RELIGIOUS STUDIES JUDAISM Scheme of Learning

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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 Eduqas A level 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: 1A Abraham and the establishment of the covenant of circumcision

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Abraham as Father of the Abram Abraham WJEC/Eduqas Religious Compile a short biography of what is learning Jewish people. Patriarch Polytheism Studies for A Level Year 1 & known about Abraham which activity Monotheism AS – Judaism includes each of the five concepts (you Abraham’s belief in One – Helen Gwynne- Kinsey. can use them in any sequence), to show God as creator of heaven that you have an accurate understanding and earth. of his significance within Judaism.

1 The nature of the covenant Covenant www.myjewishlearning.com Pair work – research the following: between God and Abraham – the promise of The Jewish Study Bible – What is a covenant? land and offspring. ed. Adele Berlin and Marc Zvi Brettler (Genesis 12:1–3; What were the terms of the covenant 12:7; made between God and Abraham? 13:14–17). What evidence do we have that the WJEC/Eduqas Religious covenant between God and Abraham was Studies for A Level Year 1 & an unconditional covenant? AS – Judaism

– Helen Gwynne- Kinsey. Feedback and discussion to follow.

2 Brit milah (circumcision) Brit milah Short video on Brit milah: Students to produce individual Prepare a presentation on as a sign of the covenant (circumcision) https://www.youtube.com/wat mind maps on brit milah ensuring that brit milah as a sign of the covenant (Genesis 17). ch?v=s0fkpHV4TxM each includes a relevant quotation which covers the following: Consecration WJEC digital resources: from scripture as well as that of a Abraham and the covenant scholar or scholars. The Abrahamic origin of the background notes. ceremony of brit milah (Genesis 17). http://resources.wjec.co.uk/P Students to complete the statement ages/ResourceSingle.aspx?rI sorting task (true or false). How it is practised amongst Jews id=2305 today. Abraham and the covenant – statement-sorting task (true Its significance as an act of or false). consecration. http://resources.wjec.co.uk/P A scholarly view on the rationale ages/ResourceSingle.aspx?r Iid=2305 behind brit milah (E.g. The Jewish Study Bible – ed. Robinson/Maimonides says …). Adele Berlin and Marc Zvi Brettler (Genesis 17). Essential Judaism – George Robinson. www.myjewishlearning.com WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne-Kinsey

3 The significance of Obedience Clip from Find and show a suitable video clip Review of theme 1A – Abraham’s faith and test Sacrifice Testament – The Bible in which shows someone taking a risk There are many symbolic elements of obedience (Genesis Faith Animation to help someone else (the RNLI within the story of the Abrahamic 22). – Abraham (from channel on YouTube has suitable covenant. Students to identify each of 19 mins 50 seconds) examples). the symbolic elements and note the https://www.youtube.com/watc deeper meaning behind each one. h?v=BbPJgVWPpPM Discuss the concept of sacrifice: what is the biggest sacrifice you WJEC/Eduqas Religious would be prepared to make, and for Studies for A Level Year 1 & what cause? AS – Judaism – Helen Gwynne- Kinsey. Show the relevant clip from Testament – The Bible in Animation – Abraham, and explain its significance in relation to obedience and faith.

Pupils to prepare a 30-second response from Abraham in answer to the question ‘How strong is your faith in God?’

4 Developing skills – AO1. All notes relating to theme 1A. Students to work individually and develop each point of the basic An AO1 examination question writing frame. relating to theme 1A. Peer assessment task: Students to A basic writing frame which swap their AO1 developed writing offers guidance as to what frames. Generic band descriptors to might be expected in an be used as a checklist to ensure that answer to the AO1 question the full range of information has been set. included.

Generic band descriptors for Write a full answer to the AO1 AO1. question set.

5 Developing skills – AO2. Generic band descriptors for Introduce skills required for AO2 AO2. element of the specification using WJEC digital resources. Use the following sections from WJEC digital resources: Share and discuss arguments which http://resources.wjec.co.uk/Pa could be made when analysing and ges/ResourceSingle.aspx?rIid evaluating the issues presented. =2306 Develop each point of the basic Evaluating from conclusions – writing frame for one of the AO2 Animation. elements of the theme.

Identifying an evaluative style answer.

Identifying evaluative terms and phrases.

Phrase bank.

A basic writing frame which offers guidance as to what might be expected in an AO2 answer in relation to one of the issues specified.

Judaism Theme 1: Religious figures and sacred texts: 1B Moses and the establishment of the covenant of law

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Background The significance Video: Testament – The Bible in Compile a short biography of the early learning information on the of Moses Animation – Moses life of Moses, noting examples of activity life of Moses. https://www.youtube.com/watch?v=GR evidence that could be used to show T6WPn2vnQ that he was destined to play a significant part in the history of the Israelite nation. Make use of the following sections from WJEC digital resources: http://resources.wjec.co.uk/Pages/Res ourceSingle.aspx?rIid=2305

Moses background notes.

Moses (check for understanding).

WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- Kinsey.

1 The nature and Conditional WJEC/Eduqas Religious Studies for A Provide students with background significance of covenant Mitzvot Level Year 1 & AS – Judaism information on the nature of parity and the Mosaic covenant – Helen Gwynne- Kinsey. suzerainty conditional covenants of the ancient both at the time of world, as well as the terms of the covenant God Moses and today The Living World of the Old Testament made with Moses. (Exodus 19–20). – Bernhard W. Anderson. Students to work in pairs and compile evidence The Hebrew Kingdoms – E.W. Heaton. which could be used to show that the Mosaic covenant may have been based upon a Relevant scriptural references from suzerainty covenant. Exodus. Highlight the fact that the Mosaic covenant was made with the whole nation rather than with an individual, as in the case of Abraham. And, furthermore, still provides the basis for the Jewish faith today. Refer to Heaton’s four distinctive features of the Jewish faith, which grew up as a result of the Mosaic covenant.

