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Judaism Part 2 Unit 5 Title: The Jewish Bible Year: What this unit contains The Torah is part of the Jewish Bible. Types of writings in the Jewish Bible. The Ten Commandments - focus on the first 4; Story of David and Goliath; Psalms; proverbs. Study of the Torah. The festival of Simchat Torah. Where the unit fits and how it builds upon previous learning This unit build upon work covered in all 4 previous units of Judaism 1 and 2 and is the final Judaism unit for the Primary phase. Extension activities and further thinking Pupils might consider books that have special significance in their own lives and those of others in the school community. Pupils could look at other Psalms, e.g. 66; 100; 121. It extends the work on the giving of the law in Unit 4 and so units 4 and 5 need to be taught in close proximity. Vocabulary Bible Jewish Torah respect SMSC/Citizenship Mantle scroll scribe Simchat Torah Psalm Commandment law proverb David Goliath Southwark Education Agreed Syllabus for Religious Education Sources of authority in different parts of the community. Rules and laws by which people live The concept of a sacred text Information sheet Page: 1 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 1 Learning objectives Pupils should: know about books that have authority in people's lives; A T 1 √ know that the Torah is only part of the Jewish Bible; know that the Jewish Bible contains laws by which Jews are expected to live. A T 2 Focus for assessment Recall what has already been covered about the Torah. Explain that this is only part of the whole 'Jewish Bible'. If this unit is taught e in years 5 or 6 you could introduce pupils to the name for the Jewish Bible- the Tenakh. √ √ Suggested teaching activities √ √ Talk about books that are important to members of the class and why. Encourage pupils to consider the difference between a book that is a 'good story' or a 'useful reference' and a book which 'has authority'. You could link to secular examples e.g. the Highway Code. Sensitivities, points to note, resources Resources First 4 Commandments sheet http://www.holidays.net/sh avuot/ten.htm http://jewish.com/holidays/ ten.shtml Highway Code Recall what has already been learned about the Ten Commandments. Explain that the first 4 set out how Jews should behave towards God. Look at the Ten Commandments Sheet and discuss what these mean to Jewish people, i.e. One God - no idols - no swearing or blasphemy - day of rest. What is an idol - when is swearing blasphemy? Recall what is known about a day of rest linking to Shabbat and beliefs about creation. √ Record which commandment each pupil thinks is hardest to keep and why. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 2 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 2 Learning objectives Pupils should: Know some of the other rules followed by Jewish people. A T 1 A T 2 √ √ √ Suggested teaching activities Focus for assessment Sensitivities, points to note, resources Recall laws from previous units: Ten Commandments; Kashrut (kosher); Shabbat rules; rules for animals. Resources Tallit - Prayer shawl. Drawing materials. Discuss why rules are needed in school / in the country / in the world. Rules from previous units summarised for pupils as necessary. Show pupils a Tallit (prayer shawl) and point out the tassels. Explain that these follow one of 613 rules that Jews are expected to follow - all of which are written in the Jewish Bible. √ √ Considering some of the good reasons for rules they have found out about. Draw the prayer shawl and on their drawing write: a) rules that they know that Jews are expected to keep; b) 2 good rules that they feel everyone should keep. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 3 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 3 Learning objectives Pupils should: know that the Jewish Bible contains more books than those in the Torah; A T 1 A T 2 Suggested teaching activities Focus for assessment Discuss an anthology as a collection of stories / poems etc. Recap what the Jewish special books contain: a) History stories, e.g. creation, story of Moses; b) Rules, e.g. the Ten Commandments, rules of Kashrut. √ √ Introduce the story of David and Goliath, a story not found in the Torah. (it is about history after the Torah)Tell or read the story. What is surprising in it? know the story of David and Goliath. √ √ Talk about the roles played by different people in the story, link to roles of members of the community even the smallest has an important contribution to make. Discuss bullying in the story and relate to bullying in school. √ Consider David's qualities. Talk about what made David courageous in a time of real danger? Link to his faith in God and his desire to save his country. √ Create the script for a radio interview with David or a newspaper article - 'The fall of Goliath!' √ Sensitivities, points to note, resources Resources Book Re-Tell Stories Vol 1 South London Multifaith & Multicultural Resources Centre. Story of David and Goliath. Flag of Israel. http://www.virtualchurch.o rg/david.htm Link David to the flag of Israel - the Star of David. Explain that he grew up to be the King of Israel and some say he had this symbol on his shield. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 4 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 4 Learning objectives Pupils should: know that the Jewish Bible contains more books than those in the Torah; know that the Psalms are songs or hymns; A T 1 A T 2 Suggested teaching activities √ Recap work from previous lesson. √ Introduce Psalm 23 as one written by David. Take the class through the words of Psalm 23 and the modern version of the psalm and then individually or in pairs pupils should complete the question sheet. Focus for assessment Sensitivities, points to note, resources Resources Psalm 23 – 2 versions. Psalm 23 question sheet. http://www.interviewwithg od.com/psalm23.htm http://www.essex1.com/pe ople/paul/psalm23.html Feedback to the class. know Psalm 23 is a Psalm traditionally though to be written by King David. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 5 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 5 Learning objectives Pupils should: know that the Jewish Bible contains more books than those in the Torah; A T 1 A T 2 Suggested teaching activities √ Recap knowledge of types of literature found in the Jewish Bible. √ Read a proverb and ask how it is different from a Psalm – Psalms are poems which are often sung, proverbs are wise sayings. know that proverbs are sayings that contain meaning and express values. Focus for assessment Resources Examples of proverbs (select those most useful for your class). Chapters / verses Proverbs 3:5 Proverbs 10:1 Proverbs 10:4 Proverbs 13:20 Proverbs 12:18 Discuss other examples- e.g.: ‘Look before you leap’ ‘Don’t count your chickens before they hatch.’ Discuss the meanings and the ‘advice’ they give people. √ Sensitivities, points to note, resources Take some examples from proverbs, then start with opposites such as: love/hate; wise man / foolish man; truth/ lies; hardworking/lazy. Using such a pair make up your own proverbs. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 6 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 6 Learning objectives A T 1 A T 2 Suggested teaching activities Focus for assessment Discuss what it is like to not be thanked for a gift or a kind deed. As a class agree one / two reasons why it is important to say thank you. Level 2Attainment target 1 Pupils use religious words & phrases to identify some features of religion & importance for some people. Pupils suggest meanings for religious actions & symbols. Attainment target 2 Pupils respond sensitively to questions about their own and others’ experiences and feelings. Sensitivities, points to note, resources Assessment Levels Pupils should: know that the Torah is seen as a precious gift which is celebrated in the synagogue and at the festival of Simchat Torah; know the importance and value of expressing gratitude. √ √ Explain that the Jews thank God for giving them the Torah during a festival called Simchat Torah. √ Explain that sections of the Torah are read every week in the synagogue and that this takes a full year to complete - the festival marks the start an end of the readings. √ What do people do? Research - (They sing, dance, wave flags, carry the scrolls around.) Make a thank you flag for the festival using symbols and images from previous knowledge. √ √ Make a personal thank you flag for something in school and celebrate together. Assessment task Explain how the Torah and other Jewish holy books guide Jewish life and how the festival of Simchat Torah shows how Jews feel about the Torah. Southwark Education Agreed Syllabus for Religious Education Level 3 Attainment target 1 Pupils use a developing religious vocabulary. They make links between beliefs & sources, including sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression. Attainment target 2 Pupils ask important questions about religion and beliefs, making links between their own and others’ responses. Resources http://www.uahc.org/ho lidays/simchat.shtml http://www.perpetualpr eschool.com/holiday_t hemes/jewish/simchat _torah_art.htm http://education.cant.a c.uk/renet/Judaism/sim .html Level 4 Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings & experiences They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression. Attainment target 2 Pupils suggest answers to questions of identity, belonging, meaning, purpose, truth, values & commitment. Information sheet Page: 7 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 1 Commandments One to Four: How to worship God First "I am The Lord your God, Who brought you out of the land of Egypt, out of the house of bondage. You shall have no other gods before Me." Second "You shall not make for yourself a graven image, or any likeness of anything that is in heaven above, or that is in the earth beneath, or that is in the water under the earth; you shall not bow down to them or serve them; for I The Lord your God am a jealous God, visiting the iniquity of the fathers upon the children to the third and the fourth generation of those who hate Me, but showing steadfast love to thousands of those who love Me and keep My Commandments." Third "You shall not take The Name of The Lord your God in vain; for The Lord will not hold him guiltless who takes His Name in vain." Fourth "Remember the Sabbath day, to keep it holy. Six days you shall labor, and do all your work; but the seventh day is a Sabbath to The Lord your God; in it you shall not do any work, you, or your son, or your daughter, your manservant, or your maidservant, or your cattle, or the sojourner who is within your gates; for in six days The Lord made heaven and earth, the sea, and all that is in them, and rested the seventh day; therefore The Lord blessed the Sabbath day and hallowed it." Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 8 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 4 Psalm 23 The LORD is my shepherd, I shall not be in want. He makes me lie down in green pastures, He leads me beside quiet waters, He restores my soul. He guides me in paths of righteousness for his name's sake. Even though I walk through the valley of the shadow of death, I will fear no evil, for you are with me; your rod and your staff, they comfort me. You prepare a table before me in the presence of my enemies. You anoint my head with oil; my cup overflows. Surely goodness and love will follow me all the days of my life, and I will dwell in the house of the LORD forever. Southwark Education Agreed Syllabus for Religious Education Information sheet Page: 9 Judaism Part 2 Unit 5 Title: The Jewish Bible Year: Unit 5 Session 4 Psalm 23 questions Who does David describe as the Shepherd? Who are the sheep? Why did David describe God in this way? How does a shepherd protect the flock? How does David believe God has protected him? How does God show him and his enemies that he is being looked after? What does David believe will happen to him when he dies? Describe how David feels about God. Southwark Education Agreed Syllabus for Religious Education Activity sheet Page: 10 Judaism Part 1 Unit 2 Title: The Jewish home and celebrations Year: Unit 5 Session 4 The LORD is my shepherd! I will have everything that I need. A good shepherd takes care of his sheep. He brings them to rest in green meadows, and he leads them to drink cool water from quiet streams. God will take care of me just as well. He shows me the right way to go, so all the world will see how good God is. A good shepherd watches over his sheep. He reaches out with his staff and pulls them away from trouble, and with his rod he protects them from danger. So even when things look dark and scary, I will not be afraid, because God is with me. When trouble seems to be all around, God prepares a feast for me. I am his special guest, and his blessings overflow. His goodness and forgiveness will be with me all of my life, and I will live with him forever. http://www.essex1.com/people/paul/psalm23.html Southwark Education Agreed Syllabus for Religious Education Information sheet