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World Religions in Greater Indianapolis Teaching Module
Teacher Name: Jonathan Arbuckle
World Religion: Judaism
Humanities Discipline: Anthropology
Date: October 28, 2015
Teaching Module Title: Jewish Religious Traditions in American History, Part 1
***Teaching Module Goals:
1. Introduce students to the basic Jewish religious rituals, scriptures, and holidays
2. Explore the relationships between symbolism in cultural anthropology and the Jewish religious practice or worship
3. Make connections between Jewish food rules and Jewish identity overall
***Assigned Readings and/or Websites:
John Bowker, “Judaism,” in World Religions, 124-147
Exodus 23
***Class outline/Study Questions and/or Discussions Prompts/Assessments for Students:
1. Graffiti Chart (informal assessment): “When I see the word Judaism I think…”
This prompt allows students to express existing knowledge/opinions about the content before it is taught. For
this exercise, this prompt is written on the board and students are given 2 minutes to write their own thoughts.
Afterwards, the instructor asks students to share their thoughts while compiling a list under the prompt on the
board. The words/phrases from the prompt will help move the discussion into Jewish worship and kosher rules.
2. What does worship mean in the context of Judaism?
3. How is worship practiced and experienced?
4. What is Kosher?
5. Read Aloud/Connect 4 activity for Exodus 23.
This prompt helps students learn new vocabulary to discuss concepts and to make connections between topics.
Students will take turns reading the passage aloud. As students listen and read along, their goal is to write four
key words on four post-it notes (passed out before the activity). Once the reading is complete, students will
arrange their four words in an order that creates meaning. Then students will have 5 minutes to write a brief
paragraph about why they chose the four words and what the order means. Then, after 5 minutes the instructor
will ask students to share their key words, making a list on the board. Once complete, the instructor will work
with the students to identify key themes based upon the words. The themes can then be used to generate class
discussion:
a. How does this passage relate to key worship, holidays, and rituals in the calendar year?
b. What is the connection between the passage and food?
c. Is there a link between the symbolism we discussed and the focus on food?
d. What does this say about Jewish identity?
6. The final formal assessment is to have students create a Dynamic Drawing. In this activity, students draw a
picture that illustrates the meaning of a term or concept discussed in class. Pictures may be literal or symbolic
interpretations. Students will base their drawings from the terms and/or themes from the board. Below the
illustration, students write a paragraph describing what they drew and how it relates to the ideas discussed in
class. This acts as the students’ “exit ticket” and will be turned in to the instructor as they leave the class.
World Religions in Greater Indianapolis Teaching Module
Name: Alphonso Atkins
Humanities Discipline: Theatre Appreciation (HUMA 100)
Date: October 30, 2015
Module Title: Religious Drama, Hellenistic Influences and the Jewish Tradition
Module Objectives:
1. Discover the earliest influences of Hellenistic dramatic influences on Jewish theatrical traditions
2. Examine the tensions between Jewish religious doctrine and presence of Greco-Roman dramatic influences
3. Develop competencies in directing, production/concept planning and script analysis of ritual theatre performances
Assigned Readings:
Bowker, World Religions, “Judaism,” pp. 125-147
Downs, The Art of Theatre, “Non-Western Theatre,” chapter 11, pp. 238-239
Downs, The Art of Theatre, “The Art of Directing,” chapter 8
Nashon, Jews and Theatre in an Intercultural Context, “From Alexandria to Berlin: The Hellenistic Play Exagoge Joins the
Jewish Canon”
Study Questions:
1. What historical context surrounds the Jewish playwright-poet Ezekiel? When did he live? Where?
2. How might the prohibition of “graven images” in Judaism influence Ezekiel’s acceptance by Jewish and non-Jewish
audiences of the Hellenistic period?
3. What popular forms of entertainment are associated with Greco-Roman theatres during the 3rd-1st centuries BCE?
4. How might Ezekiel’s play Exagoge’s form been influenced by the dramatic structure put forth in Aristotle’s Poetics?
(Act structure? Chorus?)
Assignment:
Answer the previously listed study questions from the readings above. Construct a brief biographical entry and
bibliographic citations for Ezekiel the Tragedian to be added to your Individual Course Encyclopedia. You must find at
least 3 source citations to be added for this entry. Use the example below to guide your entry.
Henrik Ibsen
Henrik Ibsen (1828-1906) was a 19th century Norwegian playwright considered to be the father of
modern realism. Although his first plays were more aligned with Romanticism, Ibsen is most
associated with using ordinary language to tell complex, sometimes disturbing stories of human
society. Upon exile from Norway, Ibsen relocated to Germany and a production of one of his plays by
the Duke of Saxe-Meinengen that showcased realism in its portrayal of characters. Afterwards, Ibsen’s
plays would be forever associated with capturing human frailty, questioning mankind’s institutions
and encouraging audiences to re-examine societal virtues and values.
