Download Principles of Judaism

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SECTION
3
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students have learned about Greek and
Roman principles. Now they will study some
moral and ethical principles of Judaism.
• Analysis Skills
CS3 Students use a variety of maps and
documents to interpret human movement,
including major patterns of domestic and
international migration, changing
environmental preferences and settlement
patterns, the frictions that develop between
population groups, and the diffusion of ideas,
technological innovations, and goods.
• English-Language Arts
Writing 2.4
L3
Ask students what Judaism is. (the religion
of the Jews) Then ask where Jewish religious laws are written down. (the Hebrew
Bible; the Torah; the Old Testament)
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
God’s Promise
Ask What is the agreement between
God and the people of Israel? (God
will help the Israelites increase their
numbers and will give them land in
return for obedience to God’s laws.) Ask
students to predict whether the Israelites would always obey God’s laws.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Structured Read Aloud
strategy (TE, p. T21). As they read, have
students fill in the table showing events
in the history of the Jews.
Reading and Note Taking
Study Guide, p. 10
28 Sources of the Democratic Tradition
3
WITNESS HISTORY
AUDIO
God’s Promise
According to the Hebrew Bible, God made an
agreement with Abraham, who was the father of the
people of Israel. Here God restates that agreement to
Abraham’s children:
will fulfill the oath which I swore to Abraham your
“ Ifather.
I will multiply your descendants as the stars
of heaven, and will give to your descendants all
these lands; and by your descendants all the
nations of the earth shall bless themselves: because
Abraham obeyed my voice and kept my charge, my
commandments, my statutes, and my laws.
Lithograph, or print, of
Abraham
”
Focus Question Why did the concept of law mean so
much to the Jewish people?
Principles of Judaism
Standards Preview
Prepare to Read
Build Background Knowledge
Page 28 Tuesday, July 12, 2005 3:50 PM
H-SS 10.1.1 Analyze the similarities and differences in
Judeo-Christian and Greco-Roman views of law, reason and
faith, and duties of the individual.
Terms, People, and Places
Jerusalem
Abraham
Moses
monotheistic
covenant
Sabbath
prophet
ethics
diaspora
Reading Skill: Understand Effects The writer’s
of the Hebrew scriptures believed that obedience
to God’s laws brought positive effects.
Disobedience brought negative effects. As you
read, keep track of positive and negative events in
the history of the Jews. List the events in a chart
like the one below, arranged in chronological
order.
Positive Events
Negative Events
In 63 B.C., Rome conquered yet another outpost of the Greek world
in the eastern Mediterranean. The Roman general Pompey
marched his army into Palestine and captured Jerusalem, the
capital of the independent Jewish state of Judea. A Jewish family
of priestly kings had ruled Judea for about a century. Now Pompey
turned Judea into a Roman province.
Unlike other peoples of the Roman empire, the Jews prayed to
just one God for guidance and protection. Their unique relationship
with their God helped shape the history of the Jews. Their ancient
beliefs evolved into Judaism, one of the world’s main faiths. The
ancient history of the Jews helps explain how Jews became worshippers of one God, even in the face of Roman persecution.
Early History of the Jews
The Jews of ancient history were known as Hebrews or Israelites
(people of Israel). Much of what we know about them comes from
the Torah, their most sacred text. The story begins with a man
named Abraham.
A Migrating People According to the Torah, Abraham lived
near Ur in Mesopotamia. About 2000 B.C., he and his family
migrated, herding their sheep and goats westward into a region
called Canaan. (Canaan and Palestine refer to roughly the same
region, whose boundaries shifted over time. These names are
derived from the occupants of the region—Canaanites and later
invaders known as Philistines. The Israelites would give it a third
name, Israel.) Here, near the eastern Mediterranean coast, Abraham founded the Israelite nation.
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 1, p. 7; Teaching Resources, Skills Handbook, p. 3
High-Use Word
invoke, p. 30
Definition and Sample Sentence
vt. to call on a god for help and support
To help ensure a good harvest, Roman farmers would invoke the gods of rain
and fertility.
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A famine later forced many Israelites to migrate to Egypt. They spent
more than 400 years there, much of it as enslaved workers. An Israelite
named Moses finally led his people in their exodus, or escape, from
Egypt. In time, the Israelites made their way back to Canaan.
Teach
Early History of the
Jews H-SS 10.1.1
The Kingdom of Israel By 1000 B.C., the
Israelites had set up, in Canaan, a kingdom
called Israel. David, a strong and clever king,
united the feuding Israelite tribes into a single nation.
