A Resource for
Teaching Judaism
in the Primary Years
Judaism Focus in Years P-6
Prep
Jesus as a Jew; the family of Jesus
Yr 1
Daily life in Jewish community; food, homes, games
Yr 2
Jewish covenant in daily life
Yr 3
The Torah
Yr 4
Jewish sects/The Temple
Yr 5
Synagogue/Shabbat
Yr 6
Jewish Holy Days
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Judaism Focus Prep –Year 6
Prep World Religions
Religious Knowledge and Deep Understanding
Jesus was a Jew. He lived in a Jewish family and Mary
was his mother.
Investigation
 locating key places on a bible map or interactive bible map (e.g. Resource Link posters and websites) that match key
events in Jesus’ life
 investigating what life was like in a Jewish family in the time of Jesus by exploring books and websites such as
www.nazarethvillage.com
Focused Teaching and Learning
 using speaking, writing or drawing to communicate some ideas about Jesus’ life in a Jewish family
 listening to stories from the New Testament about Jesus’ childhood
 exploring the personal family story of Jesus (e.g. the birthplace of Jesus, the people in Jesus’ family)
Play
 role playing the parts different people played in Jewish families in the time of Jesus e.g. the daily jobs that mothers,
fathers, children, grandparents did for the family
R-BP.3(3)
Skills
Recognise stories from the New Testament that tell
about Jesus’ life as a Jew.
Investigate and report what Jewish families were like in
the time of Jesus.
BEWR1 R-BP.3
Year One World Religions
Elaborations
Religious Knowledge and Deep
Understanding
Jesus participated in the life of the Jewish
community.
Investigation
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Skills
Explore and record some aspects of Jewish
daily life at the time of Jesus (including meal
times, leisure times, observing the Sabbath,
praying, food laws).
BEWR2 R-B1.3
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investigating what life was like for Jewish communities in the time of Jesus by exploring books and websites such as
www.nazarethvillage.com
posing questions about daily life in a Jewish community at the time of Jesus (e.g. What kinds of food were eaten? What types
of houses did they live in? How did children play together? What clothing did people wear? Where did children go to school?)
creating a diorama of the temple in Jerusalem as a class
Focused Teaching and Learning
 creating a ‘Day in the life of Jesus’ (e.g. meal times, leisure times, observing the Sabbath, praying
Resources
Resources at Resource Link: Son of God; Stone and dung, oil and spit : Jewish daily life in the time of Jesus
www.nazarethvillage.com
Temple of Jerusalem at the Israel Museum http://www.youtube.com/watch?v=B37Mp6mhs3A R-B1.3 (3)
Year Two World Religions
Elaborations
Religious Knowledge and Deep
Understanding
The Jewish people are a covenant people.
Their relationship with God is expressed in
their daily lives.
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Skills
Describe the Jewish understanding of
covenant as agreement between God and
the Jewish people.
Record and report examples of how the
covenant is lived in the daily lives of Jewish
people today.
BEWR3 R-B2.3
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posing questions about how Jewish people express their relationship with God in their daily lives (e.g. prayer and
worship, Sabbath observance)
inviting a Jewish person to speak to students about the Jewish understanding of covenant
exploring images of the daily life of Jewish people today to make connections with living the covenant
exploring religious artefacts (e.g. tefillin, tallit) and ways in which these are used to help Jewish people remember
and live the covenant in their daily lives
Resources:
Resources at Resource Link: Pathways of Belief – Judaism; Being Jewish in 21st Century Australia; Water Moon Candle
Tree and Sword
RE Online website http://old.reonline.org.uk/ks1/student/index.php
Torah Tots: “All About Shabbat” http://www.torahtots.com/shabbat/shabbat.htm
R-B2.3(3)
Year Three World Religions
Elaborations
Religious Knowledge and Deep Understanding
The Jewish people have a special relationship with God. This relationship is revealed
through the stories, people and events recorded in the Torah, or written law.
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Skills
Identify stories, people and events recorded in the five books of the Torah.
Describe God’s relationship with the Israelites as revealed in key stories from the Torah.