2 The recording of the Covenant The Jewish Study Explanation regarding the recording covenant by Moses Torah Bible – ed. Adele Berlin and Marc Zvi of the covenant to be given, and students given (Exodus 24:4; 34:1–2, Brettler (Exodus 24:4) time to absorb information by referring to notes. 27–28). Tutor’s notes. Card-sorting exercise. Students to work in small groups. Provide each group with ten cards upon which have been written ten points relating to the recording of the covenant by Moses. Students to select the five which they feel are the most significant for an understanding of this section of the specification.

Feedback to be given, with accompanying explanation as to why specific choices have been made.

Discussion to follow before the group as a whole reaches a consensus.

3 The importance of God’s protection for Covenant The Jewish Study Using relevant resources, students Students to compile a obedience Idol Bible – ed. Adele to work in pairs and note bank of key terms; scriptural (Exodus 34:10–11). Intercede Berlin and Marc Zvi Moses’ role in the renewal of references and views of Mediator Brettler (Exodus the covenant, using the scholars/schools of thought 34:1–2, 10–11, 27–28). following words: covenant, idol, which are relevant to this intercede, mediator, Torah (which section of the specification. WJEC/Eduqas Religious can be used in any order). Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- Kinsey.

4 Developing skills – AO2. Covenant Issue for analysis Divide students into small groups Students to consider the and evaluation: Whether with specific tasks: second issue for analysis and covenant is a method of evaluation: how far covenant religious control. Arguments that have the potential to is of legal value, and make support the contention that the covenant notes in preparation for an WJEC resource – The is a method of religious control. evaluation task in the use of commentary for Arguments that have the potential to following lesson. homework activity: support the contention that the covenant resource.download.wjec. is not necessarily a method of religious co.uk.s3.amazonaws.co control. m/vtc/2015-16/15- Identification of specific scholarly 16_17/unit2/eng/theUse OfCommentary.html viewpoints, and the bearing that they have upon this issue.

Feedback to be given with a spokesperson from each group offering their evidence in turn.

Discussion to follow, with a scribe writing up agreed findings in electronic form so that all students have access to the information at the end of the session.

5 Developing skills – AO2. Covenant An example of an Students to work individually, Write a full answer to the AO2 examination and compile a list of key points AO2 examination question question relating to (minimum of five) which they feel are set. the issue of how relevant in addressing the issue far covenant is of presented in the question. legal value. Peer assessment to follow.

Judaism Theme 1: Religious figures and sacred texts: 1C The Torah as a source of wisdom and authority

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

1 To gain knowledge Torah Truetube clip: Holy Books: The Torah Show the Truetube clip ‘Holy Books: The WJEC digital resource – and understanding Tanakh www.truetube.co.uk/film/holy-books- Torah’ which acts as a good general Torah dictionary definition of the key terms Revelation torah introduction to this topic. Pupils can make task: which are to be Etz chaim brief notes as they watch. http://resource.download.wjec encountered in this Kosher List of key terms. .co.uk.s3.amazonaws.com/vtc topic. Sefer Torah Provide each student with a list of key terms /2015-16/15- Sofer Cards for recording key terms on one which will be relevant to this topic (vary the 16_17/unit1/eng/6a_torah_d Aron Kodesh side, and definitions on the other order of each list so that they don’t all start efinition.html Chumash with the same term). Students to research Parshiot Blank cards. the meanings of each key term. Each term Bimah to be written on a separate card, and the Yad Four key terms for each student accompanying definition written on the Hagbah reverse. Mitzvot www.myjewishlearning.com www.jewfaq.org Give each student a blank card, and choose www.liberaljudaism.org/ one of the key terms, which must then be www.reformjudaism.org.uk written on one side. They are to swap their www.chabad.org card with another member of the group, and, www.beingjewish.com without referring to any resources, see if www.torah.org they can write the correct definition on the www.liberaljudaism.org reverse of the card. www.liberaljudaism.org This part of the activity can be repeated with students ‘passing’ and 4 key terms for each student. moving on to another card should a duplicate come their way.

Give each student four of the key terms (varying the terms given for each one), and their task is now to show their understanding by writing a paragraph or two using the key terms in context.

2 The receiving of the Torah WJEC/Eduqas Religious Studies for A Provide information regarding God’s WJEC digital resource – Torah at Sinai and the Genesis Level Year 1 & AS – Judaism revelation at Sinai which is to be found in Torah dictionary definition significance of the Exodus – Helen Gwynne- Kinsey. Exodus chapters 19–20. task: written law (Exodus 19– Leviticus http://resource.download.wje 20). Numbers The Jewish Study Bible – ed. Adele Introduce the five books of Moses and the c.co.uk.s3.amazonaws.com/ Deuteronomy Berlin and Marc Zvi Brettler (Exodus content which is characteristic of each one. vtc/2015-16/15- chapters 19–20). 16_17/unit1/eng/6a_torah_d Students to show their knowledge and efinition.html Activity which requires students to finish understanding of this section of the off sentences which are relevant to this specification by completing an activity whereby section of the specification. they finish sentences.

Peer assessment task to be undertaken to check for understanding.

3 The nature and purpose Revelation www.reformjudaism.org.uk Students to research the different ways in of Torah in Orthodox Progressive which Orthodox and Reform Jews differ in their and Reform Judaism. revelation www.myjewishlearning.com response to the nature and purpose of the Halakhah Torah, as well as the notion of the pre- The pre-existent and existence of the Torah. eternal relevance of Torah. Following on from the research, students to work with a partner: one to take on the role of an Orthodox Jew, and the other a Reform Jew. Each to give a verbal explanation to the other of their particular Jewish point of view towards the nature and purpose of the Torah.

If time allows, students to find a new partner, and swap roles so that each has considered both points of view.

4 Use and treatment of Sefer Torah Images and/or artefacts: Set up research workstations in teaching Students to write up the Torah. Yeshiva Ark room covering the following aspects of the research findings in detail. Mantle Yad specification: Talmud Sefer Torah (facsimile) Yad Tanakh Mantle Ark Sefer Torah and Torah reading (in the synagogue and home). www.myjewishlearning.com www.jewfaq.org www.reformjudaism.org.uk Torah study at Yeshiva and the role of the www.chabad.org oral Torah. www.beingjewish.com www.torah.org The care and respect shown for the Torah – ark, mantle, yad and burial.