David’s son Solomon turned Jerusalem into
an impressive capital, with a splendid temple
dedicated to God. Solomon won fame for his
wisdom and understanding. He also tried to
increase Israel’s influence by negotiating with
powerful empires in Egypt and Mesopotamia.
L3
Instruct
Division and Conquest Israel paid a heavy
price for Solomon’s ambitions. His building
projects required such high taxes and so much
forced labor that revolts erupted soon after his
death about 922 B.C. The kingdom then split
into Israel in the north and Judah in the south.
Weakened by this division, the Israelites
could not fight off invading armies. In 722 B.C.,
Israel fell to the Assyrians, warriors from Mesopotamia who used iron
weapons. The Babylonians, also from Mesopotamia, later displaced the
Assyrians. In 586 B.C., Babylonian armies captured Judah. Their ruthless
king, Nebuchadnezzar, destroyed the great temple. He forced many Israelites into exile near Babylon.
Years later, when the Persian ruler Cyrus conquered Babylon, he freed
the Israelites from captivity. Many returned to their homeland, which
became known as Judea, and they became known as Jews. There they
rebuilt a smaller version of Solomon’s temple. Yet, like other groups in
the region, they continued to live under Persian rule.
Standards Check What role did migration play in the history of the
Israelites? H-SS 10.1.1
God’s Covenant With the Israelites
You have just read an outline of Israelite history. To the Israelites, history
and faith were interconnected. They did not separate their religious
beliefs from their social, economic, or political lives. Each event in their
history reflected God’s plan for them. In time the Israelites came to see
themselves as a religious group. They began to collect their stories in what
would become the Hebrew Bible. The religion we know as modern Judaism
began after many of the exiles returned from Babylon to Palestine.
The Western Wall
Today, the Western Wall in Jerusalem is all
that remains of the great temple of the
Israelites. Here, Jewish men gather at the
wall to pray. Why do you think the Western
Wall is sacred to Jewish people around
the world?
One God The beliefs of the Israelites differed in basic ways from those
of nearby peoples. The Israelites were monotheistic, believing in one
God. Their belief in this one God dominated their lives. At the time, most
other people worshiped many gods. A few religious leaders spoke of a single powerful god. However, their ideas did not have the lasting impact
that Israelite beliefs did.
■
Introduce: Key Terms Ask students
to find the name Moses (in blue) in the
text and explain who he was, according
to the Torah. Point out that exile and
the return to Canaan, or Palestine, are
recurrent themes in Jewish history.
Ask students what else they might
have read about Moses. (Sample: He
received the Ten Commandments from
God.)
■
Teach Explain that the Torah, the
Jews’ most sacred text, is the main
source for the history of the Israelites.
Ask According to the Torah, who
founded the Israelite nation?
(Abraham) What other peoples ruled
over the Israelites? (the Egyptians,
Assyrians, Babylonians, and Persians)
Which of these dominant groups
treated the Israelites poorly? (The
Egyptians enslaved them; the Babylonians forced many of them into exile.)
■
Quick Activity Have students create
a timeline on the board of the early history of the Jewish people. You may wish
to have them add entries to their timeline as they move through the section.
Independent Practice
Ask students to work in groups to learn
more about the Western Wall in Jerusalem. Ask each group to prepare a short
presentation for the class.
Monitor Progress
As groups of students research and write
their presentations, circulate to make
sure they are locating information about
the wall.
History Background
Dead Sea Scrolls In 1947, Bedouin shepherds discovered several ancient scrolls rolled up in jars in
desert caves near the Dead Sea. In the years that followed, further searches by archaeologists turned up
hundreds more leather and papyrus manuscripts and
fragments of manuscripts left in the area by a Jewish
community nearly 2,000 years ago. Written in Hebrew,
Aramaic, and Greek, the Dead Sea Scrolls, as they
came to be called, comprise a variety of documents,
including many parts of the Hebrew Bible. The manuscripts provide valuable historical evidence of Jewish
religious beliefs and worldview during the Hellenistic
and early Roman periods of Jewish history.
Answers
Their history is a series of migrations, including Abraham’s journey to Canaan, the exodus
from Egypt, and the Babylonian captivity.
Caption Sample: It is both a historic and current
symbol of their faith.
