The document provides information about the origins, development, physical structure, and rituals of the synagogue. It describes how synagogues originated as Judaism developed without the Temple, and explains key elements of synagogue design like the Ark, Torah scrolls, eternal light, and placement of symbols. The document also outlines typical synagogue services, leadership roles, and the significance of communal and private prayer in Judaism. Learning outcomes include being able to explain aspects of the synagogue like its symbols, services, and the importance of prayer in the Jewish faith.
Bible Compilation, Transmission and AlterationSabeel Ahmed
Objective study of the compilation and transmission of the Bible. Many Christians are unaware of the history of the bible and thus assume it is preserved and the word of God. This presentation will examine how the bible was compiled and the changes that took place from the time of the first letters of Paul till our time.
All about the bible, how it was put together, why certain books were left out, how do we know that it\'s divine, what about the Da Vinci Code, dealing with "contradictions", etc.
Hey Guys!
In case you missed out on a lovely sermon about the "Reliability of the Bible" ..Here's the Powerpoint Slides; Please feel free to download it and share among your friends :)..
Bible Compilation, Transmission and AlterationSabeel Ahmed
Objective study of the compilation and transmission of the Bible. Many Christians are unaware of the history of the bible and thus assume it is preserved and the word of God. This presentation will examine how the bible was compiled and the changes that took place from the time of the first letters of Paul till our time.
All about the bible, how it was put together, why certain books were left out, how do we know that it\'s divine, what about the Da Vinci Code, dealing with "contradictions", etc.
Hey Guys!
In case you missed out on a lovely sermon about the "Reliability of the Bible" ..Here's the Powerpoint Slides; Please feel free to download it and share among your friends :)..
A pdf has been placed on Moodle with selections from Jewish Scri.docxransayo
A pdf has been placed on Moodle with selections from Jewish Scriptures and other writings. Read the Talmudic selection on Rabbinic authority that appears on p. 20 of the pdf (p. 372 of the text). Explain the significance of the debate recounted here. Place the text in historical context, and explain the role of debate between Rabbis about the meaning of scripture during this particular period of Jewish history. Also say what you make of G*d (the Holy One) laughing, as reported by Elijah.
2 pages, typed and double-spaced.
Due Monday April 18th.
first take home essay for midterm
Strategies for writing short papers
Good Strategies
Trust your own ability to read and interpret the text.
Read the text carefully, and make use of relevant sections of the textbook to help make sense of the context in which the text you are considering appears.
Put your explanation in your own words. Think of how you might explain what you’ve learned to a friend who asked you about the class you’re taking.
Bad Strategies
Quoting the powerpoint slides used in class.
Going online to find how others have interpreted this text. This can be helpful as part of the process of developing your own interpretations, but don’t lean too heavily on outside sources.
Plagiarizing online sources.
Forgetting to provide the explanation asked for in the assignment.
Differing views of scriptures
The traditional Jewish view is that Moses wrote the Torah after receiving its contents as a revelation on Mt. Sinai.
Modern scholarship holds that the text of Torah is a redaction, a reconstruction done after the return from Babylon which united several strands of literature into one document. This view is known as the documentary hypothesis (see p. 93 of Religions of the West Today for a more detailed account of this viewpoint).
Judaism in a Hellenic world
As a result of the Diaspora, Jews found themselves scattered across the Hellenized Mediterranean world.
Ideas drawn from Greek philosophy, mathematics, and science dominated this era. The application of reason (logos) as part of a systematic investigation of nature was the ruling principle, while the guidance provided by prophetic revelation was seen as limited in scope. Given the differences between Hellenic and Judaic cultures, questions of how to maintain Jewish identity outside of the traditional homeland became more pressing and difficult to answer.
Some Jews became assimilated to the wider culture, while others formed isolated Jewish communities, such as the Essenes.
Intellectually, allegorical interpretation was developed as a means of integrating Judaism with Greek philosophy; this is a method of reading texts symbolically. Philo of Alexandria is a good example of a Jewish thinker who engages in this kind of reading of the traditional scriptures.
Apocalyptic Judaism
“Apocalypse” is derived from a Greek word meaning “unconcealed” or “out of hiding,” hence it indicates a revelation or disclosure by .
Synagogues of Old Dublin
Author(s): Katherine Butler
Source: Dublin Historical Record , Sep., 1974, Vol. 27, No. 4 (Sep., 1974), pp. 118-130
Published by: Old Dublin Society
Stable URL: https://www.jstor.org/stable/30103909
Name - Date- Period- Water Conservation Student Captur.docxhallettfaustina
Name - Date- Period-
Water Conservation Student Capture Sheet
Guiding Questions
What are the various ways humans use water?