Arrange students into small groups and allocate each to a workstation. They are to gather as much information as they can under timed conditions before moving on to the next workstation.

5 Developing skills – AO1. A range of views of scholars and/or Students to work in pairs and consider where schools of thought which are relevant to each scholarly view and/or school of thought this section of the specification. could best be used in relation to the content of the specification.

Each pair can then be provided with two scholarly views and/or schools of thought, which they are to incorporate into two paragraphs to show that they have a sound understanding of their relevance.

Judaism Theme 1: Religious figures and sacred texts: 1D The structure and development of the Talmud and its importance within Judaism

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

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

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: 1E Midrash in Judaism: the distinction between Halakhah and Aggadah

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: Religious figures and sacred texts: 1F Rashi and Maimonides

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: Religious concepts and religious life: 2A Beliefs about the nature of God/concept of God

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Beliefs about the nature and Monotheism Dictionary Create a glossary of the following key learning concept of God. Incorporeal terms: activity Omnipotent Omniscient • Monotheism Omnibenevolent • Incorporeal • Omnipotent • Omniscient • Omnibenevolent.

1 Absolute monotheism; God Monotheism http://www.jewfaq.org/g-d.htm Using the resources provided, as One; God as Creator; Incorporeal El Olam students to create a mind map on the God as incorporeal; God as WJEC digital resource – Key facts subject of God as One; Creator; neither male nor female; about the concept of God: incorporeal; neither male nor female; God as eternal. http://resource.download.wjec.co. eternal. uk.s3.amazonaws.com/ vtc/2015- 16/15- Each section of the mind map needs to 16_17/unit1/pdf/en g/concept-of- include relevant quotations from god- background-notes.pdf Jewish scripture as well as views of scholars /schools of thought where appropriate.

2 Characteristics of God: Omnipotence http://www.jewfaq.org/g-d.htm Provide students with a set of Jewish concept of God omnipotent, omniscient, Omniscience quotations from Jewish scripture as crossword. omnibenevolent, Holy, Omni-benevolence well as key quotes from scholars, and Just, Perfect, Merciful Merciful WJEC/Eduqas Religious Studies for A direct them to explain how each could Level Year 1 & AS – Judaism be used as evidence for each of the – Helen Gwynne- Kinsey. characteristics of God.

E.g. Genesis 16:13 describes God as WJEC digital resource – ‘the Lord who sees’. This is indicative Key facts about the concept of God: of omniscience as it means that God http://resource.dow nload.wjec.co.uk.s has the ability to see and know 3.amazonaws.com/ vtc/2015-16/15- everything. 16_17/unit1/pdf/en g/concept-of-god- background- notes.pdf

Jewish concept of God crossword http://resource.download.wjec.co.uk.s3.a mazonaws.com/ vtc/2015-16/15- 16_17/unit1/eng/3a_the_jewish_concept_ of_god.html

Crossword answers http://resource.download.wjec.co.uk.s3.a mazonaws.com/ vtc/2015-16/15- 16_17/unit1/pdf/eng/3a_the_jewish_conce pt_of_god_crossword_answers.p

3 God’s presence as both Kavod http://www.jewishencyclopedia.com/articles/1353 Divide students into small groups kavod and shekinah. Shekinah 7-shekinah with each given either kavod or shekinah to research. WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- The research task to be followed by Kinsey. students being paired with someone who researched the opposite term, WJEC digital resource – Key facts about the and they are to explain the concepts concept of God: to each other. http://resource.download.wjec.co.uk.s3.amaz onaws.com/vtc/2015-16/15- Main findings from each pair to be 16_17/unit1/pdf/eng/concept-of-god- written as bullet points on A4 paper background-notes.pdf and displayed on classroom wall for all to see and discuss.

Photographs of bullet points can be taken as a record, and used for revision.

4 Maimonides on the Predicate Essential Judaism Introduce Maimonides’ thoughts on attributes of God. Corporeal – George Robinson. the attributes of God.

http://existentialcomis.com/comic/22 Students to work in pairs and complete a card sort activity to www.myjewishlearning.com present Maimonides’ thoughts on the attributes of God in a logical order.

A set of statements on individual cards which present Maimonides’ thoughts on the attributes of God.

5 Developing skills An AO2 examination question from this section of Students to work in small Create a list of indicative – AO2. the specification. discussion groups to complete the content for an AO2 following task: examination question from this section of the Explain how a Jew might respond to specification. the following view: ‘It is impossible to know what God is like and therefore impossible to have a relationship with God’.

Explain your answer using evidence and examples from what you have read.

Judaism Theme 2: Religious concepts and religious life: 2B Beliefs about God and humanity, the meaning and purpose of life

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- What makes us human? Humanity http://www.bbc.com/future/st Students to research and present a learning ory/20150706-the-small-list- response in any format in answer to activity of-things-that-make-humans- the question ‘What makes us unique human?’

https://www.thoughtco.com/ what-makes-us-human- 4150529

1 Humanity (the self) Humanity Understanding Students to give presentations on created in the divine Image (tzelem) Judaism – Melanie Wright. their responses to the question ‘What image. makes us human?’ with class https://www.myjewishlearning. discussion to follow. com/article/created-in-gods- image/ Explanation of the Jewish response to the same question based upon the Quotations: quotations from Rabbi Arthur Green ‘We are created in the image and Melanie Wright. of God, if you will, and we are obliged to return the favour’. (Rabbi Arthur Green)

‘… human beings are at the apex of creation, because they alone are made in the image of God’. (Melanie Wright)

2 Nefesh (life) as a divine gift; Nefesh WJEC/Eduqas Religious Explanation of concepts to be pikuach nefesh (the sanctity of Pikuach nefesh Studies for A Level Year 1 & given. life); nature of humanity – Yetzer hara AS – Judaism – Helen yetzer hara (evil inclination) Yetzer hatov Gwynne-Kinsey. Students to be given an activity to and yetzer hatov (good complete which practises the AO1 inclination). https://www.myjewishlearning.co skill of being able to show an accurate understanding of religious m/article/the-birth-of-the- good- belief. inclination/

E.g. use your knowledge and understanding of the Jewish concepts of yetzer hara and yetzer hatov to complete the following task:

A Jewish man has been caught stealing from the funds of a local charity. He has confessed his misdeed and has been punished by the courts. However, he still feels guilty and sorry for what he has done. Imagine that you are a rabbi: what information and advice would you give him?

