nesiah’s life? Where did they go? •• How did the death of R’ Yehudah Nesiah affect the standing of the Sanhedrin?

Unit 4 Chapters 18–20 The Jews in Bavel

Overview: These chapters discuss 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. Much of this 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 Eretz Yisrael: Rabban Gamliel IV Jewish leaders in Bavel: R’ Shila, Rav, Shmuel Rulers of Bavel: Ardashir I, Shapur I

Chapter 18: The Jews In Babylonia 113–114 The Righteousness of Exile •• How did the exile of King Yechanyah (and the leading chachomim) 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 face in Bavel? (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 (after the 70 year exile)? (Also refer to previous and following sections.)

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

Chapter 19: Torah In Babylonia 119–123 (Introductory untitled section) / The Fallacy of Name-Counting as Historical Proof •• In what ways did the Jewish community in Bavel help the Jews of Eretz Yisrael after the SecondChurban ? Why did R’ Chiya and his sons need to come from Bavel to Eretz Yisrael? •• What was the level of limud HaTorah (Torah study) in Bavel, as compared to Eretz Yisrael? •• How did Babylonian Jewry relate to the authority of the Sanhedrin after the Churban? •• What percent of the Tannaim are known to us by name?

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

124 The Babylonian Sages at the Time of R’ Yehudah Nesiah’s Death •• Why did Bavel Jewry cease accepting the central yeshivah in Eretz Yisrael as the supreme authority? (This idea is developed in the next chapter.)

Chapter 20: That Place ” Becomes “Those Places ” — The Dispersal Of Torah Authority 125–126 Separation of the Nasi and the Sanhedrin •• What happened to the Nasi’s position from the days of Rabban Gamliel IV? How did this affect the Nasi’s standing and that of the Sanhedrin 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 Bavel Yeshivos originally distinguish themselves from the Sanhedrin and the central Mesivta? Why did the Bavel yeshivos cease accepting the central yeshivah (Mesivta) in Eretz Yisrael as the supreme authority, and now assume equal authority to it?

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?

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

132 A Policy Maintained to This Day There are no study questions on this section.

Elementary Jewish History II —Sample Examination— This examination consists of the following two sections: I. Multiple Choice (60% of final grade) Answer all seven questions. In the formal examination, this section contains 60 questions. II. Short Answers (40% of final grade) Answer two out of the three questions. In the formal examination, you have a choice of 15 out of 18 questions. Time: You will have one and a half hours to complete the formal examination. This sample exam should take you about fifteen minutes. 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 seven questions, selecting for each question the best out of the four suggested answers.

1. What was the general attitude and behavior of most of the non-Jewish peoples conquered by the Roman Empire toward their new status? A. They continued rebelling against the Roman occupiers, and did their best to undermine Roman control. B. They did not resist militarily, nor did they oppose the introduction of the Roman gods, but they did try to maintain separate national identities. C. They did not resist militarily, but nevertheless opposed the introduction of the Roman gods, especially since the Roman Emperor himself was considered a god. D. They willingly accepted the rulership of their new masters, accepted their gods, and dreamt of being granted the privileges of Roman citizenship.

2. What was the role of the Great Sanhedrin? A. enacting Rabbinic decrees B. giving consent to the king to go to war C. interpreting the Torah she-bichtav and baal peh D. All of the above.

3. Why did Rabban Yochanan ben Zakkai leave Yavneh shortly after appointing Rabban Gamliel as Nasi? A. to travel to Tiberias for health reasons B. to make clear to the nation that the teaching of Torah was not limited to Yavneh C. to escape the Romans, who had issued a search warrant for his execution D. to avoid the halachic question as to who should rise before whom

4. Why was it necessary to create a uniform text of the Shemoneh Esrei following the Churban Bayis Sheini? A. to reinforce the authority of the Sanhedrin B. to counter the heretical Jewish sects who were composing their own versions C. to unify the people, so that everyone would say the same words wherever they were D. All of the above.

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

6. Why is it that most Jews remained in Bavel after the first exile of 70 years, rather than follow Ezra back to Eretz Yisrael? A. On the whole, there was little anti-Semitism in Bavel. B. They did not want to leave the prosperous life they had established for themselves in Bavel. C. It was Hashem’s will that a Jewish community continue to flourish in Bavel so the Jews would be spread out and their survival guaranteed. D. All of the above.

7. 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. Why was Rabban Gamliel removed from office following one of his disputes with R’ Yehoshua (the Av Beis Din)? What principle do we learn from this?

2. What were the reasons for the Bar Kochba revolt?

3. What motivated the king of Parthia (Bavel), King Shapur I, to end the Zoroastrian persecutions and restore good relations with the Jews?

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 1. D 11,44 2. D 19 3. B 22 4. C 27 5. B 68-69 6. D 115-116 7. A 116

II. Short Answers

1. Why was Rabban Gamliel removed from office following one of his disputes with R’ Yehoshua (the Av Beis Din)? What principle do we learn from this? The Sanhedrin/chachomim felt he had treated R’ Yehoshua too harshly (when he publicly rebuked him for holding a different opinion to his). This showed that the power of the Nasi depended on his colleagues’ acceptance of him as one who lives according to the high standards of the Torah (p.36–37).

2. What were the reasons for 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. (In addition, Hadrian had renamed Yerushalayim after himself and an idol, and built an idolatrous temple on the site of the Beis Hamikdash.) (p. 59–61)

3. What motivated the king of Parthia (Bavel), King Shapur I, to end the Zoroastrian persecutions and restore good relations with the Jews? The king’s ambition was to restore his empire to the size of the original Persian Empire. This meant going to war with Rome (to capture territories in their possession), and thus he needed the cooperation of all groups and nationalities within his territory, including the Jews (especially since the Jews had been loyal in the previous wars with Rome, and were well organized and economically powerful) (p. 130).

