Unit: Who is important in Judaism?
About this unit: This unit could be the second section of work of Judaism that children will do, or it could be their first encounter with Judaism. The approach is to look at the Jewish faith through its great tradition of story. Seek curricular links with Literacy rather than History or Geography, try to give children an idea of the power and importance of tradition. These skills will be important as they progress in RE. Inevitably this unit touches on some ‘heavy’ topics and teachers will need to use care and judgement, however it is important to leave scope for even the youngest children to explore some of these issues in an appropriate way.
Prior learning / Technical Vocabulary / ResourcesIt would be helpful if
They had covered some work on Judaism
They had heard stories about Abraham, Moses, David, Joseph
Were familiar with the way in which stories can be used to convey meanings today. / In this unit children will have an opportunity to use words and phrases related to: -
Heroes
Jewish Community
Abraham/Abram
Sarah
G-D
Moses
Egypt
Slavery
Freedom
Persecution
Pesach
Seder dish
10 Commandments
Ark of the Covenant
Covenant
Torah
David
Joseph / PCET photopack and Activity Book Judaism.
The Lion Storyteller Bible page 18/19
Let My People Go: The Story of Pesach’ Lynne Broadbent and John Logan in the ‘Times to remember series RMEP
The Price of Egypt Video/VCR
‘Animated World Faiths: Moses and the Passover’ Quest/Channel
Jane Silver Corren-recommended visitor-01308-459320
A photocopy of teachers guide to Seder including songs etc can be obtained from the Salisbury Diocesan office 017220411977. (this was originally produced by Wandsworth
Artefacts: Seder Dish
Picture or replica of Torah Scroll
Expectations
At the end of this unit
Most children will: / Be able to identify some symbols associated with Judaism (i.e. on a Seder dish) they will be able to retell in outline some significant stories from Judaism, Respond sensitively to the issues raised by the study of Jewish story by asking questions and recognising the values of others
Some children will not have made so much progress and will: / Be able to recognise and name some symbols associated with Judaism, they will be able to recall some elements of significant stories from Judaism. They can talk about the issues raised by the study of some Jewish stories.
Some children will have progressed further and will: / Be able to describe some key features of Jewish practice, they will be able to make a link between Jewish beliefs and practice e.g. the impact of the 10 commandments of Jewish lifestyle. They will be able to make links between their values and practice and will ask significant questions on issues raised by a study of Jewish Stories
Learning Objectives / Possible Teaching Activities / Learning outcomes / Contribution to other Curriculum Areas
Pupils should:
- Consider the qualities and characteristics of a hero or someone you agree to follow
- Look at/recap on some aspects of Jewish life
- Make a class list/ collage book of their favourite comic book characters Spiderman, Superman, etc what is it that they like about these heroes what qualities do they have? Or show a small part of a well-chosen popular cartoon series, The Japanese style cartoons are good for this as they often involve a hero character going on a quest or journey (Digimon, Yu-gi –oh) what ever is popular. Why do we like these stories? What can we learn from them? You may need to do some careful prompting here as this unlikely to be an aspect of these stories that children will have considered.
- Look at some pictures from a photopack showing Jewish Life. Don’t go into any great detail but make them aware/or remind them that there is still a Jewish community today both in Israel and around the world including the UK.
- Explain that we are going to look at some stories of Heroes from Jewish History who founded or started the religion of Judaism.
- Talk about/recognise values/identify what influences them
- Recognise/name/identify aspects of religious practice as Jewish
Pupils should
- Learn about the life of Abram/Abraham.
- Learn the Jewish belief that G-d keeps his promises.
- Reflect on the importance of family history
- Imagine they lived in a tent all the time. What would it be like? What would be the good things? What would be the problems? Tell the story of Abraham, (stop before the sacrifice of Isaac!) stress that he trusted G-d and as result G-D kept his promises to him that he would have a son and many descendants. (This is why he is important in Judaism this could be linked to the story of Noah and his covenant with God)
- Think about the journey and how difficult that would have been for Abram and Sarah. Role play going on the journey in the story
- Make star shaped photo frames and stick pictures or photos of their family members in them. Make a class display to remember G-d’s promise to Abraham
- Recall/retell/describe the story of Abraham
- Talk about/respond sensitively to issues connected to making and keeping promises.
Opportunity for Spiritual development
Pupils should: -
- Learn about the story of Moses.