3 Developing skills – AO1. An example of an Working in small groups, students Write an answer to the AO1 answer that illustrates a to use the generic band descriptors question analysed in class. band 1–3 response to a to identify the characteristics of the question requiring an answer they have been given. They examination of the nature of are to: humanity. (1) Decide which band they would Generic band descriptors for put it in. AO1. (2) Offer at least five things that would need to be added to make the answer a much stronger one.

4 The Shema: the content of the Shema Tefillin Students to work in groups and create Create an acrostic based Shema (Deuteronomy 6:4–9; Covenant Mezuzah a short informative video which upon the five letters of the 11:13–21); and Numbers Tallit with tzitzit explains: word ‘Shema’ that you feel 15:37–41). The nature of sums up its Shema as an aid to faith https://www.myjewishlearning.co 1. The content of the Shema and importance/use/value within and remembering; Shema m/article/what-is-a-mezuzah/ its nature as an aid to faith and Judaism. as a reinforcement of remembering. covenant relationship and https://www.myjewishlearning.co 2. Shema as a reinforcement of m/article/traditional- the meaning and purpose covenant relationship and the commentaries-on-the-shema/ of life. meaning and purpose of life.

https://www.myjewishlearning Videos to be uploaded to .com/article/tzitzit/ departmental website.

https://www.myjewishlearning.co m/article/how-to-put-on-tefillin/

5 Developing skills – AO2. An example of a Working in small groups, students strong AO2 answer that to use the generic band descriptors illustrates a band 4–5 to identify the characteristics of the response to a question answer they have been given. They requiring an examination of are to: one of the issues for analysis and evaluation from this 1. Decide which band they would section of the specification. put it in. 2. Highlight the characteristics of the answer which justifies its Generic band descriptors for inclusion in that particular band. AO2. 3. Offer up any other suggestions as to what could be added to make it an even stronger answer.

Judaism Theme 2: Religious concepts and religious life: 2C Beliefs about judgement – the Messiah and the afterlife

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The Messiah in Judaism. Messiah Living Judaism – Students to research and compile a learning Wayne Dosick. fact file on the concept of activity Messiah in Judaism. Essential Judaism – George Robinson.

WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Judaism – Helen Gwynne- Kinsey.

http://www.jewfaq.org/ mashiach.htm

https://www.myjewishle arning.com/article/who- is-the-messiah/

1 The Messiah in Messiah Living Judaism – Wayne Dosick. Present students with Provide students with an Judaism – The Anointed One information on the concept AO1 examination Anointed One and Judge Essential Judaism – George Robinson. of the Messiah in question, and examples of Judge who brings Judaism. relevant quotations from peace and goodwill to WJEC/Eduqas Religious Studies for A Level Year 1 & Isaiah, Maimonides humanity (Isaiah 2:1– AS – Judaism In groups, students to and the Talmud. 4); the establishment – Helen Gwynne-Kinsey. create a ‘true or false?’ of a new world activity which can be used Students to write an order. WJEC digital resources: as a whole-class quiz in answer to the question http://resource.download.wjec.co.uk.s3.amazonaws.c which true or false cards set, making sure that they om/vtc/2015-16/15- 16_17/unit1/pdf/eng/messiah- are held up to indicate incorporate all of the and-the-afterlife-background-notes.pdf response. quotations in a meaningful way. http://resource.download.wjec.co.uk.s3.amazonaws.c Use WJEC digital om/ vtc/2015-16/15- resource true or false 16_17/unit1/eng/7a_messiah_and_the_afterlife.html activity on the Messiah to check for understanding at http://www.jewfaq.org/mashiach.htm end of session.

https://www.myjewishlearning.com/arti cle/who-is-the- messiah/ Relevant quotations from Isaiah, Maimonides

Death and the Students to work in pairs. Provide each couple with 2 Death Living Judaism – Wayne Dosick. resurrection of the dead the list of key quotes (vary the order of each list for

(Daniel 12:2); the final Resurrection each pair so that they don’t all start discussing the Olam ha-ba judgement; olam ha-ba. Essential Judaism same things in the same order). Students are

– George Robinson. required to (a) identify a link (or links) between the quotes, and (b) to note in their own words the point

that they think is being made by each one. https://www.myjewishlearning.com/article/h eaven-and-hell-in-jewish-tradition/ Discuss outcomes. Hopefully they will have noticed that not all Jews are in agreement about the subject of resurrection. Relevant quotations from Daniel, Isaiah, Talmud. Explain beliefs about death, resurrection and the afterlife which are to be found in the Orthodox and Reform traditions.

Check for understanding at conclusion of session by playing ‘true or false?’ Use cards with ‘true’ on one side and ‘false’ on the other which students will hold up in response to the statements which are read out.

3 The Pittsburgh Platform Afterlife Pittsburgh Platform Provide each student with a copy of (paragraph 7) and (paragraph 7) paragraph 7 of the Pittsburgh platform. After Reform views about the analysing its content they are to write a paragraph afterlife. www.reformjudaism.org identifying what they feel are its implications for Reform beliefs about the afterlife.

Further information can be added through online research.

4 The variety of views that Messiah All information Students to work in groups and undertake a are to be found in Judgement collated during the course of study careful analysis of all of the information Judaism on the subject Afterlife for this theme. relating to this section of the specification. of the Messiah, judgement and life after Their task is to produce a Venn diagram death. which illustrates the variety of views that are to be found in Judaism on the subject of judgement, Messiah and the afterlife.

