The document provides an overview of the Jewish history curriculum covered in 10th and 11th grade. It summarizes the major eras and topics studied, including: the divided kingdoms of Israel and Judah and their conquest by Assyria and Babylon; the beginnings of Jewish life in the diaspora after the destruction of the Temples; the Hellenistic period and Maccabean revolt; the establishment of the Hasmonean dynasty; the rise of Jewish sects during this unsettled period; and growing dissatisfaction with Roman rule that led to the Great Revolt. Key people and events are highlighted from each time period.
John Oakes taught a two-part Introduction to the Old Testament for a group of new Christians in San Diego May 17 and 24, 2015. The first class serves as a general introduction as well as covering the Book of Genesis. Genesis is studied as a work of Christian theology-setting out the Christian world view and as a source of prophecy, prefigure and foreshadow of the Messiah. The second class finishes an intro to Genesis and covers Exodus to Deuteronomy,emphasizing prefigures and foreshadows in the story of Israel and in the laws, sacrifices, tabernacle and festivals.
Dr. John Oakes taught a class on apocalyptic literature, including the Book of Revelation on six consecutive Saturdays beginning September 28 at the Mission Center of Hope in San Diego. The audio of this lesson is now available in the web site store. Go to the front page and click on EFC Store in the upper right hand corner of the page. It will also be made available in MP3 format at www.ipibooks.com.
God reveals exciting truths about His nature through the pages of the Old Testament. We can discover many spiritual gems by knowing the story of the Old Testament and how the various books of the Bible fit into that story. John Beene taught an Overview of the Old Testament at the November 20, 2011 congregational worship. The class included timelines, pictures, and maps to help the scriptures come to life. Listen to the lessons, view the Power Point presentation, and use the Old Testament Timelines to further your own study of God's story in the Old Testament.
The Feast of Pentecost points to the following: 1) the time when Christ will pour the Holy Spirit upon his saints to prepare them for his coming during the last days; and
2) the gathering together of the 144,000, a group of saints that are deemed the “first fruit” of God’s harvest or his people.
'Israel-Palestine Conflict' is an ongoing conflict since the mid-20th century which has still not attained any settlement between the parties involved, it is also the conflict which has attracted lots of public opinions around the world with celebrities taking sides, public protesting around the world showing their support, foreign governments sending aids and condolences for the losses suffered, while the U.N and U.S trying to broker peace agreement between the masses which has seemed to fail each and every time! So I would like to highlight this never-ending conflict and come up with a resolution to this problem through this presentation.
Contents :
- Introduction
- Conflict Mapping
- Timeline of Conflict
- Statistics
- Understanding the Conflict
- Resolution
Subscribe on YouTube - https://www.youtube.com/channel/UCnSp_MjvR1ihLcSFDCfCbOg
Follow on Instagram - https://instagram.com/masroorbaig/
Catch up on Facebook - https://www.facebook.com/MasroorBaig1996
This presentation includes the history of Israel and Palestine concept along with various factors. A word file attached with it has got details where under NOTES, the explanation is written
John Oakes taught a two-part Introduction to the Old Testament for a group of new Christians in San Diego May 17 and 24, 2015. The first class serves as a general introduction as well as covering the Book of Genesis. Genesis is studied as a work of Christian theology-setting out the Christian world view and as a source of prophecy, prefigure and foreshadow of the Messiah. The second class finishes an intro to Genesis and covers Exodus to Deuteronomy,emphasizing prefigures and foreshadows in the story of Israel and in the laws, sacrifices, tabernacle and festivals.
Dr. John Oakes taught a class on apocalyptic literature, including the Book of Revelation on six consecutive Saturdays beginning September 28 at the Mission Center of Hope in San Diego. The audio of this lesson is now available in the web site store. Go to the front page and click on EFC Store in the upper right hand corner of the page. It will also be made available in MP3 format at www.ipibooks.com.
God reveals exciting truths about His nature through the pages of the Old Testament. We can discover many spiritual gems by knowing the story of the Old Testament and how the various books of the Bible fit into that story. John Beene taught an Overview of the Old Testament at the November 20, 2011 congregational worship. The class included timelines, pictures, and maps to help the scriptures come to life. Listen to the lessons, view the Power Point presentation, and use the Old Testament Timelines to further your own study of God's story in the Old Testament.
