DOCUMENT RESUME ED 217 108 UD 022 286 AUTHOR Klitz, Sally Innis TITLE The Jews: Their Origins, in America, in Connecticut. A Curriculum Guide. The Peoples of Connecticut Multicultural Ethnic Heritage Series No. 3. Second Edition. INSTITUTION Connecticut Univ., Storrs. Thut (I.N.) World Education Center. SPONS AGENCY Aetna Life and Casualty, Hartford, Conn.; Office of Education (DREW), Washington, D.C. REPORT NO ISBN-0-918158-08 PUB DATE 80 NOTE 153p.; Original publication costs supported in part by the Hartford Jewish Federation and the Connecticut State Department of Education. Not available in paper copy due to institution's restrictions. For a related document, see ED 160 487._ AVAILABLE FRO), 'lliversity of Connecticut, The I.N. Thut World Education Center, Box U-32, Storrs, CT 06268 ($4.00 plus $0.80 postage). EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Acculturation; *Cultural Background; European History; Immigrants; Instructional Materials; *Jews; *Judaism; *Political Influences; *Religious Cultural Groups; Secondary Education; *Sociocultural Patterns; United States History IDENTIFIERS Connecticut ABSTRACT This curriculum guide explores the Jewish ethnic and religious community in the United States generally, and specifically in Connecticut. Intended as a resource tool for studying the Jewish cultural heritage and traditions, the material may be used among Jews and non-Jews. The guide is divided into three parts. Part one is a detailed account of Jewish religious and political history. Part two contains information on the history of Jewish immigration to the United States; the assimilation of Jews into American society; the impact of Jewish culture and religion in American history; and the development of the Jewish cultural community within a pluralistic society. Part three describes the history and organization of the Jews in Connecticut and provides opportunities for students to conduct research on the Jews. Each section of the guide includes a bibliography, a list of instructional media and supplementary teaching aids, and suggested activities and discussion topics. (Author/MJL) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the origiaal document. * *********************************************************************** THE JEWS Their Origins In America In Connecticut "PERMISSION TO REPRODUCETHIS MATERIAL IN MICROFICHEONLY HAS BEEN GRANTED BY A CURRICULUM GUIDE triev PREPARED BY SALLY INNIS KLITZ to M I . o fCogeafrveZtcrw., TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC):' U.E. DEPARTMENT OF EDUCATION ILLUSTRATED BY NATIONAL INSTITUTE OF EDUCATION STEPHANIE RABENSTEIN EDUCATIONAL RESOURCES INFORMATION CENTER IERICI This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu- ment do not necessarily represent official NIE positron or policy The Peoples of Connecticut Multicultural Ethnic Heritage Series ri Number Three rl THE I.N. THUT WORLD EDUCATION CENTER 0 U32, SCHOOL OF EDUCATION THE UNIVERSITY OF CONNECTICUT STORRS, CONNECTICUT .04248 2 This guide was originally prepared under a project funded by the United States Office of Education. It may not be further reproduced or distributed without the express written permission of The Uni- versity of Connecticut, The I.N. Thut World Education Center. Second Edition, 1980 ISBN: 0-918158-68 /Etna Life & Casualty Hartford, Connecticut Printed in U.S.A. CONTENTS Introduction to the Teacher 5 Part I: ORIGINS OF THE JEWISH PEOPLE who is a Jew? 6 Origins of Judaism and the Law 8 Important Dates in Jewish History 13 Holidays and.the Jewish Calendar 15 Rituals 22 Religious and Traditional Articles 24 Part II: AMERICAN JUDAISM Immigration and Assimilation 39 Jews in American History 58 Israel and the American Jew 64 Religion 70 Magic and Superstition 75 The Synagogue 77 Yiddish 79 Jewish American Literature 89 Ethics and Values 98 Social Organizations 106 Jewish Cooking 108 Part III: THE JEWS OF CONNECTICUT History 131 The Jewish Farming Communities 142 Connecticut's Sephardim 143 Social Organizations 143 ACKNOWLEDGEMENTS This curriculum is the product of the efforts of many people who contributed their time in a variety of waysI especially wish to thank Frank Stone, Director of Curriculum Development of the project, who edited the guide; the Endowment Fund of the Hartford Jewish Federation and the Connecticut State Department of Education which helped us financially with the original publication costs; the /Etna Life and Casualty Company for printing the second edition of this book as a public service; and Stephanie Rabcnstein for generously donating her time and talent to illustrate the curriculum This curriculum