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Unit 2: We Listen
Time - 20 Hours
Unit Description
Students first explore the historical development of Judaism using the sacred writings, Torah, Tanak, and
Talmud, as a framework. This cluster is named for a translation of the Sh’ma: “Hear, O Israel…”. For
Students compile a timeline of events for each lesson. The first lesson covers the Torah: students explore
the Covenants between God and Noah, Abraham, Moses and David. The second lesson covers the Tanak:
students examine the role of the prophets and their influence on the development of Judaism. The third
lesson concludes the cluster with an exploration of the development of Talmud and the period of the
Diaspora. Students then explore contemporary Judaism as it is celebrated in religious observances such as
festivals and dietary laws. After this, the history of Jewish-Christian relations is explored in the context of
the events of the past thousand years, the Holocaust and recent Christian-Jewish interfaith dialogue. In the
final cluster of activities, “In your hearing …” students look at the theme of revelation as understood in
the early Church. Students trace the growth of Christianity from its Jewish roots. The unit concludes with
students preparing a brochure. Throughout the unit, students compile materials in their individual and
class portfolios for the world religion symposium to be held near the end of the course.
Unit Overview
Activity Title
1
Hear, O Israel:
Torah
Time
in
min.
150
Learning
Expectations
CGE 1f
SCV.01; SCV.02;
CMV.07; RBV.01;
RBV.03.
2
Hear, O Israel:
Tanak
75
SC1.01; SC2.04;
PF2.02; CM1.06;
RB1.01
CGE 7e
SCV.01; PFV.05;
PFV.06; RBV.01;
HEV.03.
3
Hear, O Israel:
Talmud
75
PF1.03; PF3.01;
PF3.05; CM1.01;
CM1.08; CM2.01;
CM3.01; CM3.07;
RB1.03; RB2.02;
HE3.01; HE3.02.
CGE1c
RBV.03; SSV.01
RB1.02; RB1.05
Assessment
Tasks
Knowledge/
Understanding;
Thinking/Inquiry;
Application/Making
Connections.
True/False Quiz;
Scripture Search &
Timeline; Group
Dramatic
Presentation of
Covenants;
Journaling.
Knowledge/
Understanding;
Thinking/Inquiry;
Communication;
Application/Making
Connections.
Scripture Search;
Jigsaw Group
Research on a
Prophet;
Journaling.
Knowledge/
Understanding;
Thinking/Inquiry;
Communication.
Teacher
Demonstration;
Timeline; Quiz
4
Judaism Today:
Jewish Symbols,
Rituals and
Festivals
150
CGE 7g
CMV.08; RBV.04
Knowledge/
Understanding;
Communication.
CM2.05; RB2.10;
RB3.02; RB3.03
5
Judaism Today:
Kashrut
75
CGE 7f
Knowledge/
Understanding.
CMV.08; RBV.04.
6
7
8
9
10
Jewish-Christian
Relations: The
Roots of AntiSemitism
Jewish-Christian
Relations: The
Holocaust & Its
Lessons
75
CM2.05; RB 3.01;
SS1.05.
CGE 7g
RBV.01, SSV.01,
HEV.02.
150
RB1.02, HE2.02;
HE2.03.
CGE 1e
RBV.01; SSV.01;
HEV.02
Jewish-Christian
Relations: A
Holocaust
Education Class
Experience
75
Jewish-Christian
Relations: Jews
and Christians
Since the
Holocaust
75
“In Your
Hearing...”:
Revelation and
the Church
(30 CE - 500 CE)
75
PF2.05; RB1.02;
HE2.02; HE2.03
CGE 1j
Knowledge/
Understanding;
Communication;
Application.
Students Trace the
Causes of AntiSemitism through
Readings and a
Mapping Activity.
Knowledge;
Communication;
Application.
Teacher
Presentation;
Schindler’s List;
Lessons of the
Holocaust Activity;
Journaling.
Application.
Simulation
Activity;
Journaling
Knowledge/
Understanding;
Communication;
Application.
Teacher
Presentation;
Group Activity;
Journaling.
Thinking/Inquiry.
Think-Pair-Share
Group Activity,
Socratic Lesson,
Journaling.
HEV.02
PF2.05; HE2.02;
HE2.03
CGE 1e
PFV.05, RBV.01
PF2.05, RB1.03,
HE2.01, HE3.01,
HE3.02.
CGE1c
SCV.02, RBV.01,
HEV.03.
SCV1.04, SC3.03,
RB1.03, RB2.07,
HE2.01,
Chart Compilation;
Student
Presentation;
Teacher
Presentation on
Symbols; Video
Activity;
Discussion Paper.
Teacher-led
Exploration of
Kosher Laws;
Students Create a
Menu.
11
12
13
“In Your
Hearing...”:
Revelation and
the Church
(30 CE - 500 CE)
- The Jewish
Roots of
Christianity
75
“In your
Hearing...”
Revelation and
the Church (30
CE - 500 CE) The Witness of
the Early Church
“In your
Hearing...”:
Revelation and
the Church (30
CE - 500 CE) The Church of
the Councils
75
CGE1c
Thinking/Inquiry;
Application.
Socratic Lesson;
Reflection.
Knowledge/
Understanding;
Communication.
Group Research
into Martyrs;
Personal and Class
Martyrology;
Journaling.
Knowledge/
Understanding.
Media
Presentation;
Socratic Lesson;
Pamphlet.
SCV.01, CMV.08,
RBV.02, RBV.03
SC1.03, SC2.01,
CM2.05, RB2.08,
RB2.10
CGE5a
SCV.01, RBV.03,
HEV.03
75
SC2.02, HE3.02,
IS1.06
CGE1a
SCV.02, PFV.04,
RBV.03
SC2.04, PF1.05,
RB2.09.
Note: Expectations originating from the Institute for Catholic Education are italicized. Normal font is
used for the Ministry of Education’s expectations.
Activity 1: Hear O Israel: Torah
Time: 150 Minutes
Description
General perceptions about Judaism and the Jewish people are explored. The demography and distribution
of Jewish people are discussed. The Sh’ma is introduced as the central prayer of Judaism. A timeline of
Israelite history is started using a Scripture search. Students explore the Covenants found in the Torah as
well as the Davidic Covenant. These insights lead students to further their understandings of the sacred as
well as to explore responses to ultimate questions. This activity asks students to attempt to integrate their
beliefs with an understanding of the concepts of Covenant and the sacred.
Strand(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE1f-The graduate is expected to be a discerning believer
formed in the Catholic faith community who seeks intimacy with God and celebrates communion with
God, others and creation through prayer and worship;
Strands: Religious Beliefs; Religion and Human Experience; Scripture; Profession of Faith; Christian
Moral Life
Overall Expectations:
SCV.01 demonstrate knowledge of the key narratives and events in the Hebrew and Christian Scriptures
and identify their importance for the life decisions of Jewish and Christian people;
SCV.02 demonstrate an understanding of divine revelation and its connection with the sacred writings of
Judaism and Christianity;
CMV.07 demonstrate an understanding of the role of Covenant and commandment in the religions of
Judaism, Christianity, and Islam;
RBV.01 summarize the major historical influences on and events in the development of various religions;
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings.
Specific Expectations:
SC1.01 demonstrate an understanding of the importance of Covenants (originating with Abraham, Moses,
and David) in the self-understanding of the Jewish people;
SC2.04 respect sacred Scripture as revelation of God's Word;
PF2.02 appreciate the various dimensions of the sacred in the religions of Judaism, Christianity, and
Islam;
CM1.06 understand the importance of Covenant and commandment for moral living in the religions of
Judaism, Christianity, and Islam;
RB1.01 identify the origins of various religious beliefs regarding creation, birth, death, God, destiny, and
afterlife;
Prior Knowledge & Skills
Students should be familiar with the structure of the Bible including its divisions and how to look up
scriptural passages.
Planning Notes
Prepare a true/false quiz as described in the Teaching/Learning strategies below. Identify and challenge
stereotypical images of Jewish people and Judaism during the discussion that follows the true/false quiz.
Using a Bible and possibly the textbook, prepare a Scripture search that brings out the most important
events in Israelite history. A class set of Bibles should be available. Prepare the group composition of the
four dramatic groups. Prepare the note on formation of the Scriptures to explain the nature of the
Covenant stories.
Teaching/Learning Strategies
The teacher introduces the unit on Judaism by giving students a true/false quiz on Judaism. This true
false quiz contains a number of statements about Judaism that confirm students’ basic understanding of
Judaism encountered in previous courses or in the first unit’s overview and also challenge students to take
a stand on some issues that will be dealt with in the unit. The statements should involve general
perceptions about Judaism and the Jewish people as well as the demography and distribution of Jewish
people.
Individually, students engage in a Scripture search that outlines Israelite history from the time of
Abraham and Sarah until the time of King Solomon. The Scripture may be supplemented with the
textbook (see Resources below). The information is placed on a timeline.
In groups, students read passages on the four Covenants: Noah, Abraham, Moses, and David. Students
dramatically recreate these events to explain the unique message that each Covenant teaches the people of
Israel. Particular attention should be paid to the Israelites’ growing understanding of the sacred. After
presenting these events to the class, students explain the message that was being presented. Each student
records the message of the four Covenants.
The teacher in processing these stories explains the process by which many of these events came to be
recorded. This can be done through a prepared overhead or board note.
In journals, students reflect on the understandings of God found in the Covenant stories and describe
what a Covenant with God means to them in their life.
Assessment & Evaluation of Student Achievement
Students are quizzed on the material associated with the Knowledge/Understanding focused expectations
SCV.01, SCV.02, CMV.07, SC1.01, CM1.06, RBV.01, RBV.03, and RB1.01 at the end on Activity 3.
The completed timeline is assessed using a rubric that focuses on Thinking/Inquiry and Communication
that addresses expectations SCV.01 and RB1.03. The journal activity is assessed using the ongoing
checklist for the Application/Making Connections expectations SC2.02 and PF2.02.
