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Jewish history is no different than history writ large.

  a. The Jewish people as a group are bound by the
     same historical rules as any other group of people,
     influenced like any other group is influenced.
Primary sources are the building blocks
            of Jewish history.

a. Historians evaluate the relative strengths and
   limitations of primary sources.
b. We must ask questions of sources and be careful
   readers of culture and texts.
Historical events are caused by a constellation
      of long term and immediate causes

 Every generation tells a history that matters to it.

a. We come to history with our own agenda and
   perspective which in turn affects how we shape our
   historical narrative
Primary sources are the building blocks
             of Jewish history.

a. Historians evaluate the relative strengths and
   limitations of primary sources.
b. We must ask questions of sources and be careful
   readers of culture and texts.
Questions:

• What’s the relative strength and weakness of this text?
• Who IS the person who wrote this?
• What was this person’s exposure to the events he or she
    was writing about?
•   What, if any, is this person’s particular agenda?
•   What might be this person’s perspective on life or that
    world that is going to have an effect on the way s/he sees
    things?
•   How is the world in which this person is living the same or
    different from our world today?
•   What doe it mean to be a critical reader of text and
    culture?
•   How can I most efficiently use this source?
Every generation tells a history that matters to it.

• What is the narrative being told?
• Why should this generation want to tell this narrative?
• Why does this matter?
Tensions

Healthy tensions in the teaching of history.
We want to:
 • Enhance the skills of our students
 • Enhance the Jewish identity of our
    students

Questions:
  •   How do we lives with these tensions?
  •   How do we help our students navigate
      them?

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History EUs & EQs

  • 1. Jewish history is no different than history writ large. a. The Jewish people as a group are bound by the same historical rules as any other group of people, influenced like any other group is influenced.
  • 2. Primary sources are the building blocks of Jewish history. a. Historians evaluate the relative strengths and limitations of primary sources. b. We must ask questions of sources and be careful readers of culture and texts.
  • 3. Historical events are caused by a constellation of long term and immediate causes Every generation tells a history that matters to it. a. We come to history with our own agenda and perspective which in turn affects how we shape our historical narrative
  • 4. Primary sources are the building blocks of Jewish history. a. Historians evaluate the relative strengths and limitations of primary sources. b. We must ask questions of sources and be careful readers of culture and texts.
  • 5. Questions: • What’s the relative strength and weakness of this text? • Who IS the person who wrote this? • What was this person’s exposure to the events he or she was writing about? • What, if any, is this person’s particular agenda? • What might be this person’s perspective on life or that world that is going to have an effect on the way s/he sees things? • How is the world in which this person is living the same or different from our world today? • What doe it mean to be a critical reader of text and culture? • How can I most efficiently use this source?
  • 6. Every generation tells a history that matters to it. • What is the narrative being told? • Why should this generation want to tell this narrative? • Why does this matter?
  • 7. Tensions Healthy tensions in the teaching of history. We want to: • Enhance the skills of our students • Enhance the Jewish identity of our students Questions: • How do we lives with these tensions? • How do we help our students navigate them?