Advanced Jewish History II —Examination Description— The Advanced Jewish History exam is based on the entire contents of the ArtScroll book History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder (Mesorah Publications, ltd). This text discusses Jewish history from the establishment of Yavneh as a Torah center in the times of the Tannaim (after the destruction of the Second Beis HaMikdash), until the end of the period of the Geonim (in about 1040 C.E.). It includes the entire period of the Amoraim and the writing and completion of the Talmud. This advanced level exam includes all the material covered in the Elementary Jewish History II exam, as well as additional material. It is therefore advisable to also take the elementary exam. The Advanced Jewish History examination contains three sections evaluating your knowledge of this period of Jewish history.

I. Short Answers (33.3%) Choose 10 out of 13 short answer questions.

II. Essay: The Era of the Talmud (33.3%) Write a 300-word essay on a topic related to era of the Talmud. Choose from a choice of two essay questions. The topics that you need to prepare for the exam are listed in the first Theme Syllabus that follows the study questions.

III. Essay: The Era of the Geonim (33.3%) Write a 300-word essay on a topic related to the era of the Geonim. Choose from a choice of two essay questions. The topics that you need to prepare for the exam are listed in the second Theme Syllabus that follows the study questions. Both essays should be suitably structured in proper essay format, with an introduction, body, and conclusion. They should include in depth discussion and independent thought and analysis, and, wherever appropriate, textual support. Note: The information in your answers must be found in the readings on the syllabus. There may be other correct answers to a question, but they do not receive credit on the exam.

When preparing for this exam, please make use of the sample exam found on pages 63-66 to familiarize yourself with the type of questions that are asked, and for guidance on how to answer them.

Advanced Jewish History II —Syllabus: Study Questions— As mentioned above, the advanced level exam includes all the material covered in the Elementary Jewish History II exam, as well as additional material. The following readings and study questions are the additional material that you must study in addition to the material on the Elementary Jewish History II syllabus.

Unit 1 Chapters 21–23 The First Generation of Amoraim Note: Most of these Amoraim belonged to the “Generation of Transition.” (See page 106)

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 in Eretz Yisrael: R’ Oshaya. (Others: R’ Channina bar Chama, R’ Yanai, R’ Yehoshua ben Levi) Jewish leaders in Bavel: Rav, Shmuel Kings of Bavel: Ardashir I, Shapur I (241–272 CE)

Chapter 21: The First Generation of Amoraim [in Eretz Yisrael] 133–134 The Amoraim: Discussion and Analysis •• What was the task of the Amoraim (also refer to pp. 106-108)? In which works are their main teachings contained?

134–135 Centers in Eretz Yisrael in the First Generation of Amoraim •• How were the teachings of the Amoraim transferred from one yeshivah of the Amoraim to another?

135–136 The Yeshivah of R’ Oshaya Rabba in Caesarea •• Why might have 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 These sections are not on the syllabus.

Chapter 22: The First Generation of Amoraim in Babylonia : Rav 140 (Untitled Introductory Section) •• Why did Rav leave Nehardea and choose to establish a Torah center in faraway Sura? (Also see p. 142: “The Establishment of the Yeshivah at Sura”; note: Rav was a member of the “Generation of Transition” — see page 106.) •• What did the change in name of the Bavel Torah centers, from sidra to mesivtos, indicate? (Also refer to page 127.)

140 A Mighty Foundation •• With who did the period of the Amoraim period in Bavel begin, and for how long did it last?

140–142 Rav — His Origins •• Why was R’ Abba referred to as Rav? •• From whom did Rav learn?

142–143 The Establishment of the Yeshivah at Sura •• At what point did Sura and Nehardea transform themselves from sidra to mesivtos? How did this affect how halachah was determined for the Jewish nation?

143–144 Rav as a Composer of Prayers There are no study questions on this section.

144 The Yarchei Kallah •• What were the Yarchei Kallah?

144 His Teachers and His Disciples There are no study questions on this section.

Chapter 23: Shmuel 145-146 The Man to Whom Rav Deferred •• In what ways was Shmuel worthy of being the head of the Torah center of Nehardea? (Note: Shmuel was a member of the “Generation of Transition” — see page 106.)

146 The Universal Scholar •• For what areas of knowledge is Shmuel remembered, aside from Torah?

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”? How did this ruling contribute to the self-government of Jewish communities?

147–148 A Man of Many Names There are no study questions on this section.

148–149 The Two Sister-Yeshivos of Babylonia •• How did the founding of the mesivtos of Bavel affect the role and authority of the Reish Galusa?

149–150 After the Death of Rav •• Why was a new Rosh Yeshivah not immediately appointed in Sura on Rav’s death?

Unit 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 in Eretz Yisrael: R’ Yochanan, Reish Lakish, R’ Elazar ben P’das Jewish leaders in Bavel: R’ Huna, R’ Yehudah Major King of Bavel: Shapur I

Chapter 24: The Second Generation of Amoraim in Eretz Yisrael 151–153 Troubled Times and Spiritual Resurgence •• How did the instability within the Roman Empire affect the Jews of Eretz Yisrael — both negatively and positively?

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

154–155 R’ Yochanan ben Naphcha — His Birth •• How do we know that R’ Yochanan was most probably a child prodigy? •• In what way was R’ Yochanan physically exceptional?

