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These are the submissions of the various groups for their given historical period.

The Biblical Period (c. 2500 - 300 BCE)


The Hellenistic Age (c. 300 BCE - 135 CE)

• Alexander the Great's conquests (4th century BCE) spread Greek culture and colonization in non-Greek lands.
• One particular conquest was in Palestine (332 BC).
• This provoked Jewish culture to be influenced by the Greeks and their customs
• At this point in time Jews were not forced to blend with Greek culture... yet many chose to accept Greek ideas and therefore became "Hellenized."

  

• (168 BCE) - Syrian ruler Antiochus IV ordered a ban on Jewish religious practices.
• examples: circumcision, study of the Torah
• The Jews were now forced to make sacrifices to the Greek gods.

• Jewish group, called Maccabees fought the Syrians and won (164 BCE) !!!
• This enabled them to be able to practice their faith again.
• Its mark on history = This victory is still celebrated in the form of Chanukah.

The Talmudic Period (c. 135 - 600)

Period after destruction of Jewish state by the Romans, the Jews had no king, temple or formal organization.  Christianity also branched off from Judaism during this period.

Talmud was written during this period.
Talmud contains laws that guide Jewish life, an encyclopedia of Jewish teachings and beliefs. The Talmud contains both the Mishnah and Gemarah

Mishnah
•    Contains sayings based on agriculture, festivals, marriage, divorce, property laws and purity
•    Has names of rabbis who made sayings and laws
Gemarah
•    Discussion and commentary on the Mishnah
•    Considered more useful than the Mishnah

Jewish Palestine was suffering after defeat by the Romans.

Jewish learning started to center around Babylonia
•    Scholarship became available to everyone, not just the small priesthood as it was previously
•    Studying the Torah and Talmud united Jews all over the world as they lost a physical state


The Judeo-Islamic Age (Seventh to Thirteenth Centuries)

Q: Who are important people or groups from this time period?
A: Saadia Gaon, Maimonides, Rashi, and Ibn Gabirol

Q: What did they do?
A: All produced philosophical works.  Ex: Gaon wrote the Book of Beliefs and Opinions, Maimonides wrote the Guide for the Perplexed, Rashi wrote a commentary to the Bible and produced the majority of the Talmud, and Ibn Gabirol wrote The Fountain of Life.

Q: What world events impacted Judaism during this period?
A: The Jew's persecution in Spain.  This act is what caused the Judaism- Islamic combination.  When the Jews were persecuted they looked for acceptance and Islam was the answer.

Q: What new beliefs, customs, or traditions evolved in Judaism during this period?
A: This time period served as an overall progression in Judaism.  Referred to as the "Golden Age," Judaism during this period saw advancements in mathematics, astronomy, philosophy, chemistry and philology. 

Q: Did the Jewish population undergo migration or movement during this time?
A: When Askia Muhammed enforced that all Jews must convert to Islam, or leave, obviously some Jews were forced to leave.  But most Jews acted like they had converted to Islam and secretly kept practicing Jewish traditions.  Despite there being no great migrations of people during this time period, two divisions of Jews evolved.  The Sephardi Jews (from Spain and Portugal) and the Ashkenazi Jews (From Germany and Eastern Europe.)

Q: What conflicts or examples of Anti-Semitism did Jews face at this time?
A: When they were forced to convert to Islam, or Christianity in the late 1400's by either Askia Muhammed, or King Manuel I.

Q: What examples of the covenant can you identify during this period?
A: The way in which the Jews were treated.  Ex: the Jews had to follow protocol in order to be associated with Islam.

Q: Are there useful resources on the Internet to which you can direct readers?
A: The website linked to Mr. Vergin's blog is a good source, as is Wikipedia.


The European Age (Thirteenth to Eighteenth Centuries)

• The earliest recorded evidence shows that Jews settled in Europe north of the Loire or in southern Gaul during the fifth and sixth centuries.
• During the time period between the 8th and 12th centuries, the Jews in Spain, were mostly accepted in society and the culture. This was called the Golden Age.
• The center of Jewish life during the Middle Ages was the Al-Andalus.  Here was one of the most stable and wealthy Jewish communities.  Al-Andalus was also know for producing important scholars and philosophers, most well know is Maimonides.
• The Spanish inquisition (1478 by Catholic Monarchs Ferdinand and Isabella) was established to enforce the Christian beliefs on the people of Spain. However the Jews (in 1492) and Muslim Moors (in 1502) were banished from Spain.