Accommodations
Students requiring accommodation in the Scripture search may use the Good News version of the Bible.
They may also be paired with students who can tutor them in necessary skills or vocabulary. For
enrichment, students may research the historical context of Covenant treaties and supplement the roleplays with this information.
Resources
For Scripture see: New Revised Standard Version Bible Toronto: Oxford University Press, 1991 (ISBN
0195283805); The Good News Bible Toronto: Canadian Bible Society.
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, 44-47; and Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998. 191-193, 198.
For Internet resources see: The Patriarchs and the Origins of Judaism at www.jewfaq.org/origins.htm
(part of the Judaism 101 site); Timeline for the History of Judaism at
www.usisrael.org/jsource/History/timeline.html#context;
Activity 2: Hear O Israel: Tanak
Time: 75 Minutes
Description
The history of Judaism from the time of Solomon to the time of the destruction of the Second Temple (70
CE) is traced. This is the time of the completion of the Tanak. Students continue the timeline started in
the previous activity using Scripture and textbook as resources. Particular emphasis is placed on the role
of the prophets and their influence on the development of Judaism.
Strand(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE7e - The graduate is expected to be a responsible citizen
who witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful and compassionate society;
Strands: Scripture, Profession of Faith, Christian Moral Life, Religious Beliefs, Religion and Human
Experience
Overall Expectations:
SCV.01 demonstrate knowledge of the key narratives and events in the Hebrew and Christian Scriptures
and identify their importance for the life decisions of Jewish and Christian people;
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
PFV.06 examine the human search for meaning in the context of Christian, Judaic and Islamic traditions
RBV.01 summarize the major historical influences on and events in the development of various religions;
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures;
Specific Expectations:
PF1.03 demonstrate an understanding of the human search for meaning and purpose as found in the
belief systems of Judaism, Christianity, and Islam;
PF3.01 articulate ways in which people search for the sacred in life;
PF3.05 name traditional and contemporary examples of people of faith and integrity;
CM1.01 demonstrate an understanding of the role morality plays in the human search for meaning and
purpose;
CM1.08 identify traditional and contemporary examples of moral living as found in the various world
religions;
CM2.01 recognize the importance of moral living in the human search for meaning and purpose;
CM3.01 explain the importance of moral living in the human search for meaning and purpose;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to
the development of selected religions;
RB2.02 specify the responses of some religions to questions associated with the search for spiritual
meaning common problems and questions;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day.
Prior Knowledge & Skills
Students should be familiar with the structure of the Bible including its divisions and how to look up
scriptural passages.
Planning Notes
Gather materials for the Scripture search/timeline exercise. Gather materials for the jigsaw group activity.
Consider using these prophets: Jeremiah, Ezekiel, First Isaiah, Second Isaiah, Hosea, Amos, Micah and
Jonah. Use the introductory paragraphs of the prophetic books of the Bible you are using as a resource.
Teaching/Learning Strategies
The students continue to search Scripture and text material to construct their timelines.
In jigsaw groups, students research a prophet. In home groups, they determine which prophet they will
investigate. In the specialist groups, they gather to ask these questions of their particular prophet: How
did the prophet affect Judaism? What were the circumstances of the prophet’s search for meaning? What
were the values of the prophet? How were morality and the search for meaning connected for the
prophet? What modern day figure most closely resembles this prophet? Back in the home group, students
assemble the responses to these questions in chart form. Each student makes a copy of the chart.
In journals, students describe the characteristics of a prophet. They then reflect on the Christian
baptismal call to be a prophet and how they could respond to such a call.
Assessment & Evaluation of Student Achievement
Students are quizzed on the material associated with the Knowledge/Understanding focused expectations
SCV.01, PFV.05, RBV.01, PF3.05, CM1.08, CM3.07, RB1.03, HE3.01, HE3.02 at the end of Activity 3.
The completed timeline is assessed using a rubric that focuses on Thinking/Inquiry and Communication
that addresses expectations SCV.01 and RB1.03. The jigsaw activity is assessed using a rubric that
focuses on Understanding, Making Connections and Communication (Expectations HEV.03, PF1.03,
PF3.01, RB2.02.) The journal activity is assessed using the ongoing checklist for the Application/Making
Connections expectations CM1.01, CM2.01 and CM3.01.
Accommodations
Students requiring modification may be paired from their home group with a person who can act as a coworker throughout all of the steps in the jigsaw process. Alternatively, the student may be given a
simplified assignment, working independently. For enrichment, students may research Wisdom literature
to explore the concepts of Hokmah, Shekinah and Sophia. These findings can be the resource for the
journal entry.
Resources
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp. 47-50; Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, pp.193-195, 198.
Activity 3: Hear O Israel: Talmud
Time: 75 Minutes
Description
The historical development of Judaism is traced from the Destruction of the Second Temple until the time
of Maimonides. Using information gathered from various sources, students write a description of the
Talmud and diagram its evolution. The Diaspora is also diagramed on a map. The lesson concludes with a
quiz on the events of Jewish history explored over the first three activities. Emphasis is placed on how
social structures have shaped Judaism.
Strand(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE1c - The graduate is expected to be a discerning believer
formed in the Catholic faith community who actively reflects on God's Word as communicated through
the Hebrew and Christian Scriptures;
Strands: Religious Beliefs, Social Structures
Overall Expectations:
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings;
SSV.01 summarize the ways in which religions and the development of civilizations are interconnected;
Specific Expectations:
RB1.02 identify the major influences in the development of various religions (e.g., social unrest, advances
in technology, changing mores);
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote the
religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy, Qadis).
Prior Knowledge & Skills
This activity is the culmination of a process continued from Activities 1 and 2.
Planning Notes
Gather diagrams and charts and get them ready for overhead projectors, opaque projectors or LCD
projectors. Prepare copies of a map of the world. Prepare the quiz for the first three. It is advisable to
swap time from the end of this activity with time at the beginning of the next to permit the quiz to be held
on the next class.
Teaching/Learning Strategies
Using a map, the teacher demonstrates the events of the Diaspora and then uses diagrams to illustrate the
development of the Talmud. Through teacher-led questions and discussions, students see how social
structures, religious institutions and the shape of the Talmud were interrelated.
Students record this information in their notes.
Students continue to construct their timeline based on information gleaned from the texts listed below.
The completed timeline is placed in the portfolio to be used in the kiosk at the end of the course.
Students complete a quiz based on the designated materials presented in Activities 1, 2 & 3 of this unit.
Assessment & Evaluation of Student Achievement
Students are quizzed on the material associated with the Knowledge/Understanding focused expectations
RBV.03, SSV.01, RB1.02, RB1.05 at the end of this Activity. The completed timeline is assessed using a
rubric that focuses on Thinking/Inquiry and Communication that addresses expectations SCV.01 and
RB1.03.
Accommodations
Students requiring accommodations for the quiz may be given extra time, alternate seating or an alternate
mode for communicating answers. Students requiring enrichment may explore A Page of Talmud website
listed below.
Resources
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp. 50-52; Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, pp. 195-199.
For Internet resources see: A Page of Talmud: www.ucalgary.ca/~elsegal/TalmudPage.html. This site
explains how the Talmud operates using a “clickable” diagram. Also see Talmud:
www.jewfaq.org/torah.htm#Talmud (part of the Judaism 101 site).
Activity 4: Judaism Today: Jewish Symbols, Rituals and Festivals
Time: 150 Minutes
Description
Through group work or Socratic lesson, students learn about the rituals and festivals of the Jewish faith
tradition. Through a teacher presentation, students identify the religious symbols of the Jewish faith
tradition. Using a video students develop an appreciation for the importance of prayer in the daily life of
Jewish families. In a discussion paper, students compare the symbol of meal for both Jews and Catholics.
Strands and Expectations
Ontario Catholic School Graduate Expectations: CGE7g - The graduate is expected to be a
responsible citizen who respects and understands the history, cultural heritage and pluralism of today’s
contemporary society;
Strands: Christian Moral Development; Religious Beliefs
Overall Expectations:
CMV.08 recognize the role of Sacred Scriptures in the development of moral codes for the religions of
Judaism, Christianity, and Islam;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and
principles of religion.
Specific Expectations:
CM2.05 respect the moral teachings of Judaism, Christianity, and Islam as guidelines for daily living
RB3.02 identify the origin and significance of various practices, rituals, symbols, and festivals;
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions.
Prior Knowledge and Skills
None required.
Planning Notes
Prepare a student handout for each of the feasts/celebrations or arrange for resources that contain the
necessary information. Make copies of the chart in “Jewish Feasts and Celebrations” (Appendix 1) for all
students. Not all student texts contain all the information needed for students to complete the
festival/celebration chart. Brodd’s text is the most complete.
Teaching/Learning Strategies
The teacher provides students with a chart to be completed during a teacher presentation on the feasts
and celebrations of the Jewish tradition. Alternatively, the teacher may decide to have the material
presented by students. If this option is chosen the teacher divides the students into 13 groups (pairs).
Each group is assigned one feast or celebration to investigate. (Feasts: Sabbath, Rosh Hashanah, Yom
Kippur, Sukkoth, Hanukkah, Purim, Pesach (Passover), Shavuoth; Celebrations: Birth, Bar Mitzvah and
Bat Mitzvah, Confirmation, Marriage, Death and Burial.) The teacher provides each group with the
resources to learn about each of the Feasts/Celebrations.
Students prepare a brief presentation outlining the name (in English), time of life or date in the year when
it is celebrated, what it commemorates and a description of the ritual involved. Students present their
findings to the class and all students complete the chart in "Jewish Feasts and Celebrations” (Appendix 1).
The charts are kept in the student portfolio for use in creating the kiosk for Judaism.
The teacher provides students with an unlabeled handout of symbols and, through a Socratic lesson,
helps students to label each symbol with its name and meaning.
