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wh07_te_ch01ca_s03_s.fm Page 28 Tuesday, October 25, 2005 3:36 PMwh07_se_ch01ca_s03_s.fm SECTION 3 Standards-Based Instruction Standards-at-a-Glance • History-Social Science Students have learned about Greek and Roman principles. Now they will study some moral and ethical principles of Judaism. • Analysis Skills CS3 Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. • English-Language Arts Writing 2.4 L3 Ask students what Judaism is. (the religion of the Jews) Then ask where Jewish religious laws are written down. (the Hebrew Bible; the Torah; the Old Testament) Set a Purpose ■ L3 WITNESS HISTORY Read the selection aloud or play the audio. AUDIO Witness History Audio CD, God’s Promise Ask What is the agreement between God and the people of Israel? (God will help the Israelites increase their numbers and will give them land in return for obedience to God’s laws.) Ask students to predict whether the Israelites would always obey God’s laws. ■ Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 3 Assessment answers.) ■ Preview Have students preview the Section Standards and the list of Terms, People, and Places. ■ Have students read this section using the Structured Read Aloud strategy (TE, p. T21). As they read, have students fill in the table showing events in the history of the Jews. Reading and Note Taking Study Guide, p. 10 28 Sources of the Democratic Tradition 3 WITNESS HISTORY AUDIO God’s Promise According to the Hebrew Bible, God made an agreement with Abraham, who was the father of the people of Israel. Here God restates that agreement to Abraham’s children: will fulfill the oath which I swore to Abraham your “ Ifather. I will multiply your descendants as the stars of heaven, and will give to your descendants all these lands; and by your descendants all the nations of the earth shall bless themselves: because Abraham obeyed my voice and kept my charge, my commandments, my statutes, and my laws. Lithograph, or print, of Abraham ” Focus Question Why did the concept of law mean so much to the Jewish people? Principles of Judaism Standards Preview Prepare to Read Build Background Knowledge Page 28 Tuesday, July 12, 2005 3:50 PM H-SS 10.1.1 Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Terms, People, and Places Jerusalem Abraham Moses monotheistic covenant Sabbath prophet ethics diaspora Reading Skill: Understand Effects The writer’s of the Hebrew scriptures believed that obedience to God’s laws brought positive effects. Disobedience brought negative effects. As you read, keep track of positive and negative events in the history of the Jews. List the events in a chart like the one below, arranged in chronological order. Positive Events Negative Events In 63 B.C., Rome conquered yet another outpost of the Greek world in the eastern Mediterranean. The Roman general Pompey marched his army into Palestine and captured Jerusalem, the capital of the independent Jewish state of Judea. A Jewish family of priestly kings had ruled Judea for about a century. Now Pompey turned Judea into a Roman province. Unlike other peoples of the Roman empire, the Jews prayed to just one God for guidance and protection. Their unique relationship with their God helped shape the history of the Jews. Their ancient beliefs evolved into Judaism, one of the world’s main faiths. The ancient history of the Jews helps explain how Jews became worshippers of one God, even in the face of Roman persecution. Early History of the Jews The Jews of ancient history were known as Hebrews or Israelites (people of Israel). Much of what we know about them comes from the Torah, their most sacred text. The story begins with a man named Abraham. A Migrating People According to the Torah, Abraham lived near Ur in Mesopotamia. About 2000 B.C., he and his family migrated, herding their sheep and goats westward into a region called Canaan. (Canaan and Palestine refer to roughly the same region, whose boundaries shifted over time. These names are derived from the occupants of the region—Canaanites and later invaders known as Philistines. The Israelites would give it a third name, Israel.) Here, near the eastern Mediterranean coast, Abraham founded the Israelite nation. Vocabulary Builder Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 1, p. 7; Teaching Resources, Skills Handbook, p. 3 High-Use Word invoke, p. 30 Definition and Sample Sentence vt. to call on a god for help and support To help ensure a good harvest, Roman farmers would invoke the gods of rain and fertility. wh07_te_ch01ca_s03_s.fm 29 July Tuesday, wh07_se_ch01ca_s03_s.fm Page 29Page Tuesday, 12, 2005October 3:50 PM25, 2005 3:57 PM A famine later forced many Israelites to migrate to Egypt. They spent more than 400 years there, much of it as enslaved workers. An Israelite named Moses finally led his people in their exodus, or escape, from Egypt. In time, the Israelites made their way back to Canaan. Teach Early History of the Jews H-SS 10.1.1 The Kingdom of Israel By 1000 B.C., the Israelites had set up, in Canaan, a kingdom called Israel. David, a strong and clever king, united the feuding Israelite tribes into a single nation. David’s son Solomon turned Jerusalem into an impressive