Download unit 1 beliefs, teachings and sources

NEWBRIDGE SCHOOL
GCSE JUDAISM REVISION BOOKLET
Date of the examination:
Length of the examination:
Tuesday 24th June 2014 MORNING
1 hour 45 minutes
******PLEASE NOTE – this revision booklet can also be found on the school website******
It is suggested that you spend about 25 minutes answering each question. You should spend 5 minutes
at the end of the paper checking over your answers.
 Terms used in the paper
The examination paper follows the same question format for each section:
a) Describe
b) Explain
c) Explain
d) Evaluation
4 marks
4 marks
4 marks
4 marks
e) Evaluation
8 marks
A description of something that happens.
An explanation of something – possibly ‘why’.
An explanation of something – possibly ‘how’’
Write two different reasons – you can agree and disagree. Personal opinion
not needed. However, you MUST back up the points you make with an
example.
Reasons for and against a statement – include religious and moral reasons.
Give your own opinion at the end. If you do not give your own opinion then you
cannot achieve full marks.
 Spelling, punctuation and grammar (SPaG)
You will be given an EXTRA 5 MARKS FOR QUESTION 1E. This is the 8 MARK EVALUATION QUESTION
ON ANY TOPIC. It is really important that YOU ANSWER THIS QUESTION. On your exam paper there will be
two marks – one mark out of 8 for the evaluation answer and another mark out of 5 for the spelling, punctuation
and grammar. You should be aware of the following: Answer the question (use the outline we use in class). If you do not answer the question you automatically lose 5
marks (this could be the difference between a grade C and D for example).
 Try to spell words correctly – religious and non religious words. This includes spelling Judaism correctly.
 Make sure your answer is relevant to the question.
 Include commas, full stops, capital letters (remember that God has a capital G).
 Include some link words to start new sentences (see examples below).
 Use new paragraphs appropriately.
 Use connective words to help link your ideas together.
 Do not write in bullet points.
 Use a wide range of religious terms accurately.
 IMPORTANT NOTES
 Use religious terms as often as possible – this shows the examiner that you have revised and can help you
achieve a higher level.
 Keep to the point when answering evaluation questions. Re-read your answers as often as possible
 Look at the marks awarded for each question. Giving one reason for a four mark question will NOT gain you
full marks
 Include religious and moral reasons and a personal opinion in evaluation questions.
 Remember to check for trigger words such as ‘how’ and ‘why’.
 Re-read your answer – have you written a description or an explanation?
 Do NOT WRITE IN BULLET POINTS
 There are two pictures and two written texts on the paper – these are there to help you so study them
carefully.
 Use the Exam Questions from your information booklets to check you are aware of how questions are set
out.
 Answer EVERY question on the paper (even if you are unsure of something). Good luck! Mazel Tov!!!!
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ADVICE FOR ANSWERING EACH QUESTION
General
Advice
 Re-read your answers.
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 Re-read questions carefully – look for 
‘trigger’ words – HOW, WHY etc
 Use religious terms as often as possible

Try to spell correctly
Check the marks for each question – this
will help you think about how much to write
Answer every question
Question a – Description – 8 lines – 4 marks
 With this question you must write a description. An explanation of why certain events take place is not needed.
 One line answers are not acceptable.
 A description of something that happens – e.g. Describe what the uniform looks like at Newbridge School – Pupils
will wear a black jumper with the school logo on. The logo on the jumper is yellow. Pupils also wear a white shirt
and a navy tie with a blue and yellow stripe running through it.
Question b and c – Explanation – 8 lines each – 4 marks each
With these questions you must make sure that you explain the points that you make. For example,
 Jews marry under a huppah – shows good knowledge and this would be just a description.
 Jews marry under a huppah because this represents the home the couple will build together and how the community
are always there to help – this shows good knowledge AND understanding.
You also need to check for key words. The questions begin with either ‘Explain how’ or ‘Explain ‘why’ or ‘Explain the’. It
is important that you look for the ‘how’ or ‘why’ because their responses are very different!
 Use religious terms.
 If the question is asking you to write about different attitudes, write about either Reform or Orthodox Judaism .
Question d – Evaluation – 8 lines – 4 marks
Do you agree or disagree? Give two reasons for your answer. You must include reference to religious beliefs in
your answer. [4 marks]
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You can include one reason for and one against in your answer.
You could also write two reasons for or two reasons against in your answer.
You MUST include a reason and back it up with an example.
Remember not to repeat the reasons you make.
 You do not need to include your own point of view in this question.
Question e – Evaluation – 16 lines – 8 marks (plus an extra 5 for SPaG in 1e)
Do you agree? Give reasons or evidence for your answer, showing that you have thought about more than point of
view. You must include reference to religious beliefs in your answer. [8 marks]
 Remember that in one question 1e you will be given an extra 5 marks for spelling, punctuation and grammar. It is
therefore ESSENTIAL that you complete this question.
 You need to include religious and moral (non- religious) reasons in your answer.
 Try to mention God in your answer – if relevant.
 Use religious terms.
 Remember that festivals and rites of passage are very different. Many candidates get confused between festivals and
rites of passage when they are asked to compare different festivals or rites of passage – don’t be one of those
candidates!!! Check your exercise book to find out the festivals and rites of passage that we study!
 You must write both sides of the argument and give a conclusion (what you think).
 DO NOT WRITE IN BULLET POINTS when answering this question as you will lose marks.
 You could write in 3 paragraphs, using these starter sentences: -
1) Some people agree with the statement because……
2) However, others disagree because……
3) I think that……
 You could use the following connective words to link your sentences together when answering evaluation
questions: However
For instance
Also
On the other hand
For example
In addition
In contrast
Whereas
A further point
Although
Furthermore
Nevertheless
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GLOSSARY OF TERMS
WORD
EXPLANATION
Anti-Semitism
Aron Hakodesh
Auschwitz
Discrimination against and persecution of Jews.
Ark containing the Torah scrolls. Faces Jerusalem and is the focal point of the synagogue.
The largest Nazi concentration camp where Jews died in World War II
Bar Mitzvah
Bat Mitzvah
Bat Chayil
Bet Din
Bimah
Brit Milah
Son of the commandment. A boy who reaches adulthood (age13).
Daughter of the commandment. A girl who reaches adulthood (age 12) – Reform only.
Daughter of excellence. A girl who reaches adulthood (age 12) – Orthodox only.
Rabbinical Court. Deals with issues about Jewish law.
Raised platform for reading the Torah in the synagogue.
Circumcision – removal of the foreskin of the penis at 8 days old. Covenant of the Cutting.
Cantor / Chazan
Challah
Chametz
Charoset
Chevra
Kaddisha
Circumcision
Covenant
Leads the reading, singing and chanting in the synagogues.
Loaves eaten on Shabbat and during festivals.
Leaven, yeast.
A mixture of apples, wine, nuts and spice eaten at the Passover Seder.
Burial Society. The group of volunteers, who care for the dead, arrange for their burial and
comfort the mourners.
(Brit Milah) performed by the mohel on all Jewish boys on the eighth day after birth.
An agreement. The relationship between God and the Jews.
Gemara
Gemilut
Hasidim
Get
Ghetto
Part of the Talmud.
Concern for other human beings – showing compassion and kindness to others.
Haggadah
Havdalah
Hechsher
Holocaust
Huppah
Israel
A book used during the Seder meal at Passover relating the Jews’ slavery in Egypt and
their release.
Ultra-Orthodox Jews. Hasidic men wear distinctive dress; women follow the laws of
modesty.
Ceremony marking the end of Shabbat.
A stamp or label stating that a food product is kosher.
Death of 6 million Jews during World War II.
Canopy used for a wedding ceremony, under which the bride and groom stand.
The land of Israel; the modern state of Israel, the world-wide Jewish community.
Kaddish
Kashrut
Ketubah
Ketuvim
Kiddush
Kippah
Kosher
A prayer recited by those mourning the dead.
Jewish food laws.
Marriage document. States how the husband will feed, clothe, love and protect his wife.
Writings. Part of the Tenakh.
A prayer sanctifying Shabbat and festival days usually recited over wine.
‘Yarmulka’. Skull cap worn by Jewish males during prayers, Torah study etc.
Fit, proper. Food Jews are allowed to eat.
Hasidim
Divorce document written by the husband and handed to the wife.
A cornered off part of town where Jews were kept before taken to the concentration
camps.
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Magen David
Maror
Matzah
Mazel tov
Menorah
Messiah
Mezuzah
Minyan
Mishnah
Mitzvah
Mohel
Ner Tamid
Nevi’im
Orthodox
Star of David. Symbol of Judaism.
Bitter herbs. Found on the Seder plate. Represents the bitterness of slavery.
Flat cracker-like unleavened bread eaten at Pesach.
Congratulations.
A seven-branched candelabrum which was lit daily in the Temple.
God’s ‘anointed one’. He will be a descendant of David.
A case with a scroll inside.
Group of 10 men (over the age of 13) required for worship.
Part of the Talmud.
A duty/commandment which Jews should obey.
Person who performs the circumcision ceremony
Eternal light found above the Ark. Symbolises God is always present.
