RELIGIOUS STUDIES JUDAISM Scheme of Learning

A LEVEL

RELIGIOUS STUDIES

JUDAISM Scheme of Learning

The principal aim of the Scheme of Learning is to support teachers in the delivery of the new WJEC A2 Religious Studies specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted.

Judaism Theme 1: Religious figures and sacred texts (part 2)

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The Talmud, Mishnah Talmud Mishnah WJEC/Eduqas Religious Students to research Talmud, Mishnah Using scholarly views, learning and Gemara. Gemara Studies for A Level Year 1 & and Gemara and write a paragraph for explain why the activity AS – Judaism each one which gives a clear, concise Babylonian Talmud has – Helen Gwynne-Kinsey. definition of what each is. greater authority within Judaism. www.myjewishlearning.com

1 The differences between Jerusalem and Tutor’s notes. Tutor to present and explain the Jerusalem and Babylonian information regarding the two versions Babylonian Talmuds. Talmuds of the Talmud. www.myjewishlearning.com www.jewishvirtuallibrary.org www.reformjudaism.org.uk Students to complete a comprehension exercise relating to the background and characteristics of each one. Comprehension activity.

Students to create a mind map or comparison table which highlights the main differences between the two versions of the Talmud.

2 The nature of the Mishnah: Mishnah Examples of different types of Introduction – use examples of Create a mnemonic using content, style and importance for literature. different types of literature to show the word Mishnah which study in Judaism. that books/leaflets serve particular can be used to assist in Tutor’s notes. purposes. E.g. a dictionary aids remembering the key understanding of words and their points. WJEC/Eduqas uses; an instruction manual helps Religious Studies for A Level Year us to understand how to use a 1 & AS – Judaism piece of machinery or how to tackle – Helen Gwynne-Kinsey. a specific task in the best way.

www.myjewishlearning.com Link this idea to the role of the www.jewishvirtuallibrary.org Mishnah and the way in which it www.britannica.com aids Jewish understanding of the Talmud.

True or false cards Present students with information on the content, style and importance of the Mishnah for Judaism. In groups, they are to create a true or false activity which can then be used as a whole-class quiz in which true or false cards are held up to indicate response.

3 The nature of the Gemara: Gemara Tutor’s notes. Students to research the following Create a mnemonic content, style and importance for with reference to the Gemara: using the word Gemara study in Judaism. which can be used to WJEC/Eduqas assist in remembering Religious Studies Language the key points. for A Level Year 2 Organisation & A2 – Judaism Relationship to the Mishnah Helen Gwynne-Kinsey.

www.myjewishlearning.com www.jewishvirtuallibrary.org www.britannica.com

4 The importance of the Talmud Talmud Tutor’s notes. Introduction – highlight and explain Revise specialist within Judaism. the importance of the Talmud language and within Judaism. vocabulary for formal WJEC/Eduqas assessment in following Religious Studies lesson. for A Level Year 2 Students to work in pairs and come & A2 – Judaism up with five statements in response – Helen Gwynne-Kinsey. to the following:

www.myjewishlearning.com The Talmud is important within www.jewishvirtuallibrary.org Judaism because … www.britannica.com

Students are then to identify five Ask the rabbi – www.chabad.com areas of modern life that would not www.aish.com have been relevant during the time of the giving of the Torah to Moses. When five areas have been List of specialist language and identified, the students to research vocabulary with definitions for online to find out how Jews today homework task. have come to an understanding of each issue. Revise specialist language and vocabulary for formal assessment in following lesson.

5 Developing skills – AO1. activity to test knowledge and understanding of specialist language and vocabulary.

Judaism Theme 1: Religious figures and sacred texts (part 2)

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The meaning and Midrash www.myjewishlearning.com Read through relevant articles, and write up learning purpose of www.torah.org your findings on the meaning and purpose activity midrash. www.britannica.com of midrash.

Highlight any vocabulary that you don’t understand, and research the meaning of each new term.

1 Midrashic method: Peshat Remez Essential Judaism – George Robinson. After explanation of the four principal peshat; remez; Derash Sod WJEC/Eduqas Religious Studies for A midrashic methods, provide students with derash; sod. PaRDeS Level Year 2 & A2 – Judaism examples of each type. – Helen Gwynne-Kinsey.

www.myjewishlearning.com Working in pairs, students to sort the www.torah.org examples by deciding whether they are www.britannica.com indicative of peshat, remez, derash or sod.

Sorting activity – examples of the four Further examples can be added through principal midrashic methods. online research.

2 Developing skills – Midrash Essential Judaism – George Robinson. Provide each student with a list comprising Write a model answer for the AO1 WJEC/Eduqas Religious Studies for A key terms, examples from sacred texts and AO1 examination question Level Year 2 & A2 - Judaism names of Jewish scholars. E.g.: set. – Helen Gwynne-Kinsey. www.myjewishlearning.com www.torah.org Derash; Deuteronomy; Eisenberg; Exodus; www.britannica.com Gematria; Maimonides; Neusner; Numbers; Peshat; Remez; Rabbi Akiva; Rabbi Levi; An AO1 examination question on Sod; Song of Songs; Talmud; Torah. midrashic method. Students to compile a response to a question on midrashic method using the words and names from the list as prompts. Each entry on the list must be included and expanded upon (they can be used in any order). The aim of the task is to practise being able to incorporate references and quotations into an answer in a relevant and accurate way.

Responses can be shared and discussed to compile a definitive answer which can act as a model answer.

3 The Halakhah and the Halakhah Examples of rabbinic interpretation relating to Pair work – Using the method of Midrash 613 mitzvot; Halakhah Pittsburgh the development of the kosher food laws and Halakhah, explain how laws regarding kosher as the revealed will of Platform use of the mezuzah. food laws and the prescription to hang a God – Orthodox and mezuzah on the door post, for example, came Reform views. to be part of Jewish practice. Relevant scriptural quotations.