Notable Works
A Doll’s House (1879), Ghosts (1881), Enemy of the People (1882), Hedda Gabbler (1890)
Sources
Bellinger, Martha Fletcher., A Short History of the Drama. Henry Holt & Company: New York, 1927. pp.
317-22.
Brockett, O. and Franklin Hildy, History of the Theatre, 10th ed. Pearson: New York, 2007.
Downs, W.M., The Art of Theatre: Then and Now. Wadsworth: Boston, MA, 2013. pp. 381-384
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Rachel M. Barrett Knight
World Religion: Judaism
Discipline: Composition / Literature
Date: October 24, 2015
Teaching Module Title: Jewish Religious Traditions
Teaching Module Goals:
 Apply critical reading and thinking skills about Jewish traditions
 Demonstrate an understanding of the various rhetorical modes (description, analysis, comparison)
 Develop an understanding of various religious traditions of Judaism
 Utilize reading and writing skills: skimming, evaluating, analyzing, and outlining
Assigned Readings and/or Websites:
1. Bowker, J. (2006). World religions: The great faiths explored & explained. New York: DK Publishing.
(pages 124-147).
2. Rich, T. R. (2011). Marriage. Judaism 101. Retrieved from: http://www.jewfaq.org/marriage.htm#Ceremony
3. Rich, T. R. (2011). Rosh Hashanah. Judaism 101. Retrieved from: http://www.jewfaq.org/holiday2.htm
4. Rich, T. R. (2011). Life, Death, and Mourning. Retrieved from: http://www.jewfaq.org/death.htm#Death
Lesson Plan, Study Questions and/or Discussions Prompts for Students:
1. Students will review Bowker’s (2006) chapter on Judaism with special attention to the introduction.
2. In class, students will be split into three groups and each group will be given one of the Rich (2011) readings
(Marriage, Rosh Hashanah, or Life, Death, and Mourning) to analyze and discuss the following questions:
a. What rhetorical mode is being utilized in the article? Is it effective?
b. How is the information organized? Is it effective? Why?
c. Considering your audience, what information do you feel is important to share?
3. Each group will review the article and decide on the most important characteristics about the tradition based on
the readings and prepare a short presentation of the information for the other groups (no more than two
minutes long).
4. After each group presents, some discussion:
a. How was the information in each article organized? What was the author’s goal?
b. What parameters were used to evaluate the information for the presentation?
c. What information was interesting, different, or surprising?
d. What similarities and differences exist between Jewish traditional culture and your understanding of
American culture?
Written Assignments and/or other Assessment Instruments:
1. Students will write a 2-3 page comparative composition (2-3 pages) on American culture and the Jewish
traditions about which they read.
a. The composition should include an outline as part of the pre-writing process
b. The composition should include at least one additional source outside of the Rich (2011) website
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Courtland Blade
World Religion: Judaism
Humanities Discipline: Art History
Date: October 28, 2015
Teaching Module Title: Judaism, Early Art and Architecture
***Teaching Module Goals:
1. Introduce students to Jewish origins as a people and as a nation
2. Explore how Jewish religious beliefs, doctrine, and rituals are reflected in the art and architecture they create
***Assigned Readings and/or Websites:
Bowker, World Religions, pg. 124-127, 130-135. Genesis 17: 1-9, Exodus 19:3 – 20:6
Art History Volume 1, pgs. 216-220
***Study Questions and/or Discussions Prompts for Students:
1. What is the Tanach?
2. What is the baMashiah? And what is and or was their function?
3. Why do Jews avoid pronouncing God’s name?
4. What did Jews do in 66 CE that transformed their world? And how did Rome respond?
5. What how did the destruction of the second temple affect Jewish rituals?
6. What is the Shema?
7. What is the Torah?
***Written Assignments and/or other Assessment Instruments:
In this paper, you will discuss the Ark of the Covenant and Menorahs wall painting in a Jewish catacomb located at villa
Torlonia, Rome, and the wall Torah Niche from a house-synagogue. How do these two pieces reflect the culture, beliefs,
rituals and history of the Jewish people? This paper should be in either MLA, APA, or Chicago style format and be a
minimum of two pages.
Ark of the Covenant and Menorahs wall painting in a Jewish catacomb, villa Torlonia, Rome 3rd Century
Torah Niche from a house-synagogue
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Jeffrey Dodge
World Religion: Judaism
Humanities Discipline: Philosophy 102 & 220 Date: Oct. 30, 2015
Teaching Module Title: The Philosophy of Religion: Judaism (PHIL 220)
Introduction to the Ethics of Judaism (PHIL 102)
Teaching Module Goals:
Introduce students to basic Jewish beliefs, scriptures, and ethics of Jews in America.