Why is it important to conserve water?
What are some ways we can conserve water?
Engage
List at least 6 ways you use water in your daily life.
Explore and Explain
Part 1: Safe Water Documentary: While you watch the short documentary, answer the following
questions:
1. Give at least two reasons why safe freshwater is not available to many people around the
world.
2. Why is having safe freshwater a big concern?
3. What are some solutions to this problem?
Part 2: Analyze the Data: Discuss the data with your group and record three facts you learned from
this data. You will share these with the class.
Evaluate
1. Review your original list of ways you use water (Engage). List more ways you use freshwater
that you didn’t think of before this lesson.
2. What are some ways you can conserve freshwater in your daily life?
Note: Units are cubic meters per person per year, but most important to look at is the comparison
between countries – red means more water use, green means less.
Source: epa.gov
Global Water Use per Person per Year
Source: waterfootprint.org
Source: discoveryeducation.com
After spending two days in Tel Aviv, you leave for Jerusalem and arrive at your hotel near the old part of the city. Once there, you can't wait to begin exploring. The Old City is a place for walking and wandering, with wonderful sights in its narrow streets.
Drawing you like a magnet is the site of the ancient temple, destroyed by Roman soldiers nearly two thousand years ago. Only its foundation stones remain. On the mount where the temple once stood is now a glittering golden dome. Built by Muslims, the Dome of the Rock covers the great stone beneath it, which is venerated by Muslims and Jews alike, who hold that their ancestor Abraham came to this spot.
You decide to walk down from the city in order to view the mount from below, after which you plan to turn back and travel, like a true pilgrim, “up to Jerusalem.” You buy food for a picnic lunch at stalls as you walk inside the city. Soon you are beyond the Old City gate. Luckily, the day is sunny but not hot. You see a large stone tomb in the valley below and beyond it, in the east, Mount Scopus.
Page 282At last it is time to stop for a rest and to eat your lunch. You sit under a tree and look back, thinking to yourself about the events this site has witnessed. Your mind becomes crowded with the names of biblical kings, prophets, and priests associated with Jerusalem: David, Solomon, Melchizedek, Isaiah, Jeremiah. As the sounds of everyday traffic filter through your thoughts, you imagine the many battles over this holy city and the successive waves of conquerors—Babylonians, Greeks, Romans, A.
Name - Date- Period- Water Conservation Student Captur.docxroushhsiu
Name - Date- Period-
Water Conservation Student Capture Sheet
Guiding Questions
What are the various ways humans use water?
Why is it important to conserve water?
What are some ways we can conserve water?
Engage
List at least 6 ways you use water in your daily life.
Explore and Explain
Part 1: Safe Water Documentary: While you watch the short documentary, answer the following
questions:
1. Give at least two reasons why safe freshwater is not available to many people around the
world.
2. Why is having safe freshwater a big concern?
3. What are some solutions to this problem?
Part 2: Analyze the Data: Discuss the data with your group and record three facts you learned from
this data. You will share these with the class.
Evaluate
1. Review your original list of ways you use water (Engage). List more ways you use freshwater
that you didn’t think of before this lesson.
2. What are some ways you can conserve freshwater in your daily life?
Note: Units are cubic meters per person per year, but most important to look at is the comparison
between countries – red means more water use, green means less.
Source: epa.gov
Global Water Use per Person per Year
Source: waterfootprint.org
Source: discoveryeducation.com
After spending two days in Tel Aviv, you leave for Jerusalem and arrive at your hotel near the old part of the city. Once there, you can't wait to begin exploring. The Old City is a place for walking and wandering, with wonderful sights in its narrow streets.
Drawing you like a magnet is the site of the ancient temple, destroyed by Roman soldiers nearly two thousand years ago. Only its foundation stones remain. On the mount where the temple once stood is now a glittering golden dome. Built by Muslims, the Dome of the Rock covers the great stone beneath it, which is venerated by Muslims and Jews alike, who hold that their ancestor Abraham came to this spot.
You decide to walk down from the city in order to view the mount from below, after which you plan to turn back and travel, like a true pilgrim, “up to Jerusalem.” You buy food for a picnic lunch at stalls as you walk inside the city. Soon you are beyond the Old City gate. Luckily, the day is sunny but not hot. You see a large stone tomb in the valley below and beyond it, in the east, Mount Scopus.