Group work – provide each group with a set Relevant section of the Pittsburgh Platform. of statements which represent Orthodox and Reform views on Halakhah as the revealed will of God, as well as a copy of the relevant Essential Judaism – George Robinson. section of the Pittsburgh Platform. Students to

consider each statement carefully, and decide www.myjewishlearning.com which branch of Judaism each represents. www.reformjudaism.org.uk www.chabad.org www.jewishvirtuallibrary.org www.britannica.com

A set of statements which represent a variety of Orthodox and Reform views on Halakhah as the revealed will of God.

4 The purpose and role Aggadah Essential Judaism – George Robinson. As an introduction, direct students to create a of Aggadah in midrash. WJEC/Eduqas Religious Studies for A Level short story which could be used to illustrate Year 2 & A2 – Judaism – Helen Gwynne- an important moral or ethical point. Kinsey.

Students to relate their stories in turn, and the www.myjewishlearning.com meaning considered by the rest of the group. www.reformjudaism.org.uk www.chabad.org www.jewishvirtuallibrary.org Provide examples of midrash Aggadah and www.britannica.com show how this method is suitable for sermons. Examples which can be used to illustrate how midrash Aggadah works.

5 Developing skills – An AO2 examination question from this Pair work – students to consider the bank of Write a full answer to the AO2. section of the specification. quotations and choose those which they feel AO2 question set. would be relevant to use in an answer to the A bank of scriptural and scholarly quotations AO2 question they have been set. which may or may not be relevant to this section of the specification. Then, for each of the statements chosen, they are to construct an argument which could be used as part of their answer.

Judaism Theme 1: Theme 1: Religious figures and sacred texts (part 2)

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Rashi and Maimonides. WJEC/Eduqas Compile short biographies of Rashi learning Religious Studies for A Level and Maimonides. activity Year 2 & A2 – Judaism – Helen Gwynne-Kinsey.

http://www.bible- researcher.com/rashi.html

http://www.iep.utm.edu /maimonid/

1 Rashi’s importance in the Midrash Peshat Rashi on Exodus 23:19: Students to study and discuss two Note evidence and history of Talmudic study. https://www.sefaria.org examples of Rashi’s commentary examples that could Rashi’s approach to midrash: /Rashi_on_Exodus.23. and write their understanding of his be used to illustrate close reading, forensic 19?lang=bi interpretations: Rashi’s importance in exegesis and the goal of clarity the history of Talmudic through peshat (literal study. interpretation). Rashi on Leviticus 24:19–20 Exodus 23:19 relating to the https://www.sefaria.org prohibition of boiling a kid in its /Rashi_on_Leviticus.2 mother’s milk. 4.20?lang=bi Leviticus 24:19–20 relating to compensation for injury.

Tutor’s notes. Two students chosen at random to give explanations of each one to the rest of the group. Peer assessment to follow.

2 Maimonides’ significance in Midrash Essential Judaism – George Robinson. Provide students with information the history of Jewish Philosophy on three of Maimonides’ most studies. The approach Aristotelianism An Introduction to Judaism – Nicholas significant works: taken by Maimonides to Plurality De Lange. midrash: philosophy and 1. The thirteen principles of faith reason. WJEC/Eduqas Religious Studies for A 2. Mishneh Torah Level Year 2 & A2 – Judaism 3. The guide for the perplexed. – Helen Gwynne-Kinsey.

https://plato.stanford.edu/entries/maimo Students to make notes on each work; nides/#Cre identifying the significance of each within Judaism. https://www.myjewishlearning.com/arti cle/the-thirteen- principles-of-faith/ Examples of Maimonides’ approach to midrash through philosophy and reason should also be highlighted.

3 Rashi’s understanding of Peshat WJEC/Eduqas Religious Studies for Provide students with information the creation text in Bereshith Creation A Level Year 2 & A2 – Judaism about Rashi’s interpretation of Genesis 1. ‘de novo’ – Helen Gwynne-Kinsey. Genesis 1:1. Students to complete a comprehension activity: https://www.sefaria.org/Rashi_on_Ge nesis.1.1?lang=en 1. According to Rashi, why doesn’t the Torah start where the law begins? 2. What is Rashi’s understanding of Genesis 1:1?

4 Maimonides’ Moses https://plato.stanford.edu/entries/maimo Students to undertake online Compare the views of Rashi understanding of the Plato nides/#Cre research on Maimonides’ and Maimonides concerning creation text in Genesis 1. Aristotle Creation ‘ex understanding of the creation text. an understanding of the nihilo’ http://www.iep.utm.edu/maimonid/ creation text in Genesis 1 and When the research has been present findings as a mind http://www.jewishmag.com/117mag/mai completed, choose a number of map or Venn diagram. monidies/maimonidies.htm students at random, and give each a prompt card. Each student with a card Prompt cards, each bearing a key to offer a more detailed concept from Maimonides’ explanation/development of the understanding of the creation text in concept on the card which they have Genesis 1. received.

Discussion and/or questions to follow for the purpose of clarification if the need arises.

5 Developing skills – AO2. Role play activity: Write up arguments which could be used for analysis Divide students into small groups and and evaluation for the give each one the designation of following issues: either Rashi or Maimonides. Their task is to put together a case, with • The relative importance evidence, for claiming that they have of Rashi and Maimonides had the greater impact upon for understanding understanding the Hebrew scriptures. Hebrew scriptures.

• The extent to which A spokesperson from each group to Maimonides is the most defend the position of either Rashi or Maimonides, and also respond to complete Jewish scholar. counter objections from the opposition.

Judaism Theme 2: Significant historical developments in religious thought. 2A The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The challenge of secularisation

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Key terms that will be used in this Zionism On-line dictionaries. Compile a glossary of the key terms that learning section of the specification. Anti-Semitism will be encountered in this activity section of the specification. E.g.

Zion; Anti-Semitism; Pogrom; Eretz Yisrael; Eretz Hakodesh; Hovovei Zion; Kibbutz; Holocaust.