Students through the use of a video and associated questions, learn about the importance of Sabbath and
family life, the importance of daily prayer including Mitzvah.
For homework, students write a brief discussion paper comparing the importance of meal as symbol in
the Catholic tradition and the Sabbath meal of Jewish tradition.
Assessment and Evaluation of Student Achievement
Presentations are marked using peer and teacher evaluation. A rubric, designed by the teacher, is used to
evaluate Knowledge/Understanding and Communication. Student charts are evaluated for completion.
Accommodations
Students should be grouped in such a way as to ensure that at least one student in each group is
comfortable and effective during the presentation. Students requiring enrichment may view Half the
Kingdom and report on some women’s perspectives on practicing Judaism.
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: St.Mary’s
Press, 1998; Clemmons, Nancy. SNJM. Exploring the Religions of Our World Indiana: Ave Maria Press,
1998 (ISBN 0-87793-674-9); Trafford, Larry. World Religions: People and Faith Don Mills, ON:
Maxwell Macmillan Canada Inc., 1994.
For video resources see: Fiddler on the Roof, MGM, 1971; The Chosen –1982, Analysis; Half the
Kingdom, National Film Board of Canada, 1989 (www.nfb.ca/FMT/E/MSN/19/19783.html).
Appendix
Appendix 1: Jewish Feasts and Celebrations
Activity 5: Judaism Today: Kashrut
Time: 75 Minutes
Description
Through a Socratic lesson, the teacher presents about the influence of the Torah on the dietary practices of
the Jewish people. Students learn that the dietary principles of Kashrut distinguish between foods that are
kosher, (ritually clean) and food that cannot be eaten. Rules for preparing kosher food are presented.
Students apply this information by creating a kosher menu.
Strands and Expectations
Ontario Catholic School Graduate Expectations: CGE7f - The graduate is expected to be a responsible
citizen who respects and affirms the diversity and interdependence of the world's peoples and cultures.
Strand: Religious Beliefs
Overall Expectations:
CMV.08 recognize the role of Sacred Scriptures in the development of moral codes for the religions of
Judaism, Christianity, and Islam;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and
principles of religion
Specific Expectations:
CM2.05 respect the moral teachings of Judaism, Christianity, and Islam as guidelines for daily living
RB3.01 categorize the practices and rituals of various religions (e.g., adhan, almsgiving, asceticism,
atonement, anointing, Covenant, sacrifice, holy days, dietary laws, vision quest);
SS1.05 identify ways in which religion is reflected in specific works of art, architecture, music, literature,
dance, and in dress and cuisine, and interpret their religious significance.
Prior Knowledge and Skills
Students should be aware of the layout of a restaurant menu if they are to complete the optional menu
activity. Students should have completed the lessons on branches of Judaism, sacred Jewish texts and
moral living before beginning this lesson.
Planning Notes
Familiarize yourself with the concept of kosher food and the reference to dietary laws in the Book of
Leviticus. If the second optional activity is used, you may want to request assistance from the family
studies teacher to assist with the lesson. Students could also make food at home and bring it in to be
eaten. Note: A kosher butcher might not be available to prepare the meat for the meal. You may wish to
exempt students from this criterion.
Teaching/Learning Strategies
The teacher reviews with the students the importance of the law for Jewish people and its source in the
Torah. The teacher discusses with students the dietary laws of Judaism as defined in the Book of
Leviticus in the Torah. Refer to “Keeping Kashrut” (Appendix 2). In a board note, the teacher provides
information about Jewish dietary laws. According to the Book of Leviticus in the Torah, all meals must
follow Jewish dietary laws. Only kosher food is to be eaten. For a food to be kosher the following
practices must be followed. Meat and dairy food must not be served at the same meal. A kosher kitchen
has a set of dishes and cutlery for dairy food and a different set for meat. Animals with a cloven-foot that
chew cud such as cows are considered clean or kosher; however pork (pig) is considered an unclean meat
because it does not chew cud and is therefore not kosher. Shellfish is also forbidden. For meat to be
considered clean must be slaughtered in a kosher manner.
Students are to imagine that a friend, who is an Orthodox Jew, is coming for supper. They plan a menu
for a four-course meal using only kosher food.
Optional Activity #1: Students to work in pairs to develop a menu for a kosher restaurant. This menu is
placed in the student portfolio for use in creating the kiosk for Judaism.
Optional Activity #2: Students prepare and eat a kosher meal.
Assessment & Evaluation of Student Achievement
Meal menus are assessed for Knowledge/Understanding using a checklist.
Accommodations
Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.
Gifted students may work in pairs to complete the optional activity.
Resources
For Internet resources: An explanation of the reason and practice of Kashrut can be found at the following
two sites: http//www.jewish.com/kosher/ and at http//www.jewfaq.org/kashrut.htm.
Activity 6: Jewish-Christian Relations: The Roots of Anti-Semitism
Time: 75 Minutes
Description
This activity enables students to develop an understanding of the causes of anti-Semitism, as well as the
history of anti-Semitic practices by European nations. Students are given various definitions of antiSemitic actions. They then read “A Partial Chronology of Anti-Semitic Actions” (Appendix 3); develop a
map of Europe; and assign a colour to each nation according to the number of incidents of anti-Semitism
found in that nation. This activity teaches the students that anti-Semitism has had a long history in
Europe. It locates the Holocaust within the context of a long history of anti-Semitism in Europe rather
than portraying it as an isolated incident. Students become aware that the Jewish people have suffered
much in the two thousand years of Christian history.
Strands & Learning Expectations
Ontario Catholic School Graduate Expectations: CGE7g - The graduate is expected to be a
responsible citizen who respects and understands the history, cultural heritage and pluralism of today's
contemporary society.
Strands: Religious Beliefs, Social Structures, Religion and Human Experience
Overall Expectations:
RBV.01 summarise the major historical influences on and events in the development of various religions;
SSV.01 summarise the ways in which religions and the development of civilizations are interconnected;
HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about,
various religions, beliefs, and traditions;
Specific Expectations:
RB1.02 identify the major influences in the development of various religions (e.g., social unrest, advances
in technology, changing mores);
HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;
HE2.03analyse how positive and negative attitudes within religious traditions have been used to justify
local and global prejudices and biases;
Prior Knowledge and Skills
Students must know the basic history of Judaism from 70 CE to 1939 CE. They must know the basic
religious beliefs, moral code, and rituals of Jewish life. They must have basic skills in effective group
communication. They must be able to work with maps and create a legend.
Planning Notes
Prepare handouts on the following topics:
a) Basic Definitions: anti-Semitism, pogrom, blood libel, expulsion, ghetto, forced conversion,
usury, and genocide.
b) Causes of the Holocaust: prejudice, socio-economic competition, scapegoating, personality types,
propaganda, etc.
c) Roots of European Anti-Semitism: the Diaspora (70 CE) and the subsequent immigration into
Europe (where they were outsiders).; the false accusation by Christians that “Jews killed Jesus”;
the practice of Usury in Mediaeval Europe.
d) A summary of Nazi policy regarding Jews and of their treatment of them.
Prepare copies of “A Partial Chronology of Anti-Semitism” by Eileen McNevin (Appendix 3). Prepare a
black-line copy of a labeled map of Europe. (Note: this is available on the Internet at
www.eduplace.com/ss/ssmaps/eurpol.html. Ensure that you have four (4) pencil crayons (red, blue,
yellow, and green) for each pair of students.
Teaching and Learning Strategies
The teacher points out that the Torah and Tanak portions of the history of the Jewish people shows that
Jews lived many years with hardship and subjugation. This did not change with the advent and rise of
Christianity. The following account may be given to students: After the destruction of the temple in 70
CE, the Jewish people were expelled from Palestine. They followed the routes and roads of the Roman
Empire and established themselves throughout Europe. Here, they would have remained separate from the
other residents due to their kosher rules, religious practice, appearance and internal communal
cohesiveness. In some communities, an irrational fear of the Jewish people arose, particularly in times of
stress such as war and plague. Furthermore, as Christianity grew and spread along the same Roman
Imperial routes, some Christians misinterpreted Christian teaching in such a way as to place the blame for
the crucifixion exclusively on the Jewish people, including the people living among them in Europe. In
the Middle Ages, Church prohibitions against Christians participating in usury, coupled with prohibitions
against Jewish people doing engaging in certain jobs, gave rise to the practice of money lending by many
Jews in Europe. These circumstances along with pre-existing anti-Semitism, gave rise to negative
stereotypes of Jewish people. This Xenophobia led from prejudice to persecution. As the industrial
revolution brought a shift in economics, the scapegoating of the Jewish people worsened. Over the years,
Jewish people experienced many hardships at the hands of Christian citizens. These circumstances, along
with pre-existing anti-Semitism, led from early prejudice to outright persecution of the Jews.
The teacher distributes the handouts (Definitions, Causes of the Holocaust) and goes over them with
students. The teacher reviews the essential vocabulary for a study of anti-Semitism. The teacher may
point out the following causes of the Holocaust: a) Pre-Existing Prejudice - anti-Semitism; b) Economic
Competition - the industrial Revolution, social Darwinism, etc. (e.g. majority groups are often threatened
when a minority begins to succeed.); c) Scapegoating - blaming a group for the economic hardships of a
nation. (e.g. WWI) ; d) Propaganda: when these get combined with active propaganda, an event like the
Holocaust can happen.
The teacher then distributes “A Partial Chronology of Anti-Semitism” by Eileen McNevin (Appendix 3),
the black-line copy of a labeled map of Europe (see resources below) and pencil crayons (red, blue,
yellow, and green).
The teacher introduces the map assignment being careful to point out that the activity is not about
blaming certain countries or people, nor is it about letting some countries “off the hook” if they had fewer
incidents than others did. It is neither a contest nor a judgment - even one incident of anti-Semitism is too
many. Rather it is an exercise in gathering information in which the students can come to understand that
there is a long history of Jewish oppression in Europe before the Holocaust.