The Feast of Pentecost points to the following: 1) the time when Christ will pour the Holy Spirit upon his saints to prepare them for his coming during the last days; and
2) the gathering together of the 144,000, a group of saints that are deemed the “first fruit” of God’s harvest or his people.
'Israel-Palestine Conflict' is an ongoing conflict since the mid-20th century which has still not attained any settlement between the parties involved, it is also the conflict which has attracted lots of public opinions around the world with celebrities taking sides, public protesting around the world showing their support, foreign governments sending aids and condolences for the losses suffered, while the U.N and U.S trying to broker peace agreement between the masses which has seemed to fail each and every time! So I would like to highlight this never-ending conflict and come up with a resolution to this problem through this presentation.
Contents :
- Introduction
- Conflict Mapping
- Timeline of Conflict
- Statistics
- Understanding the Conflict
- Resolution
Subscribe on YouTube - https://www.youtube.com/channel/UCnSp_MjvR1ihLcSFDCfCbOg
Follow on Instagram - https://instagram.com/masroorbaig/
Catch up on Facebook - https://www.facebook.com/MasroorBaig1996
This presentation includes the history of Israel and Palestine concept along with various factors. A word file attached with it has got details where under NOTES, the explanation is written
Beth Tfiloh Lower School students learned about Janusz Korczak, a hero during a very sad time for the Jewish people around the world.
Based on "A Hero and the Holocaust: The Story of Janusz Korczak and His Children by" David Adler and "The Champion of Children: The Story of Janusz Korczak" by Tomek Bogacki.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. The History of Your People:
An Abridged Version
By Corey G. „14
2. Why?
The tenth and eleventh grade Jewish History curricula
cover content in great breadth and depth, leaving you
with a lot of information to synthesize in the midst of
your rigorous junior year
To aid in your understanding of the progression of Jewish
History, this presentation outlines the major eras and
topics of study within Jewish History
5. Why Are We Starting Here?
We only have one source for the time leading up to this
period: the Torah, the Five Books of Moshe
This poses various challenges to our academic
understanding of ancient Jewish history
Benefits
Challenges
•Starting point
•Preservation provides
evidence
•Insight into
cultural/social norms
•Religious
information/Talmudic
tradition
•Narrow window
•Lack of chronology
•Interpretation
•Contradicts archeology
•Theology book
•Emotional factor
7. Identify this
Primary Source
• Includes the first
mention of Israel
outside of the
Tanakh, “Haberew”
• 1210 BCE
This is the:
• Merneptah Stele
http://mattakers.blogspot.com/2011/01/merneptah-stele.html
8. The Divided Kingdoms
Israel had reached its zenith at the beginning of King
Solomon‟s rule; the Temple had been built
The Israelites were divided in ancient Israel into twelve
tribes which owned pieces separate of land
Solomon‟s reign had inherent difficulties
He was the last king of the United Kingdom of Israel
922 BCE – Solomon‟s death
928 BCE – Division of Kingdom
9. The Divided Kingdoms
At the end of Solomon‟s
reign, the kingdoms split
Northern Kingdom:
Kingdom of Israel
Southern Kingdom:
Kingdom of Judah
After
invasions, attacks, and
the division of the
kingdoms, the Ten
Tribes were exiled and
assimilated among other
peoples
Beginning of diaspora
Wikipedia
10. The Northern Kingdom and the
Assyrians
738 BCE – Assyrian King conquers a civilization by
Canaan; deports the native population of dissenting
thought and replaces these people with Assyrian
loyalists (population transfer of the periphery)
This weakens the chance of protests and rebellion, while
diluting Israel
722 BCE – Northern Kingdom conquered by King
Sargon II of Assyria; upper class, women, and skilled