BEWR4 R-B3.3
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completing a retrieval chart to list the different stories, people and events that are recorded
in Genesis, Exodus, Leviticus, Numbers, Deuteronomy (e.g. Moses, Noah, Abraham and
Sarah, the Exodus)
locating the story of Abraham and recounting key elements of the story (e.g. people, places,
message)
creating a class bubbl.us or Y chart to describe God’s relationship with the Israelites as
revealed in the Torah.
selecting a section of the Torah and recording how it shows God’s relationship with the
Jewish people (e.g. 613 mitzvoth are about keeping the covenant, Genesis shows the
creation of the world, Noah and obeying the word of God) R-B3.3(3)
Year Four World Religions
Elaborations
Religious Knowledge and Deep Understanding
Judaism is a dynamic religion. Groups within first century
Palestine reflected the dynamic nature of Judaism.
Skills
Compare and contrast features of Jewish worship in the world
of first century Palestine.
BEWR5 R-B4.3
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creating a diorama of the temple in Jerusalem as a class, using information from DVDs such as “Son of God” and
websites such as Virtual Reconstruction of Second Temple)
exploring the roles of the priest and Levite in the temple system using a New Testament parable (e.g. The Good
Samaritan)
investigating the various religious groups in first century Palestine (e.g. Pharisees, Sadducees, Essenes)
using the 5 whys strategy (A-Z Strategies) record information about synagogues in the time of Jesus (e.g. using a
website such as The Synagogue Reconstructed in Nazareth Village)
generating questions about the significance of the destruction of the Temple in Jerusalem (70CE):
 What were some of the Jewish religious groups in first century CE? (e.g. Pharisees, Sadducees, Essenes)
 Who worshipped in the Temple?
 What religious observances happened in the Temple (e.g. sacrifice, offerings, temple prayer, priests)?
 Why was the Temple important in the lives of Jewish people?
 Why was the Temple destroyed?
 What was worship like for Jewish people in the time following the destruction of the Temple in Jerusalem?
creating a timeline placing key events and people before and after the destruction of the Temple in chronological
order
using a Venn Diagram to compare and contrast Temple Judaism and Rabbinic Judaism
using a range of communication forms (oral, graphic, written) and digital technologies create a narrative about the
significance of the destruction of the Temple in the lives of Jewish people R-B4.3 (3)
Year Five World Religions
Elaborations
Religious Knowledge and Deep Understanding
Followers of Judaism live their relationship with God
through their personal and communal worship.
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Skills
Identify features of a Synagogue and explain their
importance in Jewish worship.
Identify and explain practices associated with the
observance of Sabbath.
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exploring the features of a Synagogue (such as Bimah, yad, Ner Tamid and Ark of the Covenant)
through online virtual tours or interactive CD ROMs
recording and discussing the importance of places in the Synagogue for Jewish people
viewing online clips that show elements of the Synagogue such as the Ark of the Covenant, Bimah and
the Torah scrolls
researching prayers, such as the Shema, that are used in Jewish worship
researching in groups the practices associated with Shabbat for Jewish people (e.g. food, work, family
time, candles, blessings, prayers, songs)
creating a group power point describing an important element of Sabbath observance for Jewish
Make connections between the Sabbath rituals and
prayers and the Jewish relationship with God.
BEWR6 R-B5.3
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people
creating a journal that records what a child does during Shabbat and some reflections of the
significance of these practices
Resources
Resources at Resource Link: Being Jewish in 21st Century Australia, Water Moon Candle Tree and Sword,
Places of Worship: Judaism (interactive CD-ROM), Pathways of Belief: Judaism (Kit), Places for Worship –
Judaism (Kit)
Bar Mitzvah celebration Youtube link http://www.youtube.com/watch?v=APyGLuFPn9Y)
http://www.jewfaq.org/prayer/shema.htm
http://www.bbc.co.uk/religion/religions/judaism/worship/prayer_1.shtml
http://www.torahtots.com/shabbat/shabbat.htm
http://www.bbc.co.uk/religion/religions/judaism/holydays/sabbath.shtml R-B5.3(3)
Year Six World Religions
Elaborations
Religious Knowledge and Deep Understanding
The faith of Jewish believers is shared and strengthened through the
commemoration of High Holy Days (Leviticus 23:1-44), including Rosh
Hashanah, Yom Kippur, Pesach (Passover).