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

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 R’ Yochanan’s relationship with Reish Lakish? •• What was Reish Lakish’s original “occupation,” and how did R’ Yochanan persuade him to repent?

Chapter 25: The Second Generation of Amoraim in Babylonia 158 (Untitled Introductory Section) •• Why was Shmuel’s successor not appointed immediately after his 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 Nehardea?

159–160 R’ Huna •• What was R’ Huna’s relationship to Rav? •• How did the Yeshivah of Sura prosper under his leadership?

160–161 R’ Yehudah Founds Pumbedisa •• What was R’ Yehudah’s relationship to Rav? •• How successful was the Yeshivah of Pumbedisa in replacing the Yeshivah of Nehardea?

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

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

Chapter 26: The Third and Fourth Generations of Amoraim in Eretz Yisrael 163 (Untitled Introductory Section) •• Why were the heads of the Yeshivos in Eretz Yisrael for 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 There are no study questions on this section.

164–165 Tiberias after the Death of R’ Yochanan •• What were the roles of R’ Ami and R’ Asi after R’ Yochanan’s death? •• What was the status of the Yeshiva in Tiberias?

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 •• What great spiritual losses did Eretz Yisrael suffer during this period?

168–169 Rabban Gamliel V / Other Leaders of the Third Generation / The Fourth Generation of Amoraim in Eretz Yisrael There are no study questions on these sections.

Chapter 27: The Third Generation of Amoraim in Babylonia 170 (Untitled Introductory Section) •• Was there any rivalry for leadership among the yeshivos of Bavel?

170–171 R’ Chisda There are no study questions on this section.

171–172 The Yeshivah in Pumbedisa after R’ Yehudah •• Why was Rabbah called “the Uprooter of Mountains?” Why was R’ Yosef called “Sinai?” Why did they 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? How 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?

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 study questions on this section.

Chapter 28: The Fourth Generation of Amoraim in Babylonia — Abbaye and Rava 176–177 (Untitled Introductory Section) / A New Religion for Rome •• What factors contributed to the rising popularity of the Christian religion and its adoption by Constantine as the official religion of the Roman 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 Jews, especially those in Eretz Yisrael? What happened as a result to the yeshivos and chachomim of Eretz Yisrael?

178 A New Rosh Yeshivah •• Why was there no Rosh Yeshivah in Pumbedisa for two years after R’ Yosef ’s death? In what novel way was Abbaye appointed Rosh Yeshivah, and why?

178–179 Abbaye •• Why was Abbaye so named?

180 Abbaye and Rava •• From what age did Abbaye and Rava begin their learning “partnership”? •• Under who did they both learn?

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

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

Chapter 29: The Fifth And Last Generation of Amoraim in Eretz Yisrael 182–183 (Untitled Introductory Section) / Garrisons, Taxes, Restrictions •• What was the economic situation of the Jews of Eretz Yisrael during this period? •• 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 central Yeshivah in Tiberias close?

186 The Persecution Intensifies •• What was the attitude of the early Christian Emperors to the Nasi (and the Jews)? What was the attitude of the local populations to the Jews? What are the reasons for this difference? •• What effect did moving the capital of the Roman Empire to Constantinople have on the Jews of Eretz Yisrael??

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

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

Chapter 30: The Desolation of Eretz Yisrael 189 (Untitled Introductory Section) •• There are no study questions on this section.

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 effect did this have on the importance of the office of Nasi?

191–193 The Reign of Julian the “Apostate” •• Why is Emperor Julian referred to as the “Apostate”? •• Why was he friendly toward the Jews? How did the Jews respond to his promise to allow the building of the Beis Hamikdash?

193–194 Under the Byzantine Empire — A Crescendo of Persecution •• How did the Christians of the Byzantine Empire treat the Jews, and with what libel did they justify their actions?

194–195 The End of the Office of Nasi •• How did the office of Nasi come to an end? •• Why were the Jewish communities of Alexandria and Antioch destroyed? •• How did Emperor Justinian treat his Jewish subjects?

195–196 The Jewish Reaction to Suppression — the Eternal Torah in New Forms •• When the Byzantine Roman Emperor prohibited saying the Shema (in Eretz Yisrael and lands under their control), what did the chachomim enact in response? How else did the chachomim circumvent the prohi- bition to learn Torah?

Chapter 31: The Fifth and Sixth Generations of Amoraim in Babylonia 197–198 (Untitled Introductory Section) •• Who established the yeshiva in Nares, and where was it?

198 Pumbedisa During the Fifth Generation There are no study questions on this section.

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

199–201 The Sixth Generation •• In what ways is R’ Ashi compared to Rebbi (R’ Yehudah Hanasi)? Where did he establish his yeshiva and by what name did it become known?

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?

Chapter 32: The Seventh and Last Generation of Amoraim 203–204 Pumbedisa and Sura •• Why did Mar bar Rav Ashi not immediately inherit the position of his father? Did a son have the right to inherit his father’s position as Rosh Yeshivah?

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?

Unit 5 Chapters 33–34 The Savoraim and the Sealing of the Talmud Period covered: 500–589 CE Jewish leaders in Bavel: First Generation: (R’ Yosei) Second Generation: (R’ Simona) Third Generation: (R’ Ravai) / Reish Galusa: Mar Zutra Fourth Generation: (R’ Giza, R’ Sama) Major Kings of Bavel: Kavadh I (488–531 CE)

Chapter 33: The Savoraim 207 (Untitled Introductory Section) •• Approximately when were the periods of the Tannaim (“Sages of the Mishnah”), the Amoraim (“Sages of the Gemara”), and the Savoraim? •• What does the word Savoraim literally mean, and what was their role? (Also see following section.)