Modern: 18th century to World War II

• The suffering of Jews in Western and Central Europe stimulated migration into Eastern Europe. However, communities in Eastern Europe were not free from persecution either.
• Jews were forced to live in restricted areas called ghettos in Europe.
• Education was emphasized. Hundreds of Yeshivot (academics for higher rabbinic studies) flourished.
• Name to know: Joseph Caro, wrote "The House of Joseph". He was called the greatest rabbi since Maimonides.  Book led to "Schulehan Aruch" or "Prepared Table", which simplified knowledge of the law.
• Beginning of 18th century: Jewish movement called Hasidism emerged in Russia and Poland. It emphasized religious fervor and ecstasy rather than intellectualism. It gave hope to Jewish masses.
• 19th century saw changes in conventional attitudes towards the Jews in western and central Europe. 1806, Emperor Napoleon attempted to deal with Jewish emancipation. Jews were later granted citizenship in some German states, France, and Prussia.
• The fall of Napoleon worsened the state of the Jews. Liberal reform in 1848 permitted Jews to play an active role in European affairs. Name to know: Rothschild family - outstanding bankers in Europe.
• The movement for emancipation grew for Jews in Europe. Moses Mendelssohn stressed secular education. This movement was known as the Haskalah. Results: reform movement, which brought Jewish rituals more in tune with the times. Also resulted in study of Jewish history and a scientific study of Judaism.
• It did not gain much support for the non-Jewish population. Jews of Russia continued to suffer persecution and discrimination.  Forced to live in ghettos and suffered murderous riots. Nevertheless, the great Jewish contribution to literature emerged.  Yiddish became a literary language. Due to Sholom Aleichem (famous writer).
• Zionism (idea that Jews should have their own homeland) gained strength under the leadership of Austrian Jew named Theodore Herzl.  WWI and WWII and Holocaust strengthened the desire for Jewish homeland in Palestine. 

Modern: World War II and the Holocaust

Who are important people or groups from this time period?
The holocaust was the persecution and murder of approximately six million Jews by the Nazi regime (Hitler).

What did they do?
They persecuted the Jews, held them in concentration camps and tortured them.

What world events impacted Judaism during this period?
Hitler's ascending position in dictatorship was the main reason for the holocaust. Nonetheless, the German's idea of racial superiority led to their persecution because they thought they were better than all other races.

What new beliefs, customs, or traditions evolved in Judaism during this period?
They valued their culture and tradition in a more extent because they realized that since it was withering away, they need to hold on to what they have left of them.

Did the Jewish population undergo migration or movement during this time?
If they were lucky enough to escape the concentration camps, many of the Jews resettled to America for a new life and freedom. Because most of Europe was controlled by the Nazi regime, Jews didn't have a choice but to go in hiding.

What conflicts or examples of Anti-Semitism did Jews face at this time?
They were being persecuted due to their religion; they were held in concentration camps where they were beaten and killed.

Are there useful resources on the Internet to which you can direct readers?
Yes


Modern: Israel to the present

• The State of Israel was proclaimed on May 14, 1948.  Not long after, five Arab countries - Egypt, Syria, Jordan, Lebanon and Iraq - attacked Israel, launching the 1948 Arab-Israeli War.
• In the early years of the state, the Labor Zionist movement led by David Ben-Gurion dominated Israeli politics.  These years were marked by mass immigration of Holocaust survivors and an influx of persecuted Jews. The population of Israel rose from 800,000 to two million between 1948 and 1958.
• Arab countries refused to acknowledge Israel's right to exist, and Arab nationalists, led by Nasser, called for the destruction of the state.
• In 1967, Egypt, Syria, and Jordan placed troops close to the Israeli borders, expelled UN peacekeepers, and blocked Israel's access to the Red Sea.  Israel saw these actions as a justification for acts of war for a pre-emptive strike that launched the Six-Day War.  Israel achieved a decisive victory in which it captured the West Bank, Gaza Strip, Sinai Peninsula, and Golan Heights.
• The failure of the Arab states in the Six-Day War led to the rise of Arab non-state actors in the conflict, most importantly the Palestinian Liberation Organization (PLO), which was committed to "armed struggle as the only way to liberate the homeland".
• On October 6, 1973, Yom Kippur, the holiest day in the Jewish calendar, the Egyptian and Syrian armies launched a surprise attack against Israel. The war ended on October 26 with Israel successfully repelling Egyptian and Syrian forces but suffering great losses.
• Egyptian President Anwar El Sadat made a trip to Israel and spoke before the Knesset in what was the first recognition of Israel by an Arab head of state.  In the two years that followed, Sadat and Menachem Begin signed the Camp David Accords and the Israel-Egypt Peace Treaty.  Israel withdrew from the Sinai Peninsula and agreed to enter negotiations over autonomy for Palestinians across the Green Line, a plan which was never implemented.