guide could not hacc been produced without the help of a review committee of specialists in Jewish studies and education who read the manuscript for accuracy and appropriateness. They are: Emanuel S Goldsmith, Professor of Hebrew and Judaic Studies, Dept of Romance and Classical Languages, University of Connecticut, Storrs, Arnold Dashefsky, Professor of Sociology, and former Chairperson of the Committee on Judaic Studies, University of Connecticut, Storrs; Alfred Weisel, Educatio9a1 Director of Emanuel Synagogue in West Hartford; Morgan Himmelstem, Director of the Resource Center, Lewis Fox Middle School in Hartford, Esther Gendel, a teacher at Silas Deane Junior High School, Wethersfield Their comments and suggestions have greatly influenced the text of this guide, however, I take upon myself the responsibility for any misrepresentations or deficiencies Ialso wish to thank the many people who have supplied me with material and conversation, particularly Charles and Loretta Nightingale, who have reviewed the manuscript and helped with the chore of proofreading, the Anti - Defamation League of B'nai B"rith which has gratuitously supplied us with many of their publications; and Morton Gordon and Bernard Postal for contributing material and information not yet published. Ph',to Cram. American Jewish Historical &kitty, pagesi I,i7, 58. 66 and 87, Levi Strauss and Company, page i9 clichés that are liable to influence the objectivity of the students. In order to avoid confusion, dates are written using the abbreviations B.C. and A.D. However, INTRODUCTIO"' TO THE TEACHER the teacher should point out the bias of these terms and acquaint the students with the ac- The general aim of this curriculum guide is to cepted alternatives used by Jewish scholars: B.C. explore the Jewish ethnic and religious commu- E. (Before Common Era), and C.E. (Common nity in the United States and specifically in Con- Era). necticutIt is hoped that this guide will help to The Hebrew and Yiddish (a German-Judaic correct many of the shortcomings of existing dialect spoken in Europe) words used in the text American history textbooks with reference to represent only one possibility of the many vari- the Je vs. ations of spelling. In recent years it has become Bytrac'ng the origins and historical back- fashionable to use the traditional or Sephardic ground of the Jews and Jewish contributions to Hebrew, which is the official Hebrew now used American history, it is the aim of this study to in Israel. create an understanding of the great cultural The guide is divided into three parts.Part I. heritage and traditions that have held the Jews winch is a detailed account of Jewish religious together as an ethnic group. and political history, may at times seem labor- Th;., guide is intended for use only as a re- ious and inappropriate for public school use. source tool. A bibliography and a list of instruc- However, as a resource tool it is envisioned that tional media that accompany each section pro- this curriculum will also be of value to those videsupplementalteachingaids.Suggested engaged in religious instruction.I' also felt activities and discussion topics will be of further thatthe foundations of the fevci.,iireligious help to students and teachers. civilizationare of the utmost importance in The material is geared for use among junior understandingtheunique evolution of the high and high school students primarily, but American Jewish socio-cultural scene. most of it can be easily adapted for younger Part 11 contains information ,;11 the history of students. Although manyof the books and Jewish immigration to the United States and the media listed in this guide were originally intend development of arichcultural community, ed for Jewish audiences, they may be effectively fulfillingavitalrolewithinourpluralistic used among non-Jews. The curriculum text has American society. The anecdotes and jokes been written for use among Jews and non-Jews, appearingthroughoutthisiin:i havebeen and the teacher should keep in mind the fact included in order to provide effective insights that die two groups do not have the same into the characteristic Jewish humor, as well as foundations for Jewish studiesIn addition to to illustrate certain points that are made in the the multi-cultural emphasis of the Ethnic Heri- text. tage Studies Series, itis hoped that through this PartIII isspecificto Connecticutand, studs. Jewish students will gam a renewed ap although including information on early Jewish predationfortheirownculturalheritage. settlement in our state, the unitis primarily Before study mg each sec non. it might he use intended to provide