Prophets. The second section of the Tenakh
Traditional Jews
Parev
Pesach
Pushke
Rabbi
Rosh Hashanah
Neutral foods which do not contain meat or milk.
Passover. Celebrates Jews escape from slavery in Egypt.
Collection box.
Means ‘my master’. The Rabbi is the spiritual leader of the Jewish community.
Jewish New Year.
Sandek
Scribe/Sofer
Seder
Sefer Torah
Shabbat
Shechitah
Sheloshim
Shema
Shiva
Shoah
Shochet
Sidra
Siddur
Synagogue
The one who holds the baby for circumcision - normally the grandfathers.
He handwrites the Torah scrolls, contents of tefillin, mezuzah, ketubah and get.
Means ‘Order’. The meal Jews eat during Pesach.
Torah scroll. It is kept in the Ark in the synagogue and is read week by week.
Jewish day of rest. Starts at sunset on Friday and ends at nightfall on Saturday.
Jewish method of slaughtering animals for food.
The 23 day period of mourning following Shiva.
Prayer that states there is only one God. Prayer is found in the Torah.
Seven days of intense mourning following the burial of a close relative.
Means ‘desolation’. Another name for the Holocaust.
A trained slaughterer of animals.
Portion of the Sefer Torah which is read in the synagogue on Shabbat mornings.
Daily prayer book.
Building for Jewish public prayer, study and assembly.
Tallit
Talmud
Tefillin
Prayer shawl worn by adult males.
Mishnah and Gemara collected together.
Small leather boxes containing passages from the Torah, strapped on the forehead and
arm.
The Jewish Bible/Holy Book.
Means ‘law’ or ‘teaching’. Contains the Five Books of Moses.
Forbidden food – food Jews cannot eat.
Righteousness / justice. An act of charity.
Hand-held pointer used when reading the Sefer Torah.
Anniversary of a death of a relative.
The Holocaust Memorial Centre in Jerusalem
Holocaust Remembrance Day – 27 January
Day of Atonement. The most solemn day in the Jewish year.
Tenakh
Torah
Treifa
Tzedaka
Yad
Yahrzeit
Yad Vashem
Yom Hashoah
Yom Kippur
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UNIT 1 BELIEFS, TEACHINGS AND SOURCES
1) WHO ARE THE JEWS?
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Followers – Jews
Place of Worship - Synagogue
Holy Day – Saturday – Sabbath - Shabbat
Religious Leader - Rabbi
Holy Book - Torah
Number of Gods – One (monotheistic religion)
Important Prayer - Shema
Religious Symbol – Star of David
Significant others (originator etc) – Abraham.
HASIDIC JEWS
REFORM JEWS
DRESS &
LANGUAGE
19th Century Eastern European Dress & Yiddish
Western Dress & English/Hebrew
LIFESTYLE
T.V. is banned or rationed
Lead normal lives
SCHOOL
Girls are taught to become dedicated mothers.
Boys have a strict education,
Boys and receive the same education. Will learn
about Judaism at home and in the synagogue.
TORAH
Keep the laws of the Torah very strictly.
Believe it can be up-dated for today’s society.
SYNAGOGUE
SEATING
Men and women sit apart. Only men can become
a rabbi.
Men and women can sit together. Women can
read the Torah and become a rabbi.
SHABBAT
Do not work at all on this day. They keep it very
holy.
Observe Shabbat by going to the synagogue and
eating a special meal. Will often work on this day.
 ABRAHAM
Describe the key events in the life of Abraham
 Was originally called Abram.
 God wanted to enter into a covenant (agreement) with Abram. Abram was overwhelmed by this so he bowed
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his face to the ground.
‘Father of a Great Nation’.
Abraham believed in one God.
Abraham left Ur and moved to another county – Canaan.
God appeared to Abraham saying ‘I am God Almighty’ I will confirm my covenant between me and you
and will greatly increase your numbers’ [Genesis 12 v1 – 4].
God wanted to enter into a covenant (agreement) with Abraham.
God promised Abraham a promised land called Canaan and that his descendants would become a great
nation.
God commanded Abraham to sacrifice his son, Isaac. But God ordered him to stop – he was testing his faith.
As part of the covenant God told Abraham to circumcise himself and every male.
Describe/Explain how God made a Covenant with Abraham (2013)
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God spoke to Abraham saying ‘I am God Almighty’ – Abraham then bowed his face to the ground.
God promised Abraham the ‘promised land’ Canaan.
Abraham circumcised himself and all other males amongst him.
God changed Abrahams name from Abram to Abraham.
Explain why Abraham is important to Jews.
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God made the covenant with Abraham and promised him Canaan (Israel).
Abraham was the one who believed and taught others that there was only one God.
Jews today can be linked back to Abraham as all Jewish males are circumcised at 8 days old.
God promised to make Abraham the father of a great nation and that Abraham and his descendants must
obey God.
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 MOSES
Describe the key events in the life of Moses
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Moses was the second great leader of the Jews.
He lived during a time when the Jews were slaves in Egypt.
Moses killed a slave driver who had beaten a Jew to death.
God spoke to Moses at a burning bush.
Moses helped the Jews escape from Egypt.
Jews spent the next 40 years wandering in the wilderness.
Moses received the Torah and 10 Commandments from God on Mount Sinai.
Explain why Moses is important to Jews (2013)
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He was the second leader of Judaism.
Moses led the Jews out of slavery in Egypt and led them to the Promised Land.
God gave Moses the Torah and Ten Commandments which he taught to the Jews.
Moses taught the Jews these laws as he led them towards Canaan (Promised Land).
He is described as the only person who ever knew God face-to-face, which means that God spoke to Moses
directly, in plain language, not through visions and dreams.
 RELATIONSHIP WITH GOD
Explain God’s covenant relationship with the Jews.
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Jews are often called the ‘Chosen People’.
Jews must keep the 613 commandments, remember God at all times, serve Him and keep all of His laws
God promised the Jews that He would be their God and give them a land to call their own.
Jews must dedicate themselves to serve God.
God promised that He would remain faithful to the Jews.
Explain why Jews are often referred to as God’s ‘Chosen People’
 God promised Abraham that he would provide him and his followers a land to call their own.
 Jews must keep the 613 commandments - the covenant.
 Jews must remember God at all times, serve Him and keep all of His laws.
Commandments (mitzvot)
 The commandments (mitzvot) are the rules God gave the Jews to obey and keep.
 There are 613 mitzvot in the Torah. The 613 mitzvot also include the 10 Commandments.
 The commandments were given to Moses on Mount Sinai and then taught to the Israelites
when they were travelling across the wilderness.
 Jews obey mitzvot in many ways – e.g. the clothes they wear, obeying kashrut, observing
Shabbat etc.
 The 10 Commandments tell Jews how they should treat God and how they should treat
others.
Explain how Jews obey the Ten Commandments (and other commandments (mitzvot))
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By wearing the tallit and tefillin.
Jews will also obey the food laws – kashrut.
They will also ensure they obey Shabbat.
They put God first and worship only god and do not use God’s name in vain.
They will remember not to hurt others and respect their parents.
Jews will remember not to commit adultery (have an affair) when they are married.
Explain why the Ten Commandments are important to Jews.
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The commandments (mitzvot) are the rules God gave the Jews to obey and keep.
Jews are communicating with God.
Jews are obeying God.
It tests and develops Jews faith – some commandments are known as ‘chukim’ (they test Jews faith).
The 10 Commandments tell Jews how they should treat God and how they should treat others
They help to develop a person’s character.
Provides a Jewish identity.
They establish a fair society.
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Explain how keeping the commandments (mitzvot) affects the daily lives of Jews.
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Jewish men must observe all the mitzvot – women are exempt from all the positive mitzvot.
Touching the mezuzah – a constant reminder of their Jewish identity.
Saying the Shema in the morning and evening – remind them that they worship only one God.
Wearing tefillin, kippah and tallit – shows devotion to God.
Observing kashrut
Prayers and blessings, grace after meals – remind them that they depend on God in their daily lives.
Observing the Ten Commandments – ensures Jews lead an honest life and shows they care for others.
Keeping the mitzvot strengthens their family relationships.
Should Jews observe all commandments?
YES – THEY SHOULD
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Reminds Jews that God is always with them.
Connects Jews to their ancestors.
Develops their faith and they are obeying God
Provides Jews with an identity.
NO – THEY SHOULD NOT
 Do not allow Jews to respond to things in certain ways –
they are too structured.
 Jews can be discriminated against because of their
beliefs.
 They are not relevant today – they are out of date.
 NATURE OF GOD
Explain the key Jewish teachings about God.
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God does exist and there is only one God.
God created everything in the universe.
God does not have a body – it is forbidden for Jews to represent God in a physical form.
God is nether male or female.
God is omnipresent – present in all places at all times.
God is omnipotent – can do anything.
God is omniscient – knows everything – past, present and future.
God is eternal – has no beginning or end.
God is both Just and Merciful.
God is Holy and Perfect.
Jews believe they are responsible for their actions. During Rosh Hashanah, Jews seek God’s forgiveness.