207–208 The End of an Era •• Who decided that the Amoraic era had ended, and what was the halachic significance of this?

208–210 The Troubles Worsen •• What were the effects of the new religion adopted by King Kavadh on the Jewish community of Bavel? •• Why did Mar Zutra take over his province? What was the tragic out- come of Mar Zutra’s revolt, and 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/Parthian Empire? (Also see next section.)

210–211 The Generations of Savoraim •• Why is the period of the Savoraim one of the least known in Jewish history?

211 Threatened from All Sides There are no study questions on this section.

Chapter 34: The Talmud 212–213 The Key to Survival •• What role has the Torah, and in particular the Gemara, played in en- suring the survival of the Jewish people amidst ongoing persecution?

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

215–217 The Yerushalmi •• 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 study questions on this section.

PART II: THE ERA OF THE GEONIM

Unit 6 Chapters 35–36 The Rise and Spread of Islam

Overview: These chapters give an overview of the rise and spread of Islam, describing events at the end of the Byzantine and Persian Empires (around 500 CE) until around 775 CE, with brief mention of later events.

Chapter 35: The Byzantine Threat and the Rise of Islam 223 The Dark Ages and Jewish Light •• When did the Dark Ages begin and how is this period generally char- acterized? How was this a productive period for the Jewish people?

223-224 The Threat of Byzantine World Rule •• What was the situation like for Jews under the Byzantium Empire?

224-225 Babylonia •• What was the situation like for Jews under the Sassanian Dynasty, from the fifth century onward?

225-226 Reprieve from a Neglected Peninsula •• Why would the defeat of the Persian/Parthian Empire by the Byzantium Empire have been disastrous for the Jews?

227-228 The Rise of Mohammed •• How did Judaism influence Mohammed’s beliefs and the tenets of Islam? •• What did Mohammed do to distinguish his religion from Judaism, and why? How did he treat the Jews?

Chapter 36: The Spread of Islam 229–230 Abu Bekr — Mohammed’s Successor •• How did Abu Bekr solve the economic problems of the Arab tribes?

230-231 Conquests Continue •• How did the Arab conquerors administer their conquered territories?

231-232 Dissension Erupts There are no study questions on this section.

232-233 The Omayyad Dynasty •• What advantages did Jewish merchants have over their non-Jewish competitors in this period?

233-234 The Abbasid Dynasty •• Which city eventually became the capital of the Arab caliphate (Islamic Empire)? •• How Arab was the caliphate (during the Abbasid Dynasty)?

Unit 7 Chapters 37–39 The Leadership and Organization of Bavel Jewry

Overview: These chapters describe the institutions of Jewish leadership that existed throughout the Geonic era, as well as the general organization of the Bavel Jewish communities.

Chapter 37: The Two Yeshivos 235–236 The Unifying Force of Torah •• What kept the Jewish communities unified during the Geonic period?

236–237 The Shift of Power from the Reish Galusa to the Yeshivos •• How did the decline of the office ofReish Galusa affect the authority of the yeshivos? •• How were the yeshivos of Sura and Pumbedisa distinct from the other yeshivos in Bavel? What role did the Two Yeshivos play in the appointment of the Reish Galusa (when the office was renewed by the Islamic caliphate)?

237 The Anonymity of the Scholars and the Supremacy of the Gaon •• What might be the reason for the anonymity of scholars during the Geonic period?

237-240 A Tenth-Century Description of the Yeshiva •• What were the Yarchei Kallah, and what was learnt during them? •• What was the order in which the Rosh Yeshiva, Sanhedrin and disciples sat? •• What were the tasks of the central Yeshivos? •• How much did the central Yeshivos change from the time of the Amoraim till that of the Geonim?

Chapter 38: Revival of the Office of Reish Galusa 241–245 Bustenai — The Legend •• Who was the first Reish Galusa under Muslim rule? (Also refer to following section.) •• Why was Bustenai so named?

245–246 The Historical Facts — An Attempted Reconstruction •• What historical inaccuracies appear in the legend of Bustenai? •• What is the reason that the legend of Bustenai was adapted over the years? •• Why did Bustenai marry a Persian princess?

Chapter 39: Community Organization 247–248 Introductory Section (Untitled) •• How did the establishment of Muslim rule affect the Jews’ rights to self-government? •• How did the shift in Jewish occupation from farming to commerce and crafts affect the organization of the Jewish community?

248–249 The Kehillah •• What was meant by the “kehillah”? •• What were the roles and tasks of the kehillah?

248–249 The Beis Din •• What benefits resulted from the division of Bavel into three Jewish authorities? •• How was the impartiality and independence of the courts maintained?

250–251 Jewish and Non-Jewish Courts •• What factors made Jewish courts far superior to non-Jewish courts, at- tracting even non-Jews to turn to them?

251–252 The Moslem Courts in the Geonic Period •• Could documents that were validated by Moslem courts be relied on?

Unit 8 Chapters 40–41 Jewry in Eretz Yisrael and Europe

Overview: These chapters describe the situation of the Jewish communities outside of Bavel at the beginning of the Geonic Era. The information is background for understanding the developing relationship between the Yeshivos of Bavel and the Jewish communities outside of Bavel.

Chapter 40: Eretz Yisrael during the Geonic Period 253 (Introductory Untitled Section) There are no study questions on this section.