workers deported
The Assyrian imports and lower class Jewish remnants
were called Samaritans
Those deported either went to Judah or Assyria
11. The Southern Kingdom
Deuteronomic reforms alter the practice of Judaism
Personal responsibility
Sole loyalty to God
Central location for sacrifice
Contrasts the pagan view of sacrifices
Keeps Jews focused on Judaism and sacrifices halakhic
Hezekiah, the ruler of Judah from 727 - 698 BCE, retains control
despite the threat of the Assyrians in the Northern Kingdom
12. The Fall of the Southern Kingdom
Babylonia replaces Assyria as the new world empire
597 BCE – Jerusalem is captured, upper class is exiled
(first exile) and King Nebuchadnezzar of Babylonia
puts in place a vassal king, Tzidkiyah
586 BCE – Judah revolts and the Temple is destroyed
by the Babylonians; Jerusalem emptied of Jews (second
exile)
582 BCE – Gedaliah, the new governor, revives
Jerusalem economically, but is assassinated leading to
the exile of the remaining Jews (third exile)
13. Destruction & Exile: Beginning of
Jewish Life in the Diaspora
Exiled Jews join emerging Jewish communities
Leaders, exiled before the rest of the population, have
set up these communities
Diversified Jewish economy contributes to society
Jews embrace personal responsibility when it comes to
practicing their religion; they unite as they look toward
the shared goal of a future in Israel
14. Destruction & Exile: Beginning of
Jewish Life in the Diaspora
539 BCE – Persia replaces Babylonia as the new world
empire
Book of Esther may have occurred during this time (no
corroborating historical evidence)
Cyrus presents a policy change; grants Jews permission
to return to Israel, however most are comfortable and
choose to remain in exile
516 BCE – 70 years after Jeremiah‟s prophecy in 586
BCE, the Second Temple is built
Jews were autonomous in the diaspora, yet secular
rulers had connections to the Jewish communities and
often enforced Jewish law (corporatism)
15. Destruction & Exile: Beginning of
Jewish Life in the Diaspora
Intermarriage first emerges as a problem in response
to the enticing Persian culture
The Jews of Elephantine assimilate yet remain
connected to their Jewish roots; in their corporate
community structure, they embrace aspects of outside
culture yet remain connected to Israel from the diaspora
16. Hellenism
331 BCE – Greece replaces Persia as the new world
power; Alexander the Great conquers
Greeks impose rule and culture, leading to hellenization
Greek becomes the official language in much of the territory
Greek intellectual culture is enticing (modern western world
influenced by Graeco-Roman ideology)
Gymnasium demonstrates assimilation; circumcision
contradicts the cult of the body
Seders demonstrate acculturation
Jews must determine how much of Greek culture they
will embrace
17. The Septuagint
Translation of the Torah into Greek
Completed in Alexandria, Egypt by 70 rabbis
For Ptolemy II‟s personal library (supposedly)
Some Jews embraced the assimilation and the Greek
culture/language while others believed that the
Septuagint was terrible for Jewish tradition
18. Jews During the Greek Empire
Life in Judea
Greek rule with Jewish autonomy
Hebrew, Aramaic, and Greek were all spoken
High priest collected taxes
Great influence of Hellenism
Life in the Diaspora
Introduction of synagogues; new form of worship
without temple
Increasing Jewish populations; Jews concentrated in
some areas
19. The Effect of Hellenism on Judea
Factionalization of Jews
Embrace Greeks
and Hellenism
Hellenizers
Upper Class
City dwellers
Pious ones
Hasidim
Lower class
Less urban
20. Judea Under Seleucid Rule
200 BCE – Seleucids (Syrian Greeks) take control of
Judea
Jason purchases his position of high priest;
Hellenization increasingly corrupts Jerusalem
175 BCE – Antiochus IV Epiphanes takes power
New priest, Menelaus, replaces Jason and steals Temple
funds
168 BCE – revolt is led by Jason, but it is crushed by