REMINDERS: We'll plan on taking the multiple choice portion of the Judaism exam today. (You can still bring the 75 words of notes in with you if you would like.) Your Blog Entry - Judaism is due today as well. 

The Judaism Short Essay questions will be due by Tuesday, November 25th. (That's the last day before Thanksgiving break.)

These are the articles due for today from the Judaism Readings Packet: 

• • "The Jewish State at 60," The New York Times, May 12, 2008
  • "After 60 Years, Arabs in Israel Are Outsiders," The New York Times, May 7, 2008
  • "Tough Love for Israel?" The New York Times, July 24, 2008
  • "Obama and the Jews," The New York Times, May 18, 2008
  • "Olmert Quits Post, and Political Maneuvering Begins," The New York Times, September 22, 2008

  
  

Jewish Worship- The Symbols We didn't really do much with these last time, so let's make sure they are part of our review.

Defining terms: tefillin, tallit, kippah (yarmukle), mezuzah, menorah, Magen David

DO THIS: This website introduces the role various symbols play in Jewish worship and spirituality. Look into one of them and share your research with a partner or two.

 

The Search for "Meaning": Huston Smith begins his discussion of Judaism with a basic premise. "What lifted the Jews from obscurity to permanent religious greatness was their passion for meaning." Each trio of you claimed one of these "meanings" to explain it to the rest of the class as a part of our review.

• Meaning in God
• Meaning in Creation
• Meaning in Human Existence
• Meaning in History
• Meaning in Morality
• Meaning in Justice
• Meaning in Suffering
• Meaning in Messianism

After everyone has a chance to ask their review questions, we'll have you take the multiple choice portion of the Judaism exam.

HOMEWORK for Christianity - Day #1

The Judaism Short Essay questions will be due by Tuesday, November 25th. They are posted.

Your next (fifth) Independent Assignment is due on Tuesday, November 25th as well. (However, I'll consider anything that comes in before the end of Thanksgiving weekend to be on time.)

We can use the blog to hold "conversations" about reading in Huston Smith's The World's Religions. We'll certainly talk about some of the readings in class, but this gives you another chance to share your ideas. You may respond to one or more of the questions, and you can also react to comments posted by others. I'll expect a comment of one good paragraph or more. (To me, that means 5-6 sentences at a minimum.) You do not need to worry about perfect grammar, spelling and punctuation, but they should be understandable. Remember that this is a public site, and you are responsible for the content of your postings.

Assume that each comment is worth 5 points. (5 points for solid or better comments, 4 for comments somewhat short of expectations, 3 or fewer for last-minute, little to no effort postings, and no points for those who have not posted.)

All posts should be made to this blog entry NO LATER than the beginning of class time on Monday, November 17th to be considered on time.

1. What did you find most appealing or intriguing about Judaism, based on your reading? What was most difficult to accept or understand?

2. "The Ten Commandments constitute the moral foundation of most of the Western world," says Smith (p. 286). What is your opinion of the Ten Commandments? Are they absolutes? Minimal expectations for social order?

3. Has messianism - the hope for a God-appointed liberator or savior - been a positive or negative force in human affairs?

4. Have the Jews, as a "chosen people," been held to higher standards of conduct than their neighbors in the Middle East? Should they be?

5. "Without attention, the human sense of wonder and the holy will stir occasionally, but to become a steady flame it must be tended" (p. 302). Judaism seeks to hallow life through prayer, ritual, and tradition. How do you personally fan the flame of reverence and wonder in your life?

These questions are excerpted from Understanding the World's Religions: A Study Guide to Huston Smith's The World's Religions by Gary Kowalski.