Chapter 1 Section 3 29
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God’s Covenant with
the Israelites H-SS 10.1.1
Page 30 Thursday, August 11, 2005 11:13 AM
Vocabulary Builder
L3
invoke—(in VOKE) vt. to call on a god for
help and support
Instruct
■
■
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Ask students what historical circumstances
might have caused the Israelites to
invoke God. (the famine and resulting
migration to Egypt, enslavement in
Egypt, exodus from Egypt, warfare)
Teach Point out to students the vital
importance for the Israelites of the covenant with God. Ask How does the
Torah present this covenant? (as a
binding agreement by which God promises to protect the Israelites, or Jews,
and provide them a homeland in return
for obedience to God’s laws) How is the
Torah related to the covenant?
(According to Jewish belief, the Torah
incorporates God’s laws.)
The ancient Israelites prayed to God to save them from their enemies.
Many other ancient peoples had also invoked particular gods as special
protectors. They thought, however, that such gods remained tied to certain places or people. By the time of Isaiah, the Israelites expressed
belief in one God as supreme.
The Chosen People The Israelites believed that God had made a
covenant, or promise and binding agreement, with Abraham and his
descendants:
Primary Source
will make nations of you, and kings shall come forth from you. And I will
“ Iestablish
my covenant between me and you and your descendants after you
The Dead Sea Scrolls
The Dead Sea scrolls were discovered
between 1947 and 1956 in 11 caves near
the shore of the Dead Sea. They include over
900 documents, many of which are in
fragments. The scrolls appear to be the
library of a Jewish group who hid them
during the war between the Jews and the
Romans. Below, two researchers study the
scrolls with the aid of digitally-enhanced
images.
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 Canaan, for an everlasting possession; and I will be their God.
—book of Genesis
”
God promised not only to protect the Israelites but also to provide them a
homeland. To the Israelites, Canaan became this “promised land.” To fulfill their part of the covenant, the people of Israel believed that they had
to remain faithful and obedient to God. The Israelites also believed that
God had chosen them to spread God’s teachings among all the nations of
the world. Therefore, the Israelites and later the Jews
saw themselves as God’s “chosen people.”
The Torah Early in their history, the Israelites realized how important it was for them to obey God’s laws.
As a result they developed the Torah, their most sacred
text, as a record of God’s teachings. In Hebrew Torah
means “instruction.”
The Torah consists of five books—Genesis, Exodus,
Leviticus, Numbers, and Deuteronomy. These writings,
the first five books of the Hebrew Bible, give an early
account of the Israelites. For example, the book of Genesis tells how God told Abraham to leave his home in Ur
and migrate to Canaan. The book of Exodus tells how
God commanded Moses to lead the Israelites out of slavery in Egypt.
The Torah can be read as a history, yet it is much more. Incorporated
within the stories are God’s teachings, the laws that Jews believe must
be obeyed in order to fulfill the covenant between God and his chosen
people. Those teachings set a strict moral standard for the Jews. Both
Abraham and Moses, models of faithfulness, sought to carry out God’s
commandments.
The meaning of the word Torah goes beyond the written Torah of the
five books. It also includes the oral Torah. The oral Torah consists of
unwritten laws as well as commentaries on the written Torah. Those
commentaries arose through many generations of discussion by Jewish
scholars and rabbis. The oral Torah added an element of flexibility to
Judaism, allowing it to adapt to changing circumstances.
Analyzing the Visuals Direct students to the photos on this page. Tell
them that the Dead Sea Scrolls contain
parts of all but one book of the Hebrew
Bible and that they have had a great
impact on scholarly study of the Bible
and Jewish history. Point out that
scholars are still working to restore
and read all the scrolls. Ask Why do
you think work on the scrolls has
taken more than 50 years? (The bulk
of the ancient scrolls, written mainly on
leather and papyrus, consist of small,
brittle fragments that must be handled
with great care. Advances in technology
will probably aid scholars in their
analysis.)
Independent Practice
Viewpoints To help students better
understand the Hebrew Bible, have them
read The Dead Sea Scrolls and complete
the worksheet.
Standards Check How did the Jews’ beliefs differ from those of other
nearby peoples? H-SS 10.1.1
Teaching Resources, Unit 1, p. 12
Monitor Progress
To review the section so far, ask students
to reread the black headings and summarize the information under each one.
Solutions for All Learners
L1 Special Needs
Answer
Jews believed in one God. They believed that
they had to uphold a covenant with God to
obey God’s laws.
30 Sources of the Democratic Tradition
L2 Less Proficient Readers
Invite students to create a web diagram to show information about the Torah. Start by having them read the
subsection titled “The Torah.” They should then write
the word Torah in a center circle and begin connecting
details to it such as “written Torah” and “oral Torah.”