253-255 The Jews Driven from the Land •• Why is the recitation of Shema part of the Kedushah of the Mussaf Shemoneh Esrei, and is even recited in a loud voice?

255 The Jews Re-enter Jerusalem •• When were the Jews forbidden, and when were they permitted to live in Jerusalem? •• How did the Muslims treat the Jewish and Christian inhabitants of Eretz Yisrael?

255-256 Political and Economic Stability •• How did the establishment of Damascus as the capital of the Muslim caliphate affect Eretz Yisrael?

256-257 Jerusalem’s Status •• Why did Yerushalayim become a holy city for Islam? Was this good for the Jewish people? •• How did the establishment of Baghdad as the capital of the Muslim caliphate affect Yerushalayim?

257-258 Torah in Eretz Yisrael during the Geonic Period There are no study questions on this section.

Chapter 41: The “Third Jewry” 259-260 The First Two Exiles •• How did Muslim rule affect the economic prosperity of Jewish communities in exile, and also the Torah influence from Bavel?

260-261 The Overseas Exiles — In Pre-Christian Times •• Which exile communities were established as a result of the First and Second Churban?

261-263 Under Christian Domination / Spain France and Germany / Italy •• How in general did the Christianization of the Roman Empire affect the Jewish communities in Europe?

Unit 9 Chapters 42–48 The Events of the Geonic Era

Overview: These chapters describe the key events in the Geonic period — the four and a half centuries from 589-1038 CE — and some of the outstanding Geonim.

Chapter 42: The First Hundred Years of the Geonic Era [590-690 CE] Period covered in chapter: about 590-670 CE

264-265 The First Geonim •• What events led to the reopening of the Yeshivos of Sura and Pumbedisa? •• What event marks the beginning of the Geonic Era?

265-266 The Qualifications of a Gaon •• What level of Torah knowledge did the Geonim achieve?

266-267 The Closing of Peroz-Shavur •• What turn of events led to the closing of the Yeshiva of Peroz-Shavur?

267-269 The Teshuvos of the Geonim •• From which period in Jewish history are the first written teshuvos? Why was there a proliferation of teshuvos during the Geonic Era? •• How did the Geonim spread the knowledge of the Talmud?

Chapter 43: The Second Hundred Years of the Geonic Era [690-790 CE] Period covered in chapter: about 680-763 CE

270-271 The Rashei Galusa Try Their Power •• What might have spurred the growing ambitions of the Rashei Galusa?

271-272 Dissension among Bustenai’s Heirs •• How did the Reish Galusa attempt to cut off his Persian half-brothers? •• Did the Geonim accept Bustenai’s children from his Persian wife as his rightful heirs?

272-273 Sura’s Pre-eminence •• What events led to the gradual weakening in the office of the Reish Galusa?

273-276 The Main Torah Works / Post-Talmudic Halachic Works •• What spurred the Geonim to begin producing Torah works (other than teshuvos), such as the She’iltos and the Halachos Gedolos?

Chapter 44: The Karaites — Heirs of Heresy Period covered in chapter: beginning of the third century of the Geonic era — about 760-770 CE

277-278 Babylonia and its Neighbors — The Fabric Weakens There are no study questions on this section.

278-279 Anan is Passed Over •• What events led Anan to begin a new movement, the Karaites? Why did the Muslim authorities allow and even encourage it?

280-281 The Karaites •• Why were the Karaites so named? How were they a continuation of earlier heretical sects? What factors promoted the success of the Karaites? •• What limited the growth and spread of the movement?

281 The Decline of the Babylonian Community •• How did the Karaites ultimately weaken the Jewish community of Bavel? (This is discussed further on pages 284-285.)

Chapter 45: The Middle Geonim Period covered in chapter: beginning of the third century of the Geonic era — 770-830 CE

282-283 Bustenai’s Persian Descendants Gain Power •• When did the office ofReish Galusa pass to the descendants of Bustenai’s Persian wife?

283-284 Property Law — A Fundamental Change There are no study questions on these sections.

284-285 A Second Struggle for the Post of Reish Galusa / The Decline of the Office of Reish Galusa •• How did the conflict over the appointment of David ben Yehudah as Reish Galusa weaken the office? •• What motivated the caliph to destroy the political importance of the Reish Galusa? •• How did the conflict over the position of Reish Galusa strengthen the importance of the Two Yeshivos?

Chapter 46: Conflict and Creativity Period covered in chapter: end of the third century of the Geonic era — 840-890 CE

286-288 Sura’s Leading Position Threatened •• What financial privileges were enjoyed by Sura over Pumbedisa, and why? •• What controversy arose between the Gaon of Sura and the Reish Galusa? •• Why did the Geonim begin writing their teshuvos in Hebrew?

288-289 R’ Netronal bar Hillai Gaon •• What was the attitude of the Geonim to returnees from heretical sects?

289-290 The Seder of R’ Amram Gaon •• What is the Seder of R’ Amram Gaon and to whom was it sent?

291 The First Dictionary of the Talmud •• Why was it necessary to write an Aramaic dictionary on the Gemara?

291 The Cycle of R’ Nachshon There are no study questions on this section.

291-292 An Increase in Persecution •• Why did the caliphs begin persecuting the Jews and forced them to wear yellow patches?

Chapter 47: Baghdad, Ramleh, and the Gaon from Egypt Period covered in chapter: beginning of the fourth century of the Geonic era — 890-944 CE

293-294 The Move to Baghdad •• Why didn’t the urbanization of Bavel (during the ninth century, the third century of the Geonic era) affect the Yeshivos of Sura and Pumbedisa? •• Why did the financial support for the Two Yeshivos diminish at the end of the ninth century? •• What prompted their move to Baghdad? Why was this move resisted? 295 Instability in the Two Yeshivos •• What events brought a weakness in the Yeshiva of Sura? •• What controversy arose between the Reish Galusa and the Yeshiva of Pumbedisa?