Venn diagrams to be displayed in class with a discussion to follow.

Diagrams to be photographed and shared as an aid for future revision.

5 Developing skills – AO2. WJEC digital Use the WJEC digital resources to Create alternative arguments resources: develop a one-sided argument in response from the ones covered in http://resource.download.wjec.co.uk. to whether Jewish beliefs about judgement class in response to whether s3.amazonaws.com/vtc/2015-16/15- and the afterlife are relevant for Jews today. Jewish beliefs about 16_17/unit2/eng/developingAOneSid judgement and the afterlife edArgument.html are relevant for Jews today.

http://resource.download.wjec.co.uk. s3.amazonaws.com/vtc/2015-16/15- 16_17/unit2/pdf/eng/Developing-a- one-sided-argument.pdf

Judaism Theme 2: Religious concepts and religious life: 2D The diversity of views within Judaism with regards to mitzvot (commandments)

Lesson Specific Content Concepts Suggested resources Possible learning activities Homework activity

Flip- Mitzvot Mitzvot All course notes and resources that Review all aspects of the course studied thus far learning (commandments). have been used up to this point. and note examples of mitzvot that have been activity mentioned previously.

1 The mitzvot within Direct Essential Judaism Share examples of mitzvot that Orthodox revelation – George Robinson. have already been covered during the course so Judaism. Halakhah far. Chukim Living Judaism – Wayne Dosick. Give an explanation of the status of the mitzvot Judaism – Brian E. Close. within Orthodox Judaism.

Judaism – the basics – Jacob Problem-solving task: using relevant portions Neusner. from the Torah (different ones for different groups), students to identify the commandment www.myjewishlearning.com from the passage given, and work out how an Orthodox Jew might go about making sure that http://www.jewfaq.org/ this particular commandment continues to be kept in 21st century Britain. Scriptural examples of commandments that continue to have an impact upon Carousel the portions from the Torah so that the lives of Orthodox Jews. each group has the chance to complete as many as possible. Problem-solving tasks and solutions. Feedback, discussion and revelation of the correct solutions to follow.

2 The mitzvot within Reform Revelation Essential Judaism Students to work in pairs and research the topic of the Complete the online Judaism. – George Robinson. mitzvot within Reform Judaism. quiz on Reform Jews’ interpretation Living Judaism – Wayne Dosick. When research is complete they are to create a quiz based of the 613 mitzvot. upon Reform Jews’ interpretation of the 613 mitzvot. The Judaism – Brian E. Close. quizzes are to be completed in electronic form, with answers, and given to the tutor. Judaism – the basics – Jacob Neusner. The tutor is to scrutinize the questions and answers for accuracy and choose a variety to be uploaded onto an

online quiz site to be accessed by all members of the www.reformjudaism.org group.

www.myjewishlearning.com

3 The mitzvot within Hasidic Devekut WJEC/Eduqas Religious Studies Students to work in pairs and research the topic of the Judaism. Rebbe for A Level Year 1 & AS – Judaism mitzvot within Hasidic Judaism. Zohar – Helen Gwynne- Kinsey. www.chabad.org When research is complete they are to be given the key terms devekut, rebbe and Zohar, as well as the two Key quotes: ‘(The Baal Shem Tov) quotations, and write a response to the question ‘What do was a mystic … he emphasized the Hasidic Jews believe about the 613 mitzvot?’ hidden truths over the revealed aspects of Torah.’ (Weiner)

‘Everything must be done for the sake of Heaven.’ (The Kotzker Rebbe)

4 Examples of diversity Diversity A compilation of all Activity: within Judaism with within Judaism notes and research findings regard to mitzvot. from this section of the You are interviewing some representatives from (a) the Orthodox specification. (b) the Reform and (c) the Hasidic communities. Write the responses that each might give to the following questions:

1. How do you interpret the mitzvot? 2. How do you apply the mitzvot in everyday life? 3. How important are the mitzvot?

This can be followed up by a hot- seating activity where students are chosen to represent one of the three branches of Judaism.

5 Developing skills – A variety of AO2 examination Allocate different AO2 examination questions to different students. Write a list of AO2. questions which are relevant indicative content in to this section of the Students to identify the views of specific scholars/schools of response to an specification. thought that might be appropriate for inclusion in an answer to the AO2 question from question they have been given. this section of the specification. Each student is then to find a partner and discuss findings through peer assessment.

Judaism Theme 2: Religious concepts and religious life: 2E Jewish teachings about tefillah (prayer) with reference to the Amidah and teachings about tzedakah (charity)

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Tefillah as spiritual Tefillah http://www.bbc.co.uk/religion/religions Students to find information on the following learning self-reflection in Kavvanah /judaism/worship/prayer_1.shtml aspects of prayer: activity relation to God; reasons for tefillah. http://www.jewfaq.org/prayer.htm 1. The purpose of prayer within Judaism. 2. Examples from Jewish scripture of http://www.jewishvirtuallibrary.org/kavva individual prayer. nah 3. The use of the siddur (prayer book). 4. The importance of kavvanah in prayer. www.myjewishlearning.com 5. Examples of the most common types of prayer within Judaism.

1 The structure and Arvit Essential Judaism Provide students with information about all Note three points to content of the Shacharit – George Robinson. aspects of the Amidah. consider when Amidah; the use of Minchah analysing and the Amidah in daily Understanding Judaism – Melanie Students to create a mind map that focuses evaluating to what prayers. J. Wright. on the structure, content and status of the extent is the Amidah Amidah. an encapsulation of http://www.jewfaq.org/liturgy.htm the most important

beliefs, values and An example of an AO2 question on the issue of the extent to which the Amidah teachings of is an encapsulation of the most Judaism. important beliefs, values and teachings of Judaism.

2 The minyan Minyan Essential Judaism Students to work in small groups. Using the (congregation) and the – George Robinson. resources provided they are to undertake diversity of practice of research on the minyan and create an prayer within Judaism. Living Judaism – Wayne Dosick information webpage.