Encourage students to show as much detail about the
Torah as they can. They should be able to use their
L2 English Language Learners
diagrams to discuss or present an oral report about
the Torah.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 10
■ Adapted Section Summary, p. 11
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Teachings on Law and Morality
Teachings on Law and
Morality/The Scattering
of the Jews H-SS 10.1.1
From early times, the concept of law was central to the Israelites. The
Torah set out many laws. Some dealt with everyday matters such as
cleanliness and food preparation. Others defined criminal acts. The
Torah also established moral principles.
Instruct
The Ten Commandments According to the book of Exodus, Moses
and the Israelites stopped at Mount Sinai on their way from Egypt to
Canaan. There, God renewed the covenant and gave the Ten Commandments directly to Moses. This set of ten basic moral laws lies at the core
of Judaism. For his role in bringing these Commandments to his people,
Moses became “lawgiver” to the Jews. The Torah, in which the Ten Commandments appear, is also known as the five books of Moses.
The first four Commandments stress religious duties of the individual toward God, such as keeping the Sabbath, a holy day for rest
and worship. The rest set out rules for individual conduct toward
other people. They include “Honor your father and mother,” “You
shall not murder,” and “You shall not steal.”
■
Introduce: Key Terms Ask students
to find the key term ethics (in blue) in
the text and define it. Encourage students to consider what kinds of statements might appear in a code of ethics
for their school. Write their responses
on the board.
■
Teach Explain that the Israelites saw
a strong link between law and morality.
Ask What are some of the laws that
Jews obeyed? (each of the Ten Commandments; other laws dealing with
everyday matters or criminal acts)
What important role did the prophets play in keeping Jews obedient
to God? (They cautioned Jews to act
ethically, reminding them that to do
otherwise is to break the covenant and
risk tragic consequences.) What democratic traditions echo the preaching of Jewish prophets? (political
equality and the rule of law)
■
Quick Activity Ask students to consider how Jews in the Diaspora kept
their culture and religion alive. Divide
the class into groups to discuss this
question briefly and come to some conclusions. Then lead a discussion. (Sample: They carried with them their sacred
scriptures.)
The Seven Universal Laws The Ten Commandments spell
out fundamental laws that God expects Jews to follow. A similar set of rules, called the Seven Universal Laws, applied to all
people, not just Jews. Like the Ten Commandments, they
include prohibitions against murder and robbery. One of the
laws differs, however. It commands people to establish courts to
enforce the other laws. This idea of universally accepted moral and
ethical principles backed by a system of justice is a source of the modern concept of basic human rights in international law.
An Ethical Worldview Jews have a responsibility to obey God’s laws.
Yet they also have the freedom to make individual moral choices—
even if they choose to disobey the law. According to the Biblical
text, disregard for the law brings punishment from God. The
ancient Jews linked periods of widespread disobedience with
tragic historical events.
Often in Jewish history, spiritual leaders emerged to interpret God’s will. These prophets, such as Isaiah and Jeremiah,
warned that failure to obey God’s law would lead their people to
disaster. For example, Isaiah, who lived in Judea in the 700s B.C., predicted the catastrophe that came in the form of the Assyrian invasion. He
pleaded with the Israelites to avoid this tragedy by returning to the standards of behavior acceptable to God.
Other prophets also preached a strong code of ethics, or moral standards of behavior. They promoted not only personal morality but a morally just community, calling on the rich and powerful to protect the poor
and weak. The book of Genesis declares: “God created man in his own
image.” This idea later passed into Western culture as political equality,
or equality before the law. Unlike many ancient societies whose people
looked on their ruler as a god, Jews saw their leaders as fully human and
bound to obey God’s law. In this way, Judaism contributed to the rise of
another important democratic concept, the rule of law.
L3
Moses the Lawgiver
This sculpture of Moses by Michelangelo shows
the Israelite leader holding the stone tablets
upon which the Ten Commandments were
inscribed. This set of ten moral laws lies at the
core of Judaism.
Standards Check What is the source of basic moral laws that Jews
must obey? H-SS 10.1.1
Independent Practice
Invite students to create a short slogan
whose message reflects Jewish teachings
on law or morality.
Monitor Progress
■
As students create their slogans, circulate to make sure they are focusing
seriously on relevant Jewish teachings.
■
Check Reading and Note Taking Study
Guide entries for student understanding.