Antiochus; greater Greek scrutiny and encroachment on
autonomy; extreme outlawing of Jewish observance and
practice
21. Maccabean Revolt
Maccabean Revolt
begins as a guerilla
war
For the first time, Jews
fight on Shabbat
•They chose to break
commandments, live, and
win battles (
)
166 BCE – Mattathias
is killed in battle
Judah takes command
and leads the revolt
into Jerusalem
Antiochus dies
164 BCE – Maccabees
win and retake the
Temple
Idols and pagan
objects removed from
the Temple;
rededication
Chanukah Story
(rabbinic- miracle of
oil, Book of Maccabees
– military, Josephus –
religious freedoms)
160 BCE – death of
Judah Maccabee in
battle; Jonathan takes
over; war with Greece
NOT OVER
22. Beginning of the Hasmonean
Dynasty
5-7 years after the Chanukah miracle the Greeks were
defeated militarily
Confluence of factors allow for independence for Judea and
the birth of the Hasmonean Dynasty
1. Rome doesn‟t conquer but keeps Greeks in check through
sphere of influence
2. Breakup of Seleucid Empire into warring factions
3. Maccabees (Judah, Jonathan…) were especially strong leaders
4. Growing population continually growing army
Through military victory and “God said so” Maccabean
leaders established their legitimacy
“Establishing your legitimacy does not
mean you are illegitimate!” – Mrs. Frank
23. The Hasmonean Dynasty
140 BCE - Simon becomes the founder of the
Hasmonean dynasty
Hellenization continues; building campaigns sweep
Israel; coercive conversion campaign by Jews
Hasmonean leadership breaks with the people of Judea
when Alexander Yonai crucifies 800 Pharisees; corrupt
Diaspora Jews remain connected to Judea
Encouraged Cleopatra to protect Judea and not alienate
Jews in Egypt
37 BCE - Civil war breaks out and Rome is invited in to
keep order; end of Hasmonean Dynasty
24. Meanwhile…
Jewish Sectarianism
Different views of Judaism and ways of accessing the
Jewish establishment emerged
From 2nd century BCE to 2nd century CE
Why?
Period of transition and upheaval in response to
Hellenistic influences
Urbanization leads to alienation
Problematic nature of Hasmonean leadership
25. Meanwhile…
Jewish Sectarianism
Small, voluntary frameworks with unique identities
Urban, wealthy, educated people associated themselves
with sects (Jerusalem society)
All sects were equally passionate about Judaism
Pharisees
•Progressive
group of people
•Forerunner of
rabbinic
Judaism
Saducees
•Connected to
the priestly
class
•Believed
Pharisaic
Judaism was
wrong
Essenes
•Emphasis on
“holiness”
•Communitarian
rules
Zealots grew to capture the majority of the Jewish public
opinion by the time of the Great Revolt
26. Dissatisfaction with Roman Rule
37 BCE - Herod ascended to the throne, hated by Jews
(b/c he kills wife and opposition) but embraced by the
secular population (building campaigns, strong leader)
Puppet ruler for Rome which has seized power
Rules until he dies in 4 CE
Procurators reign after Herod; bought their positions
and were often corrupt
Dissatisfaction with Roman procurator rule led to
increased Jewish zealotry
27. Meanwhile…
The Birth of Christianity
During his lifetime, Jesus was a Jew
30 CE – Jesus was crucified (Christians blame San
Hedrin, however only Romans utilize capital punishment and
Christ was dangerous to Roman rule)
A Jewish sect, Christianity, emerges with innovations like
baptism, proselytizing, and Graeco-Roman influences
Paul (5-67 CE) was the founder of normative Christianity, a
separate religion; innovations including
Acceptance by pagans and gentiles
Freedom from Jewish law
The New Covenant: God has rejected the Jews and chosen the
Christians
New theology of God: the Trinity (Father, Son, Holy Spirit)
28. Meanwhile…
The Birth of Christianity
Religions of the
Roman Empire In
30 CE
Normative Christianity
grew quickly; it attracted
many because
Baptism and faith were
the only requirements
Jewish
Pagan
Christian
Balanced between the
more sophisticated
monotheism and the
generally accepted
“paganism”
