Unit: 10 KS2 Key Theme: Beliefs and Questions Year 6 Autumn Term

ABOUT THIS UNIT:

Work in this unit will enable children to explore the religion of Judaism while asking and responding to key questions about their own and others’ beliefs. It will also expand upon key previous learning and challenge children’s thinking in some of the key areas / strands of learning in RE. This unit particularly focuses on key Jewish beliefs, Passover, Shabbat, the synagogue and how the Jewish faith has developed during and since the Holocaust. The learning activities are designed to meet the learning needs of visual, oral and kinaesthetic learners. A key feature in this unit is the learning about and from the Holocaust. Clearly this is a very sensitive issue and the teachers role is not to traumatize children. Images and stories need to be selected carefully and sensitively. The websites recommended provide valuable support material.

Estimated time for this unit: 10 weeks

Focused Religions: Judaism

Where this unit fits in: This unit takes place during the autumn term of year 6. It builds on previous teaching from units on C elebrations and Symbols in Key Stage 1 and Symbols and religious expression in Key Stage 2. The initial material on beliefs links to the key stage year 2 unit on Believing / Story.

KEY LEARNING OUTCOMES ADDRESSED BY THIS UNIT

AT1 a. Describe the key aspects of religions, especially the people, stories and traditions which influence beliefs and values. b. Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected to, beliefs and teachings.

AT2 a. Reflect on what it means to belong to a faith community, communicating their own and others’ responses thoughtfully. c. Discuss their own and others’ views of religious truth and belief, expressing their own ideas clearly.

KEY STRANDS ADDRESSED BY THIS UNIT

Beliefs, Teachings and Sources AT1


Practices and Ways of Life

Identity and Belonging AT2

LINKS TO THE EVERY CHILD MATTERS AGENDA:-

Being Healthy - consider teachings from religious and other belief systems about food and drink, drug use and misuse, relationships and human sexuality.

Staying Safe – developing pupils’ learning about the diversity of religious and ethnic groups.

Enjoyment and Achievement - exploring and reflecting on key questions and values.

Enjoyment and Achievement - providing lively, challenging learning activities, including story, music, drama, ICT, group and class discussion, which stimulate pupils’ mental and emotional development.


Making a Positive Contribution - considering the places of rules and guidance in their own lives and within religious traditions.

CONTRIBUTIONS TO PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT.

Spiritual Development

Learning about and reflecting upon important concepts, experiences and beliefs which are at the heart of religious and other traditions and practices.

Moral Development

Considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy on values and ethical codes of practice.

KEY SKILLS

Reflection - Enquiry - Synthesis - Communication

ATTITUDES FOCUS

Respect for All - Open Mindedness.

Prior learning Vocabulary Resources

It is helpful if children have: In this unit, pupils will have an opportunity to use words and phrases related to: some ideas on the ••• Celebration ••• http://www.jewfaq.org – a good importance of celebrations ••• Passover/ Pesach website for general information and understand religious ••• Shabbat of Judaism and extracts from the symbols have meaning. ••• Synagogue Torah. ••• Bar/ Bat Mitzvah ••• Prince of Egypt DVD – ••• Kosher Dreamworks. ••• Torah ••• Props for story telling.

••• Rabbi ••• Passover food and artefacts ••• Holocaust ••• Passover script (appendix 1) ••• BBC Newsround website ••• http://www.akhlah.com/holiday s/shabbat/shabbat.php is a very good, child friendly website on Shabbat. ••• http://www.hmd.org.uk/ - Holocaust memorial website. ••• Anne Franks Diary – Puffin or A picture Book of Anne Frank – Macmillan Children’s Books.

EXPECTATIONS at the end of this unit:

Nearly all can: (at level 3) • Pupils use a developing religious vocabulary to make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives and describe some forms of religious expression. (AT1) • Pupils identify what influences them, making links between aspects of their own and others’ experiences. (AT2)

Pupil Friendly Level Descriptions: I can … • describe what a believer might learn from a religious story. (AT1 strand A – beliefs, teachings and sources.) • use religious words and describe some of the different ways in which people show their belief. (AT1 strand C – forms of expression.) • compare some of the things that influence me with those that influence other people. (AT2 strand D – identity and belonging.)