In pairs, students create a “Tally Sheet” on which they record the names of the various European nations
labeled in the Map. As they read A Partial Chronology of Anti-Semitism, they add up the number of
incidents for each country from the 3rd to the 20th century. When they have completed the tally, they then
colour the countries according to the following:
a) Red = 14 incidents or more
c) Blue = 8-13 incidents
b) Green = 4-7 incidents
d) Yellow = 1-3 incidents.
Each pair of students submits one map for evaluation.
(Note: The students will be concerned with accuracy. This is not the main intention of the exercise. Be
sure to point this out when the map is done. One incident is one too many. The intent of the exercise is to
help the students appreciate the long history of Jewish oppression in Europe prior to the Holocaust. These
maps can be later used in the discussion of the location of concentration camps, and the killing of Jewish
citizens during World War II.)
Individually students are asked to record their response/reaction to the exercise in their journals.
Assessment & Evaluation of Student Achievement
The teacher checks the Anti-Semitism Chronology Map & Journal Entry. Students are assessed in the
areas of Knowledge, Application, and Communication.
Accommodations
Students with limited cognitive ability may be paired with stronger students who will assist them. They
are encouraged to do the colouring on the maps. If possible, these students may be invited to share their
perspective on oppression in the school.
Resources
For student texts see: Trafford, Larry, World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp.53-58; Religions on File, Facts on File, New York, NY: 1990, pp. 5.16-5.21, 5:37
(ISBN 0-8160-224-0)
For Internet resources see: Maps of Europe at www.eduplace.com/ss/ssmaps/eurpol.html; 2000 Year
History of Jewish Persecution at www.religioustolerance.org/jud_pers.htm.
Appendix
Appendix 3: A Partial Chronology of Anti-Semitism by Eileen McNevin.
Activity 7: Jewish-Christian Relations – The Holocaust & Its Lessons
Time: 150 Minutes
Description
This activity enables the student to come to an understanding of the atrocities of the Holocaust and the
systematic stripping of rights by the Nazi regime. Students analyze the attempts of the Nazis to
dehumanize the Jewish people and the resistance of the Jewish people to this dehumanization. (The
students are referred to the earlier activity in Unit 1 - “What Does it Mean to be Human?”) From this
analysis, students then examine some lessons that can be drawn from the Holocaust and applied to our
everyday world or any situation of oppression.
Strands & Learning Expectations
Ontario Catholic School Graduate Expectations: CGE1e - The graduate is expected to be a discerning
believer formed in the Catholic faith community who speaks the language of life... "recognizing that life
is an unearned gift and that a person entrusted with life does not own it but that one is called to protect
and cherish it." (Witnesses to Faith)
Strands: Profession of Faith; Religious Beliefs, Social Structures, Religion and Human Experience
Overall Expectations:
RBV.01 summarise the major historical influences on and events in the development of various religions;
SSV.01 summarise the ways in which religions and the development of civilizations are interconnected;
HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about,
various religions, beliefs, and traditions;
Specific Expectations:
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest, advances
in technology, changing mores);
HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;
HE2.03 analyse how positive and negative attitudes within religious traditions have been used to justify
local and global prejudices and biases.
Prior Knowledge and Skills
Students must know the basic history of Judaism from 70 CE to 1945 CE. They must know the basic
religious beliefs, moral code, and rituals of Jewish life. They must have basic skills in effective group
communication.
Planning Notes
Prepare copies of Laws and Actions Directed Against Jews By Nazis (Part I & II) by Eileen McNevin
(Appendix 4). Prepare a note for students about the various roles played by people during the Holocaust
(e.g. perpetrators, victims, bystanders, assisters, and resister). Prepare a handout entitled Lessons of the
Holocaust (for content see note under Teaching and Learning Strategies). Prepare a worksheet to
accompany the movie Schindler’s List. It should contain at least the following questions:
a) What are ten ways the Nazis tried to de-humanize the Jewish people?
b) What are five ways the Jewish people resisted?
Prepare a chart with the following headings: Perpetrator, Victim, Bystander, Assister, and Resister.
Teaching and Learning Strategies
The teacher reviews the roots and history of anti-Semitism and the causes of the Holocaust. The teacher
then outlines the Nazi campaign against the Jewish people from 1933-1945 CE. The teacher points out
that the history of Judaism studied to date makes it clear that the Nazis used pre-existing prejudice to
target the Jewish people. The teacher distributes and reviews the Laws and Actions Directed against Jews
by Nazis. The teacher also notes that there are many other examples of genocide and “Holocausts”
throughout the world. Next the teacher distributes and reviews the handout Lessons of the Holocaust
which outlines the following:
a) All actions anti-Semitism of oppressions involve the de-humanization of the victim.
b) In any incident of oppression people fit into the following categories:
Victim – a person or group being oppressed;
Perpetrator – a person or group oppressing;
Assister – a person or group actively assisting the oppressor through words or actions;
Bystander – a person or groups whose silence, or failure to act, allows the perpetrator to
continue even though they may not agree with the perpetrator;
Resisters – a person or groups who actively resist the perpetrator in order to assist the victim.
c) Any act of oppression requires that bystanders and assisters are the majority in order for it to
continue.
The teacher then distributes the Lessons of the Holocaust Chart (Schindler’s List) and plays excerpts
from the movie, Schindler's List. Students individually complete the chart identifying the various
strategies for dehumanization used by the Nazi’s, as well as any other incidents of oppression.
Students individually complete a journal entry in which they apply the lessons of the Holocaust to a
situation they have witnessed or know of in their own lives (e.g. a fight at school).
Assessment & Evaluation of Student Achievement
The teacher checks the Lessons of the Holocaust Chart and Journal entry. Students are assessed in the
areas of Knowledge, Application, and Communication.
Accommodations
Students identified with learning needs may be paired with stronger students who will assist them. They
are encouraged to do the colouring on the maps. If possible, these students may be invited to share their
perspective on oppression in the school.
Resources
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp.53-58; and Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, pp. 202-203, 213; and Religions on File. Facts on File: New York, NY: 1990, pp.
5.16-5.21, 5:37 (ISBN 0-8160-224-0).
For video resources see: Schindler’s List, Universal, 1993.
Appendix
Appendix 4: Laws and Actions Directed against Jews by Nazis
Activity 8: Jewish-Christian Relations – A Holocaust Education Class Experience
Time: 75 Minutes
Description
This classroom experience was inspired by a visit to the Holocaust Memorial Museum in Washington,
D.C. With the help of material donated by the museum, this presentation is possible.
It is meant to help students understand that the laws and historical facts they are currently learning about
were about real people, in real situations. Students are assigned an “identity” via an Identification Card.
The card profiles actual victims or survivors of the Holocaust. This experience is intended to help
students develop a real connection those who lived through the event. It is also intended to help them
develop an appreciation of the indignity experienced by those forced to wear identification badges and the
common experience of people forced to wear them for whatever reason. Students are taught to make
connections between the historical event of the Holocaust and their own lives by coming to understand
that our schools and communities are injured when we fail to speak out against injustice, prejudice, and
oppression. They are taught that that each person has a responsibility to act and speak out against
prejudice, whether it is in the cafeteria at school, in the local community, provincially, nationally, or
internationally. Furthermore, students are taught that true justice is not a matter of retribution, but of
constantly using our experiences to make the world a better place.
An alternative to this experience is the expansion of Activity 2 to include a more in-depth analysis of the
movie Schindler’s List.
Strands & Learning Expectations
Ontario Catholic School Graduate Expectations: CGE1j - The graduate is expected to be a discerning
believer formed in the Catholic faith community who recognizes that "sin, human weakness, conflict and
forgiveness are part of the human journey" and that the cross, the ultimate sign of forgiveness is at the
heart of redemption (Witnesses to Faith).
Strands: Profession of Faith, Religion and Human Experience.
Overall Expectations:
HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about,
various religions, beliefs, and traditions.
Specific Expectations:
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions;
HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;
HE2.03 analyse how positive and negative attitudes within religious traditions have been used to justify
local and global prejudices and biases.
Prior Knowledge and Skills
Students must know the basic history of the Nazi campaign against the Jewish people, the underlying
causes of, and lessons of, the Holocaust.
Planning Notes
Gather together the following items: a number of items beforehand:
a) votive candles in glass candle holders (lighting for the room),
b) Menorah & candles,
c) garbage bags to cover windows,
d) ink stamps pad and stamp,
e) Nazi/Military Uniforms (for teachers),
f) safety pins for pinning on identification badges,
g) CD or cassette tape of sombre music such as Gustav Mahler’s Funeral March, Tomaso
Albinoni’s Adagio for Strings in G Minor or Samuel Barber’s Adagio for Strings,
h) the film Schindler’s List and/or Playing for Time,
i) CD or cassette tape of song and lyrics for Mark Wills’ Don’t Laugh At Me. (Lyrics are available
at www.disabilitynetwork.com/life.html.)
Prepare the Identification Card (1 card for each student) of actual victims from the period. (Appendix 5).
The cover template (Appendix 5) can be copied onto card stock and cut in half, then folded to make a
small booklet cover. The content of the booklet (Victim/Survivor Profiles) can be attained through the
United States Holocaust Memorial Museum as listed in Resources below.
Prepare Identification Badges: pink triangles for gay men, black triangle for lesbians, red triangles for
resistance fighters and Star of David for Jews. Prepare the handout “Laws and Actions Directed against
Jews by Nazis” (Appendix 4) Prepare copies of the prayer service – “In Our Place & Time” (Appendix 6).
Prepare the handout – “Words Written in a Concentration Camp” (Appendix 7).