1 The origins of Religious Zionism with Zionism The Jewish Study Provide students with Biblical reference to Amos 9:14–15 and “Zion Zion Bible – ed. Adele quotations and commentaries. theology” found in the Hebrew Bible. theology Berlin and Marc Zvi Working in pairs, they are to Brettler (Amos 9:14–15 discuss each one and match them Psalm 137:1 to the correct commentary. Isaiah 2:2; 60:1–3; 62: 1–8 Feedback to rest of class to check Jeremiah 3:14; 23:5). for accuracy. Students to write a summary A commentary on of the references and their each of the Biblical meanings to present a references, but concise account of what constitutes without a link to Zion theology. any of them.

2 The rise of nationalism in Anti-Semitism Judaism Today – Set up research workstations in response to anti-Semitism in the Political Zionism Dan Cohn-Sherbok. teaching room covering the following 19th century. Political Zionism and aspects of the specification: the developing of a national https://www.britannica.com/biogr identity amongst Jews with aphy/Theodor-Herzl#ref26673 • The rise of anti-Semitism in 19th reference to: the Dreyfus affair; century Europe. the work of Herzl and the https://www.britannica.com/biogr • The Dreyfus affair. international Zionist movement; aphy/Alfred-Dreyfus • Theodore Herzl the First Zionist Conference in • The First Zionist Conference in 1897 http://www.jewishvirtuallibrary.or 1897 and the establishment of g/political-zionism political and legal claims. Arrange students into small groups and

allocate each to a workstation. They are to http://www.jewishvirtuallibrary.org/fi gather as much information as they can rst-zionist-congress-and-basel- under timed conditions before moving on program-1897 to the next workstation.

3 The rise of nationalism in Anti-Semitism Undertake a detailed discussion of response to anti-Semitism in the Political Zionism the findings from the previous lesson, 19th century. Political Zionism and making extra notes if necessary. the developing of a national identity amongst Jews with Working in pairs, students to review reference to: the Dreyfus affair; information and note significant dates and the work of Herzl and the their corresponding events. They are then international Zionist movement; to create a chronological timeline so that the First Zionist Conference in they have a clear idea of what happened 1897 and the establishment of when and why. political and legal claims (continued).

4 Labour Zionism and the Kibbutz Video – How Modern Hebrew was Explain the development of kibbutz, and then deal development of kibbutz. Revival Hebrew created with the revival of the Hebrew language in its modern of the Hebrew language in its spoken form through the following activities: modern spoken form. https://www.youtube.com/watch?v= JLf3wREdcnA. 1. Carry out a quick survey around the group to determine how many different languages are http://www.jewishvirtuallibrary.org/e spoken by the students (even if only at a basic liezer-ben-yehuda-and-the-revival- level). If there is a linguist (or linguists) in the of-hebrew class, get them to demonstrate a simple greeting or phrase in a language which is different from that spoken as the first language of the school. Get the rest of the class to learn the phrase or greeting too. 2. (Unless there are Hebrew scholars in class) Inform students that they are already able to use and understand a number of Hebrew words. Students to undertake a brief online research exercise to find some examples of Hebrew words in the English language. 3. Explain that the revival of the Hebrew language in its modern form is a relatively new occurrence. Show YouTube clip ‘How modern Hebrew was created.’ Provide each student with further background information about how the revival took place. 4. Students to work individually and identify five key things which they believe led to the revival of the Hebrew language, and summarise each one succinctly in their own words.

5 The development of the Zionist Migration Judaism Today – Students to create a headline Students to answer an Movement and the Secularisation Dan Cohn-Sherbok. feature for an online newspaper AO1 examination question on establishment of the secular reporting on the events any aspect of this section of state of Israel. Migration to WJEC/Eduqas Religious Studies for surrounding the establishment of the specification. Israel; the challenge of A Level Year 2 & A2 – Judaism the secular state of Israel. The secularisation with reference to – Helen Gwynne-Kinsey. article should also include the specific response by Haredi ‘interviews’ with Haredi Jews which Judaism. Tutor’s notes highlighting main outline the reasons for their events surrounding the opposition to secular Judaism. establishment of the secular state of Israel and the response by Haredi Judaism.

An AO1 examination question on any aspect of this section of the specification.

Judaism Theme 2: Significant historical developments in religious thought. 2B The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The challenge of science.

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Diversity of responses Creation See SOL for Theme 1F on the Students to carry out a review learning within Judaism to the Bershith comparison of the views of Rashi and of their notes from theme 1F on the activity philosophical issues Maimonides concerning an comparison of the views of Rashi and relating to the creation understanding of the creation text in Maimonides concerning an understanding event. Genesis 1. of the creation text in Genesis 1.

1 Diversity of Creation The Basic Beliefs of Judaism – Lawrence Present students with the following responses within Bershith J. Epstein. areas of focus for research, as well as Judaism to the Cosmogony relevant quotations and/or references to philosophical issues Unity Judaism – Dan Cohn-Sherbok. schools of thought on the topic of the relating to both the Plurality nature of the creation event: nature of God and to WJEC/Eduqas Religious Studies for A the creation event. Level Year 2 & A2 – Judaism 1. Why did God create the cosmos? – Helen Gwynne-Kinsey. 2. What was the nature of the creative process? Relevant references from: 3. What was the order of creation? School of Shammai Rabbi Gamaliel 4. How is the act of creation to be Rabbi Yohannan Rashi interpreted? Maimonides Saadia Gaon Class discussion and tutor explanation to be Moses followed by the creation of a mind map that Plato summarises facts about God’s actions in Aristotle relation to creation. Ethics of the Fathers

2 Diversity of responses Creation The Basic Beliefs of Judaism – Explanation and discussion surrounding Make use of two references within Bershith Lawrence J. Epstein. the diversity of responses within Judaism from the works of scholars Judaism to the Cosmogony to the nature of God. and/or religious writings. philosophical issues Unity Judaism – Dan Cohn-Sherbok. Expand upon them to create a relating to both the Plurality Working in small groups, students to couple of paragraphs which WJEC/Eduqas Religious Studies for A nature of God and to Divine Nothing create a logical sequence of information could be used as part of an Level Year 2 & A2 – Judaism answer to an AO1 question on the creation event – Helen Gwynne-Kinsey. using the tutor-prepared statements. this section of the (continued). Relevant references from: specification.