296-297 The Calendar Dispute •• Why did Aharon ben Meir dispute the proclaiming of the calendar? Who opposed him and why? How did it threaten the unity of the nation?

•• How did the calendar dispute ultimately strengthen the Two Yeshivos? •• What was unique about the appointment of R’ Saadya as Gaon of Sura (also refer to following section)? Why then was he appointed? (Also refer to following section.)

297-300 R’ Saadya Gaon •• What role did R’ Saadya play in the battle against the Karaites? •• What did he do to revive the glory of Sura? •• What incident caused R’ Saadya to go into hiding? How was this providential for the Jewish people? •• Why did R’ Saadya write HaEmunos VehaDeos? •• What did the Rambam say about R’ Saadya?

300 The Closing of Sura There are no study questions on this section.

Chapter 48: The End of Babylonian Supremacy Period covered in chapter: end of the fourth century of the Geonic era — 944-990 CE, and beginning of the fifth century — 990-1040 CE.

301 A New Low There are no study questions on this section.

302 Causes of the Yeshivos’ Weakness •• What are some of the causes for the weaknesses of the Two Yeshivos at the end of the fourth century (both external and internal causes)?

302-304 R’ Sherira Gaon •• What did R’ Sherira do to strengthen the Yeshiva of Pumbedisa? How successful was he? •• What is the Iggeres of R’ Sherira?

304-305 The Revival of Sura •• What situation allowed the Yeshivah of Sura to reopen?

305 A Libel •• Why were R’ Sherira Gaon and R’ Hai Gaon imprisoned? •• What was unique about R’ Hai becoming Gaon during his father’s lifetime?

305-306 The Last Geonim of Sura There are no study questions on this section.

306-307 R’ Hai Gaon •• What place does R’ Hai Gaon have among the Geonim? •• What role did he play in leading and teaching world Jewry? •• What event marks the end of the Geonic era? What happened to the Yeshivos of Sura and Pumbedisa?

308 A Great Mission Ends •• Was there any more need for Sura and Pumbedisa to disseminate Torah to world Jewry?

Advanced Jewish History II —Theme Syllabuses—

The two theme syllabuses below are designed to aid your preparation for the two essay sections of the Advanced Jewish History II exam. As the name suggests, each theme syllabus outlines the themes or topics on which you should focus your studies when studying for the exam, in preparation for writing two 300-word essays. Under each topic of the theme syllabus are listed the subjects on which you should concentrate your studies, as well as the corresponding chapter or pages that discuss them in the ArtScroll book, History of the Jewish People — From Yavneh to Pumbedisa by Meir Holder. Of course, as you study from the specified pages, make sure to stay focused on the corresponding subjects and themes. It is advisable that you first read through the Theme Syllabus in its entirety to familiarize yourself with the ideas contained therein. Then work through the study questions on the Elementary and Advanced Syllabuses, bearing in mind that in addition to being able to answer the study questions, you should understand the concepts discussed in the Theme Syllabuses. The readings listed under each topic refer to the sections of the book that are most relevant to the corresponding subject. The lists are not all-inclusive, however, and there may be other material on the syllabus that discusses the topics. Moreover, there may be overlaps between the topics, with the information on one page referring to many topics on the theme syllabus.

Topics for Part II: The Era of the Talmud (33.3%)

Study the following topics that are related to the era of the Talmud in preparation for writing a 300-word essay on one of them.

1. Surviving the Churban, part I — Rabban Yochanan ben Zakkai Readings: Chapters 1–2. (Refer to the study questions in the Elementary syllabus.) •• Appreciate the extent of the physical and spiritual desolation that resulted from Churban Beis Sheini and the defeat of the Jewish nation by the Romans. •• Identify the problems that faced Rabban Yochanan ben Zakkai. Examine how he responded to them ̶ such as his three requests from Vespasian (pre-Churban), the importance of establishing the Yeshiva and Sanhedrin in Yavneh, his four takanos, the appointment of Rabban Gamliel as Nasi, and his establishment of a yeshiva outside of Yavneh.

2. Surviving the Churban, part 2 — Rabban Gamliel Readings: Chapters 3–5. (Refer to the study questions in the Elementary syllabus.) •• Look at how Rabban Gamliel continued Rabban Yochanan’s work of building an organized Jewish nation with a strong Sanhedrin. •• Identify 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 examine how he dealt with them.

3. The Roman Subjugation of Eretz Yisrael and the Bar Kochba Revolt Readings: Chapters 9–12. (Refer to the study questions in the Elementary syllabus.) •• Look at the policies of Hadrian toward the Jews, both his early peaceful policies and his later anti-Jewish policies. •• Study the reasons for the Bar Kochba revolt, the phases of the revolt and its even- tual failure, and the severe consequences it had for the Jewish nation.

4. Rebbi and the Compilation of the Mishnah Readings: Chapters 14, 15, and 17. (Refer to the study questions in the Elementary syllabus.) •• Identify the reasons why Rebbi decided to write down the Mishnah; for example, the weak spiritual and political situation of the Jewish people since the Churban and the changes that were taking place in the Roman Empire. •• Explore the providential events that enabled Rebbe to accomplish the task, such as his friendship with the Roman Emperor, his own extraordinary qualities (in learning, statesmanship, etc.), and having a concentration of great chachomim at his yeshivah.