Set up the room prior to the presentation. Using desks, partition a small section of the room into a long
rectangle, large enough to fit the students so they are very close to each other, but not overly
uncomfortable. Position the VCR/TV so that it is at one end of the rectangle. Cue the tape to a boxcar
scene from one of the movies. Light votive candles on the desks to provide subtle lighting. Play sombre
music as students enter the room. Set up three stations in the room: one represents the years 1933-1939
CE, one represents the years 1940-44 CE, and one represents liberation. Place the copies (1 per student)
of the list of “Laws and Actions Directed against Jews by Nazis” (Appendix 4) at each station.
Set up a desk outside the classroom with the passports/identification cards, stamp and pad, badges and
safety pins.
Teaching/Learning Strategies
As the students arrive, a teacher stops them at the desk outside the classroom, gives them an
Identification Card roughly stamps it and randomly assigns an Identification Badge to each student.
1. Pink Triangle - Gay Male 2. Black Triangle - Lesbian
3. Star of David – Jewish
Note: Other Badges can be used to represent victims as per the teacher’s preference. For example, Red
Triangles represent Resistance Fighters. As students are given their Identification Cards, the teacher
instructs the them to read only the first page of where they will learn their identity (name, age, situation)
for the presentation. Students should asked not to read ahead in their books. They are to read the
subsequent pages only when they are instructed to do so.
The teacher lines the students up in single file, and then lead them into the dimly lit classroom with the
sombre music playing. They are then lead into the partitioned area and “squeezing” as necessary into the
narrow space. The teacher explains how Jewish people were transported to the concentration camps in
small train boxcars, on journeys that lasted days in heat or bitter cold with no food or water. While
students remain compressed together, the teacher plays the train scene from the movie selected.
At the end of the movie clip, the teacher moves the students to Station #1 (1933-39 CE) where they will
find a copy of a chronology of anti-Semitic laws and actions. After reciting the chronology, students are
asked to turn to the page in their Identification Card that describes what happened to their person during
that time. Students write a brief note to the person in the Identification Card.
Students move on to Station #2 and repeat the process for the years 1940-44 CE.
The students continue on to Station #3 (Liberation). The teacher shows a clip from a documentary or
movie showing footage of liberation for concentration camp detainees. (See Internet resources below.)
Students are asked to turn to the page in their Identification Card describing what happened to their
person during the time of liberation and again write a brief note to the person in the Identification Card.
By now some students will have already discovered that their person was killed in the second station,
some in the third, and some died during or immediately following liberation. The teacher asks those who
have survived to go to another corner of the room. The teacher points out the ratio of survivors to
victims.
The teacher now brings forward a memorial Menorah and begins the prayer service – “In Our Time and
Place” (Appendix 6). During the Menorah ceremony of the service, the teacher lights a candle for each
reflection. These reflections are intended to help students understand that we are called to not cooperate
with prejudice and exclusion in our own school and community. The prayer service ends with the reading
“Words Written in a Concentration Camp.”
At the end of the class, the teacher instructs students to wear their badges until they return to class the
following day. (If students wish to remove the badges, they may do so at any time during the day. This
will facilitate discussion about what it meant to be unable to remove badges in Nazi Germany.)
The next class involves a follow-up & evaluation of the previous class experience. This begins with the
students writing a reflection in their journals addressing the following:
a) What did the experience teach you? What didn’t work?
b) How did you feel about the person whose ID Card you were assigned?
c) How did you feel about the badge? Did you wear it all the time? Why or why not?
The teacher then discusses the experience with the students. The teacher invites them to consider the
stigma that was attached to wearing the badges. Jewish people, homosexuals, communists and socialists,
political opponents, gypsies, among others, did not have the option of removing their badges.
Assessment & Evaluation of Student Achievement
The journal entry will be assessed for Application.
Accommodations
Prior to the experience, students should be instructed that the process of the dramatization may be
emotionally intense. They should be told that they are welcome to drop out of the process of the
dramatization if they feel too uncomfortable.
Resources
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp.53-58; Religions on File Facts on File, New York, NY: 1990, pp. 5.16-5.21, 5:37
(ISBN 0-8160-224-0).
For Internet resources see: Shoah Foundation at www.vhf.org; United States Holocaust Memorial
Museum, Washington DC at www.ushmm.org/; Films on the Holocaust at
motlc.wiesenthal.com/text/x01/xm0113.html; World Prayers Archive at www.worldprayers.org/.
Learning Guide to Schindler’s List at http://www.teachwithmovies.org/guides/schindlers-list.html
For video resources see: Schindler’s List (Universal, 1993) & Playing for Time(VCL, 1980
For further resources see: Survivors: Testimonies of the Holocaust CD-ROM, (Torrance, CA, Knowledge
Adventure)
Appendices
Appendix 4: Laws and Actions Directed against Jews by Nazis
Appendix 5: Identification Cards
Appendix 6: Prayer Service: In Our Place & Time by Michael Way Skinner
Appendix 7: Words Written in a Concentration Camp.
Activity 9: Jewish-Christian Relations: Jews and Christians since the Holocaust
Time: 75 Minutes
Description
This activity encourages the student to examine the positive contribution of the Catholic Church and other
Christians to the current relationship between Christians and Jews. Students are made aware of the
positive nature of current Jewish-Christian relations by reviewing various writings of survivors and their
Christian contemporaries who resisted (Righteous Gentiles), as well as the current actions of the Church
and officials of the Church.
Strands & Learning Expectations
Ontario Catholic School Graduate Expectation: CGE1e - The graduate is expected to be a discerning
believer formed in the Catholic faith community who speaks the language of life... "recognizing that life
is an unearned gift and that a person entrusted with life does not own it but that one is called to protect
and cherish it." (Witnesses to Faith)
Strands: Profession of Faith, Religious Beliefs, Religion and Human Experience.
Overall Expectations:
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
RBV.01 summarise the major historical influences on and events in the development of various religions.
Specific Expectations:
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions;
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarise their contributions to
the development of selected religions;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin
Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day.
Prior Knowledge and Skills
Students must have a basic familiarity with the history of Christian/Jewish relations.
Planning Notes
Locate a number of articles describing the current status of Jewish-Christian relations since the Holocaust.
You may want to look to the writings of the following people: Dietrich Bonhoeffer, Eli Weisel, Pope John
Paul II, etc. Prepare response questions for each article.
Teaching and Learning Strategies
The teacher points out to the class that there have been many advances made in Jewish-Christian
relations over the past few decades. Some include:
a) Pope John Paul II’s millennial apologies;
b) Pope John Paul II visiting Yad Vashem (and meeting a concentration camp survivor he carried to
safety after the liberation of a camp in 1945 in Poland);
c) recent statements by Jewish groups regarding the positive impact of current Catholic actions on
Jewish-Christian dialogue;
d) the apology of the French bishops for their complicity in France during World War II.
Then the teacher divides the students into groups of three to five students.
In these groups students complete an article analysis. Each group is given a copy of an article presenting
an analysis of modern Jewish-Christian relations. Students read the article and provide a 5-10 point
summary of it. Students, in their groups, then present the article they reviewed to the rest of the class. The
other students take notes from each other group’s presentation.
Individually, students, complete a journal entry outlining their reaction to what they have learned about
the current Jewish-Christian relationship.
Assessment & Evaluation of Student Achievement
Students are assessed on the article response work & their journal for Knowledge, Communication, and
Application.
Accommodations
Students requiring accommodation are to be grouped with stronger students who will assist them.
Students requiring enrichment can conduct an internet search and review a site that pertains to the
lesson’s activities.
Resources
For student texts see: Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994, pp.58; Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, pp. 208-209; Peck, Abraham J. (ed.) Jews and Christians After the Holocaust
Philadelphia: Fortress Press, 1973 (ISBN 0-8006-0678-7) (Note: the foreword by Eli Weisel.)
For Internet resources see: Canadian Jewish Congress Web Page at www.cjc.ca. The liturgy for
the Universal Prayer: Confession Of Sins And Asking For Forgiveness is found at
http://www.vatican.va/news_services/liturgy/documents/ns_lit_doc_20000312_prayer-daypardon_en.html
Activity 10: “In your hearing...” Revelation and the Church (30 CE - 500 CE): The Message of
Jesus Christ
Time: 75 Minutes
Description
In this activity, students explore the core elements of Jesus' message in light of the early Church's witness
to his messianic identity and message. Students examine key passages in Scripture identifying Jesus'
proclamation of the Basileia or Reign of God in light of Jesus' relationship to the Father and his
messianic/eschatological mission. Students are asked to reflect on the Judaism of Jesus and his fidelity to
the Torah. Students are also asked to reflect on those aspects of Jesus' message that sometimes placed
him at odds with the over-legalism of elements of Judaism of the first century CE.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE1c - The graduate is expected to be a discerning believer formed
in the Catholic faith community who actively reflects on God's Word as communicated through the
Hebrew and Christian Scriptures.
Strands: Scripture, Religious Beliefs, Religion and the Human Experience
Overall Expectations:
SCV.02 demonstrate an understanding of divine revelation and its connection with the sacred writings of
Judaism and Christianity
RBV.01 summarize the major historical influences on and events in the development of various religions;
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures;
Specific Expectations:
SC1.04 evaluate the role of the Christian Scriptures in expressing the importance of the life and teaching
of Jesus.
SC3.03 analyze the connection between the life stories of religious founders and sacred writings.
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru
Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to the
development of selected religions.
RB2.07 explore the origins and development of sacred writings
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin
Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so.
Prior Knowledge & Skills
Students must be able to locate passages in Scripture.
Planning Notes
Refamiliarize yourself with some important passages in the New Testament that reveal Jesus' teaching
about God.
Teaching/Learning Strategies
The teacher divides students into groups. Students are given several key New Testament passages (i.e.
Mk 1:14-39; Lk 4:16-25; Mt 5:1-20; Mt 6:1-18; Jn 14:1-18; AA 2:14-38, etc.). Using the
Think/Pair/Share strategy, student groups explain what these passages teach about what the early
Christian community believed about God and about Jesus.