Many can: (at level 4) • Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They suggest meanings for a range of forms of religious expression. (AT1) • Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others. (AT2)

Pupil Friendly Level Descriptions: I can ……

• make links between the beliefs, teachings and sources of different religious groups and show how they are connected to believers’ lives. (AT1 strand A – beliefs, teachings and sources.) • describe how religious beliefs, ideas and feelings are expressed using a range of styles and words by believers and suggest what they mean. (AT1 strand C – forms of expression.) • ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others. (AT2 strand D – identity and belonging.)

Some children will have progressed further and will: (at level 5)

• Children use and increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognizing diversity in forms of religious, spiritual and moral expression, within and between religions. • Children ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.

Pupil Friendly Level Descriptions: I can …..

• suggest reasons for the variety of beliefs which people hold and explain how religious sources are used to provide answers to important questions. (AT1 strand A – beliefs, teachings and sources.)

• use a wide religious vocabulary in suggesting reasons for the similarities and differences in the way people express their faith. (AT1 strand C – forms of expression.)

• give my own and others’ views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me. AT2 strand D – identity and belonging.

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities • Children should use a dictionary One session to describe what personal and thought shower what they beliefs are held and why. think the words believe/ belief What do I (AT2) mean. believe? • As a whole class share ideas and to consider and express begin to use ideas to understand What questions questions about beliefs what the words belief and believe do I have? which may not have mean. answers. (AT2) • Ask the children the question ‘what Make sure open questions are do you believe? Children could asked here so children can draw, create a collage or write explore a range of their beliefs down own beliefs. These beliefs without limitation. may link to a religion, moral values or even a belief in the best football team. Ask children to also record why they hold these beliefs. (Parent/ friend/ other influences MUSIC POSSIBILITIES etc.) • Whilst children are recording own I believe I can fly … R Kelly beliefs a range of music with belief I believe for every drop of rain in the title could be played. that falls … Erwin Drake • In groups children to report to each I believe in music … Mac other what they believe and why? Through discussion Davis As a whole class join back together children will begin to Believe … Cher and share some beliefs – are there realize that there are common influences for our own different influences on beliefs? our beliefs and that we • Explain you are now going to ask may hold some common You can substitute this the children a difficult question and beliefs with others. question for one more specific you want an answer – ‘Which to a faith but the chicken and came first – the chicken or the egg debate is always lively! egg?’ Have a short debate before explaining that we are unsure of the answer and there are many questions with uncertain answers. Through discussion • Children to record questions they children are have no answers to but would like beginning to to find out . Display on a questions recognise ‘ultimate board – children to sort by how questions’ and link easy the questions are to answer. these questions to faith and beliefs.

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities

Follow lesson Plans from Festival Matters – Harvest Y6

What do Jewish • to know the central • Ask children before this session, people believe? place of the Torah in perhaps as homework, to name a book This is a good initial This is a good literacy link and the Synagogue and which is special for them and why. This assessment piece – from the children could include a What makes the identify some content could start a display. Discuss some of this you can gauge what review of the book along with Torah so special ? of the Torah. (AT1) the books and why they are special as the children know now reasons for it being special. a whole class. Ask the questions: why and link to the end of unit • to describe and do we have so many different books? assessment. explore the real Does anyone have the same special importance of the book? The DVD Places of Torah for Jews. (AT1) worship(www.reonline.org.uk) • Introduce Judaism as the focused has a good section on the • to identify special religion for this term and thought Torah and was filmed in relationships in their shower what the children already know. Exeter synagogue own lives. (AT2) Introduce the Torah as the Jewish sacred text. The Torah, in its most limited sense, is made up of the 5 • Explore where the Torah is kept within books of Moses: Genesis, the synagogue and how the Torah is Exodus, Leviticus, Numbers produced. Allow children to handle a and Deuteronomy. These are Torah, using a Yad (hand) and make also the first 5 books of the suggestions on which language the Christian Bible. The Torah is Torah written in and how the text should written in Hebrew. be read. For Jews the Torah is a ‘map • What happens to our special books This discussion will of life’ which provides when they are worn out or not used any identify children who guidance for the journey of more? Discuss. Link this to the Torah understand the life. It is kept in the Ark of a and how it is buried when it is of no importance of the Torah synagogue, a very sacred further use. Why do you think this is? as more than just a text place. It is a scroll which is • Read and in groups highlight and but a way of life. handwritten by scribes and explore extracts of the Torah which link must not be touched by to the commandments, food laws human hand. A yad (hand) is (kosher) and laws about how to live. used to read from the Torah. Discuss similarities and differences between the laws/ guidance children There are 613 follow in their daily lives. commandments ( mitzvos ) of • Do you think it is easy to keep the the Torah. They refer to many Jewish laws? Why do you think they laws including food laws follow such strict rules? (Kosher) and guidance on how • Invite a Jewish faith speaker in to talk to to live. the children about the importance of the Torah for Jews.