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Skills
Identify key elements of the High Holy Days (e.g. themes, messages,
rituals).
Make connections between the practices of the High Holy Days and
the faith life of believers (e.g. atoning for sin, remembering key
stories, reflecting on past actions).
BEWR7 R-B6.3
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locating and sharing information on the rituals and objects (e.g. Seder meal, shofar, fasting) associated with
the High Holy Days, including Yom Kippur (Leviticus 16:29-34), Rosh Hashanah (Genesis 21:1-7, 22:1-18, 1
Samuel 1:1-2:10, Jeremiah 31:1-19) and Pesach/Passover (Exodus 12:21-51, 13:17-15:26; Leviticus 22:2623:44)
creating a digital card, that includes images and key phrases, to celebrate one of the High Holy Days
explaining how a particular High Holy Day can support and renew the faith of a Jewish believer
using a digital tool (e.g. Glogster) to create a visual representation of a High Holy Day that includes the key
messages, themes, rituals and objects
Resources
Resources at Resource Link: Being Jewish in 21st Century Australia, Pathways of Belief: Judaism
Online greeting cards
Rosh Hashanah song
Judaism 101 website
Seder song
Passover
The Maccabeats - Book of Good Life R-B6.3(3)
Children of Jacob
The grandson of Abraham, and the son of Isaac, Jacob is a key individual of Bible
History. God changed Jacob's name to Israel), and from his sons came the Tribes of
Israel - the Israelites.
Jacob had 2 wives, Rachel and Leah (who were sisters,
and first-cousins of Jacob), and 2 concubines, Bilhah and
Zilpah, an apparently common and accepted practice of
the day. Rachel and Leah did not object to the other
two women because it was their idea to have more
children with them (Genesis 30:3,9).
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Rachel - Jacob's favourite wife. She died while
giving birth to Benjamin and is buried at
Bethlehem. Her children were Joseph and
Benjamin.
o
Joseph - 11th-born overall. Definitely his father's favourite son, from his
favourite wife, it was Joseph who was sold for slavery into Egypt by his
jealous brothers There, with God's help, he rose to become the highest
official of the Pharaoh, saving the nation from the famine that was
prophesied. When the rest of Jacob's family moved to Egypt to escape
the famine, it was Joseph who had made their survival possible (they
would remain in Egypt 400 years, eventually becoming slaves until the
Exodus). While there, Joseph had 2 sons, Ephraim and Manasseh, who
were themselves made into individual tribes of Israel to bring the
number back to 12 - the priestly tribe of Levi was not counted
separately, but was absorbed among the other tribes.
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Ephraim - Younger than Manasseh, he was never the less ranked
higher in the family structure (Genesis 48:19). His descendants
were to become a great future group of nations.
Manasseh - 1st-born of Joseph, he was prophesied to become a
great single nation.
Benjamin - The youngest of the 12 sons. Rachel died while giving him
birth. The apostle Paul (see On The Road To Damascus), who wrote
much of the New Testament, is descended from Benjamin.
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Leah - It seems that Jacob did not have a great deal of love for her, perhaps
because she became his wife by deception (Genesis 29:16-30). Never the less,
Leah is the mother of the greatest number of the Tribes of Israel, and is today
buried with Jacob (along with Abraham, Sarah, Isaac and Rebekah) in the hightension area of The Tomb of the Patriarchs in Hebron. Her children are
Reuben, Simeon, Levi, Judah, Issachar, Zebulun, and Israel's only recorded
daughter, Dinah.
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Bilhah - Rachel's maid, it was Rachel's idea that Jacob have children with her
(Genesis 30:3-6). Her children were Dan and Naphtali.
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Reuben - 1st-born overall. He was disqualified from his position as eldest
son when he committed an act of sexual immorality with Jacob's
concubine Bilhah (Genesis 35:22).
Simeon - 2nd-born overall.