capital, with a splendid temple dedicated to God. Solomon won fame for his wisdom and understanding. He also tried to increase Israel’s influence by negotiating with powerful empires in Egypt and Mesopotamia. L3 Instruct Division and Conquest Israel paid a heavy price for Solomon’s ambitions. His building projects required such high taxes and so much forced labor that revolts erupted soon after his death about 922 B.C. The kingdom then split into Israel in the north and Judah in the south. Weakened by this division, the Israelites could not fight off invading armies. In 722 B.C., Israel fell to the Assyrians, warriors from Mesopotamia who used iron weapons. The Babylonians, also from Mesopotamia, later displaced the Assyrians. In 586 B.C., Babylonian armies captured Judah. Their ruthless king, Nebuchadnezzar, destroyed the great temple. He forced many Israelites into exile near Babylon. Years later, when the Persian ruler Cyrus conquered Babylon, he freed the Israelites from captivity. Many returned to their homeland, which became known as Judea, and they became known as Jews. There they rebuilt a smaller version of Solomon’s temple. Yet, like other groups in the region, they continued to live under Persian rule. Standards Check What role did migration play in the history of the Israelites? H-SS 10.1.1 God’s Covenant With the Israelites You have just read an outline of Israelite history. To the Israelites, history and faith were interconnected. They did not separate their religious beliefs from their social, economic, or political lives. Each event in their history reflected God’s plan for them. In time the Israelites came to see themselves as a religious group. They began to collect their stories in what would become the Hebrew Bible. The religion we know as modern Judaism began after many of the exiles returned from Babylon to Palestine. The Western Wall Today, the Western Wall in Jerusalem is all that remains of the great temple of the Israelites. Here, Jewish men gather at the wall to pray. Why do you think the Western Wall is sacred to Jewish people around the world? One God The beliefs of the Israelites differed in basic ways from those of nearby peoples. The Israelites were monotheistic, believing in one God. Their belief in this one God dominated their lives. At the time, most other people worshiped many gods. A few religious leaders spoke of a single powerful god. However, their ideas did not have the lasting impact that Israelite beliefs did. ■ Introduce: Key Terms Ask students to find the name Moses (in blue) in the text and explain who he was, according to the Torah. Point out that exile and the return to Canaan, or Palestine, are recurrent themes in Jewish history. Ask students what else they might have read about Moses. (Sample: He received the Ten Commandments from God.) ■ Teach Explain that the Torah, the Jews’ most sacred text, is the main source for the history of the Israelites. Ask According to the Torah, who founded the Israelite nation? (Abraham) What other peoples ruled over the Israelites? (the Egyptians, Assyrians, Babylonians, and Persians) Which of these dominant groups treated the Israelites poorly? (The Egyptians enslaved them; the Babylonians forced many of them into exile.) ■ Quick Activity Have students create a timeline on the board of the early history of the Jewish people. You may wish to have them add entries to their timeline as they move through the section. Independent Practice Ask students to work in groups to learn more about the Western Wall in Jerusalem. Ask each group to prepare a short presentation for the class. Monitor Progress As groups of students research and write their presentations, circulate to make sure they are locating information about the wall. History Background Dead Sea Scrolls In 1947, Bedouin shepherds discovered several ancient scrolls rolled up in jars in desert caves near the Dead Sea. In the years that followed, further searches by archaeologists turned up hundreds more leather and papyrus manuscripts and fragments of manuscripts left in the area by a Jewish community nearly 2,000 years ago. Written in Hebrew, Aramaic, and Greek, the Dead Sea Scrolls, as they came to be called, comprise a variety of documents, including many parts of the Hebrew Bible. The manuscripts provide valuable historical evidence of Jewish religious beliefs and worldview during the Hellenistic and early Roman periods of Jewish history. Answers Their history is a series of migrations, including Abraham’s journey to Canaan, the exodus from Egypt, and the Babylonian captivity. Caption Sample: It is both a historic and current symbol of their faith. Chapter 1 Section 3 29 wh07_te_ch01ca_s03_s.fm Page 30 Tuesday, October 25, 2005 3:57 PMwh07_se_ch01ca_s03_s.fm God’s Covenant with the Israelites H-SS 10.1.1 Page 30 Thursday, August 11, 2005 11:13 AM Vocabulary Builder L3 invoke—(in VOKE) vt. to call on a god for help and support Instruct ■ ■ ■ Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition. Ask students what historical circumstances might have caused the Israelites to invoke God. (the famine and resulting migration to Egypt, enslavement in Egypt, exodus from Egypt, warfare) Teach Point out to students the vital