The teacher gathers the input of all groups into a class note that can be shared. As well, the teacher
outlines the key themes of Jesus' message (i.e. Metanoia, Reign of God, the Fatherhood of God, etc.)
Individually, students reflect in their journals on those aspects of Jesus' message that they think would
have been found to most compatible with traditional Judaism and those aspects that may have posed a
challenge to the traditional Jewish understanding of God.
Assessment & Evaluation of Student Achievement
The group activity can be assessed using a peer or self-evaluation checklist. The journal is assessed
according to the rubric developed for the course, but emphasizing Thinking and Inquiry.
Accommodations
Students with special needs might do a piece of artwork illustrating an important aspect of Jesus' message.
Resources
For Scripture see: New Revised Standard Version Bible Toronto: Oxford University Press, 1991 (ISBN
0195283805)
For commentary on Scriptures see: Brown, Raymond, et. al., The New Jerome Biblical Commentary
Pearson, 1989. (ISBN 0136149340); Meier, John, A Marginal Jew New York: Doubleday, 1991 (ISBN
0385264259).
Activity 11: “In your hearing...” Revelation and the Church (30 CE – 500 CE): The Jewish Roots of
Christianity
Time: 75 Minutes
Description
Students explore the Jewish roots of Christianity. Consideration is given to the cultural diversity of the
early church in light of the missions of Paul/Barnabas and the authority of the Twelve (especially Peter
and James). Particular focus is given to the controversy at the heart of the Council of Jerusalem in 49 CE.
The tension between the 'Hellenists' and the 'Judaizers' is identified as a core element in the development
of the early Church.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE1c - The graduate is expected to be a discerning believer formed
in the Catholic faith community who actively reflects on God's Word as communicated through the
Hebrew and Christian Scriptures.
Strands: Scripture, Christian Moral Development, Religious Beliefs
Overall Expectations:
SCV.01 demonstrate knowledge of the key narratives and events in the Hebrew and Christian Scriptures
and identify their importance for the life decisions of Jewish and Christian people.
CMV.08 recognize the role of Sacred Scriptures in the development of moral codes for the religions of
Judaism, Christianity, and Islam.
RBV.02 analyse the similarities and differences between the central beliefs of various religions;
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings
Specific Expectations:
SC1.03 assess the relevance of the Hebrew Scriptures in the life decisions of observant Jewish people;
SC2.01 acknowledge the important role of sacred Scriptures and writings in the formation of religious
identity.
CM2.05 respect the moral teachings of Judaism, Christianity, and Islam as guidelines for daily living.
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions.
RB2.10 examine the influence of sacred writings and oral teachings from various religions on life in
modern society.
Prior Knowledge & Skills
Students must be able to locate passages in Scripture.
Planning Notes
Refamiliarize yourself with the background of the Council of Jerusalem. A good biblical commentary is
sufficient for this purpose. Ensure you have sufficient Bibles for the class.
Teaching/Learning Strategies
The teacher outlines the background of the Council of Jerusalem and its basic controversy around
circumcision and, to a lesser degree, the extent to which baptized Gentiles were to be obligated by the
laws of Kashrut.
Students read the accounts of the Council of Jerusalem in Acts 15 and the story that Paul tells of his
conflict with Peter at Antioch in Galatians 1-2.
The teacher identifies some basic groups making representation at the council including: a) Judaean
Christians - including some Pharisees; b) the Jerusalem Church - under the leadership of James; c) Peter representing the mission of the Twelve; d) 'Hellenists' - Paul, Barnabas, and Titus.
Individually, students are consider the following questions and comment on them in their journals:
a) What was at stake for Judaism at this council?
b) What was at stake for Christianity at this council?
Hopefully, students will see the council not only in terms of the achievement of Paul, but in light of the
eventual split between the synagogue and the early Church.
Assessment & Evaluation of Student Achievement
The journal is assessed according to the rubric developed for the course, emphasizing Thinking/Inquiry
and application.
Accommodations
Students with special needs might respond to a different question for reflection, i.e. Why would some
Jewish Christians want new Christians to be circumcised?
Resources
For Scripture and commentary see: New Revised Standard Version Bible Toronto: Oxford University
Press, 1991 (ISBN 0195283805).
For commentary on Scripture see: Brown, Raymond, et. al., The New Jerome Biblical Commentary
Pearson, 1989 (ISBN 0136149340).
Activity 12: “In your hearing...” Revelation and the Church (30 CE - 500 CE): The Witness of the
Early Church
Time: 75 Minutes
Description
Students consider the Roman persecution of Christianity in light of the tensions already existing between
Judaism and the early Church. They research some of the Acts of the Martyrs (e.g. Polycarp, Perpetua
and Felicity, etc.) and, in groups, prepare an account of the sacrifice of one particular early Christian.
These are collected into a class "martyrology". Students are asked to reflect on the meaning of sacrifice
in their own lives.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE5a -The graduate is expected to be a collaborative contributor who
works effectively as an interdependent team member.
Strand: Scripture, Religion and the Human Experience
Overall Expectations:
SCV.01 demonstrate knowledge of the key narratives and events in the Hebrew and Christian Scriptures
and identify their importance for the life decisions of Jewish and Christian people.
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings.
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures.
Specific Expectations:
SC2.02 appreciate the relevance of sacred writings in the life decisions of adherents.
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day.
IS1.06 use the Internet and other available technologies as tools in researching topics in the study of
religion, and in establishing appropriate communication with people of different faiths, as identified by
the teacher.
Prior Knowledge & Skills
Students should be familiar with Church history prior to the events discussed in this activity.
Planning Notes
Make various research materials available, including various writings from early Church history and lives
of the saints. (Note: many early Christian writings may be found on the Internet.)
Teaching/Learning Strategies
In groups of four or five, students research the circumstances around the death of an early Christian
martyr based on contemporary accounts and encyclopedia data. Some may be found on the Internet at
www.newadvent.org/fathers where students will also be able to use the old Catholic Encyclopedia.
Individually, students illustrate and write their own account of the life and death of an early Christian
martyr. These are then collected into a class "martyrology".
Students reflect on the question "Is there anything or anyone for whom I would be willing to sacrifice my
life?" and write their responses in their journals.
Assessment & Evaluation of Student Achievement
The martyrological entry can be assessed using a rubric emphasizing Knowledge and Communication.
Accommodations
The activity already contains elements that are suited to a variety of special needs.
Resources
For texts see: Catholic University of North America, New Catholic Encyclopedia Palatine, IL: Jack
Heraty & Associates. 1989 (ISBN 007010235X).
For Internet resources see: The Fathers of the Church at www.newadvent.org/fathers; Catholic
Encyclopedia at www.newadvent.org/cathen/. And Theology Library – Saints
http://www.mcgill.pvt.k12.al.us/jerryd/cm/saints2.htm
Activity 13: “In your hearing...” Revelation and the Church (30 CE - 500 CE): The Witness of the
Early Church -The Church of the Councils
Time: 75 Minutes
Description
Students examine critical events in the development of the Church in the 4th and 5th centuries as it moved
from being a persecuted movement within the empire to being a major social force embraced by
mainstream Roman society. Students learn the story of Constantine the Great, the Edict of Milan and the
convening of the Councils of Nicaea and Chalcedon. Students design a pamphlet as their culminating
activity.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE1a - The graduate is expected to be a discerning believer formed
in the Catholic faith community who illustrates a basic understanding of the saving story of our Christian
faith.
Strand: Profession of Faith, Religious Beliefs
Overall Expectations:
SCV.02 demonstrate an understanding of divine revelation and its connection with the sacred writings of
Judaism and Christianity.
PFV.04 explain the importance of historical development of the Church and its contemporary self
expression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith dialogue)
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings.
Specific Expectations:
SC2.04 respect sacred Scripture as revelation of God's word
PF1.05 explain the importance of the historical development of the Catholic Church and its
contemporary self understanding (e.g. the Apostolic and Nicene Creed, Church councils, authoritative
teachings of the Magisterium, Catholic documents on ecumenical and inter religious dialogue.
RB2.09 identify key principles from relevant passages of sacred writings and oral teachings in various
religions
Prior Knowledge & Skills
Students should be familiar with Church history prior to the events discussed in this activity. Students
should also be familiar with pamphlet construction from Unit 1.
Planning Notes
Refamiliarize yourself with the person of Constantine, the Edict of Milan, the heresy of Arianism, and the
councils of Nicaea and Chalcedon. If pamphlets are to be done on a computer, arrange computer time for
students. Make the class portfolio as well as students’ own portfolios available to students. Provide
markers, pencil crayons, and art paper for pamphlets (optional). Prepare a unit test to cover expectations
not assessed through the pamphlet.
Teaching/Learning Strategies
The teacher tells the story of Constantine's vision of the cross with the words in hoc signo vincit (By
this conquer). On the board, the teacher draws an outline of Constantine's life beginning with the time of
his vision, through the proclamation of the Edict of Milan, the Council of Nicaea and ending with his
baptism and death. The teacher introduces the problem of the rapid expansion of the Christian Church
and the potential for error in the transmission of the faith e.g. Arianism. The teacher explains the function
of an ecumenical council in the Church's magisterium, using Nicaea and Chalcedon as examples.
Individually, students design the pamphlet that will form the culminating performance task for this unit.
Assessment & Evaluation of Student Achievement
Students may write a short quiz on the material above assessing Knowledge and Understanding.
Accommodations
Students with special needs may write a reflection or make an illustration on one of the elements outlined
in the lesson, e.g. "My understanding of who Jesus is".
Resources
For texts see: Catholic University of North America, New Catholic Encyclopedia Palatine, IL: Jack
Heraty & Associates. 1989 (ISBN 007010235X).