- Reflect on the importance of freedom
- Link back to the story of Abraham. G-D kept his promise and the Israelites did become as numerous as the stars. They were living in Egypt. Tell the story of Moses and the escape from Egypt. There are many versions of this available The Big Book: Let My People Go: The Story of Pesach is a good version.
- Try not to get too caught up on the plagues but focus on G-d keeping his promises, and the concept of moving from slavery to freedom. It might be appropriate to seek a cross-curricular or other link to look at those who have fought for freedom or stood up against slavery.
- Make a concertina book in the form of a scroll to tell the events of the Exodus. Or a fortune line for the main characters in the Story i.e. Moses, Pharaoh, A Jewish Slave.
- Recall/retell/describe the events of the Jewish Exodus from Egypt
- Talk about/Ask questions about issues of the importance of freedom
History/Geography
Opportunity for Social development
Collective Worship
Pupils should: -
- Learn about the symbolism and meaning of Jewish Festival of Pesach
- Consider how people suffering today cope in times of trouble
- Explain that the Jewish people have a special festival to remember how G-d kept his promise to them in Egypt. Called Pesach.
- If you can invite in Jewish speaker who can talk about Pesach and how important it is to the Jewish Family.
- Use a Seder dish to explain the foods eaten and talk about the symbolism of the foods.
- Think about 4 questions they would want to ask God/or someone important if they had the chance.
- Draw /label a Seder plate.
- The Jewish people have suffered many terrible times in their history remembering this time when G-D saved them from persecution has helped give them hope in dark times. Think about who you would turn to in times of trouble?
Holocaust Memorial Day
The Festival of Pesach has many links to persecutions such as the Holocaust, this might be too difficult a link to explore with KS1 pupils but this might be a way of including KS1 pupils in Holocaust Memorial day. Alternatively Pesach could be revisited with KS2 pupils / Pupils should be able to: -- Name/identify/describe/ some key symbols associated with Pesach.
- Recognise/identify/make links between Jewish belief and practice.
- Respond sensitively by asking appropriate questions to the values of others
- Talk about/Recognise/make links between their values and actions.
- Respond sensitively to those suffering persecution.
Healthy eating
Food Technology
Opportunity for Cultural development
Opportunity for Spiritual development
Seder
You could give the children the opportunity to taste the foods used but be aware that Charoset is an almond nut paste.
A photocopy of teachers guide to Seder including songs etc can be obtained from the Salisbury Diocesan office 017220411977. (this was originally produced by Wandsworth)
Pupils should: -
- Learn about the story of the G-d giving Moses the 10 commandments
- Consider the importance of having rules
- Learn about the importance of the Ark of the Covenant and the Torah.
- Talk about what it might be like if there were no rules in the school and you could do whatever you like. What would be the good things about this/ and what would be the problems?
- Recap or tell the story of the Jews in the wilderness. Explain that G-d gave them some very important rules to help the Jews live in safety. Look at the 10 commandments. Explain that some were rules about living together some were rules about how to worship G_d. Classify them this way. It was the rules about worshipping one God rather than many Gods that made them different from all the other people. The Jews had to trust G-d that these were the right rules to follow, even though other people they knew did things differently. Talk about not just doing what everyone else does etc
- Explain that the Jews now had to keep their commandments from G-d safely. Design a container for keeping the stone tablets safe on a journey.
- Look at pictures of the Ark of the Covenant: explain what a covenant means. Today Jews keep the 10 commandments not as stone tablets but it is written as part of the Torah in a Scroll. Look at pictures or an example of a Torah scroll
- Recall/retell/describe the giving of the 10 commandments to Moses
- Show awareness of similarities between Jewish and Christian (and Islamic) traditions
- Talk about/recognise/make links between their values and those of others.
Opportunity for Social development
Citizenship
Thinking skills
Design Technology
Extension
Who else is special to Jews?
Work on David
Work on Joseph / Literacy
Suggested Assessment Task:
The most obvious task here would be based around labelling/identifying the symbolism of the Seder dish. A simple worksheet (easily designed or adapted from a worksheet bank..such as Follens would do this). This can be developed to design their own Seder dish for a special meal for their family or the class.
A task of designing a casket or container for the 10 commandments might also be effective. The design of the container would have container would have to be: - a) strong enough to withstand the journey in the desert
b) Be special enough to reflect how the Jews feel about G-D
Be prepared to explain your design.