An Introduction to Judaism – Nicholas De Areas to be covered: Lange. 1. Definition of term ‘minyan’. https://www.myjewishlearning.com/article/minya 2. Why are ten needed to create a n-the-congregational-quorum/ minyan? 3. The minyan in rabbinic tradition. Links to British synagogue websites for 4. What goes on at a minyan? information on minyamin. 5. Explain Reform and Conservative views and practices concerning the minyan.

3 The importance of Tzedakah Videos: Class discussion on the concept of tzedakah within Gemilut hasadim https://www.youtube.com/watch?v=meEK4dUf3 charity: E.g. What is charity? What motivates Judaism. Os people to give to charity? etc.

https://www.youtube.com/watch?v=RePzJJGl5z Explain the importance of tzedakah within 0 Judaism.

Essential Judaism Working in teams, students to create a pitch – George Robinson. (in the style of The Apprentice) which would be made to a big Jewish corporation, asking Living Judaism – Wayne Dosick. them for money to fund a charitable project.

The Jewish Study Bible – ed. Adele Berlin and Marc Zvi Brettler (Deuteronomy 15:11; Leviticus 19:9–10; Proverbs 19:17 and 21:3).

Key quote: ‘Whosoever has not pity upon his fellow man is no child of Abraham.’ (Talmud)

4 Maimonides and Tzedakah http://www.jewishvirtuallibrary.org/eight-levels-of-charitable- Discussion about the different Answer an AO1 the ‘ladder of giving methods of giving to charity, with examination tzedakah’. concluding question on what do question on the https://www.myjewishlearning.com/article/maimonides-ladder- students feel is the best way to importance of of-tzedakah/ provide charitable help. tzedakah within Judaism. http://www.jtfn.org/sites/default/files/docs/resources/maimonide Provide students with cards s_ladder_and_tzedakah_texts.pdf containing the eight steps of Maimonides’ ‘ladder of tzedakah’. WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Working in pairs, the students to rank them in order of importance. Judaism – Helen Gwynne- Kinsey.

Cards for sorting activity which contain the eight steps of Reveal Maimonides’ order and Maimonides’ ‘ladder of tzedakah’ but without any reference to discuss the reasons for it. their order of importance.

An AO1 examination question on the importance of tzedakah in Judaism.

5 Developing skills – An AO2 question on whether prayer has become a spiritually Students to work on their own and AO2. ineffective ritual. identify five possible lines of argument that are relevant to this A list of eight possible lines of argument, with five that are particular issue. relevant and three which are not quite relevant (although not too obviously so) to this particular issue. Discussion to follow and a full answer to the question to be written up.

Judaism Theme 2: Religious concepts and religious life: 2F Key moral principles: the importance of the Ten Sayings (Aseret ha-D’ibrot) or Ten Commandments for Judaism

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The Ten Sayings. Rules for life Each student to compile a list of ten ‘rules’ which they feel are learning important for guidance in the 21st century. Each rule should have activity an accompanying explanation and/or example from life/world events to illustrate the reason for its inclusion.

1 The Ten Sayings Mitzvot The Jewish Study Explain that the Ten Sayings are in the context of Bible – ed. Adele Berlin and the first (and most famous) of the 613 mitzvot that Jews believe the 613 mitzvot. Marc Zvi Brettler (Exodus God gave to the Jewish people through Moses on Mount Sinai. 20:2–14 and Deuteronomy 5:7– In groups, students to examine the Ten Sayings, and analyse 21). their relevance for 21st century society.

Living Judaism – Wayne This to be followed by students sharing the ten ‘rules’ which they Dosick. compiled in response to the flip- learning activity, and noting whether there are any connections between the modern ‘rules’ and the Ten Sayings.

2 The Ten Sayings Ethical and Copies of the Ten Using as their focus the key quote from G.W. Anderson, and the as a basis for moral Sayings. belief that the Ten Sayings are just as relevant today as they religious and behaviour were at the time of Moses, students to work in pairs and ethical life. Key quote: ‘The Ten undertake the following task: Commandments are an effective expression of Search online for news stories/ examples from social media fundamental religious and which can be used to illustrate that the same kinds of issues are moral standards …’ present in the 21st century. (G.W. Anderson)

3 The ‘Aseret ha- Rabinnical tradition WJEC/Eduqas Religious Studies for A Explain that according to rabbinic tradition, the Dibrot’ in Mitzvot Level Year 1 & AS – Judaism Aseret ha-D’ibrot are not individual rabbinical Blasphemy – Helen Gwynne- commandments, but are categories into which understanding Lashon hara Kinsey. each of the 613 mitzvot can be placed under one of as the ten ten classifications. categories of www.jewfaq.org mitzvot. Divide the students up into five groups and give each group two of the Ten Sayings (adapt numbers to suit class size).

Using the resources provided, they are to research and write a narrative on each one which explains the characteristic of the category.

4 The ‘Aseret ha- Rabinnical tradition The Jewish Study Continuing from previous lesson, each group to give Dibrot’ in Mitzvot Bible – ed. Adele Berlin and Marc Zvi feedback to the rest of the class on the Ten Sayings rabbinical Blasphemy Brettler (Exodus 20:2–14). which they were given. Electronic copies of each understanding Lashon hara group’s work to be uploaded to departmental website as the ten or photographed for sharing. categories of

mitzvot (continued). Draw or source ten images that will provide a visual hint for each of the Ten Sayings. Under each image, write out the relevant quote from the book of Exodus that goes with it.

5 Developing A list of several key points bulleted in In groups, students to complete the following tasks: Write an answer to skills – AO2. response to a question requiring an an AO2 question on evaluation of the importance of the Ten 1. Select, from the list provided, the most important the importance of Sayings as a guide to ethical living in points they feel should be included in a list of the Ten Sayings as Judaism. indicative content for this question. a guide to ethical 2. Add at least two more points of their own. living in Judaism. Generic AO2 band descriptors. 3. Identify the view of a scholar/school of thought for

An AO2 examination question on the inclusion. importance of the Ten Sayings as a guide to 4. Write a final list of bulleted points in a suitable ethical living in Judaism. order.