(PHIL 220) Introduce students to Jewish ideas about God, religious experience, faith and reason, and the problem of evil.
(PHIL 102) Introduce students to Jewish moral thinking including Divine Command theory, justice, self-identity, family,
relationships with one’s own and others’ community, and human rights.
Assigned Readings and/or Websites:
Bowker, World Religions, Judaism, pp. 124-147 (PHIL 102 & 220)
Tanakh: The Holy Scriptures, New JPS Translation, Jewish Publication Society, Philadelphia (PHIL 102 & 220)
Ethics of the Fathers, Korén Publishers, Jerusalem (Phil 102) – also available on the website below.
Babylonian Talmud (PHIL 220) – available on the website below.
Telushkin, Jewish Literacy, William Morrow & Co., NY -- selected readings from this anthology for PHIL 102 & 220 from
Section 1 on Bible, 5 on Zionism, 7 on the Holocaust, 8 American Jewish life, 10 Antisemitism, 11 on Jewish texts, 12 on
Jewish ethics and basic beliefs.
Chabad.org , Chabad-Lubavitch Media Center, 1995-2015. (Jewish TV, website with general Jewish information on ethics
and beliefs; this is link to the Tanakh in English and Hebrew).
http://www.chabad.org/library/bible_cdo/aid/63255/jewish/The-Bible-with-Rashi.htm
Study Questions and/or Discussions Prompts for Students:
What is the basis for Jewish religious doctrines and philosophy? What shaped Jewish thoughts and practices?
What are the major sections of the Hebrew Bible? Explain two major religious beliefs from each of those sections.
What other major Jewish religious works other than the Tenakh that have influenced the development of Judaism? List
and explain the importance of each text.
Explain Jewish self-understandings of their origins. What events, beliefs, and practices shaped their identity? How have
those beliefs and practices continued to develop?
Explain the importance of mitzvah, or commandment/good deed, in Jewish thought (PHIL 220) and ethics (PHIL 102).
Explain the religious experience associated with the Kabbalah. Compare this to our selection from Martin Buber’s I and
Thou (PHIL 220).
What is the Galut and how did it shape Jewish thought and practice (PHIL 220)?
List some of the major ethical principles and moral values of Judaism (name the source), and explain their importance
(PHIL 102).
What was the Shoah, or Holocaust, and what major moral dilemmas are raised by it? What solutions would you offer?
Be specific rather than general in your responses (PHIL 102 & 220).
What forms of Judaism are practiced in America, and what effect have these groups had upon American thought (PHIL
220) or ethics (PHIL 102)? List them and give a specific example.
What are the major philosophical beliefs of American Judaism today? List and explain each one. Use examples for
support (PHIL 220).
What are the major ethical beliefs of American Judaism today? List and explain each one. Use examples for support
(PHIL 102).
Written Assignments and/or other Assessment Instruments:
(PHIL 220) Black Board Journal entries (essay minimum 500 words each).
(PHIL 102) Black Board Discussion Board (minimum 500 words).
Additional Resource information:
Jewish Literacy: The Most Important Things to Know About the Jewish Religion, Its
People and Its History
ISBN-13: 9780688085063
ISBN-10: 0688085067
Author: Joseph Telushkin
Edition: 1,
Binding: Hardcover, Publisher: William Morrow, Published: April 1991, List
Price: $35.00
The Atlas of Jewish History (Compl Rev & Updtd)
ISBN-13: 9780688122645
ISBN-10: 0688122647
Author: Martin Gilbert
Edition: Rev Upd Su
Binding: Hardcover, Publisher: William Morrow & Company, Published: January 1993,
List Price: $23.00
Great Religions of the World
ISBN-13: 9780870441400
ISBN-10: 087044140X
Author: National Geographic
Edition: 2nd
Binding: Hardcover
Publisher: Random House~trade, Published: December 1978
Tanakh: The Holy Scriptures, The New JPS Translation According to the Traditional
Hebrew Text
ISBN-13: 9780827602526
ISBN-10: 0827602529
Edition: 1st
Binding: Hardcover
Publisher: Jewish Publication Society
Published: November 1985, List Price: $37.00
Old Testament (Bible Students)
ISBN-13: 9780564000296
ISBN-10: 0564000299
Author: N H Snaith
Edition: Hebrew Edition, Binding: Hardcover
Publisher: The British and Foreign Bible Society, Published: December 1958
Everyday Life in Bible Times
ISBN-13: 9780870441318
ISBN-10: 0870441310
Author: National Geographic Book Service
Edition: 2, Binding: Hardcover, Publisher: Natl Geographic Society, Published: June
1977, List Price: $9.95
Interpreting the Old Testament
ISBN-13: 9780030446603
ISBN-10: 0030446600
Author: Walter Harrelson
Edition: First Edition, First Printing, Binding: Hardcover
Publisher: Holt Rinehart and Winston, Published: December 1964,
List Price: $94.40
Essentials of Biblical Hebrew
ISBN-13: 9780060697105
ISBN-10: 0060697105
Author: Kyle M. Yates
Edition: Revised
Binding: Hardcover
Publisher: Harpercollins College Div
Published: June 1955, List Price: $14.95
The Dead Sea Scrolls After Forty Years (Symposium at the
Smithsonian
Institution, Oct. 27, 1990)
13: 9780961308971
ISBN10: 0961308974
ISBNAuthors: P.