For Internet resources see: The Fathers of the Church at www.newadvent.org/fathers (note: scroll down
to find links to Church councils); Catholic Encyclopedia at www.newadvent.org/cathen/ (note: entries on
the councils and Constantine are here); Resources for Constantine the Great at
http://www.shsu.edu/~eng_wpf/con-hist.html
Appendix 1: Jewish Feasts and Celebrations
Name of Feast
Rosh Hashanah
Yom Kippur
Shabbat
Sukkoth
Hanukkah
Purim
Pesach
Shavuoth
Birth
Bar Mitzvah
Bat Mitzvah
Confirmation
Marriage
Death and
Burial
Name in English
Date or Time of
Life Celebrated
What is
Commemorated?
Ritual Practices
Appendix 2: Keeping Kashrut
"This is the law of the animal, the bird, every living creature that swarms in the water, and for
every creature teems on the ground. To distinguish between the impure and the pure, and
between the creature that may be eaten and the creature that may not be eaten."
From VaYikra (Leviticus) 11:46-47
The word “kosher” means ‘fit’ or ‘proper’. For Jewish people kashrut refers to the practice of eating only
kosher food, that is, food that is clean. The laws of kashrut are taken primarily from the Torah but also
include some additional rabbinical decrees. What follows is a summary of the basic laws of kashrut:
According to the Torah, only the meat and mild of animals with split hooves and that chew their cud can
be eaten. The most commonly eaten animals are sheep, goats, lamb and cattle. Certain animals cannot be
eaten at all including the flesh, organs, eggs and milk. They include pig, camel, rock badger and hare
(Lev. 11.3)
The Torah also lists several species of birds that cannot be eaten, but most of them are unknown today.
Because most of the birds identified as forbidden in the Torah were scavengers or birds of prey, this
criterion is used to determine which birds are forbidden and which are kosher. Only birds that have
traditionally been considered to be kosher can be eaten. These include chicken, duck, geese and turkey to
name the most popular.
All crustaceans, shellfish, insects, rodents, reptiles and amphibians are forbidden with the exception of the
locust. This includes lobsters, crabs, oysters, shrimp, and clamps. Fish that have scales and fins such as
salmon, trout, pickerel, tuna and cod are kosher.
As well as allowing and forbidding certain foods, there are specific rules that must be followed in the
preparation of birds and animals for food. They must be killed in accordance with Jewish Law. All blood
must be drained from the meat or the meat must be broiled to remove all blood.
Milk must not be stored, prepared along side or eaten with meat, including chicken. Some Jewish people
also restrict the eating of meat and fish together.
Any utensils used to prepare, serve, eat or clean dishes after eating meat cannot be used with milk and
vice versa. If a utensil is used with non-kosher food while it is hot, it cannot be used with kosher food.
Adapted from the Internet www.jewfaq.org/kashrut.htm
Appendix 3: A Partial Chronology of Anti-Semitism
Date
(CE)
Incident
209
Tertullian, a Church Father, writes Adversus Juderes against the Jewish people.
325
After the Council of Nicaea, the Church teaches that Jewish people must live in humiliation
and seclusion from Christians.
386-7
St. John Chrysostom, delivers eight violently anti-Jewish sermons in Antioch.
438
Theodosius, eastern Roman Emperor, legalizes the inferiority of Jewish people (Turkey).
632
Heraclius, Byzantian Emperor, decrees forced baptism of Jewish people (Turkey).
633
Formulation of official Church document on the conversion of Jewish people in Spain.
638
King Chintilla, Visigoth King, proclaims that only Catholics may live in Spain.
694-711
All Jewish people in Spain declared slaves, their possessions confiscated, and their religion
outlawed.
1012
Emperor Henry II of Germany expels Jewish people from Mainz, Germany.
1096-99
Crusaders massacre Jewish people in the Rhineland, Germany.
1144
First recorded blood libel takes place in Norwich, England.
1146
Anti-Jewish riots in the Rhineland, Germany.
1180
King Philip of France decrees the expulsion of Jewish people and the confiscation of their
property.
1190
Anti-Jewish riots in England; massacre in York.
1215
The Church decrees that all Jewish people wear a distinctive badge.
1235
Blood libel in Germany.
1236
Severe anti-Jewish persecution in western France.
1240
Disputation in Paris leads to the burning of the Talmud.
1242
Burning of the Talmud in Paris.
1255
Blood Libel in Lincoln, England.
1263
Disputation at Barcelona, Spain.
1290
Expulsion of Jewish people from England.
1298-99
Rindfleisch, a knight, leads massacres of thousands of Jewish people in 146 places in
Germany.
1306
Expulsion of Jewish people from France.
1320
Massacre of French Jewish people in 120 localities.
1321
Jewish people in France accused of collusion with lepers. Increased persecution ensues.
1322
Second great expulsion of Jewish people from France.
1348-50
Jewish people accused of causing the Black Death. Massacres spread through Spain,
France, Germany, and Austria.
1391
Massacre in Prague, Czechoslovakia. Massacres and forced conversion in Spain.
1399
Blood libel in Poland.
1413- 14
Disputations in Tortosa, Spain. Forced conversions and massacres.
1421
Persecution of Jewish people in Vienna, Austria including confiscation of possessions,
forced conversion and burning people at the stake.
1421
Expulsion of Jewish people from Austria.
1435
Massacres and forced conversions in Majorca, Spain.
1438
Establishment of Ghettos in Morrocco.
1480
Inquisition established by the Church in Rome, Italy. Intended to investigate and force
conversion.
1483
Expulsion of Jewish people from Warsaw, Poland.
1490-91
Blood Libel at LaGuardia, Spain.
1492
Expulsion of Jewish people from Spain.
1492-3
Expulsion of Jewish people from Sicily.
1495
Expulsion of Jewish people from Lithuania.
1496-7
Expulsion from Portugal; mass forced conversions.
1506
Massacre of Jewish people in Lisbon.
1510
Expulsion of Jewish people from Brandenberg, Germany.
1516
First Jewish ghetto in Venice, Italy.
1531
Inquisition established in Portugal.
1541
Expulsions of Jewish people from Naples, Italy and Prague, Czechoslovakia.
1544
In Germany, Martin Luther, leader of the Reformation, offers anti-Semitic homilies.
1551
Expulsion of Jewish people from Bavaria, Germany.
1569-93
Expulsion of Jewish people from the Papal States by the Pope (Rome, Italy).
1648-49
100,000 Jewish people massacred and 300 villages destroyed in the Ukraine.
1655-56
Massacres of Jewish people during wars of Poland against Russia and Sweden.
1670
Expulsion of Jewish people from Vienna, Austria; Blood libel in Metz, France.
1711
J.A Eisenmenger wrote Judaism Unmasked, against Jewish people (Germany).
1712
Blood libel at Sandomierz, Poland after which the Jewish people of the town were
expelled.
1715
Pope Pius VI wrote Edict Concerning Jews in which he asked for a return to previous
restrictions.
1734-36
Polish paramilitary attack Jewish people.
1745
Expulsion of Jewish people from Prague, Czechoslovakia.
1788
Polish Catholics massacre 20,000 Jewish people in Poland.
1790-92
Destruction of most of the Jewish communities in Morocco.
1819
Anti-Jewish riots in Germany.
1835
Czar Nicholas I of Russia passes legislation oppressive to Jews.
1853
Blood libel in Saratov, Russia.
1858
Abduction of a 7-year-old Jewish child in Bologna, Italy.
1878
Social Workers Party and anti-Jewish party, started in Germany.
1879
Anti-Semitism defended in German universities. Term ‘Anti-Semitism’ coined.
1881-84
Pogroms in southern Russia. Jewish people move to North America and Western Europe.
1882
Blood libel in Tiszmeszier, Hungary.
1882
First international anti-Jewish Congress held in Dresden, Germany.
1882
Czar Alexander III of Russia removes Jewish people from public and economic positions.
1885
Expulsion of 10,000 Russian Jewish people.
1891
Blood libel in Xanten, Germany.
1891
Expulsion of Jewish people from Moscow, Russia.
1893
Anti-Semitic Christian Social Party established in Vienna, Austria.
1903
Pogrom in Kishinev, Russia & Ukraine (300 villages).
1906
Pogrom in Bialystok and Siedice, Russia.
1909-10
Polish boycott against Jewish people.
1913
Blood libel in Kiev, Russia.
1917-21
Pogroms in the Ukraine and Poland by German, Polish, and Ukraine soldiers.
1919
Abolition of Jewish organizations in Russia.
1920
In Germany, Adolph Hitler becomes Fuehrer of the National Socialist Democratic Party
(later known as Nazis).
1924
Poland puts economic restrictions on Jewish people.
1925-27
Adolf Hitler publishes Mein Kampf in which he blames the Jewish people for Germanys
problems.
1933
Adolf Hitler made Chancellor of Germany. Jewish boycotts start.
1935
Nuremberg Laws introduced in Germany restricting Jewish people.
1935-45
Hitler continues campaign against Jewish people, culminating in the “Final Solution” extermination and genocide.
Compiled by Eileen MacNevin; edited by M. Way Skinner 2001.
Appendix 4: Laws And Actions Directed Against Jews By Nazis (Part I: 1933-1939)
1933-1939
Incident
January 30, 1933
Hitler becomes Chancellor of the German Reich.
April 1, 1933
Hitler announces a one-day boycott of all Jewish shops and businesses.
April 7, 1933
All non-Aryan civil servants (not military personnel) are forcibly retired.
April 21, 1933
Law enacted forbidding kosher butchering.
April 25, 1933
Few Non-Aryan children allowed into German schools and universities.
July 14, 1933
Law enabling authorities to revoke German citizenship of ‘undesirables”.
August 3, 1933
Hitler becomes president (as well as Chancellor) of the Third Reich.
September 6, 1935
Law enacted banning the sale of Jewish newspapers on the street
September 15, 1935
Nuremberg Laws enacted: Jewish people reduced to “Subjects” not citizens, all
marriage/sexual relationships between Jewish people and Aryans forbidden,
Aryans under age 35 are no longer permitted to be employed as servant to Jewish
people.
March 7, 1936
Voting rights for Jewish people are revoked.