Levi - 3rd-born overall. From Levi came the Levites who were dedicated
to God's service. As such, they were later not counted as a separate
tribe. Moses and Aaron and John The Baptist were descended from
Levi.
Judah - 4th-born overall. Perhaps the most famous of Jacob's sons, it
was from Judah that the Jews are descended. Jesus Christ (see also The
Chosen People), and most Christians in the earliest days of the church,
were descended from Judah. A vital element for understanding Bible
Prophecy is that while all Jews are Israelites, not all Israelites are Jews
(just the same as all Belgians are Europeans, but not all Europeans are
Belgians). There are many millions of people around the world today
who are Israelites, but are not Jews.
Issachar - 9th-born overall.
Zebulun - 10th-born overall.
Dinah - Israel's only daughter.
Dan - 5th-born overall.
Naphtali - 6th-born overall.
Zilpah - Leah's maid, it was Leah's idea that Jacob have children with her
(Genesis 30:9). Her children were Gad and Asher.
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Gad - 7th-born overall.
Asher - 8th-born overall.
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Prep
Jesus as a Jew; the family of Jesus
FLASHCARDS
Jesus
Mary
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Joseph
God
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carpenter
Israel
Bethlehem
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Jewish
Nazareth
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Year 1
Daily life in Jewish community; food, homes, games
TEACHER BACKGROUND
The Star of David
The Star of David is a six-pointed star made up of two triangles superimposed
over each other. In Judaism it is often called the Magen David, which means
the "shield of David" in Hebrew. It doesn’t have any religious significance in
Judaism but it is one of the symbols most commonly associated with the
Jewish people. Many Jews wear jewelry with the Star of David as part of the
design and the flag of Israel has a blue Star of David in the center. In many
ways it has come to be a symbol of unity.
Origins of the Star of David
The origins of the Star of David are unclear. We do know that the symbol hasn't always been
associated exclusively with Judaism, but was used by Christians and Muslims at various points in
history. Sometimes it was even associated with King Solomon instead of King David.
The Star of David is not mentioned in rabbinic literature until the middle ages. It was during the latter
part of this era that Kabbalists (Jewish mystics) began to associate the symbol with deeper spiritual
meaning. The Star of David was eventually cemented as a Jewish symbol when it became a favorite
architectural decoration on Jewish buildings and then during World War II, when Hitler forced Jews to
wear a yellow Star of David as a "badge of shame." (Jews were also forced to wear identifying badges
during the Middle ages, by the way, though not always a Star of David.)
In the past seventy-five years Jews have reclaimed the symbol, beginning with Zionists who gave the
star national significance during the founding of Israel. Today the flag of Israel is a white banner with
two horizontal blue lines that have a blue Star of David in the center.
Symbolic Meanings
There are many ideas about the symbolic meaning of the Star of David. Some Kabbalists thought that
the six points represented God's absolute rule over the universe in all six directions: north, south, east,
west, up and down. They also believed that the triangles represented humanity’s dual nature – good
and evil – and that the star could be used as protection against evil spirits.
The structure of the star, with two overlapping triangles, has also been thought to represent the
relationship between God and the Jewish people. The star that points up symbolizes God and the star
that points down represents us here on earth. Yet others have noticed that there are twelve sides on
the triangle, perhaps representing the Twelve Tribes.
The symbol’s association with King David comes mostly from Jewish legend. For instance, there is a
midrash which says that when David was a teen he fought the enemy King Nimrod. David's shield was
composed of two interlocking triangles attached to the back of a round shield and at one point the
battle became so intense that that the two triangles were fused together. David won the battle and the
two triangles were henceforth known as the Shield of David. This story, of course, is just one of many!
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Making a Star of David
Collect six multi-coloured craft sticks.
Make two triangles by placing liberal amounts of PVA wood glue
on each end of three craft sticks.
Wait 20-30 minutes to allow the glue to dry.
Once dry, arrange the two triangles to form the Star of David.
Mark the contact points and place glue where indicated.
Hand-press the two triangles for one minute to allow initial
adherence.
Allow 20-30 minutes to allow the glue to fully dry
Add glitter for decoration and use string or glue to hang your
Star.