Kyle McCarter Jr.; James A. Sanders; Hershel Shanks; James C.
Vanderkam
Edition: Edition Unstated
Binding: Paperback, Publisher: Biblical Archaeology Society
Published: May 1991, List Price: $7.95
Understanding the Dead Sea Scrolls: A Reader from the Biblical Archaeology
Review
ISBN-13: 9780679414483
ISBN-10: 0679414487
Edition: 1
Binding: Hardcover
Publisher: Random House
Published: August 1992, List Price: $25.00
The Dead Sea Scrolls Uncovered: The First Complete Translation and Interpretation
of 50 Key Documents Withheld for over 35 Years
ISBN-13: 9781852303686
ISBN-10: 1852303689
Authors: Michael Wise; Robert H. Eisenman
Binding: Hardcover
Publisher: Element Books Ltd
Published: November 1992, List Price: $24.95
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Amy Guess
World Religion: Judaism
Humanities Discipline: Art History
Date: 10-30-15 Meeting
Teaching Module Title: Censorship and Women in Jewish Art
Teaching Module Goals:
*Be able to discuss the core religious beliefs of Judaism and how they relate to the history of Jewish art
*Focus on more “taboo” ideas of Jewish art, which are often censored:
-Reflection of feminist ideals and identity throughout the history of art
-Images before, during, and after the Holocaust, how things have changed
Assigned Readings and/or Websites:
Stargardt, Nicholas. “Children’s Art of the Holocaust”. Past and Present, No 161 (Nov., 1998), pp. 191-235. Oxford
University Press, 1998.
Berek by Artur Zmijewski
Jewish Women's Archive
A Survey of the First Century of Jewish Women Artists: The Impact of Four Upheavals
Levin, Gail. “Censorship, Politics and Sexual Imagery in the Work of Jewish American Feminist Artists”. Nashim: A Journal
of Jewish Women’s Studies and Gender Issues, No. 14, Women in the Visual Arts (Fall 2007), pp. 63-96. Indiana University
Press, 2007.
Study Questions and/or Discussions Prompts for Students:
1. How does “make no graven images” (Exodus 20:4) play into studying Judaism from an art historical standpoint?
2. How have Jews portrayed their religion through imagery? Do you believe that this conflicts with Exodus 20:4?
3. What is the significance of food in Jewish tradition? How is this depicted through art?
4. What is the role of Jewish women traditionally? How are women’s roles portrayed in the Torah?
5. What was the impact of the Holocaust on Jewish representation?
Written Assignments and/or other Assessment Instruments:
*Consider the roles of women in Jewish tradition. How have/are female Jewish artists following these traditions or for
going against them? What are the implications made from their works of art in relation to the Jewish identity?
*Should art works such as “Berek” or “Game of Tag” be censored? Please explain how this work is viewed in various
respects as being pro-Judaism or anti-Judaism.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Douglas Hammerling
Humanities Discipline: American History
October 30, 2015
World Religion: Judaism
Teaching Module Title: Jewish Religious Traditions in American History
Teaching Module Goals:
1-Understand the various Jewish divisions and groups in the United States. How are they
similar and how are they different? How do their religious practices differ?
2-Understand the origins of Judaism, the laws, Torah, and Jewish festivals
3-Understand the importance of Jerusalem and the impact of the Holocaust
Assigned Readings
Bowker, World Religions, “Judaism” chapter beginning on page 122-147.
Additional Sources: You Tube Video: “Jewish Americans 1 & 2. They came to stay & a world
of their own” by PBS. www.pbs.org/jewishamericans.
Study Questions and Discussion Prompts for Students:
1-What are four main and critical events in the origins of Judaism?
2-What are the components of the Laws of God that are observed? What is a covenantal
relationship?