5. The unique nature of the Jewish Nation Readings: Chapter 1, pages 11–12, 16–21; chapter 3, pages 30–33; chapter 5, p ages 36–37; chapter 6, page 43; chapter 7, pages 44–45; chapter 13, pages 77–79; chapter 16; chapter 17, pages 108–111. (Refer to the study questions in the Elementary syllabus.)

A. The high values of the Jewish nation •• Identify some of the high values of the Jewish nation at that time, such as their commitment to the ethical values of the Torah, their loyalty to their righteous leaders (who ruled without force), their work ethic and moderate lifestyle. •• Contrast this with the values of the ancient nations and their pursuit of pleasure and power.

B. The uprightness of the governing bodies •• With a focus on the leaders of the Jewish nation, examine how the Sanhedrin functioned and maintained power among the people. Look at how the Nasi was appointed and maintained his position, and at the qualifications required to be appointed to the Sanhedrin. •• Contrast this with the way the Roman emperors obtained and maintained power.

C. Social welfare and the poor •• Look at the status of the poor in Jewish society, at the attitude of Chazal to manual labor, and at how the obligation to learn and observe the Torah meant even the poor could become leaders.

•• Examine how the very poor were provided for by charitable funds. •• Contrast this with ancient Greek and gentile attitudes and practices toward charity.

D. The Provision of Education •• Identify Torah values toward education and see how these were implemented by the chachomim. •• Contrast this with ancient Greek and gentile attitudes and practices toward education.

6. The Yeshivos of Bavel Readings: Chapter 18, pages 110-112; chapter 19; chapter 20, pages 125–127; chapter 22, pages 139-140; chapter 24, pages 151-154; chapter 26, pages 167-168; chapter 27, pages 170–172; chapter 28, pages 176–178; chapter 30. (Refer to the study questions in the Elementary and Advanced syllabuses.) •• Look at the origins and development of the yeshivos of Bavel, their rising status, and their changing relationship with the yeshivos of Eretz Yisrael. •• Examine the reasons for the abovementioned changes, looking at the historical state of affairs (i) during the period when the yeshivos of Bavel were subordinate to the Nasi and Sanhedrin in Eretz Yisrael; (ii) the period following the death of R’ Yehudah Nesiah, when the Bavel yeshivos transformed themselves from sidra to Mesivta; and (iii) the period after the death of Yehudah Nesiah II (and during the rule of Emperor Constantius and thereafter) when they became the central yeshivos.

Topics for Part III. The Era of the Geonim (33.3%) Study the following topics that are related to the era of the Geonim in preparation for writing a 300-word essay on one of them.

1. The Two Yeshivos: Sura and Pumbedisa Readings: Chapter 37; chapter 42, pages 265-266, 267-269; chapter 43, pages 273-276; chapter 46, page 289; chapter 47, pages 293-294, 299-300. (Refer to the study questions in the Advanced syllabus.) Refer to the topics below for sources on the Geonim’s involvement in the appointment of the Rashei Galusa. •• Identify the roles and tasks of the central Yeshivos of Sura and Pumbedisa. •• Identify the roles and tasks of the Geonim (the Rosh Yeshivos), and their authority within and beyond the Yeshivos. •• Look at how the Two Yeshivos played a major role in unifying and preserving the Jewish people during the Geonic period. For example, through teaching and training rabbis, appointing judges and the Reish Galusa, deciding halachah and writing Teshuvos, disseminating Torah works (such as the She’iltos, the Halachos Gedolos, Seder R’ Amram Gaon, and HaEmunos VehaDeos), leadership of the people, the Yarchei Kallah, and so on.

2. The Reish Galusa Readings: Chapters 23, page 148; chapter 37, pages 236-237; chapter 39, page 249; chapter 43, pages 270-273; chapter 45, 282-285; chapter 46, page 287; chapter 47, pages 295, 298. (Refer to the study questions in the Advanced syllabus.) •• Identify the roles and tasks of the Reish Galusa. •• Look at the gradual decline in authority of the Reish Galusa, and the division of power between the Reish Galusa and the Two Yeshivos. •• Examine the reasons for the recurring conflicts between the Geonim and the Reish Galusa. For example, over the appointment of Bustenai’s heirs and R’ Achai — chap. 43; over the appointment of David bar Yehudah — chap. 45; between the Gaon of Sura and Ukva — chap. 46; between the Yeshiva of Pumbedisa and David ben Zakkai, and between R’ Saadya and David bar Zakkai — chap. 47.

3. The Organization of Bavel Jewry Readings: Chapter 16, pages 102-103; chapter 39. (Refer to the study questions in the Advanced syllabus.) •• Identify the roles and activities of the kehillah, •• Examine the court system and how the batei dinim (courts) maintained their impartiality. Consider why the Jewish courts were far superior to the non-Jewish courts of the time.

4. Jewry under Muslim Rule Readings: Chapter 36, pages 230-234 (from “Conquests Continue” to end of chapter); chapter 39, pages 247-248; chapter 40; chapter 43, page 273; chapter 44, page 279; chapter 45, pages 285; chapter 46, pages 291-292. (Refer to the study questions in the Advanced syllabus.) •• Look at the social, economic and religious conditions of the Jews under Muslim rule during the Geonic period, both in Bavel and in Eretz Yisrael. •• Examine the Muslim’s support of the office ofReish Galusa and their subsequent undermining of it. •• Examine the reasons for the periodic increases in persecution.