History Background
The Ten Commandments The Hebrew Bible
tells how Moses received the Ten Commandments on
two stone tablets directly from God. When Moses
returned to where the rest of the Israelites had
camped, he found that they had abandoned their
faith. Moses shattered the two tablets. God then commanded him to carve two new tablets, on which the
same words were inscribed. These tablets were later
placed in a gold-plated wooden chest called the Ark of
the Covenant. After the Israelites finally settled in
Canaan, they occasionally carried the Ark—a symbol
of God’s power—into battle. Eventually, King David
returned the Ark and the tablets to Jerusalem, where
his son Solomon put them in a sacred room inside the
temple. Nobody knows where the Ark of the Covenant
is today.
Answer
the Ten Commandments, found in the Torah’s
Book of Exodus
Chapter 1 Section 3 31
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The Scattering of the Jews
Assess and Reteach
Assess Progress
L3
■
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
Teaching Resources, Unit 1, p. 4
■
To further assess student understanding, use
Progress Monitoring
Transparencies, 3
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 11
The Plunder of the Temple in Jerusalem
After defeating the Jewish people in battle
in A.D. 70, Roman soldiers carried off
precious objects from the temple.
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 11
Spanish Reading and
Note Taking Study Guide, p. 11
Extend
L2
L4
Ask students to look through newspapers
or newsmagazines to find stories about
political conditions in modern Israel and
Palestine. Invite students to apply what
they have learned in this section of the
text by writing an essay about the IsraeliPalestinian conflict and the search for
peace. In their essay, they should address
both sides of the issue.
Answer
It began with the exile to Babylonia, after
which some Jews chose not to return to
Canaan.
Standard
H-SS 10.1.1
E-LA W 2.4
The Babylonian Captivity, in 586 B.C., marked the start of the diaspora
(dy AS pur uh), or scattering of the Jews. When the captivity ended, not
all Jews returned to Canaan. Some stayed in Babylon, and others
migrated elsewhere in the Middle East and Mediterranean regions.
Jews in Canaan lived under Persian and Hellenistic rulers until the
100s B.C., when a Jewish family formed an independent kingdom. Then
Pompey and the Romans arrived, as you have read. Influenced by Hellenism, some Jews had taken up Greek ways. Others had resisted cultural
change, keeping traditional Jewish customs. Those two groups often
clashed.
In this tense atmosphere, new Jewish groups arose. One of those
groups developed under the followers of a Jew named Jesus and became
a new religion, Christianity.
Roman mismanagement led to further disturbances throughout the
region. In A.D. 66, sporadic incidents turned into a full-blown Jewish revolt
against Roman rule. Four years later, the Romans destroyed the Jewish
temple in Jerusalem.
By the time of the revolt, the number of Jews outside Canaan far
exceeded those living in the homeland. The scattering of the Jews continued through the following centuries
and Judaism spread through the Middle East and into Europe. Still, for
Jews everywhere Canaan, later called
Palestine, remained the center of their
culture and religion.
Assessment
2, 3, 4, 5, 6
Quick Write
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. The Jewish faith was based on a covenant
with God in which they agreed to obey
God’s laws. They associated the failure to
obey those laws with tragic historical
events.
3. Sample: The Israelites migrated in and
out of their homeland.
32 Sources of the Democratic Tradition
Standards Check How did the
scattering of the Jewish people
H-SS 10.1.1
begin?
3
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Understand Effects
Use your completed chart to answer the
Focus Question: Why did the concept of
law mean so much to the Jews?
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-0133
Comprehension and Critical Thinking
3. Make Generalizations How could you
characterize the history of the
Israelites in a single sentence?
4. Analyze Information How is the Torah
related to the covenant?
5. Determine Relevance What important democratic ideas did Judaism
promote through its ethical view of
the world?
6. Synthesize Information How did the
breaking of the covenant bring about
the diaspora?
4. The Torah explains the covenant,
describes historical events related to the
covenant, and presents God’s teachings,
or laws, which Jews must follow to avoid
breaking the covenant.
5. Judaism promoted equality and the rule
of law.
6. military defeat, first by the Babylonians
and later by the Romans
z Writing About History
Quick Write: Use Valid Logic Think
about how the prophet Isaiah might have
tried to persuade the Israelites to return to
standards of conduct acceptable to God.
What valid, logical points might he have
made in order to get them to change their
behavior?
● Writing About History
Students should present valid, logical points
to describe how widespread, unacceptable
conduct leads to tragic consequences.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-0133.