3-What does the word “Messiah” mean? What is the role of the Messiah? Describe how
differing views of the Messiah influence Jewish attitudes toward Israel today.
4-Describe three elements of the Jewish worship. What is the role of the Torah?
5- What are the sectarian divisions in Judaism? Reform versus Orthodox? How are they
similar and different?
6-Describe three of the festivals celebrated in Judaism.
7-What is the name given to the rites of passage for boys and girls? How are the role of men
and women defined and debated in these rites? What is the significance of this coming of age
rite?
8-What is the significance of Jerusalem in Judaism and to Jews?
9-What was “The Final Solution”?
Written assignments:
1-Please bring your written responses to the above questions to class.
2-Write an essay describing the following:
Imagine that you are an observant Jew. Explain the importance of your religion in your life,
making sure to make clear what interpretation of Judaism that you practice. How does it guide
you in your everyday life? What doctrines do you find important and how would you practice
your faith? How do you relate to the other sects or groups in Judaism? What festivals do you
participate in? What was your perspective as you went thru the rites of passage? How do you
feel about Jerusalem and Israel? What are some of the challenges you face practicing your
faith?
3-An alternative essay:
Define and explain the importance of these three aspects of Jewish faith and tradition: “Laws
of God”, “Waiting for the Messiah,” and “Jerusalem.” How are they inter-related and
connected to each other? How do they matter to the everyday life of Jews from various
backgrounds?
World Religions in Greater Indianapolis Teaching Module
Module 1
Teacher Name: Audrey Jefferson
Humanities Discipline: American History
Oct. 30, 2015
World Religion: Judaism
Teaching Module Goals
Class Meeting ----Day One
In-Class Activity:
1. Students will list their existing knowledge of and assumptions about Judaism on a piece
of paper
2. Instructor will divide students into small groups
3. Students will compare what they know and what they assume about Judaism
4. Students will ask one another how their knowledge of and assumptions about Judaism
developed
5. Students will record their observations on paper
6. Instructor will ask students to report out to the entire class about their small group
discussions and lead class discussions about the topic
Class Meeting ----Day Two
Assignment: Read Bowker, World Religions, “Judaism” chapter, 122-147.
Our class discussion will explore the following questions:
1. What information confirms or conflicts with your preconceived ideas about Judaism?
2. What information confirms or conflicts with other viewpoints discussed during our first
class.
Class Meeting ----Day Three
Assignment: Turn in written, three-page essay that compares and contrasts the information in
about Judaism with the assumptions that we expressed during our class discussion. How are
they similar? How are they different?
Teacher will begin lecture on the history of Jewish immigration to North America. What
factors led to Jewish immigration to North America? How does this immigration compare to
that other groups? How did colonial and Revolutionary leaders include and exclude the
Jewish community?
World Religions in Greater Indianapolis
Teaching Module
October 30, 2015
Teacher: Barry LeBlanc
Humanities Discipline: Introduction to Ethics (PHIL 102)
World Religion: Judaism
Teaching Module Title: Ethics and Judaism • Part 1
Teaching Module Goals
1. The student will demonstrate an understanding of the relationship between religion and ethics by applying
ethical theories to Jewish beliefs and practices.
2. The student will demonstrate an understanding of ethical relativism by using its lens to evaluate Himmler’s
justification of the Holocaust.
3. The student will explore issues of animal ethics by comparing selected Jewish ethical traditions with those of
secular philosopher Colin McGinn.
Assigned Readings and Websites
PHIL 102 Introduction to Ethics required textbooks:

Louis Pojman, How Should We Live? An Introduction to Ethics
o Pp 47-64 (“Who’s to Judge? Ethical Relativism”)
o Pp 89-105 (“Religion and Ethics”)
 Colin McGinn, Moral Literacy: How to Do the Right Thing
o Pp 18-29 (“Animals”)
Other books / websites:






John Bowker, World Religions: The Great Faiths Explored & Explained
o Pp 125-147 (“Judaism”)
“Ten Commandments” https://en.wikipedia.org/wiki/Ten_Commandments
“Hebraic law” http://www.britannica.com/topic/Hebraic-law#ref7346
“Maimonides on Ethical and Intellectual Virtue” http://www.iep.utm.edu/maimonid/#H7
“Heinrich Himmler’s justification of the Holocaust” http://www.historyplace.com/worldwar2/holocaust/hposen.htm
“Issues in Jewish Ethics: The Treatment of Animals”
http://www.jewishvirtuallibrary.org/jsource/Judaism/animals.html
Study Questions
1. The Ten Commandments (Bowker, 128-129) are the epitome of divine commands. One of the criticisms of
Divine Command Theory (DCT) is that “it seems to make morality into something arbitrary” (Pojman, p95).