School of Shammai Rabbi Gamaliel Rabbi Yohannan Rashi Maimonides Saadia Gaon Moses Plato Aristotle Ethics of the Fathers

Tutor to prepare statements relating to the diversity of responses within Judaism to the nature of God, and present them in mixed-up form.

3 The challenge of Metaphor https://www.myjewishlearning.com/art Discussion about the challenges science. icle/jewish-science-101/ scientific advances have brought to religious belief and faith.

The Basic Beliefs of Judaism – Explanation of the concept that the Lawrence J. Epstein. Bible is not cosmology but a metaphor that provides a narrative for the Jewish people.

Consider also the view of Maimonides that the Torah must be grounded in reason. It therefore follows that if science proves a point, then the finding should be accepted and scripture should be interpreted accordingly.

4 Diversity of responses Evolution https://www.myjewishlearning.co Students to research the diverse views held within Using the research within Judaism to m/article/creationism-evolution- Judaism to evolution: e.g. ultra-Orthodox; information, students to evolution. in-jewish-thought/ Orthodox; Kabbalist; Conservative and Reform. create a ‘Who believes what?’ quiz which can be http://www.jewishvirtuallibrary.org/j On completion of research, students to put away used to test for understanding amongst the udaism-and-evolution their notes and finish the following statements to show a coherent understanding of each point of wider group. view: A copy of the quiz can be (1) Ultra-Orthodox Jews reject the theory of uploaded onto an online quiz evolution entirely because … site and used for revision (2) Some Jews reject the biblical account of purposes. creation because … (3) Some Orthodox Jews strive to integrate the biblical account with the findings of modern science because … (4) Some Jewish thinkers reject literal understandings of the Bible in favour of metaphorical or allegorical readings because … (5) Kabbalists embrace many aspects of evolutionary theory because …

Completed statements to be compared and discussed with others.

5 The debate about the Key quotes and Explain that according to the classic rabbinic age of the universe. observations: tradition God created the world around 6,000 years ago.

‘The world may be only some 6,000 years old. God could have put the Provide students with key quotes and observations, fossils in the ground and juggled and direct them to use them to create two the light arriving from distant arguments that might be useful in an answer to an galaxies to make the world appear AO2 question on whether or not Judaism is to be billions of years old. There is compatible with science. absolutely no way to disprove this claim.’(Schroeder)

Midrash Genesis Rabbah 3:7 notes that other worlds were created and destroyed before this present one was decided upon as the permanent one.

Talmud Chaggiga 13b–14a states that there were 974 generations before God created Adam: ‘R. Simeon the Pious said: These are the 974 generations who pressed themselves forward to be created.’

Judaism Theme 2: Significant historical developments in religious thought. 2C Holocaust theology

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The Holocaust. Shoah Judaism Today – Dan Provide students with a basic timeline of events which presents learning Cohn-Sherbok. the background to the Holocaust. activity E.g. The Treaty of Versailles; Hitler’s rise to power; the passing http://www.jewishvirtuallibra of laws which resulted in Jews becoming second-class ry.org/an-introductory- citizens; Kristallnacht; World War II; death camps. history-of-the-holocaust Students to expand upon each entry in the timeline. http://remember.org/educat e/mtimeline

http://www.bbc.co.uk/histor y/worldwars/genocide/holoc aust_overview_01.shtml

1 Holocaust Retribution Judaism Today – Tutor to give an explanation of the traditional Jewish Prepare a 30-second theology. Genocide Dan Cohn-Sherbok. understanding of suffering by reference to the terms of the response from a Jewish covenant relationship and illustrations from the prophets perspective in answer to The Jewish Study Bible Amos, Jeremiah and Job. the question ‘How is it – ed. Adele Berlin and possible to reconcile an Marc Zvi Brettler (Amos Students to consider the following questions and discuss all-knowing, all-loving, all- 3:1–2; Jeremiah 32:26- whether or not the traditional Jewish understanding of powerful God with the 30, 37–38; Job suffering is sufficient to answer them: atrocities of the 38:4). Holocaust?’ • How is it possible to reconcile an all-knowing, all-loving, all-powerful God with the atrocities of the Holocaust? • How can one speak, as does the Torah, of the absolute value of human life after such an act of genocide? • How can there still be a covenant relationship between God and the Jewish people when so many of the world’s Jews had been wiped out?

2 The meaning of Theodicy Judaism Today – Tutor to present Rubenstein’s Match the Richard Omnipotence Dan Cohn-Sherbok. response to the Holocaust. criticisms made to Rubenstein’s Benevolence the correct ‘death of God’. Immanence God and the Holocaust Students to be provided with relevant quotations theologian, and Ellie Wiesel’s Paradigm – Dan Cohn-Sherbok. from Rubenstein’s work and write a paragraph for write up the

‘The Trial of each one which explains its meaning. arguments that are Tutor notes. Relevant quotations from Rubenstein. God’. revealed. Tutor to present Wiesel’s response to the Holocaust. A set of statements containing criticisms of

Rubenstein’s and Wiesel’s responses, but which Students to be provided with the titles of four of are not linked by name to either of them. Wiesel’s written works: Night, Dawn, The Accident and The Trial of God and write a paragraph for each showing its significance for his response to the Holocaust.

3 Ignaz Vicarious Judaism Today – Dan Cohn-Sherbok. Tutor to present Maybaum’s response to the Match the Maybaum’s view atonement Holocaust. criticisms made to of Israel as the Churban God and the Holocaust – Dan Cohn-Sherbok. the correct ‘suffering Remnant Students to work in pairs and finish off the sentences theologian, servant’ and the Free will A set of sentence starters relating to Maybaum’s relating to Maybaum’s response and include at least and write up the

Holocaust as response. two quotations from Maybaum’s’ work. arguments that are ‘vicarious revealed. atonement’. Video on the free will defence: Show video which explains the free will defence. Eliezer https://www.youtube.com/watch?v=qJYycge3eFc Discuss. Berkovitz and ‘the hiding of the Tutor to present Brkovitz’s response to the Holocaust. divine face’ and Writing frame on Berkovitz’s response including: free will. Students to be provided with a writing frame to The Jewish Study Bible – ed. Adele Berlin and consolidate their understanding of Berkovitz’s Marc Zvi Brettler (Deuteronomy 31:17–18; Isaiah response to the Holocaust. 45:15) Relevant quotations. A set of statements containing criticisms of Maybaum’s and Berkovitz’s responses.