5. Disputes and Dissident sects Readings: Chapter 44; chapter 47, pages 295-298. (Refer to the study questions in the Advanced syllabus.) •• Explore Anan’s motives for beginning the Karaite movement, and examine the circumstances that furthered its initial success, both in regard to its ability to gain the support and protection of the Muslim authorities, as well as to attract followers. •• Look at the reasons for the calendar dispute, why it threatened the unity of the nation, and how it was resolved.

Advanced Jewish History II —Sample Examination— This sample exam is provided to familiarize yourself with the type of questions that are asked, and for guidance on how to answer them. It is similar to the actual exam, though contains fewer questions. As noted in the exam description, the Advanced Jewish History exam contains three sections, each worth a third of the total grade:

I. Short Answers (33.3%) Answer 4 out of 5 questions. In the formal examination, you will choose 10 out of 13 questions.

II. Essay: The Era of the Talmud (33.3%) Write a 300-word essay on a topic related to the era of the Talmud. In the formal exam you will have a choice of one out of two topics.

III. Essay: The Era of the Geonim (33.3%) In the formal exam you will write a 300-word essay on a topic related to the era of the Geonim and have a choice of one out of two topics. There is no question on this section in this sample exam since it is similar in style to the essay you will write on the era of the Talmud. You will have two and a half hours to complete the formal exam. This sample exam should take you less time since there are fewer questions. The answers to all questions in this sample exam can be found on page 65. 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. Short Answers (33.3%) Directions: Answer four of the following five questions. Please limit each of your answers to about 40 words. In the formal exam, partial credit will be awarded for partial answers. No extra credit will be granted if you answer more questions than required. Only the first answers 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? 5. What course of events led Anan to begin the sect of the Karaites?

II. Essay: The Era of the Talmud (33.3%) Directions: Read the question carefully and make sure you understand what is being asked. Write an essay of at least 300 words. Your essay should be structured, with the ideas presented in proper essay format, including an introduction, body, and conclusion. Use the scrap paper supplied by the proctor to jot down notes and draft your essay. Be sure to write your final essay clearly in the space provided, so that the grader can read your work. Illegible exams are NOT graded. Essay Topic Q. Discuss the challenges that Rabban Yochanan ben Zakkai had to contend with in rebuilding the Jewish nation in the first few years after the Churban Beis Sheini. III. Essay: The Era of the Geonim (33.3%) As noted, in the formal exam you will write a 300-word essay on a topic related to the era of the Geonim and have a choice of one out of two topics. There is no question on this section in this sample exam since it is similar in style to the essay you will write on the era of the Talmud.

Advanced Jewish History II —Answer Key— Below are the answers to the sample exam. I. Short Answers

1. What was the task of the Amoraim? Thesechachomim 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. (p. 173)

5. What course of events led Anan to begin the sect of the Karaites? When the Geonim recommended that the caliph appoint Anan’s younger brother Reish Galusa, Anan refused to accept the decision and declared himself Reish Galusa. The Muslim authorities consequently threw him in prison (for contravening the caliph’s decision). To escape execution, Anan claimed he represented a separate religion (and thus his being the head of his religion did not contravene the caliph’s appointment. Once out of prison, filled with hatred to the Rabbis, he proceeded to develop his new religion and denied the validity of the Oral Torah.) (p. 278).

II. Essay: The Era of the Talmud For a sample answer to the essay question, please see page 70.

Advanced Jewish History II —Essay Writing Guidelines— The purpose of the essay sections in the advanced Jewish History examination are 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 essays — which is 66.6% 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 these two sections 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 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 these two sections, make sure that the key ideas in your essays 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 ex- pected 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 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 essays 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 sub- stance 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 essay question, typical of the type of questions that are on the Advanced Jewish History examination. The sample answer satisfies the above essay criteria.

II. Essay: The Era of the Talmud

Q. Discuss the challenges that Rabban Yochanan ben Zakkai had to contend with in rebuilding the Jewish nation in the first few years after the Churban Beis Sheini. In the period that culminated with the Churban HaBayis, the Jewish nation not only suffered terribly at the hands of the Romans. but also lost its focal point, the Beis Hamikdash, together with all its bodies of leadership (such as the Kohanim and the Sanhedrin). The nation was at risk of extinction as a distinct people and Rabban Yochanan needed to act quickly. He needed to make clear that adherence to the Torah would ensure the survival of the Jewish people, and that henceforth the batei din and the batei midrash would take the place of the Beis Hamikdash as the focal points of the nation. To strengthen the people’s observance of Torah, he needed to renew the learning and teaching of Torah and provide Torah leadership for the nation. This could only be accomplished by reestablishing the Sanhedrin (and the Central Yeshivah), headed by a Nasi. 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 chachomim 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 through demonstrating its devotion to the people and its ability to lead. Rabban Yochanan also needed to choose the right Nasi who, aside from being a leading talmid chacham fitting for the position, would give the people hope by demonstrating the continuity of the nation. As such, he viewed it as essential that Rabban Gamliel, a descendant of previous Nesiim (and of David Hamelech), be appointed. Due to the abovementioned fear of Roman reprisals, this could only be done when it was safe to do so. It is clear that Rabban Yochanan ben Zakkai had a formidable task before him. He

had to strengthen the nation’s commitment to Torah and reestablish the Sanhedrin and its Nasi to provide Torah leadership for the nation, as well as deal with threats from the Romans. History has proven that with Hashem’s help he met these challenges with considerable success.

This sample answer has 370 words. NOTE: This question is based on unit 1 of the Theme Syllabus: “1. Surviving the Churban, part I — Rabban Yochanan ben Zakkai.”