• Allow children to prepare and ask questions which they would like answered. Children will have an In addition to the written independent piece of work scriptures there is an "Oral • Children could record the answers by which will indicate their Torah," a tradition explaining taking notes and produce a newspaper understanding of the what the above scriptures report on ‘Why is the Torah really Torah and its importance mean and how to interpret important for Jews?’ Lower ability to Jews. Video record the them and apply the Laws. children could tape record the answers television interview as Orthodox Jews believe G-d from the faith speaker and produce a evidence. taught the Oral Torah to television interview for the children to Moses , and he taught it to watch. Extend higher ability children by others, down to the present including examples of their own special day. This tradition was relationships within the report and maintained only in oral form include questions which are difficult to until about the 2d century answer. C.E. , when the oral law was compiled and written down in a document called the Mishnah.

The independent activity links closely with literacy (report writing) and ICT (presenting information) objectives.

• to understand the What makes a significance of the story good leader? of ‘The Exodus’ for Jewish people today. Why is Moses so (AT1) important to Jewish people? • to identify qualities involved in leadership Who do we respect/ from the story. (AT2) follow/ believe?

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities

••• Who was Moses? Why is he special? Discussion will allow DVD The Prince of Who is he special to? Link to learning identification of key ideas Egypt in the previous 2 sessions. remembered from previous sessions. ‘The Exodus’ can be found within ••• Read ‘The Exodus from Egypt’ to the Exodus Chapter 5 – 14. children from the Torah. Alternatively children could watch extracts from ‘The Prince of Egypt’ on video or DVD.

••• Question children about the events and the plagues. Why would a loving God Plagues in order are: blood, send these plagues etc? frogs, gnats/ lice, flies, death of cattle, boils, hail, locusts, ••• Children to act out ‘The Exodus’ in darkness, death of first born son. groups. Split the class into 3 mixed ability groups and give them 3 plagues each. As a whole class the children should act out the plagues in order. All children act out final plague in a circle– if children have a cross made with their fingers the angel of death will pass over them, if not they will die.

••• Collage work on the plagues Speaking and listening – As the story is being told visual ••• Plenary – was Moses a good leader? can the children listen and aids are always very good to Split the class into 2 mixed ability present their ideas to support children’s memory and groups and give children 5 minutes to others. This discussion retain attention. e.g. paint can be prepare some points for either yes or should allow the used for blood; frog and animal no. Allow children to debate and development of ideas of masks can be worn by children, attempt to make some conclusions at why Moses is special to rubber flies can be thrown in the the end, linking to why Jewish people Jews. class, boils can be stuck on to believe Moses was so important. children’s arms (most joke shops would have these), etc.