4 Emil Commandment Judaism Today – Tutor to present Fackenheim’s Fackenheim’s Dan Cohn-Sherbok. response to the Holocaust. proposal of the Holocaust God and the Holocaust – Dan Cohn- Students to complete the following tasks: as a new Sherbok. revelation (1) If Fackenheim rejects the notion that the Holocaust was a experience of The Jews – Alan Unterman. punishment for the sins of the Jewish people, explain how he God by way of a responds to the Holocaust. th 614 A set of relevant quotations from (2) What are considered to be the strengths and weaknesses of commandment. Fackenheim and other scholars (e.g. Cohn- Fackenheim’s approach? Sherbok and Unterman). In conclusion, students to undertake a brief review of all Holocaust theologians covered in this section of the specification, and write down some key phrases and/or words relating to each one.

5 Developing An AO1 and an Students to work in small groups and create a list of indicative content skills – AO1 and AO2 examination question from this section for each of the examination questions they have been given. AO2. of the specification. Whole class discussion to follow and an agreed list of content for each answer written up and shared.

Judaism Theme 3: Significant social developments in religious thought: 3A The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The development of Reform Judaism and Jewish attitudes to pluralism

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The development Progressive Judaism: A Very Short Introduction Compile a short but comprehensive learning of Reform revelation – Norman Solomon. article on the historical development activity Judaism. Ethical of Reform Judaism. monotheism Judaism – Brian E.Close.

https://www.myjewishlearning.com/article/reformjudaism/

https://www.myjewishlearning.com/article/rabbi- abraham-geiger/

http://www.bbc.co.uk/religion/religions/judaism/sub divisions/reform_1.shtml

1 The role and Authority http://www.jewishvirtuallibrary.org/the-pittsburgh- Background information to be given legacy of the platform on the establishment of the Reform Pittsburgh movement in the United States. Platform. Provide students with Pittsburgh Platform details. Working in pairs, they are to summarise each of the eight key points.

Class discussion to follow to ensure accuracy of interpretation.

2 The role and legacy of Liberationalist Creating Judaism – Explanation of Reform Judaism’s Revisit and review the the Pittsburgh thought Michael L. Satlow. attitude towards liberationalist thought and Tikkun information from Platform with Tikkun Olam Olam to be given, and class to work together to theme 2E about reference to: attitudes Tzedakah Living Judaism – Wayne Dosick. express the main concepts as a mind map. Maimonides and the towards liberationalist Gemilut hasadim ‘ladder of tzedakah’. thought (concern for A copy of the final clause of the Students to undertake an online research task to the poor) and Tikkun Pittsburgh Platform. find actual examples of Jewish social action Olam (repair of the campaigns. Synagogue websites are a good place world). http://learningtogive.org/resource to start, but using the terms tzedakah and gemilut s/tikkun-olam hasadim might also be helpful.

https://www.myjewishlearning.co m/article/tikkun-olam-repairing- the-world/

http://www.reformjudaism.org.uk/t ikkun-olam/

3 Attitudes towards Plurality https://www.myjewishlearning.co (1) Students to analyse the text of the ‘new’ other religions: the Diversity m/article/the-new-pittsburgh- Pittsburgh Platform 1999 and identify the content diversity of views in Interfaith dialogue latform-1999/ that sets out Reform Judaism’s position on Reform and Orthodox plurality/interfaith dialogue. Judaism towards http://www.iccj.org/ interfaith dialogue. (2) Students to explore the mission statement of the http://cjcuc.org/ International Council of Christians and Jews (ICCJ) and summarise its goal.

(3) Write down five key points about the role and legacy of the Pittsburgh Platform.

4 Attitudes towards Plurality http://www.kolhamevaser.com/20 Students to consider the attitude towards other religions other religions: the Diversity 14/12/orthodox-perspectives-on- within Orthodox Judaism by carrying out the following task: diversity of views in Interfaith dialogue interfaith-dialogue-2/ Reform and Orthodox Using the online article ‘Orthodox perspectives on interfaith Judaism towards dialogue’ students to make notes on the views of Rabbi interfaith dialogue Soloveitchik and Rabbi Feinstein. (continued). Discuss findings.

5 Developing skills – AO2 examination Working in pairs, students to review their notes from this Write a list of AO2. questions on the issues for theme and note any scholarly views/schools of thought indicative analysis and evaluation from this that could be used in an AO2 answer. Content for section of the specification. each AO2 Students to swap their findings with another pair, and question, using create an argument that could be built around the the information quotation/point of view that they have been given. gathered during the lesson. This to be repeated until all views have been exhausted.

Tutor to collect work at end of lesson to be scanned and uploaded to departmental website.

Judaism Theme 3: Significant social developments in religious thought: 3B The relationship between religion and society: religion, equality and discrimination. Jewish family life, including diversity of views within Judaism about gender equality

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Key terms. Dictionary Provide students with a list of key terms which are learning relevant to this theme. They are to create a glossary. activity

1 The role of the Consecration Essential Judaism Create a poster/mind map, using words and pictures family and the Sanctification – George Robinson. which illustrate examples of Jewish belief in practice in Jewish home as the home. foundational for Living Judaism – Wayne Dosick. Jewish principles. Judaism: A Very Short Introduction – Norman Solomon.

www.myjewishlearning.com

2 The changing role Role of men Short clips from a range of tv Ask students to define the term ‘family’ and discuss their of men and and women in programmes and/or films which definitions. women in Judaism Judaism depict the family in a variety of ways. with reference to Show various video clips and continue discussion: how family life. did students feel about the ways in which the family was depicted in each clip?

What preconceptions do the students have of the make- up and roles within a typical Jewish family (don’t mention any particular branch of Judaism)? Ask the students to define the roles within a typical Jewish family.