Page 282At last it is time to stop for a rest and to eat your lunch. You sit under a tree and look back, thinking to yourself about the events this site has witnessed. Your mind becomes crowded with the names of biblical kings, prophets, and priests associated with Jerusalem: David, Solomon, Melchizedek, Isaiah, Jeremiah. As the sounds of everyday traffic filter through your thoughts, you imagine the many battles over this holy city and the successive waves of conquerors—Babylonians, Greeks, Romans, A ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
B
1. Jewish Studies, DWEC, NCCA, DES 1
SECTION 4 Holy Places
Topic 4.2 The Synagogue
The origins, development and physical structure of the
synagogue
Description of
Topic
When, where, and under which circumstances the
synagogue developed in antiquity; The physical layout of
the contemporary synagogue
The main Jewish symbols in a synagogue (menorah, Magen
David, ark curtains, bimah, motifs of windows, symbols of
lions, Ten Commandments)
The structure of the synagogue service for Sabbaths and
holidays; Leadership roles in the synagogue; the function
of prayer in Judaism; One prayer that is of importance for
Jewish practice; The significance of communal and private
prayer in the Jewish faith
The Jewish belief that each person has a personal
connection to God that needs no intermediary
Learning
Outcomes
construct a model of the Holy Temple or of a contemporary
synagogue; name and explain the main Jewish symbols in a
synagogue; summarise the main elements of the synagogue
service; describe leadership roles within the synagogue;
explain the significance of prayer in the Jewish faith; name
one prayer that is of importance in Judaism; explain why
communal and private prayer are important in the Jewish
faith.
SYNAGOGUE
A Synagogue is also known as
Beit K’nesset (House of Assembly)
Beit K’nesset means the House of Assembly.
It is a place for the Jewish community to come together for all types of
meetings, celebrations and other community activities.
Beit Tefillah (House of Prayer)
Beit Tefillah means House of Prayer.
It is where Jews come to worship God.
Jews also worship at home but worshipping with others is an important
part of Judaism.
Beit Midrash (House of Study)
Beit Midrash means House of Study.
It is where Jews come to learn the Jewish language of Hebrew and to learn
about Judaism.
In most synagogues, children and adults can take classes in Hebrew, study
important Jewish religious books and learn all about Judaism.
2. Jewish Studies, DWEC, NCCA, DES 2
Although synagogues existed a long time before the destruction of the Second
Temple in 70 CE, communal worship in the time while the Temple still stood
centred around the korbanot (sacrificial offerings brought by the kohanim –
priests – of the Holy Temple)
During the Babylonian captivity (586-537 BCE) the Men of the Great Assembly
formalised and standardised the language of Jewish prayers. Before that, people
prayed as they wished, with each person praying in his or her own way; no
standard prayers were recited.
Rabbi Yohanan ben Zakkai (30-90 CE) spoke of the idea of creating individual
houses of worship wherever Jews found themselves. They were then able to
maintain a unique identity and a portable way of worship despite the destruction
of the Temple.
Synagogues in the sense of purpose-built spaces for worship, or rooms originally
constructed for some other purpose but reserved for formal, communal prayer,
however, existed long before the destruction of the Second Temple
The earliest archaeological evidence for the existence of very early synagogues
comes from the Palestinian synagogues, which date from the first century CE.
Synagogue Layout
In Orthodox synagogues men and women sit separately, and everyone (except
young girls) has their head covered. In a Reform synagogue men and women
can sit together.
Synagogue services can be led by a rabbi, a cantor or a member of the
congregation.
Traditional Jewish worship requires a minyan (a quorum of ten adult males) to
take place.
In an Orthodox synagogue the service will be conducted in ancient Hebrew, and
the singing will be unaccompanied. In a progressive (Reform, Liberal)
synagogue the service will be at least partly in English, there may a choir and
instruments, and men and women can sit together.
Clothing
The most common hat for men in the synagogue is a small round cap called a
yarmulke (Yiddish) or a kippah (Hebrew), but an ordinary homburg or street hat
is acceptable.
Adult men (i.e. those over the age of 13) often wear a Tallit or prayer shawl for
morning prayer. In Reform synagogues, women may also do so. A Tallit has
fringes (called tzitzit) on the edges to remind the wearer to observe G-d's
commandments - as commanded by G-d in the Bible.