importance for the Israelites of the covenant with God. Ask How does the Torah present this covenant? (as a binding agreement by which God promises to protect the Israelites, or Jews, and provide them a homeland in return for obedience to God’s laws) How is the Torah related to the covenant? (According to Jewish belief, the Torah incorporates God’s laws.) The ancient Israelites prayed to God to save them from their enemies. Many other ancient peoples had also invoked particular gods as special protectors. They thought, however, that such gods remained tied to certain places or people. By the time of Isaiah, the Israelites expressed belief in one God as supreme. The Chosen People The Israelites believed that God had made a covenant, or promise and binding agreement, with Abraham and his descendants: Primary Source will make nations of you, and kings shall come forth from you. And I will “ Iestablish my covenant between me and you and your descendants after you The Dead Sea Scrolls The Dead Sea scrolls were discovered between 1947 and 1956 in 11 caves near the shore of the Dead Sea. They include over 900 documents, many of which are in fragments. The scrolls appear to be the library of a Jewish group who hid them during the war between the Jews and the Romans. Below, two researchers study the scrolls with the aid of digitally-enhanced images. throughout their generations for an everlasting covenant, to be God to you and to your descendants after you. And I will give to you, and to your descendants after you, the land of your sojournings, all the land of Canaan, for an everlasting possession; and I will be their God. —book of Genesis ” God promised not only to protect the Israelites but also to provide them a homeland. To the Israelites, Canaan became this “promised land.” To fulfill their part of the covenant, the people of Israel believed that they had to remain faithful and obedient to God. The Israelites also believed that God had chosen them to spread God’s teachings among all the nations of the world. Therefore, the Israelites and later the Jews saw themselves as God’s “chosen people.” The Torah Early in their history, the Israelites realized how important it was for them to obey God’s laws. As a result they developed the Torah, their most sacred text, as a record of God’s teachings. In Hebrew Torah means “instruction.” The Torah consists of five books—Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. These writings, the first five books of the Hebrew Bible, give an early account of the Israelites. For example, the book of Genesis tells how God told Abraham to leave his home in Ur and migrate to Canaan. The book of Exodus tells how God commanded Moses to lead the Israelites out of slavery in Egypt. The Torah can be read as a history, yet it is much more. Incorporated within the stories are God’s teachings, the laws that Jews believe must be obeyed in order to fulfill the covenant between God and his chosen people. Those teachings set a strict moral standard for the Jews. Both Abraham and Moses, models of faithfulness, sought to carry out God’s commandments. The meaning of the word Torah goes beyond the written Torah of the five books. It also includes the oral Torah. The oral Torah consists of unwritten laws as well as commentaries on the written Torah. Those commentaries arose through many generations of discussion by Jewish scholars and rabbis. The oral Torah added an element of flexibility to Judaism, allowing it to adapt to changing circumstances. Analyzing the Visuals Direct students to the photos on this page. Tell them that the Dead Sea Scrolls contain parts of all but one book of the Hebrew Bible and that they have had a great impact on scholarly study of the Bible and Jewish history. Point out that scholars are still working to restore and read all the scrolls. Ask Why do you think work on the scrolls has taken more than 50 years? (The bulk of the ancient scrolls, written mainly on leather and papyrus, consist of small, brittle fragments that must be handled with great care. Advances in technology will probably aid scholars in their analysis.) Independent Practice Viewpoints To help students better understand the Hebrew Bible, have them read The Dead Sea Scrolls and complete the worksheet. Standards Check How did the Jews’ beliefs differ from those of other nearby peoples? H-SS 10.1.1 Teaching Resources, Unit 1, p. 12 Monitor Progress To review the section so far, ask students to reread the black headings and summarize the information under each one. Solutions for All Learners L1 Special Needs Answer Jews believed in one God. They believed that they had to uphold a covenant with God to obey God’s laws. 30 Sources of the Democratic Tradition L2 Less Proficient Readers Invite students to create a web diagram to show information about the Torah. Start by having them read the subsection titled “The Torah.” They should then write the word Torah in a center circle and begin connecting details to it such as “written Torah” and “oral Torah.” Encourage students to show as much detail about the Torah as they can. They should be able to use their L2 English Language Learners diagrams to discuss or present an oral report about the Torah. Adapted Reading and Note