Describe Jewish teaching about God as Creator/Explain what Jews teach about God as Creator
(2013)
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Jews believe that God created the world out of nothing (ex nihlio), uniquely, from a plan and for a purpose.
God made it exactly the way He wanted it. Everything in the world is under God’s control.
God created the world out of noting in 6 days and rested on the 7th.
Jews believe humans were the only ones to be created in the image of God.
Explain how Jews obey the Shema (2013)
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They will believe in only one God.
The Shema is a prayer which is recited every morning and evening and states there is only one God.
The Shema should also be the last thing a Jew says before death.
Jews are also reminded of the Shema as it is found inside the tefillin and also in the mezuzah.
Explain Jewish teachings about Judgement (2013)
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Jews believe that everyone has been given free will and must take responsibilities for their actions.
Jews believe they will be judged on the way they lead their lives.
God will judge all people after death and their reward will be Heaven. The punishment will be Hell.
God judges Jews at Rosh Hashanah for their deeds.
Yom Kippur is an opportunity to confess their sins to God and ask for reconciliation.
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 TENAKH
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The most important book in the Jewish faith is the Tenakh (Hebrew Bible). It is written in Hebrew
and has 3 parts 1) The Torah – Law, 2) Nevi’im – Prophets, 3) Ketuvim – Writings.
Torah means ‘law’ or ‘teaching’ and contains the words of God and laws about how Jews should
lead their lives and information about the covenant. It contains the 613 laws which Jews must obey
– including the Ten Commandments. It is the word of God. It is handwritten in Hebrew by a sofer
(scribe) on parchment from a kosher animal (usually a cow). The Torah is stored in the ark and
wrapped in a mantle. It is collected from the ark and carried in procession at shoulder height to the
bimah where it is read using a yad.
The Nevi’im is a collection of books by prophets which describes the history of the Israelites from
the death of Moses. It says how the Israelites conquered their new land and settled in it obeying the
covenant.
The Ketuvim contain the Psalms and are used regularly in synagogue worship. The Ketuvim sets
out how the way Jews behaved towards God has affected their own history.
Describe how Jews use the Torah in worship/in the synagogue.
 The Torah is stored in the ark and wrapped in a mantle.
 It is collected from the ark and carried in procession at shoulder height to the bimah.
 The Torah is read from the bimah (raised platform in the middle of the synagogue). It is read using a yad
(pointer in the shape of a hand with an outstretched finger).
 A person would be ‘called up’ (‘Alyiah’) to read the Torah. This is a great honour.
 Portions are read in the synagogue three times each week. On Mondays and Thursdays small sections are
read. The main reading is on the morning of Shabbat.
 Over the course of the year the whole scroll is read in sequence.
 Some men touch the mantle when it is walked around, with the fringe of their tallit and then kiss the fringe to
show love for God’s word.
 After the Torah is read, it is carried around the synagogue before putting it back in the ark.
Explain why the Torah is important for Jews. (This has come up as an evaluation question in the
past. You could use this information in your answer).
 It is the Word of God.
 It contains information regarding the covenant, the 613 commandments, Ten Commandments, food laws,
creation and other parts of Jewish history.
 Teaches Jews how to lead a worthy life.
 Teaches Jews to become closer to God.
 It is the most important Jewish scripture.
 The Torah has been used by Jews throughout their history.
 TALMUD
The Talmud (to teach) is a book which is made of the Mishnah (oral law) and Gemara (discussions
on the Mishnah). The 613 mitzvot (commandments) found in the Torah are very brief. Jews believe
that God gave Moses a guide about how to keep the commandments – this is known as the ‘Oral
Torah’. In the centuries that followed, these laws were passed on by word of mouth. People would
refer to these when they needed to answer questions – such as what is meant by ‘work’. Eventually
it was decided that this ‘word of mouth’ (Oral Torah) should be written down. The Mishnah continued
to be discussed and written down. These additional commentaries are known as the Gemara. The
Mishnah and Gemara together are known as the Talmud.
Explain why the Talmud is important for Jews.
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Some Orthodox Jews study a page of the Talmud every day because it is the word of God.
It explains the laws which are vague in the Torah and topics which are not covered in the Torah.
It allows Jews to consider how to deal with certain situations.
The 6 divisions make the Talmud easy to refer to.
It is important for study.
It contributes to Jewish identity.
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EVALUATION QUESTIONS
d) and e) Style Questions [4 and 8 marks]
Statement
What do you think?
‘Jews must always observe all
the mitzvot (commandments)’
‘Moses is the most important
figure in Jewish history’
‘The Torah is the only guide for
life’
‘The Ten Commandments are
still important today’
‘Abraham is more important
than Moses’
‘The Talmud is the most
important sacred text for
Jews.’ (2013)
‘The Torah is out of date’
‘Jews must always keep the
Ten Commandments’
‘Orthodox Jews are too strict’
Notes: -
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UNIT 2 IDENTITY AND BELONGING
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JEWISH DRESS
 Tallit - Four cornered white prayer shawl.
 Kippah - Skull cap worn at all times.
 Tefillin - black leather boxes with leather straps.
Describe Jewish dress/Explain how Jews may show their identity.
 Kippah (yarmulka) - skull cap worn by Jewish men. Worn to show God is above them and as a sign of awe
and respect to God. Wearing the kippah also reminds Jews that they are in the presence of God and
provides Jews with an identity. It also separates God and humans and therefore God is above all mankind.
 Tallit - Prayer shawl. Worn during morning prayers and on Shabbat. The tassels are important as they are a
reminder of God’s command – ‘make tassels on your garments’. The 5 knots on each tassel are a reminder
of the 5 Books of Law. The 8th thread in each tassel is a reminder of circumcision. The fringes, called tzitzit,
represent the 613 commandments (mitzvot). Shows God’s presence around the worshipper. A blessing is
said when putting on the tallit.
 Tefillin - phylacteries - cubic black leather boxes with leather straps – contains the Shema. Worn by males
over the age of Bar Mitzvah during morning prayers in response to Deuteronomy 6 v4-9. Also reminds Jews
they should worship God in their heart and mind and also to reinforce Jewish identity.
Hasidim:  Men – beards and ringlets of hair (peyes) that are allowed to grow on the sides of the head, wear a long
cloak, a large hat, black shoes and a white shirt buttoned up to the neck. Visible tzitzit. Their suits are usually
black or navy. Fur hat worn on Shabbat.
 Women dress modestly – long sleeves, high neck, knees covered. Some women shave their hair off and
wear a wig (sheitel). Traditional married women cover their heads with hats or scarves while attending
worship services.
 Megan David – symbol of Judaism. In the middle ages, Jews were often required to wear badges to identify
themselves as Jews. Since 1948, the Megan David has been the symbol found on the Israeli flag. The
intertwining triangles make them inseparable, like the Jewish people.
 Mezuzah - touch the mezuzah and then kiss the fingers that touched it, expressing love and respect for God
and his mitzvot and reminding themselves of the mitzvot contained within them.
Explain the importance of Jewish dress (This has come up as an evaluation question in the past. You
could use this information in your answer).
Yes, Jews should wear these because……
No, these are not needed because……
Shows devotion and obedience to God
Puts Jews in the right frame of mind for worship
Allows Jews to focus in God
Provides Jews with an identity
They could be a distraction
God should already be in the heart and mind of a Jew
It is time consuming putting on tefillin
Does not prove you are Jewish – the way you live your life
shows you are Jewish.
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JEWISH SYMBOLS
 Magen David – Star of David. Symbol of Judaism.
 Menorah - 7 branched candle stick that was used in the Temple. Reminds Jews of creation.
Today, the menorah is used as the logo of the State of Israel and Israeli government.
 Mezuzah - Small scroll placed on the right hand doorpost of every room in the house except the
bathroom and toilet. Contains two passages from the Shema which state that there is only one
God. Jews touch it then their kiss the fingers that touched it, expressing love and respect for God
and his mitzvot and reminding themselves of the mitzvot contained within them. Reminds Jews
of God and that God is always watching over them and therefore protecting them. Provides them
with an identity and is a sign of unity within the community. Is a constant reminder that God is
important in their daily lives and in their home. It is hand-written by a trained sofer (scribe) on
parchment (animal skin).
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Explain the importance of the Magen David (Star of David)
 It is the most important symbol of Judaism.
 The Magen David (Star of David) is the six-pointed star made up of two equilateral triangles - the intertwining
makes the triangles inseparable, like the Jewish people.
 The top triangle strives upwards, towards God, while the lower triangle strives downwards, toward the real
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world.
The Star of David is considered to be a sign of protection for the soul and in the middle ages it was seen as a
shield against evil.
The Talmud states that Magen David should be used in the final blessings at Shabbat and festivals.
Jews were forced to wear the six pointed star made of yellow cloth for identification during the Nazi
Holocaust in World War II.
Since 1948, the Star of David has been the symbol found on the Israeli flag.
 SYNAGOGUE
The synagogue is the Jewish place of worship.
Synagogue is also known as ‘shul’, ‘Meeting Place’
or ‘Place of Assembly’.
Describe the internal features of a synagogue.
 Ark - Aron Hakodesh - a cupboard in the front of the synagogue which faces east towards Jerusalem. It
contains the Torah Scrolls. Covered with a decorative curtain called the parochet.