"Historically the profoundest meaning of Passover is something which sets Judaism apart from other religions. It marks the birth of a nation. Out of a mass of slaves, Moses fashioned a nation and gave them a faith." - Philip S. Bernstein

REMINDERS: We'll plan on taking the multiple choice portion of the Judaism exam on Monday, November 17th.  You can still bring the 75 words of notes in with you if you would like. Your Blog Entry - Judaism is due by the start of class on Monday the 17th as well. The Judaism Short Essay questions will be due by Tuesday, November 25th. (That's the last day before Thanksgiving break.)

These are the articles due for today from the Judaism Readings Packet:

• "In Search of the Skeptical, Hopeful, Mystical Jew That Could Be Me," The New York Times, April 13, 2008 (First 3 pages of 10 page article)
• "For a Singer and a Sect:  A Rift Amid the Rifts," The New York Times, December 23, 2007
• "U.S. Study Pinpoints Near-Misses by Allies in Fathoming the Unfolding Holocaust," The New York Times, July 31, 2005
• "Holocaust Classes Are Seldom Easy on Children," The New York Times, February 25, 2008
• "Endless War," The New York Times, May 4, 2008

Jewish Worship- The Symbols

Defining terms: tefillin, tallit, kippah (yarmukle), mezuzah, menorah, Magen David

DO THIS: This website introduces the role various symbols play in Jewish worship and spirituality. Look into one of them and share your research with a partner or two.

 

The Kosher Laws: Some of the mitzvot focus around food and its preparation. Although probably not essential to understanding Judaism, taking a look at the kosher laws is interesting and enlightening. Let's try it this way:

DO THIS: Imagine that you are putting on a dinner party for our class. You are going to serve a variety of dishes. Jot down a list of what you intend to serve. (If you are already familiar with the kosher laws, maybe just think of items served recently for lunch at MPA, at a restaurant or fast food chain, or whatever.)

Now, consult this list of the kosher laws. (Scroll down to "II. Kosher and Non-Kosher Meat, Poultry, and Fish.") Compare your "menu" and try to determine what qualifies as kosher. We'll discuss the laws as a group. Additional and more detailed resources can be accessed through this web site on the kashrut, or dietary laws.

 

Modern Israel: This is another topic that could easily cover days or weeks. Of course, you have been introduced to this in Regional Studies and elsewhere. Here, we will focus not on the specific events and dates, but rather on some of the underlying ideas and tensions in the region. I am curious as to your reactions to the following questions.

• How important was religion in the decision to create Israel after World War II? How important should it have been?
• Do the Palestinians have a legitimate claim to land currently occupied by Israel?
• Where does blame lie for the ongoing violence in the Middle East?
• What can be done to lessen religious violence in the Middle East?
• What do you see for the future of the Middle East?

 

The Search for "Meaning": Huston Smith begins his discussion of Judaism with a basic premise. "What lifted the Jews from obscurity to permanent religious greatness was their passion for meaning." He goes on to discuss this passion in a variety of contexts. We'll attempt to summarize this unit by having threesomes of you explain each of them to the group at our next meeting.

• Meaning in God
• Meaning in Creation
• Meaning in Human Existence
• Meaning in History
• Meaning in Morality
• Meaning in Justice
• Meaning in Suffering
• Meaning in Messianism

Each trio of you should claim one of these "meanings" and be prepared to explain it to the rest of the class at our next meeting.

HOMEWORK for Judaism - Day #7

You'll take the multiple choice portion of the Judaism exam on Monday, November 17th.  You can still bring the 75 words of notes in with you if you would like. 

Your Blog Entry - Judaism is due by the start of class on Monday the 17th as well. 

The Judaism Short Essay questions will be due by Tuesday, November 25th. They are posted.

Your next (fifth) Independent Assignment is due on Tuesday, November 25th as well. (However, I'll consider anything that comes in before the end of Thanksgiving weekend to be on time.)

"It is not enough for a man to dwell in the Land of Israel, he must also pray to be free." - Shmuel Yosef Agnon
    

Day #5 - Core Beliefs and the Branches of Judaism

You should be through with your reading in the Judaism chapter in Huston Smith's The World's Religions. We can talk about the first batch of Judaism readings as well.