Judaism Theme 3: Significant social and historical 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 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 3: Significant social and historical developments in religious thought: 3B 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 3: Significant social and historical developments in religious thought: 3C 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 and historical developments in religious thought: 3D 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 and historical developments in religious thought: 3E 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 3: Significant social and historical developments in religious thought: 3F 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 4: Religious practices that shape religious identity: 4A Diversity of Jewish practices that shape and express religious identity, with reference to the role of the synagogue in Judaism

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- The origins of the Exile Video: Students to research the origins of the learning synagogue as a Synagogue https://www.truetube.co.uk/film/holy- synagogue as a permanent institution in activity permanent cribs-synagogue Babylonian captivity and present findings as a institution in timeline. Babylonian Judaism: A Short Introduction – Lavinia captivity. and Dan Cohn-Sherbok. Students to watch the video on the synagogue to gain an overall understanding Essential Judaism of features and their significance. – George Robinson.

Living Judaism – Wayne Dosick.

1 The role of the Sanctuary http://www.jewishvirtuallibrary.org/ark Students to research the role of ark in reminding the Ark and write a report which covers the Jews of the The Jewish Study Bible – ed. following: Jerusalem Adele Berlin and Marc Zvi Brettler Temple. (Exodus 25:10–22; 37:1–9; (1) The Sanctuary (Exodus 25:10– 40:21; I Samuel 4:1–3; 22; 37:1–9; 40:21) Deuteronomy 10:5). (2) The significance of the Ark (I Samuel 4:1–3; Deuteronomy The History and Religion of Israel – 10:5) G.W. Anderson. (3) The Ark at the time of King David (4) King Solomon’s Temple (5) The actions and treatment surrounding the Ark which act as a reminder of the holiness of the temple in Jerusalem.

2 The social role of the Bet k’nesset WJEC digital resource: After reading the resource material WJEC digital synagogue as meeting Bet midrash Shul http://resource.download.wjec.co.uk.s3. on the social role of the synagogue, students resource: place for the Jewish amazonaws.com/vtc/2015-16/15- to access a variety of synagogue websites http://resource.downlo community – bet 16_17/unit1/pdf/eng/judaism- and make a list of the various activities that ad.wjec.co.uk.s3.ama k’nesset (house of synagogue-uses- background-notes.pdf take place at a typical Jewish place of zonaws.com/vtc/2015- meeting); the worship. 16/15- synagogue as a place of 16_17/unit1/eng/5a_s study and Torah reading Students to use the list to create a virtual Access to a variety of synagogue ynago gue_uses.html – bet midrash (house of notice board for a synagogue noting, for websites. study) or ‘school’ (shul). example, events, dates and times for activities which are likely to take place in a typical month.

3 The religious role of the Festivals WJEC/Eduqas Religious Studies for Tutor to give an explanation of the religious synagogue: its central Prayer A Level Year 1 & AS – Judaism role of the synagogue, and provide students role in Jewish festivals. – Helen Gwynne- Kinsey. with relevant information in written form. The synagogue as a place of prayer. Understanding Judaism – Melanie Working in pairs, students to create a mind J. Wright. map using words and images which summarises the religious role of the Tutor notes. synagogue.

4 The synagogue as a Mikveh https://www.myjewishlearning.com/articl Discussion on the subject of ritual and place of ritual. e/the-mikveh/ spiritual purity. Show short video on the mikveh. Using the accompanying information on the same website to create ‘A guide to the Mikveh.’

5 The synagogue’s legal Bet din http://www.mbd.org.uk/ Tutor to give an explanation of the Answer AO2 status and role: its use as synagogue’s legal status and role, and examination a rabbinical court or bet https://www.theus.org.uk/londonbethdin students to note information about the biblical question. din (house of judgement) origin of the bet din (Exodus 18:13–16), and An AO2 examination question from this the organisation of the bet din (a panel of section of the specification. three judges).

Students to make use of the websites of the Manchester Bet(h) Din and the London Bet(h) din to carry out research about the activities of a rabbinical court. When research is complete, students to create the content for a webpage that provides information about the services that a typical bet(h) din has to offer.

Judaism Theme 4: Religious practices that shape religious identity: 4B The role of festivals in shaping religious identity: Pesach

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Pesach – background Redemption Video: Students to familiarise themselves with the learning information. The importance of https://www.truetube.co.uk/film/p background to the festival of Pesach. activity Exodus 12–15 assover-read-all-about-it

1 The significance of the Redemption Living Judaism – Students to research information regarding the ‘Passover’ event for Jewish Wayne Dosick. significance of the ‘Passover’ event focusing identity: the popularity of on the following: observing Pesach amongst Understanding Judaism – Jews today reflecting Melanie J. Wright. 1. How the festival signifies physical redemption of the Jewish redemption. people from Egypt; redemption Essential Judaism of the world under God’s – George Robinson. 2. How the festival signifies spiritual command. redemption. http://www.jewfaq.org

3. How the festival looks forward to the www.myjewishlearning.com redemption of the world under the rule

www.reformjudaism.org.uk of God.

www.torah.org

2 The symbolism of the Redemption Living Judaism – Students to research the symbolism of the Source items relating to the seder plate and the Wayne Dosick. seder plate and the use of Haggadah in Seder and take to next lesson. use of the preparation for a presentation in the next Haggadah. Understanding Judaism – Melanie J. lesson. Wright. Students to review the information they need Essential Judaism for the presentation and allocate areas of – George Robinson. responsibility amongst themselves.

http://www.jewfaq.org It might be a good idea to download images and make cards that have the name and www.myjewishlearning.com picture of the item/practice on one side, with the significance of its use on the reverse. www.reformjudaism.org.uk

www.torah.org

3 The symbolism of the Students to set up an area of seder plate and the the room in preparation for a Seder meal. use of the Haggadah (continued). A re-enactment of a typical Seder meal is to take place, with an accompanying narrative which explains the symbolism of the seder plate and the use of the Haggadah.