Feedback and discussion to follow.

3 The changing role of men Roles of Judaism – Dan Cohn-Sherbok. Divide students into three groups, each with a Students to create and women in Judaism men and Essential Judaism – George Robinson. different focus for research: a ‘then and now’ with reference to family life women in Living Judaism – Wayne Dosick. Group 1 – The role of men and women in the chart which shows (continued). Judaism Judaism: A Very Short Introduction – Orthodox tradition. the changing role Norman Solomon. Group 2 – The role of men and women in the Reform of men and women www.myjewishlearning.com tradition. in Judaism with

www.chabad.org Group 3 – The role of men and women in the Hasidic reference to family tradition. life. www.reformjudaism.org.uk Tutor to give examples which show the changing role of men and women in Judaism with reference to family life.

4 The role and status of Agunah Search the website of the Jewish Provide students with background women in Judaism with Minyan Chronicle www.thejc.com for articles on information regarding agunah and debates about reference to feminism: agunah and partnership minyamin. minyan. debates about agunah (chained); debates about Students to carry out online research and compile a minyan. number of relevant articles which could be used to highlight the various viewpoints held on these two issues.

5 The contributions of Judith Jewish Standing Again at Sinai – Judith Provide students with information regarding the key Plaskow and Margaret feminism Plaskow. points made by both Plaskow and Wenig with regard Wenig to Jewish feminism. to Jewish feminism.

God is a Woman and She is Growing Older Activity: Explain how a Jew might respond to the – Margaret Wenig. following view: ‘The feminist movement within Judaism has brought about significant changes regarding the role and status of women in the Jewish www.jwa.org faith’.

Judaism Theme 3: Significant social developments in religious thought: 3C Judaism and migration: the challenges of being a religious and ethnic minority in Britain with reference to key features of aspects of Jewish life

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Judaism and Migration Institute for Jewish Policy research. Students to analyse the most recent data on the learning migration. www.jpr.org.uk Use search term Jewish population in Britain. activity ‘Census 2011’ for relevant articles.

1 An examination of Segregation Newspaper article – Students to analyse the newspaper Use the website of the the problems Assimilation 'What is life like for Jewish people in article and note some issues that can cause Kosher London Beth created by Kashrut Wales today?' problems for Jews living in Wales today. Din (KLBD) to research segregation and its work. assimilation for http://www.walesonline.co.uk/news/ This to be followed by a discussion as to whether the Create the content for a Jewish communities wales-news/what-life-like- concerns raised in the article are justified or not. webpage that provides and individuals jewish-people- a summary of the living in Britain 12619621#ICID=share Provide students with a fact sheet on kashrut. They services that the KLBD today with a focus bar_twitter are required to identify any problems that could be has to offer. on kashrut Essential Judaism – George created for Jews in Britain who wish to keep kashrut. (purity). Robinson. Living Judaism – Wayne Dosick. Feedback and discussion to follow.

Various articles on kashrut can be found on websites such as: www.myjewishlearning.com www.reformjudaism.org.uk Fact sheet on kashrut.

2 An examination of the Segregation Images of ultra-Orthodox men and Provide students with images of ultra-Orthodox men problems created by Assimilation women. and women and direct them to find out the reason segregation and why they are dressed in this particular way. The assimilation for Jewish Essential Judaism – George images can be annotated as a means of explanation. communities and Robinson. individuals living in Britain today with a focus on www.myjewishlearning.com Access newspaper articles online regarding the dress. www.reformjudaism.org.uk Hasidic community in the UK. Collate examples which can be used to illustrate how ultra-Orthodox Use online newspaper archives to Jews adhere to the strict requirements of the Jewish find relevant articles, such as: religion in modern-day Britain.

http://www.telegraph.co.uk/news/reli Students to consider the question ‘Is it possible for gion/8326339/Inside-the-private- ultra-Orthodox Jews to assimilate into British secular world-of-Londons-ultra- Orthodox- society?’ Jews.html

3 An examination of the Segregation The Employer’s Guide 1. Using The Employer’s Guide toJudaism as a problems created by Assimilation to Judaism: source of information, students to make a list of segregation and https://www.bod.org.uk/wp- issues that could cause problems for practising assimilation for Jewish ent/uploads/2015/ Jews in the workplace. communities and cont09/Employers-Guide- individuals living in Britain to-Judaism2.pdf 2. How does UK Law support those who wish to today with a focus on adhere to their beliefs without suffering practice of religion. discrimination?

4 An examination of the Segregation Relevant quotations relating to Arrange the room into four workstation areas. Each Write a list of problems created by Assimilation education from the Jewish area will have a specific issue that needs to be indicative content that segregation and scriptures. researched they would expect to assimilation for Jewish find in an answer to communities and an AO2 question individuals living in Britain Rabbinic thought on education. (1) What does Jewish scripture/ rabbinic about the problems today with a focus on thought say about education? faced by the education. (2) How do Jews define ‘education’? demands for a Jewish Online access to British newspaper (3) What are the different attitudes education in a secular websites or pre-printed articles to education within different Jewish groups society. relating to education within the Jewish community (Orthodox, Conservative and Reform)? (4) How do Jewish schools in Britain differ from secular schools? Jewish school websites: www.kdhs.org.uk www.jfs.brent.sch.uk Rotate groups according to a time limit until all www.jcoss.org workstations have been covered.

Reconvene students, and, using the information that has been gathered, ask them to come up with a list of the advantages and disadvantages of providing a Jewish education in Britain today. Choose a student to manage the discussion, and another to record the findings.

5 The role of the Jewish Continuity http://www.thejlc.org Students to research and make notes on the Leadership Council mission and work of The Jewish Leadership Council.