 Sefer Torah - Torah Scrolls. Jewish holy book. Scrolls written onto parchment with the five books of Law.
Covered with a mantle and breastplate and read with a yad.
 Ner Tamid - Eternal Light. Found above the Ark. Small lamp where the light is kept on night and day.
 Bimah - Raised platform used to read the Torah. It is found in the centre of an Orthodox synagogue so
everyone can see. Reform synagogue – found in front of the Ark.
 Ten Commandments - these are written on 2 tablets and found above the Ark.
 Menorah - 7 branched candle stick found near the Ark.
 Women’s gallery – either to the side, upstairs or at the back of synagogue.
 You could also gain marks for referring to the mikveh – immersion pool.
Explain the importance of the internal features of a synagogue.
FEATURE
Aron Hakodesh
(Ark)
Torah
Ner Tamid
Bimah
Ten
Commandments
Menorah
Women’s gallery
Torah
Mikveh
EXPLANATION
 Faces east towards Jerusalem and houses the Torah Scrolls. Reminds Jews of the last
remaining part of Solomon’s Temple that was destroyed in 70A.D. by the Romans.
Everyone stands when the Ark is open.
 Contains the first five books of the Old Testament revealed by God to Moses.
 Symbolises God is always present in the Jewish place of worship.
 Torah is taken to the Bimah to be read. Services are led from here. A person must ‘go
up’ to the Bimah showing that God’s word, the Torah, is higher than any human being.
 Tell the Jews how to worship God and how to treat others. They can be found above
the Ark.
 Seven branched candelabrum which was lit daily in the Temple.
 Women sit in the upper gallery, so they don’t distract men from worshipping God
properly.
 Contains the first five books of the Old Testament revealed by God to Moses.
 Used for people who convert to Judaism, women before their wedding, women after
their period and women after giving birth to a baby.
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Main differences between an Orthodox and Reform Synagogue
REFORM SYNAGAOGUE
ORTHODOX SYNAGOGUE
Men and women sit and pray together
Music is used
They can have a female rabbi
English and Hebrew is used during the services
Shorter services
Men and women sit apart
No music
You would only find a male rabbi
Service is in Hebrew
Longer services
Explain how Jews use the synagogue.
 House of prayer (beit tefilah). Jews come together to pray.
 Place of study (beit midrash). Jews will learn about their religion whatever their age. The synagogue will
hold Jewish books for study. The synagogue is also the place where Jewish children will receive their basic
Jewish education.
 Celebrate services and rites of passage. These include Brit Milah and Bar/Bat Mitzvah ceremonies,
marriage and death are all celebrated in the synagogue. Meetings and lectures also take place in the
synagogues hall.
 Relax. They often have youth clubs, crèches and mother and baby clubs, clubs for older people and lunch
clubs. The synagogue is a place where Jews can discuss important matters and collect and dispense money
and other items for those less fortunate.
Explain why the synagogue is important to Jews (2013).
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A place where they can hear the Torah being read.
Listen to the Rabbi’s sermon.
Can take part in synagogue worship.
Strengthens the Jewish community.
It is an opportunity to celebrate festivals and rites of passage.
Explain how Jews worship in the synagogue
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Synagogue services can be led by a rabbi, a cantor or a member of the Jewish community.
Synagogues hold three services each day.
The reading of the Torah is central to synagogue worship – it is read each Shabbat.
The Torah is collected from the ark and carried in procession to the bimah and is then placed on the Bimah
to be read. Sermons will also take place.
People in the synagogue
 Rabbi – Teacher. Spiritual leader of the community.
 Cantor – also known as the Chazan. The cantor leads the congregation in
prayer. He will chant parts of prayers during Shabbat and festivals. The
chazan assists the rabbi in his pastoral work.
 Scribe – this is the person who handwrites the Torah scrolls.
 Beth Din – Rabbinical Court
Explain why the Rabbi is important in Judaism.
 His importance as the spiritual leader of the Jewish community.
 He is a trained scholar in Judaica with knowledge of texts and traditions.
 He might be a specialist in one particular area, e.g. Shabbat observance today, issues regarding medical
treatment.
 He has authority to interpret Jewish law.
 His rulings are accepted/applied in the community.
 The various duties he performs, e.g. leader of the synagogue, pastor, counsellor, his role in education.
Explain why the Beth Din is important to Jews.
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Deals with issues about Jewish law.
Licences food outlet and shops; licences factories that produce food; restaurants.
Helps a person who wishes to convert to Judaism and carries out conversions.
Deals with disputes within a business or wider Jewish community.
Issues the ‘get’ to those wishing to divorce.
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 Should Jews attend the synagogue?
Yes, the synagogue is important because……
No, the synagogue is not important because……
Hear the Torah being read and listen to the Rabbi’s
sermon.
Take part in synagogue worship and strengthen the Jewish
community.
Learn about their religion and are able to take an active role
in synagogue worship.
Remember events in history and celebrate festivals and
rites of passage.
Judaism is focussed around the home
Religious services are not the most important aspect of
Judaism
Showing acts of kindness to others is more important
It is not a commandment from God to attend
 DIETARY LAWS
Kashrut - Jewish food laws. Kashrut can be divided into 3 sections – kosher, treifa and parev.
 Kosher means fitting or correct - this refers to food that Jews can eat.Jews can only eat animals
that have cloven hooves and chew the cud (meat from cows and sheep). Jews may also eat fish
but only if they have fins and scales (plaice, cod, salmon and tuna).
 Treifa means forbidden. Food Jews cannot eat. Animals which do not chew the cud or have
cloven hooves or fish without fins and scales are treifa (pig and fish such as crab, lobster,
prawns and mussels).
 Parev is a term which means neutral. This refers to food that does not contain milk or meat (fruit,
vegetables, eggs and bread). Parve food may be eaten with either milk or meat.
Describe how Jews follow dietary laws (2013) / Explain Jewish dietary laws
 Observe shechitah - animals and birds that have been killed in a certain way.
 Removing the blood from animals and birds.
 Vegetables are checked for bugs.
 Only eat kosher food.
 Will check for the hechsher on packets or cartons to ensure something is kosher.
 Jews will not mix milk and meat. It must not be cooked or eaten together.
 Observe a kosher household/kitchen.
 Wait 1 hour after a dairy product before having a meat product and 3 hours after a meat product.
Shechitah
Jews may only eat animals and birds that have been killed in a certain way in accordance with
Jewish law. Shechitah is a cut across the throat with a razor-sharp knife and is performed by a
shochet. When the animal’s arteries are cut through, blood pressure in the brain falls to zero and
the animal loses consciousness. Before it feels anything the animal is dead - the most humane
method of killing.
Removing the blood
Jews do not to eat the blood of animals and birds. Jews use salt and water to remove the blood
from meat within 72 hours of the slaughter before cooking it. In Jewish homes the children are
encouraged to check vegetables for bugs and worms. To certify food is kosher a label called
hechsher is printed onto the packet or carton.
Kosher Kitchen
Jews do not mix milk and meat. It must not be cooked or eaten together. A kitchen would also have
two parts – a meat section and a dairy section. There will also be separate cutlery and crockery.
Dairy WAIT 1 HOUR meat WAIT 3 HOURS dairy
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Explain why Jews observe dietary laws (2013) Is keeping kashrut important?
Yes it is, because……
No it is not, because……
It shows respect to God and Jewish traditions
It is a reminder of the covenant between God and the Jews
It brings the community together by uniting them
It provides Jews with an identity
Jews are obeying God’s commandments and are
constantly reminded that they belong to God.
It is a requirement of the Torah
The laws have been in existence for centuries - they have a
religious and social importance for Jews.
It is time consuming
God is in your heart
There is a lack of choice in certain places
It regulates your diet and not your spiritual beliefs
The food laws are out of date
Jews may suffer discrimination because of their beliefs
 SHABBAT
Shabbat is the Jewish holy day which lasts 25 hours. It starts at nightfall
on Friday and ends when the stars appear on Saturday night.
Describe how Shabbat is celebrated in the home (2013)
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Food is prepared - no work is allowed on Shabbat.
Parents leave work early and the children will help tidy the house and set the table.
Use modern technology such as food and light timers to ensure they do not turn on lights.
Mother lights two candles to welcome Shabbat, then covers her eyes to recite a blessing.
There will be a special Friday night meal.
The family will attend a brief evening service at the synagogue.
The man of the house will start by reciting Kiddush over the wine to sanctify Shabbat and then over the two
loaves of challah bread.
The bread is then slightly dipped in salt.
Wine is used to symbolise the sweetness and joy of the day.
Jews must eat 3 meals on Shabbat.
Blessings are recited over wine, spices and candles.
A spice box is smelt to refresh the soul after Shabbat and also to wish each and everyone a sweet week
ahead.
The family spend Shabbat with the family or discussing the Torah.
Shabbat ends at nightfall, when three stars are visible.
The family will perform Havdalah (separation, division). The blessing over the candle shows that Jews are
allowed to light a fire once more. The candle is then dipped out by dipping it into the wine
Explain why Shabbat is important/Is Shabbat important?