Taking Study Guide ■ Adapted Note Taking Study Guide, p. 10 ■ Adapted Section Summary, p. 11 wh07_te_ch01ca_s03_s.fm 31 Tuesday, wh07_se_ch01ca_s03_s.fm Page 31Page Thursday, July 7, 2005October 1:24 PM25, 2005 3:57 PM Teachings on Law and Morality Teachings on Law and Morality/The Scattering of the Jews H-SS 10.1.1 From early times, the concept of law was central to the Israelites. The Torah set out many laws. Some dealt with everyday matters such as cleanliness and food preparation. Others defined criminal acts. The Torah also established moral principles. Instruct The Ten Commandments According to the book of Exodus, Moses and the Israelites stopped at Mount Sinai on their way from Egypt to Canaan. There, God renewed the covenant and gave the Ten Commandments directly to Moses. This set of ten basic moral laws lies at the core of Judaism. For his role in bringing these Commandments to his people, Moses became “lawgiver” to the Jews. The Torah, in which the Ten Commandments appear, is also known as the five books of Moses. The first four Commandments stress religious duties of the individual toward God, such as keeping the Sabbath, a holy day for rest and worship. The rest set out rules for individual conduct toward other people. They include “Honor your father and mother,” “You shall not murder,” and “You shall not steal.” ■ Introduce: Key Terms Ask students to find the key term ethics (in blue) in the text and define it. Encourage students to consider what kinds of statements might appear in a code of ethics for their school. Write their responses on the board. ■ Teach Explain that the Israelites saw a strong link between law and morality. Ask What are some of the laws that Jews obeyed? (each of the Ten Commandments; other laws dealing with everyday matters or criminal acts) What important role did the prophets play in keeping Jews obedient to God? (They cautioned Jews to act ethically, reminding them that to do otherwise is to break the covenant and risk tragic consequences.) What democratic traditions echo the preaching of Jewish prophets? (political equality and the rule of law) ■ Quick Activity Ask students to consider how Jews in the Diaspora kept their culture and religion alive. Divide the class into groups to discuss this question briefly and come to some conclusions. Then lead a discussion. (Sample: They carried with them their sacred scriptures.) The Seven Universal Laws The Ten Commandments spell out fundamental laws that God expects Jews to follow. A similar set of rules, called the Seven Universal Laws, applied to all people, not just Jews. Like the Ten Commandments, they include prohibitions against murder and robbery. One of the laws differs, however. It commands people to establish courts to enforce the other laws. This idea of universally accepted moral and ethical principles backed by a system of justice is a source of the modern concept of basic human rights in international law. An Ethical Worldview Jews have a responsibility to obey God’s laws. Yet they also have the freedom to make individual moral choices— even if they choose to disobey the law. According to the Biblical text, disregard for the law brings punishment from God. The ancient Jews linked periods of widespread disobedience with tragic historical events. Often in Jewish history, spiritual leaders emerged to interpret God’s will. These prophets, such as Isaiah and Jeremiah, warned that failure to obey God’s law would lead their people to disaster. For example, Isaiah, who lived in Judea in the 700s B.C., predicted the catastrophe that came in the form of the Assyrian invasion. He pleaded with the Israelites to avoid this tragedy by returning to the standards of behavior acceptable to God. Other prophets also preached a strong code of ethics, or moral standards of behavior. They promoted not only personal morality but a morally just community, calling on the rich and powerful to protect the poor and weak. The book of Genesis declares: “God created man in his own image.” This idea later passed into Western culture as political equality, or equality before the law. Unlike many ancient societies whose people looked on their ruler as a god, Jews saw their leaders as fully human and bound to obey God’s law. In this way, Judaism contributed to the rise of another important democratic concept, the rule of law. L3 Moses the Lawgiver This sculpture of Moses by Michelangelo shows the Israelite leader holding the stone tablets upon which the Ten Commandments were inscribed. This set of ten moral laws lies at the core of Judaism. Standards Check What is the source of basic moral laws that Jews must obey? H-SS 10.1.1 Independent Practice Invite students to create a short slogan whose message reflects Jewish teachings on law or morality. Monitor Progress ■ As students create their slogans, circulate to make sure they are focusing seriously on relevant Jewish teachings. ■ Check Reading and Note Taking Study Guide entries for student understanding. History Background The Ten Commandments The Hebrew Bible tells how Moses received the Ten Commandments on two stone tablets directly from God. When Moses returned to where the rest of the Israelites had camped, he found that they had abandoned