Judaism Theme 4: Religious practices that shape religious identity (part 2): 4A Beliefs and practices distinctive of Hasidic Judaism

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The Jewish Scapegoat Judaism: A Short History – Lavinia and Dan Cohn- Write a report on the state of the learning community in Sherbok. Jewish community in 18th century activity 18th century Europe. Europe. WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne-Kinsey.

http://www.newworldencyclopedia.org/entry/Hasidis m#Liturgy _and_prayer

1 The Baal Shem Besht Pen portraits of a number of people in the public Introduce students to the word ‘charisma’: Students to read Tov. Piety eye who have been described as being a strong ability to attract people, and and consider the Devekut charismatic, plus an image of each one to reveal inspire loyalty and admiration. story entitled at the end. ‘How do we know?’ from the Play ‘Guess who?’ by displaying a number life of the Baal Image of the Baal Shem Tov. of descriptions of people in the public eye Shem Tov: who are, or have been, perceived to be charismatic. Display an image of each one Copies of the story ‘How do we know?’ from the when the correct answer has been given. http://www.hasidic life of the Baal Shem Tov that can be found at: stories.com/Storie Discuss what the students think it is about s/The_Baal_Shem http://www.hasidicstories.com/Stories/The_Baal_ someone that gives them charisma. _ Tov/know.html Shem_Tov/know.html Suggest that people who have http://www.jewishvirtuallibrary.org/jsource/biograp charisma have the ability to influence hy/baal.html others.

http://www.hasidicstori es.com/Stories/The_B At this point, introduce the religious aal_Shem_Tov/know.html meaning of the word ‘charisma’: a divinely bestowed talent or power. http://www.newworlde ncyclopedia.org/entry/ Hasidism#Liturgy_and_prayer Display an image of the Baal Shem Tov as an example of a significant person from the Jewish religion who fits this description.

Provide students with a variety of resources, and instruct them to compile a brief, but comprehensive, biography of the Baal Shem Tov.

As they conduct their research they are also to produce a list of all the new key terms and their meanings that they encounter.

2 The opposition of the Heresy Essential Judaism - George Robinson. Tutor to provide students with Mitnagdim. Mitnagdim information about the nature of the opposition Creating Judaism – Michael J. Satlow. of the Mitnagdim.

Judaism: History, Belief and Practice Students to use the information to write a – Dan Cohn-Sherbok. speech from the viewpoint of the Vilna Gaon, giving his reasons for denouncing the new http://www.newworldencyclopedia.org/entry/Hasidis Hasidic movement. m#Liturgy_and_prayer

3 Adoption of new Devekut An Introduction to Judaism – Nicholas De Lange. Tutor to give a brief outline of the adoption of prayer rite; modified Kavvanah new prayer rite and modified liturgy. liturgy. Nigunim Creating Judaism – Michael L. Satlow. Students to undertake further research and create a guide to Hasidic prayer and liturgy https://www.myjewishlearning.com/article/hasidic which is to contain references to the following -prayer/ (in any order):

http://www.newworldencyclopedia.org/entry/ Hasidism#Liturgy_and_prayer • Devekut • Kavvanah Key quotes: • Nigunim ‘If a person is attached to God then he is truly • Yiddish alive.’ (Baal Shem • Relevant quotations from Baal Shem Tov) Tov and Aaron of Apt.

‘The Besht used to say: Do not laugh at a man who gestures as he prays fervently. He gestures in order to keep himself from distracting thoughts which intrude upon him and threaten to drown his prayer. You would not laugh at a drowning man who gestures in the water in order to save himself.’ (Aaron of Apt)

4 The influence of the Rebbe Judaism: History, Belief and Practice Students to create a ‘job description’ rebbe; Tzaddik – Dan Cohn-Sherbok. for the role of rebbe. Include the duties miraculous healing. to be undertaken as well as the WJEC/Eduqas Religious Studies for A Level personal skills required. Year 2 & A2 – Judaism – Helen Gwynne-Kinsey.

https://www.myjewishlearning.com/article/za ddik/

5 Hasidic beliefs and Obligation http://www.newworldencyclopedia.org/entry/ Using the quotes from the Kotzker Answer the AO2 practices; Obedience Hasidism#Liturgy_and_prayer Rebbe and Isaiah as a focus, students question from this charismatic approach to Piety Zohar to create a mind map which section of the worship; life of piety; Key quotes: ‘Everything must be done for the encapsulates key Hasidic beliefs and specification. emphasis upon worship sake of Heaven.’ (The Kotzker Rebbe) practices. rather than traditional study. ‘The whole world is full of His glory.’ (Isaiah 6:3)

An AO2 examination question from this section of the specification.

Judaism Theme 4: Religious practices that shape religious identity (part 2) 4B Philosophical understandings of the nature of God and religious experience found in Kabbalah

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Key terms to be covered in Kabbalah Esotericism Online Jewish dictionary such as: Students to define each of the key learning this theme. Meditation http://www.jewfaq.org/glossary.ht concepts and tweet each one, using the activity En Sof (infinite) m# original 140-character word limit. Sefirot (emanations) Devekut (clinging on) www.myjewishlearning.com Tikkun (repair) (NB – there are acceptable variations in the spelling of some of the key terms)

1 Esotericism: meditation, Kabbalah WJEC/Eduqas Religious Studies Tutor to give explanation of An understanding of visual aids, art and magic. Esotericism for A Level Year 2 & A2 – characteristics of kabbalah, and the characteristics of Sefirot/Sefirah Judaism students to be given notes from which to mysticism would be Golem – Helen Gwynne-Kinsey: make a summary of the main points. helpful in this theme; therefore students to https://kavvanah.wordpress.com/2 Divide students into small teams and refer to their 017/02/06/adam- afterman- provide each with a fly swat. philosophy of religion interview-mystical-union-in- notes on the nature of judaism/ The tutor to place four cards on a central religious experience. table, but only one of them is to contain https://www.myjewishlearning.co an accurate answer/statement about m/article/mitzvot-jewish- mystics/ kabbalah. Tutor’s notes The tutor to ask a question and one A set of cards containing member of each team to come up to the statements about kabbalah as table. The first to swat the correct well as statements which are not answer wins a point for their team. entirely accurate. Continue the game so that all members of each team have had a chance to play. Fly swats (one per team)