Yes it is, because……
No it is not, because……
It is a commandment from God – one of the Ten
Commandments
it gives Jews an opportunity to remember their freedom
from slavery in Egypt
Opportunity for Jews to worship God and study the Torah
Family can get together to think about God.
Jews can remember how God rested after creation.
Celebrating Shabbat marks Jewish identity.
It occurs every week so can be boring
It is time consuming and could be a burden
The real meaning can be lost due to its set nature
Children could resent their religion
Other festivals allow Jews to thank God
It is impossible to have a complete day of rest
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EVALUATION QUESTIONS
d) and e) Style Questions [4 and 8 marks]
Statement
‘Wearing special clothes helps
Jews to pray’
What do you think?
‘Wearing special clothes for
worship is important’
‘To be a religious Jew you
must
worship
at
the
synagogue regularly’
‘The synagogue is important
for Jews’
‘Jews need a rabbi to guide
and lead them’
‘Keeping kashrut helps Jews
to live a religious life’
‘It is difficult for young Jews to
observe dietary laws in Britain
today’
‘It is impossible to have a day
of complete rest’
‘Shabbat is the most important
Jewish festival’ (2013)
‘Judaism is more than a
religion; it is a way of life’
(2013)
Notes: -
15
UNIT 3 FESTIVALS
REMEMBER THIS FOR THE EXAM……
Festival – celebrations of a certain part of Jewish history.
Rite of Passage – important even in a person’s life. You move through
life like a passage.
Jewish festivals include: 1. Pesach / Passover
2. Rosh Hashanah
3. Yom Kippur
4. Yom Hashoah
Reasons for Jewish festivals: 
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Allows Jews to spend time with their family and to thank God.
Develops unity within the community and provides Jews with an identity – they have a common bond
Provides them with an opportunity to study the Torah
Enables them to reflect on the past and look forward to the future
 PASSOVER / PESACH
Pesach is celebrated in the spring and lasts for eight days. Remembers how
God delivered Jews from slavery in Egypt and how the Angel of Death ‘passed
over’ the Jewish homes. Moses was to go to the Pharaoh to ask him to set the
Jews free from slavery. God sent 10 plagues on Egypt and the Pharaoh let
them go.
Describe how Jews celebrate Pesach
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Clean the house and prepare the special cutlery. Jews will clean cooker tops and work surfaces.
They will buy specially prepared food e.g. matzot with ‘Kosher for Passover’.
Special cutlery is used for Pesach.
Jews will remove all traces of chametz (leaven). The father and children search for chametz - bedikat
chametz.
Seder table is set – Haggadah, two candles, cup for Elijah, salt water, red wine, three matzot.
The mother of the house will light candles to welcome Pesach into the home.
The father and children will go to the synagogue to remember their ancestors.
Eat a special ‘Seder’ meal. Follows an order which remembers how the Jews were slaves in Egypt.
The story is set out in a book called the Haggadah (meaning telling). This is read out during the meal.
Seder plate – shank bone, roasted egg, bitter herbs, haroset, karpas (green vegetable).
Passover table you would find – Matzo – unleavened bread - bread that did not rise. Lamb bone – lamb that
was sacrificed for freedom. Roasted egg - the sacrifices the Israelites used to make in their Temple. Lettuce
– new life. Salt water – tears of the slaves. Four cups of wine – 4 times God promised freedom.
Symbolises liberty and joy. Charoset - mud bricks the slaves made. Extra cup of wine – placed on the table
for Elijah.
Father recites Kiddush over glass of wine.
Father breaks the middle matzo in two – replaces one half and hides the other.
Four questions asked by the youngest person.
Father reads answers from the Haggadah.
After the second glass of wine, all wash their hands.
Small matzo distributed to all and eaten.
Bitter herbs are dipped in haroset and eaten.
Main meal is eaten.
Search for hidden matzo which is eaten as dessert.
Two more glasses of wine are drunk, Grace said and hymns of praise and songs are sung.
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Explain why Pesach is important.
 To remember how their ancestors were slaves in Egypt and how God saved Jews from slavery – celebrates
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their freedom and remembers their past.
Jews can think about their history and how Jews have suffered more recently.
Allows Jews to look forward to the future with a time of peace and joy. It is a symbol of hope and new life.
Celebrates God’s power in helping Israelites escape Egypt.
To teach Jewish children about their past.
To celebrate the birth of a nation.
To bring the Jewish community together.
 ROSH HASHANAH
This is a festival that many get confused with.
Rosh Hashanah is the Jewish New Year.
September or October. Lasts 2 days. Judgement Day.
Describe how Jews celebrate Rosh Hashanah.
 No work is allowed on Rosh Hashanah. Day is spent in the synagogue. Jews seek forgiveness.
 Shofar (ram’s horn is blown) making 3 different sounds. Prayers are chanted seeking forgivness.
 Jewish families buy new fruit to symbolise renewal. A special festive meal is served at home – no bitter food
is eaten
 Apples are dipped in honey, as a symbol of the sweet New Year that each Jew hopes lies ahead.
 Eat pomegranates. Fish head on the table and they eat round challah bread (shows a circle of life and of the
year).
Evening service in the synagogue – God is addressed as a King.
Lengthy morning service – 100 notes sounded on Shofar.
Prayers chanted revolving around evaluation of the past year, repentance for sins and seeking forgiveness.
Jews will observe Tashlikh ("casting off") - walk to flowing water and empty their pockets of small pieces of
bread into the river, to cast off of their sins.
 Greetings exchanged – cards / telephone calls / in person – 'May you be inscribed (in God's Book of Life) for
a good year.'
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Explain why Rosh Hashanah is important to Jews.
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It is a New Year festival – chance to start anew.
Reminds Jews how God created the first humans.
Remembers how Moses went up Mount Sinai to receive the 10 Commandments from God.
It is a chance to seek forgiveness from God.
It is the Day of Judgment – God begins His judgement.
It is a Day of Remembrance when God remembers all of His creatures and their needs.
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 YOM KIPPUR
This is a festival that many get confused with.
Yom Kippur - ‘Day of Atonement’. Sacred and
solemn day of the Jewish year. God makes the final
decision on what the next year will be like for each
person.
How Jews observe Yom Kippur.
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On the eve of Yom Kippur men use a mikveh as a sign of spiritual cleansing.
Some families also donate money to a charity and a special meal is eaten. They also wear white.
The rabbi and cantor and also the curtains of the Ark are dressed in white.
No work can be performed on that day. It is a 25-hour fast to concentrate on prayer and repentance.
Jews will not anoint their body, wash or wear leather shoes. Sex is not allowed during Yom Kippur.
Five synagogue services – Jews reflect on sins and pray for forgiveness. Many wear white as a sign of
purity.
Afternoon service – book of Jonah is read.
In the synagogue the Kol Nidre prayer is recited, at sunset, to ask God to annul all personal vows they may
make in the next year.
At "Neilah" God's judgement is finally sealed. The services end at nightfall, with a long blast on the shofar.
Relatives who have dies are remembered and yahrzeit candles lit.
Explain why Yom Kippur is important.
 Allows Jews to be at one with God.
 Jews can confess their sins to God and ask for reconciliation and forgiveness.
 10 days leading up to Yom Kippur, Jews are also encouraged to request forgiveness from anyone they may
have offended.
 YOM HASHOAH
Yom Hashoah - Jews remember the victims of
the Holocaust. Shoah is Hebrew for ‘whirlwind’.
Week after the seventh day of Passover. Anniversary of
the Warsaw Ghetto uprising.
Describe how Jews celebrate Yom Hashoah.
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Special services are held in synagogues.
Give up social activities.
Six candles are lit - represents the 6 million Jews who died in the Holocaust.
Holocaust survivors speak about their experiences.
Poems are also said and prayers such as Kaddish for the dead and a memorial prayer are said.
Book of Names is read to remember those who died.
In Israel a siren is sounded for 2 minutes and everyone stops what they are doing. There is no public
entertainment on this day.
 Visit Yad Vashem or memorials set up in other cities around the world.
Explain the importance of Yom Hashoah.
 Provides an opportunity to remember the death of six million Jews.
 It allows people to honour those who suffered and died.
 Jews can comfort those who lost loved ones.
 It is an opportunity to visit Yad Vashem, say prayers and light candles in remembrance.
 People can learn from it and so history is not repeated.
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EVALUATION QUESTIONS
d) and e) Style Questions [4 and 8 marks] – many festival evaluation questions ask you to think about which is
the most important festival – e.g. Pesach is more important than Rosh Hashanah. It is therefore important that you
understand the reasons why each of the festivals are important. Remember the difference between festivals and rites of
passage though. You will lose marks if you write about rites of passage instead of festivals!!!!!!
Statement
‘It is difficult to be a Jew in
Britain today’
What do you think?
‘It is difficult to celebrate
Jewish festivals in Britain’
‘Shabbat is the most important
Jewish festival’ (2013)
‘Pesach is the most important
festival’
‘Taking part is the best way to
learn about festivals’
Notes: -
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UNIT 4 RITES OF PASSAGE
REMEMBER THIS FOR THE EXAM……
Festival – celebrations of a certain part of Jewish history.