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities

How does a Jewish • to understand the ••• Begin with a team competition – split the Through pupil discussion, Plagues in order are: blood, person celebrate importance of Passover class into mixed ability teams and ask previous learning can be frogs, gnats/ lice, flies, death of Passover? (Pesach) for Jews. (AT1) them to list all of the plagues they assessed. cattle, boils, hail, locusts, remember. The group which remembers darkness, death of first born son. What makes • to reflect on their the most plagues in the correct order Passover so special? feelings and the feelings could win a reward. of Jewish people within Allowing the children to taste and the events of ••• Explain that the story of the Exodus and smell the foods will give them a celebration. (AT2) the 10 plagues link to a very important better insight into the symbolism, Jewish festival (Passover) which is held e.g. the salt water tastes like annually. tears.

••• Pass around a Seder plate for the children to explore. Ask children to The items for Passover and their become detectives and use the Seder symbolism are: plate to find clues for food which may be eaten. ••• Burnt egg – new life and life as a continuing cycle ••• Discuss and list food; when listing the ••• Salt water – tears from the food allow the children to touch, taste, Hebrew slaves look at and smell the food. Discuss the ••• Charoset – bricks and mortar symbolism of each food. used to build Pyramids ••• Bitter herbs (horseradish) – ••• Children to act out the Passover meal, bitterness of slavery using props and relevant food. Children This can be a written ••• Lamb Bone – the sacrificed to read from a Passover script – The record, tape recorded lamb, blood used for marking Haggadah (appendix 1). answers or conducted as the door post an interview between ••• Parsley – spring and new life. ••• In groups ask children to record their children. Use different ••• Matzoh (unleavened bread) - answers and thoughts to the following support systems In their haste to leave Egypt questions: what makes Passover depending on children’s and escape slavery, the special to Jews? What do you think is abilities. Israelites had no time to let the most special part of Passover and dough rise for bread why? Is family time important? Why? ••• Red Wine – joy and What questions do you still have about happiness in freedom from Passover? For lower abilities structure slavery the questions more carefully and limit ••• Cushions – remind Jews that the number of questions to answer. their lives are more Higher ability children could reflect on comfortable now. similarities and differences with the story of the Last supper.

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities ••• Create a sense of Shabbat in the Every week religious Jews How does a Jewish ••• to identify and classroom. Before the lesson have a observe the Sabbath, the Jewish person celebrate describe the main 'clear up' of the room by a set time. It holy day, and keep its laws and Shabbat? features of Shabbat. should be arranged so that there is customs. The Sabbath begins at (AT1) much to do in a limited amount of time. sunset on Friday and lasts until What are the reasons At the end of this time have a quiet time sunset on Saturday. for the weekly ••• to describe and of reflection. God commanded the Jewish celebration of question what ••• Pass around a spice box containing People to observe the Sabbath Shabbat? Shabbat contributes sweet-smelling spices. What does this and keep it holy as the fourth of to the Jewish pattern smell make you think of? The practice the Ten Commandments. The Why is Shabbat so of life. (AT2) of handing around spices symbolises idea of a day of rest comes from special for Jews? the sweetness of Shabbat which Jews the Bible story of the Creation. take into the new week. Discuss those things which pupils hold to be most Jews often call the day Shabbat, which is Hebrew for Sabbath, and valuable in their lives. which comes from the Hebrew ••• Link to Shabbat – what is it? Has word for rest. The Sabbath is part

anyone heard of it before? Shared read of the agreement between God and use images to explore the main and the Jewish People, so practices of Shabbat. Why do families celebrating it is a reminder of the do those things? Why are they Covenant and an occasion to important? What do they symbolise? rejoice in God's kept promises. ••• Task – to write a ‘Shabbat diary’ as if Children will provide a Most Jewish people see Shabbat they were a Jewish person. Begin on written document as God's gift to his chosen people Friday morning and end on Sunday which records their of a day when they take time out morning. Write about ‘what activities understanding and from everyday things to feel are completed’ and ‘why they are opinions towards special. Shabbat is a time with no completed’. The children could also ask Shabbat. They will television, no rushing to the questions about some of the practices begin to describe how demands of the telephone or a they are unsure of. For lower ability Shabbat contributes to busy work schedule. People don't children prompts and a suitable writing the Jewish pattern of think about work or other stressful things. It's an oasis of calm, a time frame should be provided. To extend life. of stillness in life. some children’s thinking in this task a

diary could be written for a Jewish http://www.akhlah.com/holidays/ mother of father instead of a Jewish shabbat/shabbat.php is a very child. good, child friendly website on ••• This discussion should Plenary – What is Shabbat? What Shabbat. happens during Shabbat? Why is allow children to clarify Shabbat special for Jewish people? their thoughts on Pathways of Belief have produced Is it a good idea to have one special Shabbat and develop a useful video on Judaism which day in the week? further understanding includes a programme on about Jewish life. Shabbat.