their faith. Moses shattered the two tablets. God then commanded him to carve two new tablets, on which the same words were inscribed. These tablets were later placed in a gold-plated wooden chest called the Ark of the Covenant. After the Israelites finally settled in Canaan, they occasionally carried the Ark—a symbol of God’s power—into battle. Eventually, King David returned the Ark and the tablets to Jerusalem, where his son Solomon put them in a sacred room inside the temple. Nobody knows where the Ark of the Covenant is today. Answer the Ten Commandments, found in the Torah’s Book of Exodus Chapter 1 Section 3 31 wh07_te_ch01ca_s03_s.fm Page 32 Tuesday, October 25, 2005 3:57 PMwh07_se_ch01ca_s03_s.fm Page 32 Tuesday, July 12, 2005 3:54 PM The Scattering of the Jews Assess and Reteach Assess Progress L3 ■ Have students complete the Section Assessment. ■ Administer the Section Quiz. Teaching Resources, Unit 1, p. 4 ■ To further assess student understanding, use Progress Monitoring Transparencies, 3 Reteach If students need more instruction, have them read the section summary. Reading and Note Taking L3 Study Guide, p. 11 The Plunder of the Temple in Jerusalem After defeating the Jewish people in battle in A.D. 70, Roman soldiers carried off precious objects from the temple. Adapted Reading and L1 L2 Note Taking Study Guide, p. 11 Spanish Reading and Note Taking Study Guide, p. 11 Extend L2 L4 Ask students to look through newspapers or newsmagazines to find stories about political conditions in modern Israel and Palestine. Invite students to apply what they have learned in this section of the text by writing an essay about the IsraeliPalestinian conflict and the search for peace. In their essay, they should address both sides of the issue. Answer It began with the exile to Babylonia, after which some Jews chose not to return to Canaan. Standard H-SS 10.1.1 E-LA W 2.4 The Babylonian Captivity, in 586 B.C., marked the start of the diaspora (dy AS pur uh), or scattering of the Jews. When the captivity ended, not all Jews returned to Canaan. Some stayed in Babylon, and others migrated elsewhere in the Middle East and Mediterranean regions. Jews in Canaan lived under Persian and Hellenistic rulers until the 100s B.C., when a Jewish family formed an independent kingdom. Then Pompey and the Romans arrived, as you have read. Influenced by Hellenism, some Jews had taken up Greek ways. Others had resisted cultural change, keeping traditional Jewish customs. Those two groups often clashed. In this tense atmosphere, new Jewish groups arose. One of those groups developed under the followers of a Jew named Jesus and became a new religion, Christianity. Roman mismanagement led to further disturbances throughout the region. In A.D. 66, sporadic incidents turned into a full-blown Jewish revolt against Roman rule. Four years later, the Romans destroyed the Jewish temple in Jerusalem. By the time of the revolt, the number of Jews outside Canaan far exceeded those living in the homeland. The scattering of the Jews continued through the following centuries and Judaism spread through the Middle East and into Europe. Still, for Jews everywhere Canaan, later called Palestine, remained the center of their culture and religion. Assessment 2, 3, 4, 5, 6 Quick Write Section 3 Assessment 1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section. 2. The Jewish faith was based on a covenant with God in which they agreed to obey God’s laws. They associated the failure to obey those laws with tragic historical events. 3. Sample: The Israelites migrated in and out of their homeland. 32 Sources of the Democratic Tradition Standards Check How did the scattering of the Jewish people H-SS 10.1.1 begin? 3 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. 2. Reading Skill: Understand Effects Use your completed chart to answer the Focus Question: Why did the concept of law mean so much to the Jews? Standards Monitoring Online For: Self-quiz with vocabulary practice Web Code: mza-0133 Comprehension and Critical Thinking 3. Make Generalizations How could you characterize the history of the Israelites in a single sentence? 4. Analyze Information How is the Torah related to the covenant? 5. Determine Relevance What important democratic ideas did Judaism promote through its ethical view of the world? 6. Synthesize Information How did the breaking of the covenant bring about the diaspora? 4. The Torah explains the covenant, describes historical events related to the covenant, and presents God’s teachings, or laws, which Jews must follow to avoid breaking the covenant. 5. Judaism promoted equality and the rule of law. 6. military defeat, first by the Babylonians and later by the Romans z Writing About History Quick Write: Use Valid Logic Think about how the prophet Isaiah might have tried to persuade the Israelites to return to standards of conduct acceptable to God. What valid, logical points might he have made in order to get them to change their behavior? ● Writing About History Students should present valid, logical points to describe how widespread, unacceptable conduct leads to tragic consequences. For additional assessment, have students access Standards Monitoring Online at Web Code mza-0133.