Rite of Passage – important even in a person’s life. You move through
life like a passage.
Jewish rites of passage include: 1. Brit Milah – circumcision
2. Coming of Age ceremonies – Bar Mitzvah
3. Marriage
4. Funeral – rituals that take place after a Jew has died
 BRIT MILAH
Circumcision of an 8 day old boy. Removal of the
foreskin from the baby boy’s penis. Brit Milah means
‘Covenant of Cutting’. Boys enter into the covenant.
Describe a brit milah (circumcision) ceremony.
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Takes place in the baby’s home or in the synagogue.
A trained person called a mohel performs the circumcision.
The foreskin is removed from the baby boy’s penis eight days after birth.
It can take place on Shabbat or Yom Kippur. Can be postponed if the baby has ill-health.
Parents select a man and woman to act as kvatters (godparents).
The godmother would take the baby from his mother and carries him on a cushion to the room where the
ceremony will take place.
Women are not present during the ceremony.
Mohel places the baby on an empty chair - the Chair of Elijah.
The sandek holds the baby, on his lap, through the ceremony.
The father recites a blessing acknowledging that God has commanded this operation so the baby can enter
the covenant.
The mohel recites a blessing over the child and performs the operation.
The mohel recites a prayer over a cup of wine and gives the infant his Hebrew name.
A drop of wine is placed on the boys lips to give him a sweet taste.
Explain why brit milah is important.
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Sign of the covenant between God and the Jews and reminds Jews they are God’s chosen people.
Links Jews to their past as Abraham was the first man to be circumcised.
Shows obedience to God as God commanded boys to be circumcised.
Circumcision is the oldest rite of passage – it can be traced directly back to Abraham.
Circumcision is a mitzvah (commandment).
It is a permanent reminder of the covenant.
It is a sign of Jewish identity and encourages the person to remain in the faith.
 BAR MITZVAH
Bar Mitzvah (‘Son of the Commandment’). Jewish boy turns
13 and reaches manhood.
How do Jews prepare for a Bar Mitzvah?
 Studies prayers for the service and also a portion of the Torah with
the Rabbi.
 Learns the traditional chant for the reading.
 Will complete a Tzedaka (charity) project where they will raise
money or make a donation to a charity
 Learn to put on the special clothes for prayer.
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Describe a coming of age ceremony
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Wear tefillin for the first time.
Will be called up to read the Torah at the bimah.
The boy will also recite a blessing and will often lead the prayers.
The boys’ father will recite a blessing (baruch shepatarami) thanking God for releasing him of his obligation
of looking after his sons’ spiritual welfare.
The boy reads a portion from the biblical prophets.
The rabbi will also say blessings during the ceremony.
Sweets are often thrown at the boy at the end of the ceremony to symbolise a sweet life ahead.
The boy will give a short thank you speech thanking at a celebration after the ceremony.
Explain why the coming of age ceremony is important.
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Recognises that the boy is now an adult.
Confirms Jewish identity.
Distinguishes between life as a child and as a practising Jewish adult.
The boy is old enough to obey the Torah and be responsible for his own sins.
The boy can now sit with men in the synagogue
The boy can now take part in synagogue worship and therefore read the Torah and be part of the Minyan.
Can now wear tefillin and fast at Yom Kippur.
 MARRIAGE
Explain why marriage is important for Jews.
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Marriage is necessary for all Jews as it allows the couples personalities to develop.
Talmud states that a man without a woman is ‘incomplete’.
Is considered to be a secure basis to start and bring up a family. Jews should only have sex once married.
Marriage also shows a person’s commitment to another person.
Explain why Jews should only marry other Jews.
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Various problems can occur - whether to have a Brit Milah and Bar Mitzvah ceremony.
Conflicts about celebrating festivals (Pesach, Rosh Hashanah) and observing kashrut (food laws).
Observing Shabbat and the importance of attending the synagogue and obeying the 613 commandments.
There may also be issues relating to worship, e.g. Shabbat, attending the synagogue and obeying the 613
commandments.
 Ensures the continuation of the faith and the nation – they will have children who will be brought up as Jews.
 Male Orthodox Jew would wish for a Jewish bride – being Jewish is determined solely by the mother.
How do Jewish couples prepare for their wedding?
 Groom must obtain a ketubah (marriage certificate) which states
how the man will clothe, love, care for and provide food and shelter
for his wife.
 The woman will use a mikveh - immersion pool.
 The couple will fast for 24 hours before their wedding to ask for
God’s forgiveness.
Describe a Jewish marriage ceremony.











Signing of the ketubah.
Bride walks around the groom 7 times.
Initial blessings are said over a cup of wine - Birchat eirusin
Marriage under a huppah.
Rabbi blessing the wine.
Groom and bride drink the wine.
Placement of the ring.
Reading of the ketubah by the Rabbi or honoured guest.
Seven blessings from the Rabbi.
Breaking of the glass.
Private togetherness - yichud
21
 DEATH AND THE AFTERLIFE
How do Jews prepare for a funeral?






Jews recite the Shema in the last few minutes of their life.
God is the blessed as ‘the true judge’ and make a short tear in their clothes as a sign of grief.
The onan (immediate mourner) arranges the funeral within 24 hours of death.
The dead person will be washed and then covered in a plain white linen shroud.
The body is placed in a simple, unpolished wooden coffin to show the rich and poor are treated alike.
Chevra kaddisha (holy or burial society) prepare the body for burial according to Jewish law.
Describe rituals that take place after a Jew has died. (2013)












The funeral will take place usually within 24 hours of death.
Body is washed and prepared by the Chevra Kaddisha.
Body is buried in a simple wooden coffin.
The funeral is simple and brief.
At the funeral Psalms are read, followed by a short prayer praising God for granting life and taking it away.
The rabbi talks about the dead person and the coffin is lowered into the ground and mourners begin to fill the
grave with earth.
Mourners return home and they have a meal of hard-boiled eggs – cannot put their grief into words.
Mourning also begins by reciting the Kaddish.
Observance of Shiva – see box below.
A candle is burnt night and day.
30 days after the funeral is known as sheloshim – meaning ‘thirty’.
Male mourners will continue to say kaddish for 11 months.
What happens after a Jewish funeral? - Shiva
 The first week after the funeral is known as shiva (seven).
 No mourning is allowed on Shabbat. The male mourners will recite kaddish.
 Shiva - sit on low chairs, don’t cut their hair or nails, mirrors are covered, sexual relations are
forbidden, do not listen to music or wear leather shoes.
 A candle is burnt night and day to symbolise ‘A person’s soul is the candle of the Lord’.
 At the end of the week the mourners return to their daily duties.
 30 days after the funeral is known as sheloshim – meaning ‘thirty’.
 They should limit social engagements during this time.
 Male mourners will continue to say kaddish for 11 months.
 The anniversary of the death is called yahrzeit. Some Jews fast on this day.
 A special yahrzeit candle is burnt for 24 hours and kaddish is said again.
 Children leave a small stone on the grave.
Explain Jewish teaching about Judgement (2013)
 Jews believe that everyone has been given free will and must take responsibilities for their actions.
 Jews must observe the commandments.
 Jews believe they will be judged on the way they lead their lives.
 God will judge all people after death and their reward will be Heaven. The punishment will be Hell.
 God judges Jews at Rosh Hashanah for their deeds.
 Yom Kippur is an opportunity to confess their sins to God and ask for reconciliation.
Explain Jewish teachings about the afterlife
 Death is not the end.
 God will judge everyone on the things they have done and the things they should have done, and the evil will
be punished.
 Jews believe death is not the end and the soul continues after death.
 Everyone has free will and must take responsibility for their actions.
 Jews prefer to concentrate on life on earth rather than talk about the afterlife.
 There will be a resurrection of the soul and body.
 The Torah refers to loved ones being reunited after death.
Orthodox Jews – resurrection of the dead and the immortality of the soul. The soul lives on in Heaven until the
coming of the Messiah, then the dead will be resurrected – body and soul will be reunited.
Reform Jews – immortality of the soul. Jews speak of Heaven and Hell but not clearly. Heaven is a place where
Jews can feel close to God. Hell is a place where souls go to be cleansed of their sins before entering Heaven.
22
Explain Jewish teachings about resurrection





There will be a resurrection of the soul and body.
Some Jewish prayers (Shemoneh Esrei) refer to resurrection – recited 3 times a day
The Torah refers to loved ones being reunited after death.
Bad people will not be resurrected.
Some Jews (Hasidic) believe in reincarnation. They are reborn to ‘repair the world’ (tikkun olam).
EVALUATION QUESTIONS
d) and e) Style Questions [4 and 8 marks] – many rites of passage evaluation questions ask you to think about
which is the most important rite of passage – e.g. Marriage is more important than circumcision. It is therefore important that
you understand the reasons why each of the rites of passage are important. Remember the difference between rites of
passage and festivals though. You will lose marks if you write about festivals instead of rites of passage!!!!!!
Statement
What do you think?