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities ••• Plan a visit to a local synagogue or if this is http://juniors.reonline.org.uk/juniors_vtour Two sessions ••• to describe the similarities not possible complete a virtual tour of a s.php?j – This website provides a number and differences between synagogue ,focusing on similarities and of different synagogues to explore, both What happens at synagogues. (AT1) differences between Orthodox and Reform orthodox and reform. It is important the synagogue? ••• Allow children to prepare questions to ask children explore the differences and ••• to explore appropriate on the visit. Questions could include: how Questions children ask similarities between the two synagogues. What are the questions about Jewish and why are synagogues different? What on a visit could highlight similarities and people’s beliefs and happens in a synagogue? When do Jewish their level of http://www.plymouthsynagogue.com/ differences practices. (AT1) people visit a synagogue? Why do reform understanding. - Plymouth Synagogue. Plymouth and orthodox synagogues believe different between Reform Synagogue is the Oldest Ashkenazi and Orthodox things from the same Torah? Synagogue in the whole of the ••• synagogues? Give children disposable cameras to take Any of the follow up English Speaking World dedicated in photographs of key symbols and objects activities would be a 1762 and in regular use to this day. within the synagogue they visit. (or print key photos using the internet) good summative assessment piece. It http://members.fortunecity.com/exete Possible follow up activities would highlight whether rshul/index.html - Exeter Synagogue. the children could : 1. Explore the importance of bar/ bat mitzvah A synagogue is a house of prayer and discuss why the orthodox synagogue use a developing religious and a house of study. There are do not have bat mitzvah. Is this fair/ right? vocabulary to describe certain prayers that can only be said Children could explore bar/ bat mitzvah and show understanding in the presence of a Minyan (a cards to find simple facts e.g. it may have of sources, practices, quorum of 10 adult men)It is worth 12 printed on the card so they may beliefs, ideas, feelings noting that a synagogue can exist suggest the age for bat mitzvah is12 . They and experiences. They without a rabbi: religious services could then act out bar/ bat mitzvah make links between them, can be, and often are, conducted by ceremonies using various artefacts and and describe some lay people in whole or in part. props. Answer the questions: Why is bar/ similarities and However, the rabbi is a valuable bat mitzvah important to the Jewish differences both within member of the community, providing community? If it is so important why do and between religions. leadership, guidance and education. orthodox synagogues not allow girls bat They suggest meanings mitzvah? for a range of forms of 2. Using the photographs taken during the Orthodox - One of the major movements religious expression. (AT1 synagogue visit, children could place them of Judaism, believing that Jewish law L4) into a photo album adding captions to comes from G-d and cannot be changed. explain the photos, symbolism and (appendix 2) meaning for the Jewish community. They raise, and suggest Reform - One of the major movements of could also record questions which arise, answers to, questions of Judaism, believing that Jewish law was including their own thoughts/ beliefs. identity, belonging, inspired by G-d and one can choose 3. Children could become a tour guide for a meaning, purpose, truth which laws to follow. synagogue. They could make a synagogue and commitments. They using a shoe box and collage materials apply their ideas to their and then write a script to detail its own and other people’s important aspects. lives. (AT2 L4).