30 CE – first pope, St.
Peter, becomes spiritual
head of the religion
29. The Revolt Against Rome
66-73 CE:
Great Revolt
68 CE: Destruction
of Qumran
70 CE: Temple
Destroyed
Proximate cause:
Flavius, the
emperor, disrespected
Jewish sensibilities and a
priest refused to offer a
sacrifice on his behalf
Zealots supported the
revolt while the Pharisees
were split
After the revolt:
73 CE: Masada
Captured
Jewish rule of Israel is
over until 1948
Accommodation is the
only way for Judaism to
survive
30. A Departure from Temple Based
Judaism
Mourning for the Temple must be permanent, but not
constant
Pharisees gain power as rabbis become the prime
leadership
Judaism can no longer rely on the Temple
Shift to only synagogues “portable Judaism”
31. Dissatisfaction with Roman Rule
132-135 CE – Bar Kochba Revolt
Causes: Hadrian‟s rule was oppressive and the Jews‟
situation led to a messianic fervor
Impact: the Jews managed to hold off the Romans for a
while and achieved some autonomy
Ultimately the revolt failed
32. Advances in Rabbinic Literature
220 CE – Mishnah codified by Rabbi Yehuda HaNasih
He aimed to make a framework, not a complete, definitive
code, for Jews in the diaspora and for future generations
33. The Early Church and the Jews
Early Fourth Century CE – Rome adopts Christianity
and Constantine moves the capital to Constantinople
Constantine kept Judaism a religio licita (permitted) as
Jews are needed for the Doctrine of the Witness
Evidence of Christian superiority
Witnesses to the Bible and Jesus
Vulgate is a Latin translation of the Bible to further
marginalize the Jews
361-363 CE – Julian the Apostle rejects Christianity and
wishes to return to paganism; strengthens the Jews to
weaken Christianity; perishes in a fire
34. Meanwhile…
Developments in the 5th Century
Fifth century CE – Midrash put together; very
important for diaspora Jewry as it contributed to Oral
Law and clarified aspects of Written Law
Midrash Aggadah: narrative expansions
Midrash Halacha: laws and legal notes
475-476 CE – Germanic tribes and other eastern
invaders bring an end to the Roman Empire
35. Jews and the Birth of Islam
Mohammed (572-632 CE) was born in Mecca; he
preaches monotheism
Mohammed taught that the Torah is distorted
Islam descends from Ishmael instead of Yitzchak
Judaism and Islam share a similar calendar, law
code, and are both strictly monotheistic
36. Jews and the Birth of Islam
Mohammed tries to convert Jews in Mecca to
Islam, prompting some to convert and others to leave
Major conflicts between religions even though Judaism
aligns closer to Islam than Christianity
Torah corrupted?
Land conflict
632 CE – Mohammed dies
638 CE – Palestine becomes a Muslim territory
750 CE – Muslim empire expands from Persia to Spain
37. Jews Under the Islamic Empire
Some Jews in Babylonia after the first exile (these Jews
created the Babylonian Talmud)
A handful of Jews were in Rome and would later settle in
Europe
Majority of Jews are under Muslim rule
Pact of Umar ensures minorities like Jews and
Christians safety and protection but requires that they
stay separate and quiet about their religions
Dhimmi status allows Jews to preserve their religion
safely but assigns Jews second class status
39. Jews in Medieval Christendom
1040–1105 – Rashi, and French rabbi, lived and
contributed greatly to commentaries
Jewish life precarious under charters; life at the whim of
the current ruler
Two periods of anti-Semitism in medieval Jewish history
Up to 13th century (Jews widely tolerated this)
13th to 15th centuries (increasing due to
political, economic, ecological stress)
Blood libels targeted Jews
Accusations of host desecration
Expulsion
40. Jews in Medieval Christendom
Christians saw Jews as a necessary witness (Doctrine of
the Witness) of God‟s New Covenant with the Christians
Jewish autonomy: Jews lived in a corporate unit while
struggling with rabbinic authority
“Don‟t tell them because they may come to do wrong acts
on purpose instead of by accident” authority was weak
Cultural cross pollination between Jews and Christians
1290-1492 – All of Western Europe [with the exception
of Italy] expelled Jews
42. Jews in the Polish-Lithuanian
Empire
Conditions deteriorated in Southern and Western Europe;
after expulsion many fled to Poland
Polish nobles invited them to manage their estates
Jews had strong legal status in Poland; less precarious life