• "Her Prayers of Forgiveness and Hope," The New York Times, October 5, 2008
• "Wedding March," The New York Times, September 14, 2008
• "Entrepreneurs Find Ways to Make Technology Work With Jewish Sabbath," The New York Times, September 2, 2008
• "Essay Linking Liberal Jews and Anti-Semitism Sparks a Furor," The New York Times, January 31, 2007
• "Kosher Wars," The New York Times, October 12, 2008

The B.C. Controversy: Believe it or not, seven years ago, one of the sources for claims of anti-Semitism and religious intolerance was the comic strip, B.C. Most of you probably know this comic's characters are cave people, dinosaurs, and other animals. Its author, Johnny Hart, often used the strip to express his own, pro-Christian, viewpoints. The strip published on Easter Sunday (a day which also marked the conclusion of Passover in 2001) drew a lot of criticism. Here is the evidence so that you can make up your own mind.

* This is the comic strip which ran on Easter Sunday in 2001.

* "Many take offense at a Sunday comic by Johnny Hart" explores reaction to the strip and the decision to publish, or not publish, the comic that day.

* "If You Ran the Newspaper" traces some of the controversy as it affected the StarTribune.

* "Johnny Hart and the "R"-word" Here's a defense of the strip from a member of the Jewish faith.


Basic Beliefs of Judaism: This is a list of 13 principles of the Judaic faith as identified by Rambam (or Maimonides), a medieval Jewish scholar and rabbi. They are not meant to be authoritative, but this is the most frequently referenced list.

• God exists.
• God is one and unique.
• God is incorporeal.
• God is eternal.
• Prayer is to be directed to God alone and to no other.
• The words of the prophets are true.
• Moses's prophecies are true, and Moses was the greatest of the prophets.
• The Written Torah (first 5 books of the Bible) and Oral Torah (teachings now contained in the Talmud and other writings) were given to Moses.
• There will be no other Torah.
• God knows the thoughts and deeds of men.
• God will reward the good and punish the wicked.
• The Messiah will come.
• The dead will be resurrected.

The Covenant: At the center of the relationship between the Hebrew people and God was the covenant, or sacred, binding agreement. The Hebrew people would obey the law given to them, and their God would increase their number and protect them. Here is one translation of the Torah's mention of the covenant. (God is speaking to Abram (Abraham) after Isaac is nearly sacrificed.)

"Behold, my covenant is with you, and you shall be the father of a multitude of nations. No longer shall your name be Abram, but your name shall be Abraham; for I have made you the father of a multitude of nations. I will make you exceedingly fruitful; and I will make nations of you, and kings shall come forth from you. And I will establish my covenant between me and you and your descendants after you throughout their generations for an everlasting covenant, to be God to you and to your descendants after you. And I will give to you, and to your descendants after you, the land of your sojournings, all the land of Caanan, for an everlasting possession; and I will be their God."

DO THIS: Brainstorm examples of the covenant expressed in historical and contemporary Judaism. Consider events, traditions, rituals, symbols, etc.


"Who is a Jew?" - Here is a nice overview of the topic if you are interested.

Defining terms: Gentile, conversion, matrilineal descent

Traditional interpretation holds that a Jew is anyone whose mother was a Jew or anyone who has gone through the formal process of conversion. (Conversion is viewed differently by various branches of Judaism, and it is not actively encouraged by most Jews.) More liberal forms hold that one is Jewish if either parent is a Jew and the child was raised Jewish.


The Branches of Judaism: There are three broad classifications of Judaism. A fourth, Reconstruction, is also recognized by some. We will do an activity that looks more closely at each of these branches, their similarities, and their differences.

Defining terms: Orthodox, Reform, Conservative, Reconstructionist, halakhah, Hasidic

DO THIS: For "your" branch (Orthodox, Reform, or Conservative) of Judaism, consider the following, and be prepared to share your answers with the class: Your Smith book is a good source, as is this web site.

• What are the origins of this form of Judaism? (Consider time and place.)
• What is the language used in worship services?
• What role does the Torah and other scripture play?
• How strictly are the mitzvot (commandments) followed?
• Are people basically good or evil? What is human nature?
• How is the Shabbat (Sabbath) observed?
• Are there distinguishing traditions, clothing, or other features?

Reconstructionist: This is a largely American "offshoot" of Conservative Judaism. It sees Judaism as a "religious civilization" which must constantly evolve to contemporary life.

Hasidic: Several groups fall under this classification. The term "ultra-Orthodox" is sometimes incorrectly used to describe these Jews. They strictly adhere to the Law of Moses and mystical teachings. The groups are typically socially separate, and they are led by a rebbe, a spiritual leader who has inherited the position.