3. Jewish Studies, DWEC, NCCA, DES 3
Tefillin are small leather boxes that contain the Shema Israel, Deuteronomy 6:4-
9, and are strapped to the head and arm during weekday morning prayers.
INSIDE THE SYNAGOGUE
ARON KODESH
The Ark is named after the wooden chest which held the stone tablets of the
Covenant that G-d gave to Moses on Mount Sinai.
Every synagogue contains an Ark, which is a cupboard where the Torah
Scrolls, which contain the text of the Hebrew Bible, are kept.
TORAH SCROLLS
Contained within the Ark
Torah Breastplate and Crown similar to the
attire worn by the High Priest in the Temple
ARON KODESH CURTAIN
The Ark has an inner curtain called a parokhet.
This curtain is in imitation of the curtain in the Sanctuary in the Temple.
Embroidery can be abstract or biblically-based
NER TAMID
Eternal light which burns above the Ark
Symbol of G-d’s presence
It also represents the pillar of fire that guided the Jewish people on their
early journey.
TEN COMMANDMENTS/ASERET HA-D’VARIM
Given to Moses by G-d at Mt Sinai ( Exodus 34:28, Deuteronomy 4:13; 10:4)
Judaism teaches that the first tablet, containing the first five declarations,
identifies duties regarding our relationship with G-d
The second tablet, containing the last five declarations, identifies duties
regarding our relationship with other people
BIMAH
The platform and the desk for Torah readings are called the Bimah and in an
Orthodox synagogue are in the centre of the building.
In a Reform synagogue, the Bimah is usually close to the Ark.
4. Jewish Studies, DWEC, NCCA, DES 4
RABBI’S PODIUM
The place from which the Rabbi speaks during the synagogue services.
STAINED GLASS WINDOWS
While there are no statues or representations of G-d or humans in the synagogue,
the windows represent different aspects of Jewish ritual, significant biblical
events, or abstract scenes.
LIONS
Often lions are depicted in the synagogue stained glass windows or on the
doors of the Ark.
They represent the tribe of Judah, one of the southern tribes of Israel.
In Genesis 49:9, Jacob refers to his son Judah as Gur Aryeh, a lion, when he
blessed him.
MENORAH
Calls to mind the seven-branched
candelabrum used in the Temple
Priests lit the menorah in the
Sanctuary every evening and cleaned it
out every morning, replacing the wicks
and putting fresh olive oil into the cups
Menorah of the First and Second
Temples had seven branches
5. Jewish Studies, DWEC, NCCA, DES 5
Symbol of nation of Israel
MAGEN DAVID/STAR OF DAVID
Shape of King David’s Shield
Top triangle moves upward
toward G-d; lower triangle moves
downward towards the world.
Intertwining of triangles
represents united nature of Jewish
people
Three sides represent the
Kohanim (descended from Aaron),
Levites and Israel
Identity badge of Jews in
Nazi Germany
On the flag of State of Israel
Exercises
1. By what other names is a synagogue known?
2. Name the three functions of the synagogue.
3. Explain these functions.
4. Where would you find synagogues located in Ireland?
5. Give any three points of your choice about the historical development of
the synagogue.
6. Where would you find the earliest archaeological evidence of the
existence of a synagogue?
7. In what languages are the synagogue services conducted in an Orthodox
and a Reform synagogue?
8. Why are there differences?
9. What is the name given to the head-covering worn by Jewish men in the
synagogue?
10. Give the Hebrew name for the prayer shawl worn by Jewish men.
11. The fringes (tzitzit) of the prayer shawl have a particular significance.
What is it?
12. Why might that be so important in the live of a Jew?
13. Explain the function of the Aron Kodesh (Ark) in the synagogue.
14. Why is there a curtain on the Ark?
15. Give reasons why the Ten Commandments included in the design of a
synagogue?
16. What is a Bimah?
17. Where in the synagogue would you expect to find the Bimah?
18. Give three reasons why the Ner Tamid is significant for the Jewish people.
19. Describe what might be on the stained glass windows of a synagogue.
20. Explain the significance of the inclusion of a Menorah in the synagogue.
21. What are the three sides of the Star of David said to represent?
22. Write a note about the Star of David in Judaism.
6. Jewish Studies, DWEC, NCCA, DES 6
Exercise: Match the correct name on the left to the definition on the right
hand side of the diagram below
(Adapted from the TES site: http://www.tes.co.uk/teaching-resource/Synagogue-6192619/)
The Jewish Synagogue
Star of David
Bimah
Rabbi
Ark
Torah
Yad
Ner Tamid
(eternal light)
Menorah
Podium
Key for above exercise:
A. Ark; B. Star of David; C. Yad; D. Bimah; E. Rabbi; F. Ner Tamid; G. Torah;
H. Menorah; I. Rabbi’s Podium
A. Most Jews think that this is the most important part of the
Synagogue as the Torah is kept in it. It is like a big ornate wardrobe
with the 10 commandments placed above them. Sometimes called the
Ark of the Covenant.