Key questions LEARNING OBJECTIVES Teaching and Learning Activities Assessment Links / points to note Pupils should learn: Opportunities

• to describe key ••• Explore with the children key words The study of the Holocaust is a powerful What was the events linked to such as prejudice, stereotyping, evil and moving aspect of RE which needs Holocaust? the Holocaust. and suffering careful and sensitive handling. (AT1) Key websites: How did the ••• Using photographs and poems show http://www.hmd.org.uk/ Holocaust affect • to explore how how prejudice towards the Jews built up www.bethshalom.com Jewish people and the events of during the 1930s( cartoons, restrictions www.jewishmuseum.org.uk their beliefs? the Holocaust on movement, attacks on synagogues, contains helpful guidance and affected the special Id cards etc) resources on the Holocaust. How does Jewish faith www.ushmm.org/education Holocaust memorial and beliefs. ••• Introduce the Holocaust using extracts very helpful guidance for teachers day enable both (AT1) from Anne Frank’s Diary and the listed Jewish people and websites. The Holocaust Memorial Day Trust is many others • to ask questions about responsible for providing information remember not just who they are and where ••• Allow children time for reflection on the and advice to assist schools and events in World they belong. (AT2) events and actions of Nazi Germany communities in developing and War 2 but other towards the Jewish community. delivering local activities. It is a very tragedies in the comprehensive and useful website and world? ••• If possible, inviting a survivor of the has many teacher resources including Holocaust into your classroom would be PowerPoint presentations, a play based an excellent resource. Allow the children upon Anne Frank’s Diary, DVD’s and to prepare questions for the visitor, poems. http://www.spirit- reminding them that this was a traumatic staffs.co.uk/synagogue/Auschwitz.htm - experience for someone to have to go a website which provides stories from through. Auschwitz entitled: Hanging on for life Putting God on trial - Inscription on the ••• Discover more about Jewish people who wall - Night and day. continued to seek justice once WW2 was over e.g..Simon Weisenthal These stories can help children assess Through a focused the affect of the Holocaust on the faith ••• Using material from the Holocaust discussion allow and beliefs of Jewish people but require memorial day website children can children to reflect on sensitive handling. consider other powerful world events the importance and www.het.org.uk – good range of support and reflect on the capacity of human significance of the material - Anne Frank: The diary of a beings to do tremendous good but also Holocaust. young girl. Puffin Books. great evil. www.annefrank.org.uk is the main website on Anne Frank OR A picture book of Anne Frank. Mcmillan Children’s Books. Faith in Action (Pub. RMEP) - Simon Weisenthal - Follow lesson plans from Festival Matters – Christmas Y6

APPENDIX 1 Passover Script

APPENDIX 2 Orthodox and Reform Synagogues

Synagogue services can be led by a rabbi, a cantor or a member of the congregation. Traditional Jewish worship requires a minyan (a quorum of ten adult males) to take place. In an Orthodox synagogue the service will be conducted in ancient Hebrew, and the singing will be unaccompanied. In a Reform, synagogue the service will be at least partly in English, there may a choir and instruments, and men and women can sit together.

Orthodox Synagogue Reform Synagogue

FORMATIVE

When I hear the word evil Three really I think of When I hear the important beliefs I

word suffering have include ……………… I think of

…………………….. …………………….. ……………… …………………….. ………………… ……………………

FORMATIVE A special When I hear the celebration in my word good BELIEFS AND life is when I think of QUESTIONS …………………… ………………..

…………………. ……………….

………………….. ……………….

For Jewish people If I ruled the a special place is world my most I think the important rules …………………… Holocaust was would be when and a special ………………… celebration is …………………

…………………. …………………… ………………… ………………….

SUMMATIVE

The Torah is special for Jewish people because

I would now ……………… describe What I remember suffering as most from our It is shown

learning about the respect by …………………….. Holocaust is

…………………….. ………………… ……………………..

………………… …………………….

The words SUMMATIVE Shabbat is very prejudice and important for stereotyping BELIEFS and Jewish people mean because …………………… QUESTIONS

……………….. …………………. ………………. ………………….. ……………….

Three important Important things that Jesus differences taught his friends I now think the between were most important Orthodox and qualities in a Reform Judaism …………………… hero are include ………………….

………………….. …………………. ………………… …………………… ………………… …………………