‘Marriage
is
the
most
important Jewish rite of
passage’ (2013)
‘Thirteen years of age is too
young to take religion
seriously’
‘Jews should only marry Jews’
/ ‘A Jew should only marry
another Jew
‘Circumcision is the most
important rite of passage’
Notes: -
23
UNIT 5 VALUES AND COMMITMENTS
 ISSUES RELATING TO SEX AND DIVORCE
Explain the purpose of sex in Judaism / Explain Jewish teachings on sex.







Sex should only take place between a married couple - develops the bond between husband and wife.
It shows commitment and responsibilities.
Sex is important to ensure the continuation of the human race.
The Torah states that Jews should be ‘Fruitful and multiply’ [Genesis 1v28].
Jews do not accept sex before marriage.
Sex for selfish personal satisfaction, without regard for the partner's pleasure, is wrong and evil.
Sex is the woman's right, not the man's. A man has a duty to give his wife sex regularly and to ensure that
sex is pleasurable for her.
 Sex is part of God’s creation and creating new life.
 Sex shows the couple obey God’s commandments.
 Large families are a gift from God – to waste sperm would be disrespectful to God.
Explain Jewish teachings about birth control




Large families are a blessing and gift from God.
Birth control is permitted, so long as the couple intend to have children at some point.
Birth control can be used where pregnancy would cause a medical risk to the mother or her other children.
Condoms are not allowed as they destroy man’s sperm, however, the pill is allowed.
Orthodox Jews allow contraception when the pregnancy or childbirth might harm the mother, to limit the
number of children in a family for the benefit of the family. Married couples cannot use contraception for selfish
reasons of avoiding having children altogether. Children are a gift from God.
Reform Jews believe the size of their family is a personal choice. Contraception can be used to limit the size of
their family.
Explain Jewish teachings about adultery
 Adultery is a sinful action and is totally forbidden as stated in the 10 Commandments.
 Coveting is sinful and is totally forbidden as stated in the 10 Commandments.
Orthodox Jews say pre-marital sex is wrong as sex is designed to deepen a marriage.
Reform Jews accept that a couple who are engaged to be married may become intimate with each other.
Casual sex is not encouraged as it goes against Jewish teaching. Sex is a gift from God and is holy and sacred
and should be reserved for one person at any one period of one’s life.
Explain Jewish attitudes towards homosexuality.
 Accept homosexuality on the understanding that they are ‘non-practicing’ and discreet.
 Sexual relations between men are clearly forbidden in the Torah.
 Homosexual acts are forbidden, not homosexual orientation.
 A man's desire to have sex with another man is not a sin, so long as he does not act upon that desire.
 Jews believe homosexuality is a threat to family life as children cannot be created.
Orthodox Jews: - It is immoral and a threat to family life. Homosexuals cannot fulfil God’s first command ‘Be
fruitful and multiply’. Jews cannot be re-produced – it is a waste of God’s seed. The Talmud disapproves of
lesbianism. Leviticus 18:22 says ‘You shall not lie down with a man in the same way you would lie down with a
woman’. Jews believe that homosexuality can be cured with regular psychotherapy.
Reform Jews: - People do not have a choice who they are- they are what God made them.
Explain Jewish attitudes to divorce
 Jews accept that some marriages fail and divorce is the best option.
 Attitude is one of sadness, 'even the altar sheds a tear.'
 No obstacles – divorce procedure is simple; the couple do not have to be present, no grounds needed to
issue a 'get…'
 Orthodox attitude is strict; a husband can divorce his wife, the wife has no right under Jewish law to obtain a
divorce.
 Agunah – chained woman.
 Reform attitude is more relaxed – wife can get a 'Certificate of Divorce.
 There is a modern pre-nuptial agreement in the ketubah.
24
What do Jews believe about divorce and re-marriage?
Every effort will be made to keep the couple together. Judaism generally maintains
that it is better for a couple to divorce than to remain together arguing. A man can
divorce a woman for any reason or no reason. A man who divorces his wife is required
to pay her substantial sums of money. Priests cannot marry divorcees at all. The
couple will apply to the Bet Din (rabbinical court) to obtain a divorce. The husband
must give his wife a get (document of divorce) to dissolve the marriage. In Britain a
Jewish couple will need both a civil and religious divorce.
 ROLES OF PEOPLE IN JUDAISM
Explain the importance of women in Judaism.
 The primary role of a woman is as wife and mother, keeper of the household.
 Observe and prepare for festivals including Shabbat - She lights the candles to mark the beginning of
Shabbat or a festival.
 Teaches children about festivals, Shabbat and Jewish history.
 Teaches child Hebrew and discuss religious issues with them.
 Runs the home and ensures the family observe kashrut.
 Important in the continuation of Judaism - If a woman is Jewish her child automatically becomes Jewish.
 Women have held positions of respect in Jewish history.
 Women can become rabbis in Reform synagogue.
Explain the role of the father in a Jewish family (2013)








Provide for his family.
Teach his children about Judaism and introduce them to synagogue worship.
Attend his son’s circumcision ceremony.
Prepare his son for his Bar Mitzvah.
Will teach his son how to wear his tallit and tefillin correctly and will teach him about the Torah.
To take the main role in celebration of festivals in the home.
To set a good example in religious practice.
To teach his son survival skills – swimming
PERSON
Cantor
Mohel and
Sandek
Scribe
Chevra
Kaddisha
Shochet
Children
ROLE OF OTHER PEOPLE IN JUDAISM
Also known as a chazzan and leads the singing in the community.
He would chant prayers, lead services and sing at weddings and funerals.
The mohel performs the circumcision of male babies.
The Sandek is the person who holds the baby during the circumcision ceremony
A scribe (sofer) would write the scrolls (Torah, mezuzah, Ketubah, tefillin).
Would make the ink, prepare parchment, cut quill pens and write Hebrew.
Chevra kaddisha (holy or burial society) prepare the body for burial according to Jewish law.
Clean and dress the body ready for burial and stay with the body until the funeral.
Butcher who slaughters animals and birds by Shechitah. Then washes and removes all blood from
animals
Children should respect and take care of their parents and follow their parent’s religion. Study the Torah
with their family, help prepare the home for Shabbat and festivals, prepare kosher food.
 SANCTITY OF LIFE
Sanctity of life - all life is given by God. It is a precious gift that
deserves respect and should not purposely be destroyed. Life is made in the
image of God.
Reasons against abortion





Judaism is concerned with the sanctity of human life.
Killing a foetus breaks God's command to populate the world
Killing a foetus destroys something made in God's image
Killing a foetus destroys part of God's creation
Killing a foetus destroys something that could become a being
25
Explain Jewish teaching about abortion.
 Judaism does not forbid abortion, but it does not allow abortion on demand.
 Accepts abortion if the mother's life is in jeopardy - the mother’s life is considered more important than that of
the unborn child.
 Abortion cannot be done in the very last stage of pregnancy.
 Rabbis also agree with abortion if being pregnant would cause the mother to commit suicide.
 The suffering that an abnormal baby might endure is not a reason to justify an abortion but can be allowed if
it is argued that having a deformed and suffering child will cause the mother severe mental distress.
 God is still involved in creating.
 Every life is holy and has a God-given purpose – to destroy it wilfully is a transgression against God.
 Ten Commandments – 'You shall not kill.'
 Only God can end a life.
Reform Jews / some Orthodox Jews accept abortion if the mother is likely to suffer mental illness / emotional
stress caused by pregnancy.
Reform Jews accept abortion if the pregnancy was the result of rape/incest, or when the baby would be born
with severe mental/physical handicap. Orthodox Jews are opposed to this.
Explain Jewish teaching about euthanasia










Life is sacred and should be protected at all costs.
Only God can take life away.
Taking a person’s life is prohibited as life is precious and a gift from God. Nothing can hasten death.
God always gives strength and comfort to those who need it.
To take life is considered as murder – it is against the Ten Commandments
Our lives are not ours to dispose of because humans are made in the image of God.
Jews believe that saving someone from pain is not a reason to kill them.
Humans have a duty to keep people alive. Jewish law says that doctors have a duty to preserve life.
Jews can switch off the ventilator since it is impeding the natural process of death.
Pain relief medicine can be given even though it may hasten death, as long as the dose is not certain to kill,
and the intention is not to kill but to relieve pain.
 DIVERSITY
Benefits and difficulties of being Jewish in Britain today
BENEFITS
Jews have kept their beliefs and practices in the past so
can manage today.
Modern technology has made life easier to be a Jew today.
We live in a multi faith society so people are more tolerant
of other religions.
Observing Shabbat and festivals etc are possible.
Jews can work flexi-time so can attend the synagogue
DIFFICULTIES
Too many laws to obey – 613
Taking time off work for Shabbat and other festivals might
be difficult.
It might be difficult to obtain kosher food
The set prayer times may be difficult.
Some people are still prejudice towards Jews.
Differences between Orthodox and Reform Judaism
HASIDIC JEWS
DRESS &
LANGUAGE
REFORM JEWS
19th Century Eastern European Dress & Yiddish
Western Dress & English/Hebrew
LIFESTYLE
SCHOOL
TORAH
SYNAGOGUE
SEATING
SHABBAT
T.V. is banned or rationed
Lead normal lives
Girls are taught to become dedicated mothers.