Homework for Judaism - Day #6

Please read the articles assigned for Judaism - Day #5 (I know, that's one day behind.) for class on Thursday.

We'll take the Judaism Multiple Choice quiz the later part of the hour on Monday, November 17th. Your Blog Entry - Judaism will be due before class time on Wednesday the 19th.

"Only in our remembrance and open discussion is there a chance, a hope, that another Holocaust will never happen." - Louis Weber, publisher of "The Holocaust Chronicle"

"What makes this night different from all other nights?" - traditional Passover Seder question

Neviim: The works of the prophets.
Ketuvim: These are known as the "writings."

"I hope the time comes when the laws and literature of the ancient Hebrews will be studied in all of our schools as now are studied the laws and literature of the ancient Greeks and Romans, and when it will be universally recognized that no man ignorant of the laws and literature of the ancient Hebrews is a well-educated man." - Lyman Abbott


REMINDERS:  Your Buddhism short essay questions are due today. Your Blog Entry #3 - Buddhism is also officially late as of today.

You should begin (or continue) your reading in the Judaism chapter in Huston Smith's The World's Religions. I've changed the reading schedule to accommodate the extra day we took on Buddhism. You should be through page 282 by the time of today's class and through 289 by the time we meet again on Tuesday.

I'll have the Judaism Reading Packets available at our next class session.


The History of Judaism: Clearly, this topic could cover an entire course. In addition, you are familiar with some of the material from your Regional Studies and Western Civilization classes. (At least, I hope you are...) For this class, we will try to create a sort of time line or historical overview as a group. I have taken the liberty of dividing Judaism's history into six periods as you can see here.  (OK, the article I'm giving you did this already.)

• The Biblical Period (c. 2500 - 300 BCE)
• The Hellenistic Age (c. 300 BCE - 135 CE)
• The Talmudic Period (c. 135 - 600)
• The Judeo-Islamic Age (Seventh to Thirteenth Centuries)
• The European Age (Thirteenth to Eighteenth Centuries)
• The Modern Age (Eighteenth Century to the Present)

     We'll split this last one into three "sub-groups."

• Modern: 18th century to World War II
• Modern: World War II and the Holocaust
• Modern: Israel to the present

It is your job to provide the content. (Do that in a word-processing document. You will submit this to me, and I will collate and copy them.) I'll give you the class time today, but don't expect much more than that for this.

There doesn't seem to be a need for more than three or four people in any particular group. This will carry over parts of a couple days, and I want the finished product ready at the start of class on Tuesday, November 11th.  That means I should receive your groups' work by noon of that day.

What should you include? This obviously depends on the particular period you are examining. You will not be able to teach us everything, so you should focus on what you believe to be most important and interesting. Here are some suggestions:

• Who are important people or groups from this time period?
• What did they do?
• What world events impacted Judaism during this period?
• What new beliefs, customs, or traditions evolved in Judaism during this period?
• Did the Jewish population undergo migration or movement during this time?
• What conflicts or examples of Anti-Semitism did Jews face at this time?
• What examples of the covenant can you identify during this period?
• Are there useful resources on the Internet to which you can direct readers?

Obviously, there are many more possibilities...

You can make a decision on the best way to present your information, whether it be in text or outline format. I'm thinking the equivalent of a page per group. (Some of you might want to do a version of a "Top Ten" list or handout or whatever...)

As you probably suspect, there is an abundance of material available on the Internet on this subject. Here is a link to get you started:

Judaism 101: This may be the single most useful source for information on Judaism found anywhere on the Internet. One look at the Table of Contents might convince you of that.


HOMEWORK for Judaism - Day #3

Please continue in your reading with the Judaism chapter in Huston Smith's The World's Religions. You should be up thorough page 289 by class time on Tuesday.

Your fourth Independent Assignment is due on Thursday, November 6th.

"Hear O Israel! The LORD is our God, the LORD alone. You shall love the LORD your God with all your heart and with all your soul and with all your might. Take to heart these instructions with which I charge you this day. Impress them upon your children. Recite them when you stay at home and when you are away, when you lie down and when you get up..."  - Deuteronomy 6:4-7
   

The History of Judaism and The Jewish Calendar

REMINDER:  Your Buddhism short essay questions are due at the beginning of the class on Friday, October 31st. Your Blog Entry #3 - Buddhism should be posted by now.