B. One of the most common symbols used in Judaism. It is a 5
pointer star named after the great King David
C. A pointer that is used when reading the Torah as you are not
allowed to tough the pages.
D. This is where the Rabbi stands to read the torah scrolls. It is a
more important table than the podium.
E. Similar to a Priest but also a teacher.
F. Can also be known as the Eternal Light. It is a hanging light that
stays on ALL the time in the synagogue.
G. The Jewish Holy book. It contains the first five books of the
Jewish Bible and is kept inside the ark.
H. A seven pointer candle holder used in the synagogue. The 9
pointed candle holder is used during Hanukah.
I. A little stand like table where the Rabbi preaches from to the
people. It usually has a microphone on it so everyone can hear.
7. Jewish Studies, DWEC, NCCA, DES 7
Exercise: Draw a diagram below of the interior of an Orthodox Synagogue.
In your diagram, include the following and number them accordingly in
your diagram:
Key: 1-Aron Kodesh (Ark); 2 – Torah Scrolls; 3 – Ner Tamid (Eternal Light); 4 – Menorah; 5 –
Ten Commandments; 6 – Rabbi’s/Cantor’s seats; 7 – Cantor’s or Torah ReadingTable; 8 –
Rabbi’s Podium; 9 – Bimah; 10 – Congregational Seating for women; 11 – Congregational
Seating for men
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
10. ___________________________________________________________
8. Jewish Studies, DWEC, NCCA, DES 8
Alternative Exercise: Draw a diagram of a synagogue, putting in the missing
parts and naming them.
Fill in, name, and draw the parts of the synagogue , and draw an image which one
might expect to see in a stained glass window in a Jewish synagogue. The
following is a key to aid you in the completion of the diagrams.
Directions
The ark is in the centre of the room on the back wall. Just below the eagle
on the Ark is where the Ten Commandments go. They are written on to
two stone arcs.
Inside the ark is the where the Torah scrolls are kept. This is to keep them
safe and free from being destroyed as they are considered very special.
North of this and on the ceiling is the Ner Tamid. It hangs from the roof
and is always alight.
In the centre of the room on the floor is the Bimah.
Slightly west of this is the Rabbi’s podium. There is also a microphone on
top of the podium so that when the Rabbi speaks everyone can hear him.
North of the ark but south of the Ner Tamid is the Star of David. It is in the
middle of the two on the back wall. There is also a Star of David on the
outside of the synagogue above the arched doorways in a circle.
On the inside of the synagogue, on the eastern walls and the western
walls are two stained glass windows each. On the outside of the
synagogue are 4 stained glass windows also; two on the left hand side and
two on the right.
You must draw a stained glass window on the outside of the synagogue
directly above the arched doorway.
The Menorah is found within in every synagogue. But it can be found
anywhere with in the synagogue. Place the Menorah where you feel it best
fits.
9. Jewish Studies, DWEC, NCCA, DES 9
Exercise: Watch the following video clip and answer the questions below
Video of a synagogue in Exeter showing the artefacts of the synagogue (9 minutes
approximately); from http://pow.reonline.org.uk/judaism_video.htm
1. When was the synagogue built?
2. When were the Jews allowed back into England after Cromwell’s time?
3. What does the Star of David represent?
4. Where is the Bimah located in the synagogue?
5. What is the Ark? Describe in detail.
6. What is in the Torah scolls?
7. How are the scrolls written?
8. What happens if the scribe makes a mistake?
9. Why are the Tablets of the Commandments located above the Ark?
10. Describe the Torah scrolls and their coverings.
11. How is the Torah scroll read in the synagogue?
12. What is the high point of the Shabbat morning service?
13. What does the reader use to follow the script?
14. Why is this the case?
15. What is the meaning of having your head covered in the synagogue?
16. Describe the white prayer shawl and its origins.
17. What is written on the back of the collar of the prayer-shawl?
18. Why is the menorah kept in the synagogue?
19. Describe the menorah and its origins.