Jewish life flourished and Jews had autonomy
Yiddish remained the predominant language
Minimal integration
Council of Four Lands – representative communal
organization
1648-1649 – Chimielnicki massacres leads to the murder
of ¼ of the Jewish population in Poland
Peasant uprising targeting nobles
43. Meanwhile…
Jews Flee to the Ottoman Empire
In Spain…
1391 – Pogrom like attacks on Jews, sometimes forcing
Jews to convert
1478 – Spanish Inquisition targets New Christians (Jews
who converted insincerely)
1492 – Alhambra Decree expels Jews from Spain; most
go to Portugal
In Portugal…
1497 – Jews face forced coversion
1506 – Conversos flee to the Ottoman Empire
44. Meanwhile…
Jews in the Ottoman Empire
The Ottoman Empire, and Islamic Empire, historically
had good associations with the Jews
Jewish communities left to themselves
Similar status to dhimmi
Great commercial freedom; religious autonomy
Kabbalah emerges
Shabbetai Tzvi – false messiah of the period; clear that
he is false when he dies
45. Era of Mercantilism
16th century – early 18th century
Mercantilism – the state exists to make money
Jews start to return to countries from which they were
expelled
Jews create successful communities with some former
conversos and some Ashkenazim; very close knit and
not integrated with other communities; only
economically integrated
Relationship with State is good; see Jews as useful and
doesn‟t expel them any more; corporate community
structure
46. The Birth of Chassidism
1700-1760, in Poland
BeSHT, a mystical healer with revolutionary ideas, emerges
in Poland and begins the Chassidic movement
Maggid of Mezrich, the BeSHT‟s student, sent out disciples
to attract people to Chassidism
Emphasis on prayer, joy, kindness toward fellow Jews, kavanah
(intent with mitzvot), the centrality of the rebbe, etc.
After 1760, Mitnagdim emerge in opposition to Chassidism;
they felt that Chassidism was anti-intellectual and anti-halakhic
47. Haskalah: The Jewish
Enlightenment
Transition between mercantilist ideas (Jews are useful)
to Enlightenment ideas (Jews are human and have some
intrinsic value)
Early 18th – mid 19th centuries
Only affected Germany and only spread among the elite
and well educated
Yiddish was not accepted; only German and Hebrew
Later movement spreads Jewish enlightenment thought
to Eastern Europe in a different form
Yiddish is adopted as Jews prefer it to Russian and Hebrew
is a dead language
48. Moses Mendelssohn
Father of the Jewish enlightenment
Encourages Jews to modernize:
Speak the vernacular (German)
Have secular educations
Join accepted trades
Be better, more loyal, more integrated citizens of their states
Declared that states had to be more accepting of Jews in
return (tolerance, humanism)
49. Meanwhile…
Colonial Jewry
1654-1820
1654 – Recife 23; 23 Jews come to the British North
American colonies
1776 – 2000 Jews in the United States
High assimilation, low observance, pockets/communities
Primarily Sephardic
50. First Period of Emancipation
1750-1789 – Pre-emancipatory period
Affected by Enlightenment ideas
French Revolution occurs during this time
Rational humanitarianism is a belief that it is useful for a
society to enfranchise its members to create a productive
society; this led to emancipation
51. Second Period of Emancipation
1789-1871 – Emancipatory period
Started with France and ended with Germany
Non-Jewish enlightened thinkers are reluctant to extend
rights despite enlightenment thought
52. Emancipation in France
1790 - Sephardim (seemingly more sophisticated) are
emancipated before Ashkenazim
1791 - Berr Isaac Berr wrote “A Letter to my Fellow
Citizens” telling the Ashkenazim of Alsace Lorraine how
to integrate to make the French like them; actually
targeted the French
1806 – Napoleon convenes the Assembly of Jewish
Notables to answer 12 questions on behalf of the Jewish
community; sends a message to Napoleon, the
French, the Jewish people, and the world
1807 – Napoleon convenes the Sanhedrin to ratify the
Assembly‟s answers, setting a standard for the
international Jewish community and yielding more
control to Napoleon
53. Emancipation in Germany
To attain emancipation, Jews had to become cultural
Germans
Religious reform
Aesthetic – organs, vernacular sermons
Ideological – “temples,” removing Hebrew, Temple
references, sacrifice references, abandoning ritual halakha