2 The role of the Zohar. Zohar Living Judaism – Wayne Dosick. Students to research and make Students to review notes and notes on the following aspects of write the names of relevant The Jews – Alan Unterman. the Zohar: scholars/schools of thought with a brief summary of their view(s) alongside each one. This will act Judaism – Brian E. Close. 1. Its nature as a useful aid to revision. 2. Its authority https://www.myjewishlearning.com/article/th 3. Authorship e-zohar/ 4. Themes 5. Its influence http://www.jewishencyclopedia.com/articles/

15278-zohar

3 The focus on the experience of En Sof Essential Judaism – George Robinson. Tutor to give explanation of En Sof God and trying to penetrate God’s Sefirot and sefirot. essence: En Sof (infinite); Sefirot WJEC/Eduqas Religious Studies for A (emanations). Level Year 2 & A2 – Judaism Each student to be given a copy of – Helen Gwynne-Kinsey. tutor notes; a diagram of the Tree of Life; coloured pencils; Tutor notes. Copies of the diagram of the information on cards. Tree of Life from which all information about the sefirot has been removed. They are to label the Tree of Life Colouring pencils. Information cards correctly using the correct colour; Containing information about each of the and add the information cards in ten sefirot, but without the accompanying the right place too. name of the sefirot. Peer assessment to follow to check for accuracy.

4 The focus on the experience of Devekut Essential Judaism – George Robinson. Tutor to provide explanation of God and trying to penetrate God’s Tikkun Devekut and Tikkun in relation to essence: Devekut (clinging on); WJEC/Eduqas Religious Studies for A that found in Kabbalah. and Tikkun (repair). Level Year 2 & A2 – Judaism – Helen Gwynne-Kinsey. Students to complete a written comprehension activity. www.jewishvirtuallibrary.org/devekut Using an online quiz-maker Tutor notes. website, each student to create an interactive quiz on Devekut and Comprehension questions. Tikkun.

5 Developing skills – AO1. An AO1 examination question on this Students to make a list of The AO1 examination question to section of the specification. indicative content for the AO1 be answered. examination question set.

Students to swap their lists with another member of the group for peer assessment purposes.

In pairs, students to scrutinise their lists, and develop them by identifying two relevant quotations.

Judaism Theme 4: Religious practices that shape religious identity (part 2) 4C Ethical debate within Judaism about embryo research, including arguments posed by scholars from within and outside the Jewish tradition

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Embryo research; Embryo research Definitions of each of the terms listed Students to research and collate a set of learning somatic cell nuclear Bioethics in specific content. articles (from medical websites and from activity transfer (SCNT); pre- the media) which are relevant to the implantation embryo https://www.hfea.gov.uk areas of embryo research under study in research. this section of the specification. http://www.crm.ed.ac.uk/

http://nuffieldbioethics. org/

1 Jewish contributions to Pikuach https://www.myjewishlearning.com/arti Students to discuss the challenges for the debate about nefesh cle/jewish-views-on-stem-cell- Jewish medical ethics as a result of embryo research with research/ recent advances in medical science. particular reference to: the relationship http://www.jlaw.com/Articles/stemcellre Following discussion and research, between stem-cell s.html students to write responses to the research and pikuach following questions: nefesh (the sanctity of https://www.rabbinical_assembly.org/si life). tes/default/files/public/halakhah/teshuv 1. What are the possible Jewish ot/19912000/dorff_stemcell.pdf objections to embryo research?

2. How have scholars such as Eisenberg, Tendler and Dorff responded to embryo research?

2 Jewish contributions to the Somatic cell nuclear www.parkinsons.org.uk Students to find out about Parkinson’s debate about embryo research transfer disease, and the use of stem-cell with particular reference to: https://urj.org/what-we- research using cells that somatic cell nuclear transfer believe/resolutions/resolution-stem- have been collected by SCNT which (SCNT). cell-research have the potential to find new and effective treatments for the disease.

Students to use the Resolution on Stem Cell Research (Union of Reform Jews) to build evidence for the argument in favour of such research.

3 Jewish contributions to the Pre-implantation WJEC/Eduqas Religious Studies for A Students to find out about Tay- Students to respond to debate about embryo research embryo research. Level Year 2 & A2 – Judaism Sachs disease. the ethical dilemmas with particular reference to: – Helen Gwynne-Kinsey. given. pre-implantation embryo Tutor to give an explanation of Jewish research. Understanding Judaism – Melanie views on pre-implantation embryo J. Wright. research.

http://www.cats- foundation.org/tay- Students to create a mind map which sachs-sandhoff- disease/ reflects the views of:

https://www.ntsad. org/ • Dr Sherman Silber • Melanie J. Wright Tutor to provide a number of ethical • Dr Fred Rosner dilemmas based upon embryo • Rabbi Azriel Rosenfeld research, which are to be considered • from a Jewish perspective. Rabbi Moshe Hershler.

4 A comparison of the views Pikuach WJEC/Eduqas Religious Studies for A Students to research the views of Review the contents proposed by Rabbi J. David nefesh Level Year 2 & A2 – Judaism Bleich and Tendler and present them of this section of the Bleich and Rabbi Moshe David – Helen Gwynne-Kinsey. as a comparison or in the form of a specification and Tendler; the views and work of Venn diagram. create a mind map Professor Clare Blackburn. which displays the Use the internet to search for the views major ethical issues of Bleich and Tendler. The views and work of Professor Clare that need to be Blackburn to be noted and discussed. addressed in http://www.crm.ed.ac.uk/projects/thymi connection with stem embryo research.

https://www.mrc.ac.uk/ successes/mrc- success-stories-2013- 14-a-review-of- the- year/research-for- health/

5 Developing skills – AO2. An AO2 examination question from this Students to use the WJEC digital AO2 answer to be section of the specification resource as a template and adapt it to completed. reflect arguments, evidence and WJEC digital resource (to be used as a implications for the AO2 question template and adapted to reflect one of provided from this section of the the AO2 issues from this section of the specification. specification):

http://resource.download.wjec.co.uk.s3 .amazonaws.com/ vtc/2015-16/15- 16_17/unit2/eng/theuseofCommentary. html