Which of the Ten Commandments lend themselves to this criticism and why?
2. Hebraic law features two types: (1) casuistic, or case law, and (2) apodictic law. Define and give an example of
each these.
3. Pojman identifies five ways that morality may be enriched by religion (pp 98-103). How is each of these
expressed in Judaism? For example, how does waiting for the Messiah (Bowker, pp 130-131) express the belief
that cosmic justice will prevail in the universe?
4. Maimonides (Bowker, pp 125, 128, 132) was one of the most influential philosophers in Jewish history. How
does his emphasis on studying the commandments counter the claim from modern antireligious secularists that
“religious morality is an inferior brand of morality that actually prevents deep moral development” (i.e. the
“check-your-brains-at-the-door” criticism; see Pojman, p 91)?
5. The Holocaust (Bowker, 146-147) represents for many the depths of human evil—and rightly so. Evaluate
Heinrich Himmler’s famous justification of the Holocaust in the light of ethical relativism (Pojman, p 63). In your
evaluation, be sure to answer this question: if all ethics are relative, can the Holocaust be justified?
6. Judaism’s concern for the welfare of animals is impressive. For example, animals are to rest on Shabbat
(Sabbath), as are humans. What are some other Judaic expressions of this concern? How does this view compare
with McGinn’s position on animal rights, and why might they differ?
Reading Quiz
Take the reading quiz on Blackboard. The quiz allows unlimited attempts, so take it repeatedly to maximize your grade
and master the material in preparation for the cumulative final.
Jewish Religious Traditions Teaching Module I
Teacher Name: Tanya A. Martin
Humanities Discipline: Philosophy Date: 20 Oct 2015
World Religion: Judaism
Teaching Module Title: Understanding the Concept of “Chosen People” in Judaism
Teaching Module Goals:
The goal of this module is to discuss various views of what it means to be “God’s Chosen People” and to
illuminate debates about this issue in the making of Jewish American life.
Assigned Readings and/or Websites:
1. The Holy Bible Genesis Chapter 11, 12:3, Deuteronomy 6:4-7:6, 7:8, 14:2, I Chronicles 16:3, Isaiah 41: 89, 43:10, 20, 44:1 (These scriptures do not exhaust references in the Old Testament that speak to the
Hebrews and Israelites as God’s chosen people.)
2. http://www.myjewishlearning.com/article/modern-orthodoxy-the-chosen-people/# Modern
Orthodoxy & the Chosen People: The requirements and transcendent possibilities of Jewish law are the
bases of Jewish distinctness By Dr. Arnold M. Eisen
3. http://www.nytimes.com/1983/01/13/nyregion/jews-role-as-chosen-people-debated-by-scholars.html
4. The Old Testament Interpretation of History: Fernley-Hartley Lecture, Christopher R. North London:
Epworth Press 1946
5. Reform Judaism: The Tenets of Reform Judaism
https://www.jewishvirtuallibrary.org/jsource/Judaism/reform_practices.html
6. The Chief Works of Benedict de Spinoza, vol 1 (Tractatus-Theologico-Politicus, Tractatus Politicus) [1670]
Chapter 3 Translated by Robert Harvey Monro Elwes
7. Gurkan, Leyla S. The Jews as a Chosen People: Tradition and Transformation (c. 2009 Routledge.)
8. http://www.chabad.org/library/article_cdo/aid/332555/jewish/Maimonides-13-Principles-of-Faith.htm
9. http://www.simpletoremember.com/vitals/unbroken-jewish-tradition.htm The Mystery of the Jews
(Video found at bottom of the bottom of the page.)
10. http://www.simpletoremember.com/articles/a/HistoryJewishPersecution/
11. Bowker, John World Religions: The great faiths explored & explained (c. 1997 DK Publishing) pp. 122146
Recommended Reading:
12. Feiler, Bruce Abraham: A Journey to the Heart of Three Faiths (c. 2005 William Morrow)
Study Questions and/or Discussions Prompts for Students:
1. Is there a case to be made that one must be able to trace his/her lineage back to the Ancient Hebrews in
order to actually claim to be one of God’s Chosen People?
2. Considering that the “Tribes of Israel” were scattered among many nations, do you think the Jews ought to
be considered God’s “chosen few”?