You should begin (or continue) your reading in the Judaism chapter in Huston Smith's The World's Religions. I've changed the reading schedule to accommodate the extra day we took on Buddhism. You should be through page 282 by the time of Friday's class.


The History of Judaism: Clearly, this topic could cover an entire course. In addition, you are familiar with some of the material from your Regional Studies and Western Civilization classes. (At least, I hope you are...) For this class, we will try to create a sort of time line or historical overview as a group. I have taken the liberty of dividing Judaism's history into six periods as you can see here.  (OK, the article I'm giving you did this already.)

• The Biblical Period (c. 2500 - 300 BCE)
• The Hellenistic Age (c. 300 BCE - 135 CE)
• The Talmudic Period (c. 135 - 600)
• The Judeo-Islamic Age (Seventh to Thirteenth Centuries)
• The European Age (Thirteenth to Eighteenth Centuries)
• The Modern Age (Eighteenth Century to the Present)

     We'll split this last one into three "sub-groups."

• Modern: 18th century to World War II
• Modern: World War II and the Holocaust
• Modern: Israel to the present

It is your job to provide the content. (Do that in a word-processing document. You will submit this to me, and I will collate and copy them.)

There doesn't seem to be a need for more than three or four people in any particular group. This will carry over parts of a couple days, and I want the finished product ready at the start of class on Tuesday, November 11th.  That means I should receive your groups' work by noon of that day.

What should you include? This obviously depends on the particular period you are examining. You will not be able to teach us everything, so you should focus on what you believe to be most important and interesting. Here are some suggestions:

• Who are important people or groups from this time period?
• What did they do?
• What world events impacted Judaism during this period?
• What new beliefs, customs, or traditions evolved in Judaism during this period?
• Did the Jewish population undergo migration or movement during this time?
• What conflicts or examples of Anti-Semitism did Jews face at this time?
• What examples of the covenant can you identify during this period?
• Are there useful resources on the Internet to which you can direct readers?

Obviously, there are many more possibilities...

You can make a decision on the best way to present your information, whether it be in text or outline format. I'm thinking the equivalent of a page per group. (Some of you might want to do a version of a "Top Ten" list or handout or whatever...)

As you probably suspect, there is an abundance of material available on the Internet on this subject. Here is a link to get you started:

Judaism 101: This may be the single most useful source for information on Judaism found anywhere on the Internet. One look at the Table of Contents might convince you of that.


The Jewish Calendar: Some of you may be aware of this already, but today's date is the 30th of Tishri, 5769. Of course, that is the date on the Jewish calendar which corresponds to October 29, 2008 on the Gregorian (Western) calendar.

To learn much more about the calendar, refer to this article from the website "Judaism 101." They also have calendar tools posted.

Some things worth noting about the Jewish calendar:

• The calendar is lunar based, not solar. A "year" according to the lunar calendar is about 11 days shorter than a solar year.
• A leap month of Adar II is occasionally (7 of every 19 years) added to keep dates from "drifting" through the seasons.
• The first month of the Jewish calendar is Nisan, but the "Jewish New Year" occurs in the 7th month, Tishri. That is when the year is "increased" in number.
• The year represents the number of years since Creation according to the Jewish tradition.
• C.E. (Common Era) and B.C.E. (Before the Common Era) are the preferred terms to use in dating events.
• The Jewish day begins at sundown.

The Jewish Festival Year: I have selected eight holidays, festivals, or days of remembrance that are commemorated during each year on the Jewish calendar. Each is linked to a web page dedicated to that day (or time period). Of course, there are many other web sites and resources available. You will be responsible for presenting some basic information to the rest of us. Keep an emphasis on ritual, symbolism, and connections to spiritual or historical events. (I know many of you did a version of this in Regional Studies, but it is certainly worth attempting again from a more "academic" perspective.)

NOTE: Spellings may vary given that these names are translated from Hebrew.

• Rosh Hashanah (High Holy Days begin)
• Yom Kippur (High Holy Days end)
• Sukkot
• Chanukah (Hannukah)
• Purim
• Passover (Pesach)
• Yom Ha' Shoah
• Shavuot

HOMEWORK for next session - Friday, October 31st

Your Buddhism short essay questions are due at the beginning of the class on Friday, October 31st.

You should be through page 282 in Huston Smith's The World's Religions by the time of Friday's class.

Please read the assigned articles from the Judaism Reading Packet.