Boys have a strict education,
Keep the laws of the Torah very strictly.
Men and women sit apart. Only men can become a
rabbi.
Do not work at all on this day. They keep it very
holy.
Boys and receive the same education. Will learn
about Judaism at home and in the synagogue.
Believe it can be up-dated for today’s society.
Men and women can sit together. Women can read
the Torah and become a rabbi.
Observe Shabbat by going to the synagogue and
eating a special meal. Will often work on this day.
26
Explain Jewish attitudes towards other religions (2013)





Jews respect all religions
They believe that all religions are a path to God
Jews do not aim to convert people to Judaism
Believe that Judaism has shaped Christianity and Islam.
Jews believe that the Jewish way of life is difficult.
EVALUATION QUESTIONS
d) and e) Style Questions [4 and 8 marks]
Statement
What do you think?
‘Jewish teachings about sex are out
of date’ (2013)
‘Men and women are equal in
Judaism’.
‘Orthodox Judaism is too strict’.
‘Abortion can never be right’
‘Abortion is always wrong’ (2013)
‘The purpose of sex is to create new
life’
‘Sex outside marriage is always
wrong’
‘Jewish children should always
follow their parent’s religion’ (2013)
‘Jews should always care for others’
(2013)
Notes: -
27
JUDAISM GCSE - TOPICS COVERED – QUERY SHEET
Use this to ask your teacher when revising.
UNIT 1 - BELIEFS, TEACHINGS AND SOURCES
TOPIC
Is there anything I don’t understand?
Differences between
Orthodox and Reform
Jews
Abraham
Moses
Jews relationship with
God
The Nature of God
The Talmud
The Tenakh
28
UNIT 2 - IDENTITY AND BELONGING
TOPIC
Is there anything I don’t understand?
Jewish symbols
Jewish dress
Synagogue
Dietary Laws
Shabbat
UNIT 3 - FESTIVALS
TOPIC
Is there anything I don’t understand?
Pesach
Rosh Hashanah
Yom Kippur
Yom Hashoah
29
UNIT 4 - RITES OF PASSAGE
TOPIC
Is there anything I don’t understand?
Brit Milah
Bar Mitzvah – Coming
of Age
Marriage
Death
UNIT 5 - VALUES AND COMMITMENTS
TOPIC
Is there anything I don’t understand?
Roles of People in
Judaism
Issues Relating to Sex
and Divorce
Sanctity of Life
Diversity
30
HOW TO ACHIEVE SUCCESS IN JUDAISM
Christianity Grade - ___________
Target Grade - ___________
Remember the grade boundaries: GRADE
A*
A
B
C
D
E
F
G
U
%
90 – 100
80 - 89
70 – 79
60 – 69
50 – 59
40 – 49
30 – 39
20 – 29
0 – 19
Self Assessment
What are you going to do to achieve your target grade? Here are some ideas.  the ones that you think
are relevant to you. There is also a space for you to write your own ideas.
ADVICE FOR IMPROVEMENT

Learn and include religious terms
Answer every question
Read questions carefully – underline important words if it helps
Understand the difference between ‘describe’ and ‘explain’
Include religious and moral reasons in evaluation questions
Include a personal opinion in ‘e’ questions
Re-read your answers to check they make sense
Check the marks awarded for each question
Write more than one line
Re-read my answers
Make a list of key words to include in my answer – I could write these down the side of the question
My own ideas include: -
31
MARKING YOUR KNOWLEDGE AND UNDERSTANDING
USING THE LEVEL DESCRIPTORS
FOUR MARK QUESTIONS (questions a, b and c)
Level
0
1
2
How to achieve this level
3
Makes no link between what a person believes and does
Makes a simple link between what a person believes and does
Makes a link between what a person believes and does.
Uses some religious language
A good account showing some awareness of religious facts, ideas and explanations
4
Uses religious language and understands what it means
A thorough account showing awareness of religious facts, ideas and explanations.
Mark out of 4
0
1
2
3
4
Uses religious language frequently and understands what it means
An example of this question is:  Explain why Shabbat is important.
******EXAMINERS TIP******
 These can be describe how, explain why or explain how questions.
 Read the question carefully – look for trigger words – HOW and WHY.
FOUR MARK EVALUATION QUESTIONS (question d)
Level
0
1
2
How to achieve this level
Mark out of 4
Does not give a point of view
Makes a simple point of view
Develops one argument which includes religious teaching
0
1
2
Or
3
Gives two simple arguments
Develops one argument which includes religious teaching
3
And
4
Gives a simple argument for the second reason
Develops two arguments which includes religious teaching and moral reasons, and
shows how it affects the individual and society.
4
An example of this question is:  ‘It is impossible to have a day of complete rest.’ Do you agree or disagree? Give two reasons for your
answer. You must include reference to religious beliefs in your answer.
******EXAMINERS TIP******
 You can include two reasons for or two reasons against, or two different points of view.
 Always back up your point of view with an example.
 Give religious reasons.
32
EIGHT MARK EVALUATION QUESTION (question e)
Level
0
1
How to achieve this level
Does not give a point of view
One side of the argument is given and is linked to religious teaching
Mark out of 8
0
1–2
Or
2
Two simple arguments are given
An expanded point of view is given with religious reasons AND another simple point
of view is given
3–4
Or
3
Both sides of the argument are given with religious and moral reasons
An expanded point of view is given with religious reasons
5–6
AND
4
another point of view is given and briefly argued
A thorough discussion of alternative viewpoints that includes religious and moral
teachings. You show how these teachings affect the individual and society. You must
form a personal opinion based on evidence and well developed arguments.
7–8
An example of this question is:  ‘Pesach is the most important Jewish festival.’
Do you agree? Give reasons or evidence for your answer, showing that you have thought about
more than one point of view. You must include reference to religious beliefs in your answer.
******EXAMINERS TIP******
 Include religious words to achieve a high mark
 You MUST include both sides of the argument – reasons for and against.
 Give your own opinion at the end – this is like a summing up statement.
 Set out your answer in 3 paragraphs: 


Some people agree with the statement because……
However, others disagree because……
I think that……
USEFUL RESOURCES:  Web Sites: EXAM PAPERS
 WJEC – 2011 Exam Paper: http://www.wjec.co.uk/uploads/papers/s11-4448-01.pdf
 WJEC – 2010 Exam Paper: http://www.wjec.co.uk/uploads/papers/s10-4448-01.pdf
 WJEC – Specimen Paper and Answers: http://www.wjec.co.uk/uploads/publications/8564.pdf
Use pages 103 – 115 (Exam Paper)
Use pages 169 – 175 (Answers)
USEFUL WEB SITES
http://www.bbc.co.uk/religion/religions/judaism/
http://www.jewfaq.org/index.htm
http://www.religionfacts.com/judaism/index.htm
http://www.orthodox-jews.com
http://www.myjewishlearning.com
http://www.reonline.org.uk
School Web Site: http://learn.caerphilly.org.uk/newbridgeschool/
Go to – Subjects (left).RE. Revision RE. Go to Full
Course Judaism. **You will need to log in as a
guest**
33
UNDERSTANDING THE LEVELS IN ‘PUPIL SPEAK’
FOUR MARK QUESTIONS (questions a, b and c)
Level
How to achieve this level
How will I achieve this level? Pupil
speak
0
0
marks
1
1 mark
Makes no link between what a person believes
and does
2
2
marks
Makes a link between what a person believes and
does.
Uses some religious language
3
3
marks
A good account showing some awareness of
religious facts, ideas and explanations
Makes a simple link between what a person
believes and does
Uses religious language and understands what it
means
4
4
marks
A thorough account showing awareness of
religious facts, ideas and explanations.
Uses religious language
understands what it means
frequently
and
FOUR MARK EVALUATION QUESTIONS (question d)
Level
How to achieve this level
0
0
marks
1
1 mark
Does not give a point of view
2
2
marks
Develops one argument which includes religious
teaching
How will I achieve this level? Pupil
speak
Makes a simple point of view
Or
3
3
marks
Gives two simple arguments
Develops one argument which includes religious
teaching
And
4
4
marks
Gives a simple argument for the second reason
Develops two arguments which includes religious
teaching and moral reasons, and shows how it
affects the individual and society.
34
EIGHT MARK EVALUATION QUESTION (question e)
Level
0
1
1–2
marks
How to achieve this level
How will I achieve this level? Pupil
speak
Does not give a point of view
One side of the argument is given and is linked to
religious teaching
Or
Two simple arguments are given
2
3–4
Marks
An expanded point of view is given with religious
reasons AND another simple point of view is
given
Or
3
5–6
marks
Both sides of the argument are given with
religious and moral reasons
An expanded point of view is given with religious
reasons
AND
another point of view is given and briefly argued
4
7–8
marks
A thorough discussion of alternative viewpoints
that includes religious and moral teachings. You
show how these teachings affect the individual
and society. You must form a personal opinion
based on evidence and well developed arguments.
35