3. Does being set apart as the Chosen People mean that the Jews are superior to any other group of people?
4. Can someone be Jewish if they do not practice Judaism?
5. Is it possible to be Jewish and not know it?
6. What are the requirements of Jewishness?
7. Is or can the practice of Judaism and the status of the Chosen Few be two different things?
Written Assignments and/or other Assessment Instruments:
1. Students will be divided into three different groups and a team leader will be appointed. Each team leader
will then draw straws to determine which group will discuss/make the case for various views of “God’s Chosen
Few” from the perspective of:
1. Orthodox Judaism
2. Conservative Judaism
3. Reform/Revisionist Judaism
[*Note that there are other groups and we will discuss those briefly]
2. Each student will write a 5-7 page essay based on the results of the group discussions. Students will not be
required to write about the view their particular group presented; they will be able to choose whichever view
they want to support or refute.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Patrick Meegan
Humanities Discipline: World History
Date: October 30, 2015
World Religion: Judaism
Teaching Module Title: The Origins of Judaism and the Jewish People, Part 1
***Teaching Module Goals:
1. Introduce students to the basic religious scriptures and Jewish origins
2. Examine the cultural and political environment as Judaism formed
3. Familiarize students with the concepts of Covenant, Law, and Prophets
***Assigned Readings and/or Websites:
Bowker, World Religions, “Judaism” chapter
Duiker and Spielvogel, The Essential World History Volume I: To 1800, Chapter 1
Readings on Covenants with Abraham and Moses: Genesis 12-17; Exodus 19-24
Readings from Isaiah Chapters 56-58 – God’s call to virtue, and God’s promise through the Prophets extended
to all who act in faith
Readings from Exodus 20-24 – God’s Law given to the Jewish people
***Study Questions and/or Discussions Prompts for Students:
1. Who were the Patriarchs? Give a one-sentence explanation of what each did.
2. What are the three major components of the Hebrew Bible, and what languages is it written in? What
language family is this a part of?
3. What is the Torah?
4. What is a mark of being Jewish for males? Explain the origin and practice of this tradition.
5. How was God’s Law given to the Jewish people? Cite Biblical sources.
***Written Assignments and/or other Assessment Instruments:
Come to class with typed response to these questions. We will discuss the answers together in preparation for
a quiz, which will be given during the following class.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Joshua M. Phillippe
World Religion: Judaism
Humanities Discipline: Art History
Date: October 30, 2015
Teaching Module Title: Judaism and the Temple Mount
Teaching Module Goals:
1. Introduce students to central themes of Judaism and important keystone moments in Jewish history.
2. Familiarize students with concepts of Galut, anti-Semitism and the Shoah.
3. Further learning on the vast religious and political history of the Temple Mount and the course of empire.
Assigned Readings and Websites:
John Bowker, World Religions, “Judaism”, emphasis on pages 124-131, 145-147.
Joshua Hammer, Smithsonian Magazine, “What is Beneath the Temple Mount?” April 2011
http://www.smithsonianmag.com/history/what-is-beneath-the-temple-mount-920764/?no-ist
Study Questions and/or Discussions Prompts for Students:
1. What is the building where Jews pray together called?
2. What is the Torah?
3. What are the two major divisions of European Judaism?
4. What is the Galut and why it is important?
5. What is anti-Semitism and how did it lead to the Shoah?
6. The Ten Commandments by Lucas Cranach the Elder (pg. 128) is a rich 16th century, northern Renaissance
work depicting the laws of Moses. Although this is a Christian painting it speaks to the vast influence of
Judaism on the western world. Notice the clear organization of the laws and the experimental use of linear
perspective. Be able to discuss details in class.
7. The White Crucifixion by Marc Chagall (pg. 146) is a complicated painting dealing with the Shoah by a
Russian-Jewish artist. Examine this work and be able to discuss its imagery and controversy.
Be able to supply the answers to these short questions and participate in a conversation on the two paintings for next
class. Also, bring a print-out of the essay assignment on the following page.
Written Assignments and/or other Assessment Instruments:
After reading John Bowker’s Chapter on Judaism and the Smithsonian article on current excavations in Jerusalem
complete the following assignment:
Write an essay that examines the history of “The Temple Mount” in the city of Jerusalem.
Discuss the speculative layout of the original Jewish Temple and the significance of each “precinct” as explored
in Bowker’s “World Religions” on page 131.
What monuments decorate the Temple Mount today (Smithsonian article)?
What other religious traditions or imperial powers have left their mark on the site?
What challenges have modern archeologists faced throughout the current excavation?
Detail from the Arch of Titus depicting looted relics from the Jewish temple’s destruction in 70 CE.
Do you remember this image from our discussion on Roman monuments? What did the spoils of this conflict fund?
World Religions in Greater Indianapolis Teaching Module
Teacher: Joe Skvarenina
Discipline: Humanities
Date: October 29, 2015
World Religions: Judaism Part 1
Goal:
Discuss Foundations of Jewish Religious Traditions
Readings:
Genesis, Chapters 1-17; Exodus 19; World Religions by John Bowker pp. 124-145
Discussion Prompts:
What is the Tenach? How does it differ from the Christian Bible?