1818 – first Reform Temple: Hamburg Temple
54. Neo-Orthodoxy: A Reaction to
Reform in Germany
In Germany, Rabbi Samson Rafael Hirsch (1808-1888)
led this new movement in response to Reform‟s
declaration that ritual law was no longer binding
Encouraged aesthetic reform and secular education
Did not encourage getting rid of
messianism, abandoning Israel, removing Hebrew
55. Incarceration in Russia
1796 – Catherine creates the Pale of Settlement to avoid
integration with the Jews; here the Jews are forced to lived
1827 – cantonism, a policy of forced conscription for Jews
in the French army, led to many conversions and young
Jews dying
Crown schools were created by the czars to appear as
Jewish day school but actually encourage assimilation and
conversion
Jews were not welcome to integrate; did not want to
integrate; were too big of an impoverished population
Led to the formation of political movements like
socialism, nationalism, and Eastern European Zionism
(1870s)
56. Third Period of Emancipation
1871-1945 – Backlash period
Jews integrated but still not liked
Resurgence of anti-Semitism in this period
1881, Poland – Alexander II assassinated and rumors
blame Jews, leading to pogroms
prompts a massive migration of Eastern European Jews
west to the US and Palestine from 1881-1924
1894 – Dreyfus Affair: French Jewish soldier unfairly
convicted of treason
Inspires Herzel to push for a Jewish state because
assimilation is not working
57. Meanwhile…
German Migration
1820-1880
Population increases from 5,000 to 250,000
60% German, 40% Eastern European
First rabbi, rabbinical school (Hebrew Union College)
Minimal rabbinic authority
58. Meanwhile…
Eastern European Migration
1880-1924
Population increases from 250,000 to 5.5 million
Quota Act restricts vast waves of immigrants
Yiddish emerges in the US
1902 – JTS founded
1916 – YU founded
59. Emancipation Turns to AntiSemitism Turns to Nazism
1902 – Protocols of
the Elders of Zion:
created by the Russian
secret police; a fake
account of Jews
planning to take over
the world
1911 – Bellis Affair:
Jews is accused of
ritually murdering a
Christian boy
Western
Europe
Eastern
Europe
Created advocacy
organizations for
Jews in trouble
Lots of political
activity
•Socialists
•Zionists
•Anarchists
Emigration in mass
numbers
Sent monetary aid
to E.E. Jews
Wary that E.E.
Jews‟ status would
jeopardize their
status in Western
civilization
60. World War I
August 1, 1914 – November 11, 1918
1.5 million Jews in armies across Europe
Jews excited for war effort; excited to show loyalty to
countries
61. The Holocaust
1933 – Hitler comes to
power without being
elected by a majority;
overstepped his
authority
November 9-10, 1938
– Kristallnacht; “The
Night of the Broken
Glass”
September 21, 1939
– Heydrich Order calls
for Jews to become
concentrated in areas
near railroads for the
purpose of deportation
The Holocaust begins in
1939
1941-1942 – The term
“final solution” is used
as extermination is
decided upon
1945 – The Holocaust
ends after 6 million
Jews have perished
62. Meanwhile…
Interwar & WWII Years
1924-1945
Jewish community nervous by the tumult across seas
In the US, Jews remain reasonably comfortable and safe
Historiography: the theory of history, the process of figuring out "the important thing", intellectual process, influenced by perspectives and attitudes, documentation and telling of historyFuray and Salevouris (1988) define historiography as "the study of the way history has been and is written — the history of historical writing... When you study 'historiography' you do not study the events of the past directly, but the changing interpretations of those events in the works of individual historians."Periodization: when to start and end a period of history, influenced by perspective; a type of historiography; an attempt to succinctly capture the essential nature of an historical eraJewish HistoryAncientMedievalModern (single ideology)Post Modern (many accepted ideologies)History: factual, academic; by trained historians; belongs to everyone, shared, and secular; interpreted; intellectualMemory: experience based; biased; owned; possessed by a heritage; emotionalPrimary Source: source contemporaneous with period being studiedSecondary Source: analyzes primary sources to come up with a coherent theory of history (textbook, documentary, article/essay, encyclopedia); academic/factually based