July 2, 1937
More Jewish students are removed from German universities and schools.
November 16, 1937
Travel outside Germany is forbidden for Jewish people, with a few exceptions.
July 16, 1938
Jewish people forbidden work as brokers, matchmakers, guides and real-estate
agents.
July 23, 1938
Jewish people must carry identification cards.
July 25, 1938
Jewish doctors not allowed to practice; many rehired as “medical attendants.”
July 27, 1938
“Jewish” street names are replaced.
August 17, 1938
All Jewish people must have only Jewish first names.
October 5, 1938
All Jewish passports are marked with a “J”.
November 9-10, 1938
Kristallnacht: a state organized destruction of Jewish homes, businesses, and
synagogues; thousands of Jewish men deported to Dachau.
November 11, 1938
Jewish people may no longer carry own guns.
November 12, 1938
Jewish people throughout the Reich are fined one billion Reichmarks for
“causing” Kristallnacht destruction. Jewish people may no longer own/head
business, are forbidden to attend public performances of plays, movies, concerts,
etc.
November 15, 1938
Remaining Jewish students moved from German schools to Jewish schools.
November 28, 1938
A curfew is imposed on Jewish people throughout the Reich.
December 3, 1938
Jewish people banned from the streets on Nazi holidays, forbidden to drive &
own cars, and must sell their jewelry, property, investments, and businesses.
December 8, 1938
Remaining Jewish students removed from universities throughout the Reich.
September 3, 1939
Curfew for Jewish people is made more stringent 9 p.m. in summer, 8 p.m. in
winter.
September 23, 1939
Jewish people must hand over radios to the police.
October 12, 1939
Austrian Jewish people deported to Poland.
November 23, 1939
Polish Jewish people must wear a yellow star of David.
Compiled by Eileen MacNevin; revised by M. Way Skinner, 2000.
Appendix 4: Laws And Actions Directed Against Jews By Nazis (Part II: 1940-1945)
1940-1944
Incident
February 6, 1940
Jewish people forbidden to receive clothing coupons, unlike the rest of German
people.
February 12, 1940
More Jewish people taken into “protective custody” (meaning deported to
concentration camps).
July 29, 1940
Jewish people forbidden to have telephones.
December 24, 1940
A special income tax imposed on Jewish people.
September 1, 1941
German Jewish people must wear a Star of David & forbidden to leave their
homes without police permission.
October 24, 1941
Jewish people forbidden to have friendships with Aryans.
December 26, 1941
Jewish people forbidden to use public telephones.
January 10, 1942
Jewish people must hand over to authorities any wool and fur clothing in their
own.
February 17, 1942
Jew forbidden to subscribe to newspapers or magazines.
April 17, 1942
A Jewish apartment must be labeled as such with a Star of David.
April 24, 1942
Jewish people no longer allowed to use public transportation.
May 15, 1942
Jewish people forbidden to keep pets.
May 29, 1942
Jewish people forbidden to use public barber shops.
June 9, 1942
Jewish people must hand over to authorities all “spare” clothing.
June 11, 1942
Jewish people no longer allowed to receive smoking coupons.
June 19, 1942
Jewish people must hand over all electrical equipment, typewriters, & bicycles.
June 20, 1942
All Jewish schools are closed.
July 17, 1942
Blind/deaf Jewish people not permitted to wear bands identifying handicap in
traffic.
September 9, 1942
Jewish people no longer allowed to bring civil suits in a court of law.
September 18, 1942
Jewish people no longer permitted to buy meat, milk, or eggs.
October 4, 1942
Jewish people living in German concentration camps moved to Auschwitz death
camp.
April 21, 1943
Jewish people convicted of crimes are to be exterminated in death camps after
serving their sentences.
July 1, 1943
Property of Jewish people to be confiscated after their deaths.
1943-1944
The Final Solution: Total extermination of Jewish people. Millions of Jews
exterminated in death camps.
Compiled by Eileen MacNevin, revised by M. Way Skinner, 2000.
Appendix 5: Identification Cards
IDENTIFICATION CARD
This card was prepared for a Holocaust presentation
by Michael Way Skinner, Dean of Religion at Sacred
Heart Catholic High School in Newmarket, Ontario.
It is based on cards from the Holocaust Memorial
Museum in Washington, DC.
Many thanks to Mary Ann Leonard of the museum
staff for her assistance. Thanks to Mrs. Nancy Dyer
for her assistance in putting these cards together.
April 2000
M. Way Skinner
__________________Catholic High School
IDENTIFICATION CARD
This card was prepared for a Holocaust presentation
by Michael Way Skinner, Dean of Religion at Sacred
Heart Catholic High School in Newmarket, Ontario.
It is based on cards from the Holocaust Memorial
Museum in Washington, D.C.
Many thanks to Mary Ann Leonard of the museum
staff for her assistance. Thanks to Mrs. Nancy Dyer
for her assistance in putting these cards together.
April 2000
M. Way Skinner
__________________Catholic High School
Appendix 6: Prayer Service - In Our Time & Place
Introduction
We are called, in our time, in our place, to remember.
It is easy to hear dates and numbers, laws and statistics, and forget...the people...the lives...the tears...
Yet, that is where the power of the Holocaust - that great time of night and darkness - exerted it’s
strongest force.
We remember, here and now, so that those who died will be honoured, and those who lived will not
remember alone.
The time for silence is over.
The time for complacency has ended.
The time to act is now.
The place for action is here.
We remember because we need Justice now.
We remember because we still hate, we still exclude, we still destroy.
Reading #1: Hebrew Scriptures (Isaiah 58:6-12)
Is not this the type of fast that pleases me...to break unjust chains and to undo the burden of others, to let
the oppressed go free, ... to share your bread with the hungry poor, and to shelter the homeless poor, to
clothe the naked, and not turn away from your own? Then, will your light shine like the dawn and your
wound be quickly healed. If you do away with the clenched fist, the wicked word,... your light will rise in
the darkness and your shadows become like noon...
Reading #2: Pastor Martin Niemöller
In Germany they first came for the Communists and I didn't speak up because I wasn't a Communist.
Then they came for the Jews, and I didn't speak up because I wasn't a Jew.
Then they came for the trade unionists, and I didn't speak up because I wasn't a trade unionist.
They came for the Catholics, and I didn't speak up because I was a Protestant.
Then they came for me...and by that time no one was left to speak up.
Menorah Ceremony: Remembering Here & Now
We honour those who came before us when we bring the lessons of their lives into our own. We light a
candle for each lesson we have learned from the Holocaust. May the light of each candle stay with us as
we face the moments of night in our own school & community.
1. Hitler eliminated anyone who was different - not only six million Jews, but five million others as
well. These people died because they were disabled, racially different, homosexual. They were the
others.
We light this candle to remember these people. May we know their courage.
May the light of this candle enter my heart as I reflect…
How often do I spend time with the physically and mentally challenged students here at our school?
How often do I make fun of people who are different?
How often do I exclude those who disagree?
36
2. Hitler depended on the silence of good people to accomplish his evil.
We light this candle for those who suffered while others did nothing. May we know their strength.
May the light of this candle enter my heart as I reflect...
How many times have I been silent when I should have spoken up?
When have I heard a racist, sexist, or homophobic comment and been silent?
3. Hitler imprisoned people who committed no crime. He eliminated people for being who they
were - something over which they had no control.
We light this candle to remember these people. May we know their pride.
May the light of this candle enter my heart as I reflect...
Whom do I condemn for reasons they cannot control?
4. Hitler passed laws that gradually took away people’s rights.
We light this candle in their memory. May we know their sense of freedom.
May the light of this candle enter my heart as I reflect...
How aware am I of the politics of my own province and country?
How much do I care when I see others protest for rights?
5. Hitler accomplished his evil with assistance from others.
We light this candle for those who died resisting. May we know their power.
May the light of this candle enter my heart as I reflect...
When have I done things I know I should not have?
When have my actions betrayed my heart?
When have I ever assisted another’s wrongdoing with my actions?
6. Hitler persecuted Gypsies for being “impure” and “criminals.”
We light this candle in memory of these people. May we know their purity.
May the light of this candle enter my heart as I reflect...
How aware am I of the homeless and wanderers in my city?
Who are the wanderers, those with no place, here at our school?
7. Hitler was resisted by people of true vision who refused to cooperate. The Danes, for example,
saved 97% of their Jewish population through active non-cooperation with the Nazis.
We light this candle in memory of these people. May we know their faith.
May the light of this candle enter my heart as I reflect...
When have I felt empowered to resist the clenched fist and the harsh word?
When have I resisted, purely because I believe?
37
8. Hitler failed to eliminate the people he hated. Many people survived.
We light this candle in memory of the survivors. May we know their gratitude.
May the light of this candle enter my heart as I reflect...
For what am I grateful in my life right now, right here?
For whom am I grateful in my life right now, right here?
Song: “Don’t Laugh At Me” by Mark Wills
38
Appendix 7: Words Written in a Concentration Camp
When a Nazi concentration camp was liberated, this prayer by a Jewish prisoner was found on a scrap of
paper.
Peace be to those of bad will, and an end to all revenge, and to all words of pain and punishment.
So many have borne witness with their blood.
O God, do not put their suffering on the scales of your Justice,
Let it not be counted against the executioner,
lest he be brought to answer for his atrocities.
But to all the executioners and informers, to all the traitors, to all the evil ones,
Do grant them the benefit of the courage and fortitudes shown by those others, who were their victims…
Grant the benefit of the burning love and sacrifice in those harrowed, tortured hearts,
Which remained strong and steadfast in the face of death and unto their weakest hour.
All this, O Lord, may it count in your eyes, so that their sin be forgiven.
May this be the ransom that restores justice.
And all that is good, Let it be counted,
And all that is evil, Let it be wiped out...
May peace come once more upon this earth,
Peace to people of good will
and may it descend upon the others also.
Amen.
39