What is the Torah?
What is the Covenant?
How have Jewish immigrants understood the concept of God's chosen people? Be sure to note the debates.
What are the 10 Commandments? Are these the only mitvot (commandments) in the Torah?
Name three major themes of Jewish ethics.
Name three major rituals of Judaism.
Assignment:
For World History 111:
Write a 5-7 page paper outlining major Jewish rituals, ethics, and doctrines by citing both the relevant
passages in the Torah and our background reading in Bowker’s textbook.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Allen Smith
Humanities Discipline: U. S. History II
World Religion: Judaism
Teaching Module Title: Jewish Religious Traditions
Date: 10/30/2015
Teaching Module Goals:
1. Introduce students to the United States position on Jewish immigration during the 1930s.
2. Discuss the Roosevelt administration understanding of the issues concerning the Holocaust.
3. Familiarize students with the factors which contributed to the lack of action by the United States concerning the
plight of European Jews during World War II.
4. Introduce students to the origins and development of the Zionist movement and its impact on the War effort,
1939-1945
Assigned Readings and/or Websites:
Bowker, J. (2006) World Religions, “Judaism” p. 125, 146-147
Henretta, et. Al, (2015) America A Concise History, Vol 2: Since 1865, 6th ed., p. 718
Smith, et. Al., (2012) Crossroads and Cultures, p. 945-947
Bentley, Ziegler, (2011) Traditions & Encounters, A Global Perspective on the Past, 5th ed., p. 850-852
Smith, (2013), Palestine and the Arab-Israeli Conflict, 8th ed. , p. 26-37, 164-177
Study Questions and/or Discussions Prompts for Students:
1. Explain the significance of each of the following in relation to return of Jews to the homeland as discussed
on pages 144-145 of the Bowker book:
a. Soviet Jewry
b. Europe
c. Babylonia
d. Egypt
e. Ethiopians
2. Explain the significance of each of the following in relation to the Holocaust as discussed on pages 146-147
of the Bowker book:
f. Early Attacks
g. Destruction of Jewish Settlements
h. Jewish Refugees
i. Kristallnacht
j. Destruction of the Jewish Religion
k. The Crematoria
Written Assignments and/or other Assessment Instruments:
Discuss the historical significance of the city of Jerusalem for Jews.
Discuss the factors comprising the United States’ response to reports related to the persecution of Jews by the Germans.
Discuss the role of Theodor Herzl in the rise of the Zionist Movement
World Religions in Greater Indianapolis Teaching Module
Art Appreciation ARTH110
Instructor: Joanna Wos
Jewish Religious Traditions and Sacred Texts Module
GOAL:
To explore why one of the most sacred precepts of Judaism is not reflected in the art of the earliest important
synagogue found at Dura Europos.
ASSIGNED READINGS:
Exodus: 20.4, 20.5, 20.23
Goodenough, E. R. (1988) Jewish Symbols in the Greco-Roman Period. Abridged edition. Bollingen
Series. Princeton University Press. Pp. 249-265
Grossman, G.C. (1995). Jewish Art. Hugh Lauter Levin Associates, Inc. Pp. 19, 24.
Julius, A. (2000) Idolizing Pictures: Idolatry, iconoclasm and Jewish art. Thames & Hudson. pp. 34-42.
Matheson S.B. (1982). Dura Europos: The ancient city and the Yale collection. Yale University Art Gallery.
Silver, C. (August 11, 2010). Dura-Europos: Crossroad of cultures. Archaeology.
http://archive.archaeology.org/online/features/dura_europos/
Young, P. (July 2014). Dura Europos: Findings at a desert site in eastern Syria shed light on pagan, Jewish
and early Christian religions. History Today. 64(7).
Young, P. (1997.) Return to Dura Europos. History Today. 47(11), 31.
STUDY QUESTIONS:
1.
2.
3.
4.
5.
6.
What does aniconic mean?
What are the written sources that established Judaism as an aniconic religion?
What and where is Dura Europos?
Why are the images in the synagogue at Dura Europos so significant?
Describe, in general terms, the program of images on the western wall of the synagogue.
What do scholars think are some of the influences that caused these unexpected images?
ASSIGNMENT:
Write a one page narrative, incorporating the answers to the study questions, discussing the importance of the
synagogue at Dura Europos in Jewish art.
INSTRUCTOR RESOURCES:
Chi, J.Y. and Heath, S. (2011) Edge of Empires: Pagans, Jews and Christians at Roman Dura-Europos. Institute for the
Study of the Ancient World. New York University.