4 The role of the Redemption Living Judaism – Tutor to give an explanation of the role of Pesach in Jewish community of Wayne Dosick. ensuring that the community of believers remembers and believers in maintains its Jewish identity. remembering and Understanding Judaism – Melanie J. Wright. maintaining Jewish Students to complete a ‘finish off the sentences’ task that identity; hope for the Essential Judaism highlights the significance of ‘next year in Jerusalem’ and future (‘next year in – George Robinson. the coming of Elijah to announce the arrival of the Jerusalem’); the Messiah. coming of Elijah to https://www.myjewishlearning.com/article/passo announce the arrival ver-pesach-themes-and-theology/ In conclusion, under timed conditions (and as a of the Messiah. competition), students to list as many words connected http://www.jewfaq.org with Pesach as they can in the time allowed.

www.myjewishlearning.com

www.reformjudaism.org.uk

www.torah.org

A ‘finish off the sentences’ task.

5 Developing skills – An AO2 examination question on this section of Use WJEC digital resource as a Answer AO2 AO2. the specification. template and example, students to work in pairs and examination create a resource of their own in response to the AO2 question. Use following WJEC digital resource as a examination question they have been given. template and example: http://resource.download.wjec.co.uk.s3.amazon aws.com/vtc/2015- 16/15- 16_17/unit2/eng/theUseOfCommentary.html

Judaism Theme 4: Religious practices that shape religious identity: 4C The role of festivals in shaping religious identity: Rosh Hashanah and Yom Kippur

Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity

Flip- Rosh Hashanah and Atonement Dictionary Students to research the meanings of the key learning Yom Kippur – Key terms. Forgiveness terms atonement, forgiveness, judgement and activity Judgement repentance. Repentance Using any social media platform, they are to identify and note examples of each one of the key terms as it plays out in real life.

1 Rosh Hashanah: the Judgement Living Judaism – Students to research the following aspects of origins of this festival Repentance Atonement Wayne Dosick. the festival of Rosh Hashanah and present and its significance; the their findings in the form of a blog or vlog as if impact and purpose of Judaism – A Short from a Jewish person’s point of view: its observance; the Introduction – Lavinia and importance of the Dan Cohn-Sherbok. (1) The time of preparation preceding machzor; the Rosh Hashanah. Essential Judaism amendments to the (2) The recitation of selichot. – George Robinson. Amidah as confirming (3) What happens at Synagogue services.

unity and identity of the (4) Specific clothing. http://www.jewfaq.org Jewish people. (5) Use of the machzor.

(6) The shofar. www.myjewishlearning.com (7) How the festival is observed at home.

(8) Symbolic food. www.reformjudaism.org.uk

Upload blogs/vlogs to departmental website so www.torah.org that they can be shared for peer assessment purposes.

2 Yom Kippur: the Judgement Video – Sorry https://www.truetube.co.uk/film/im- Tutor to explain what happens during the Ten origins of this festival Repentance sorry?tab=film Days of Returning. and its significance; Atonement the impact and purpose of its Video – Kol Nidrei: Watch videos and discuss the issues that observance; the https://www.youtube.com/watch?v=fPIiQDICFFc arise. Link to the purpose and challenge of challenge of a 25 the 25-hour fast which is one of the rituals of hour fast and its this festival. Video – The meaning of Kol Nidrei (Rabbi Jonathan value; Kol nidrei. Sacks) https://www.youtub e.com/watch?v=h W-cSrxQ1IU

Students to be provided with a list of key terms and scriptural references that are A list of key terms and scriptural references that are relevant to the festival of Yom Kippur, then relevant to this festival. carry out the following tasks:

Living Judaism – Wayne Dosick. 1. Discover the meanings of each of the key terms. 2. Show how each scriptural reference is Judaism: A Short Introduction – Lavinia and Dan Cohn- relevant to the festival by using each Sherbok. one in a sentence or paragraph.

3. Create a running order of the events Essential Judaism - George Robinson. that take place during the festival of Yom Kippur. http://www.jewfaq.org 4. Add brief explanations, where appropriate, for the rituals and practices www.myjewishlearning.com that occur.

3 The significance of the Repentance A shofar or image of one. Tutor to explain the significance of Students to shofar horn in the the shofar horn in Hebrew scriptures. Watch research the Hebrew scriptures; the Video – information about the shofar: video footage. popularity of the meaning and https://www.youtube.com/watch?v=HOjR6iBlhlo festivals of Rosh significance of Tutor to explain the significance of tashlikh. Hashanah and tashlikh. https://www.myjewishlearning.com/article/shofar/ Watch video footage. Yom Kippur and the extent to The extent to which Video – tashlikh: Students to use an online crossword-making which they are Rosh Hashanah and https://www.youtube.com/watch?v=JmlPBP3fC1k site to create a puzzle on the shofar and observed. Yom Kippur are tashlikh which can be shared with others in the observed. https://www.myjewishlearning.com/article/tashlikh- class as an aid to understanding. tashlich-enhanced/

4 Developing skills – All notes and resources on this section of the Students to review this section of the Answer the AO1 AO1. specification. specification and carry out the following tasks: examination question. An AO1 examination question on this section of the 1. For each festival, create a table with specification. two columns entitled ritual and significance. Use the table to note the practices that are traditionally observed at the festival, whilst also noting the meaning (significance) for each one in the adjacent column. 2. Create flash cards based upon the rituals of Rosh Hashanah and Yom Kippur which can be used(i) to test oneself on the meanings behind the rituals and (ii) to identify in which of the two festivals they can be found.

5 Developing skills – An AO2 examination question on this section of the Students to write a response to Write the final AO2. specification. an AO2 examination question using the draft of following order: answer to AO2 A copy of AO2 generic band descriptors. examination 1. Begin with a list of indicative content. question. 2. Develop the list using examples. 3. Consider the order in which the information could best be explained. 4. Write up the answer. 5. Use the band descriptors to mark your own answer. 6. Ask another student to read your answer and see if they can help to improve it in any way.

Judaism Theme 4: Religious practices that shape religious identity: 4D 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: 4E 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: 4F 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