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How to Play Dreidel
View the YouTube clip:
http://www.youtube.com/watch?v=EkTLN1T17p4
Playing with the dreidel (pronounced DRY-DEL) is a traditional Hanukkah game played in Jewish
homes all over the world, and rules may vary. Here's how to play the basic dreidel game:
1. Any number of people can take part in this great game.
2. Each player begins the game with an equal number of game pieces (about 10-15) such as coins,
nuts, chocolate chips, raisins, matchsticks, etc.
3. At the beginning of each round, every participant puts one game piece into the centre "pot." In
addition, every time the pot is empty or has only one game piece left, every player should put
one in the pot.
4. Every time it's your turn, spin the dreidel once. Depending on the outcome, you give or get
game pieces from the pot:
a) Nun
b) Gimmel
means "nisht" or "nothing" [in Yiddish]. The player does nothing.
means "gantz" or "everything" [in Yiddish]. The player gets everything in the pot.
c) Hey
means "halb" or "half" [in Yiddish]. The player gets half of the pot. (If there is an
odd number of pieces in the pot, the player takes half of the total plus one).
d) Shin
means "shtel" or "put in" [in Yiddish]. Peh (in Israel) means "pay." The player adds
a game piece to the pot.
5. If you find that you have no game pieces left, you are either "out" or may ask a fellow player
for a "loan."
6. When one person has won everything, that round of the game is over!
Dreidel Symbols
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Year 2
Jewish Covenant in Daily Life
COVENANT STORIES
Genesis 17
He was 99 years old when God appeared to him again.
God said to him, “I am God! Obey me and always do what is right!”
Abram fell to the ground, with his face in the sand.
God said to Abram, “From you and your children will come so many people that
they will become nations. From now on your name shall be Abraham, which
means, ‘the Father of Many Nations’.”
And so God made a covenant with Abraham.
A covenant is a promise between two people.
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God said to Abraham, “This is the covenant I am making with you. I will be your
God, and you will be my people. This is my everlasting promise to you and to
everyone who comes after you.”
God said, “I will give you the land of Canaan. It will be your home forever.”
That is why the land of Canaan is called “the Promised Land.” It is the land God
promised to Abraham and to his children.
And then God said, “You must agree to keep this covenant with me. You must
agree to honour me and obey me.”
And then God said, “From now on, you shall call your wife Sarah, which means
“princess.” I will bless her. She will have a son, and she will become the mother of
nations and kings.”
Now, Sarah was 90 years old.
Abraham laughed. “How can Sarah have children? She is way too old!”
“What about my son Ishmael,” Abraham said, “Can't my family come from him?”
“No,” God said, “your wife Sarah will have a son, and you will call him Isaac,
which means "He Laughed" - because you laughed when I told you. My covenant
is with him and his children. And it is an everlasting covenant. But I will also bless
your son Ishmael and his children. They will become a great nation too.”
God went on his way, and that very day Abraham did what God had told him to do.
But still, Abraham and Sarai had no children of their own…
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(Genesis 18.1-15, 21.1-8)
One day Abraham was sitting by the door of his tent. He looked up and
saw three men standing in the hot sun. As soon as he saw them, he ran out
to greet them. He bowed to the ground and said, “Please honor me with
your presence. I am here to serve you. Let me get you some water to refresh
yourselves. Rest here beneath these trees and I will bring you some food.”
The three men replied, “Thank you. We accept your gracious offer.”
Abraham hurried back into his tent. “Quick, Sarah,” he said, “get your best
flour and make some bread!” And then he ran out to his herd and picked
out a fat, young calf. “Quick,” he said to his servant, “Prepare this calf for
our guests!” When all was ready Abraham brought the meal out to his
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guests. He served them himself. He gave these three strangers the best he
had to offer.
“Where is your wife Sarah?” one of the three strangers asked.
“She is inside the tent,” Abraham said.
“Nine months from now, I will come back and your wife Sarah will have a
son.” the stranger said.
Now, Sarah was standing inside the door of the tent and she heard what the
stranger said. “How can I have a son when I am so old!” she thought to
herself. It was such a funny thought, she laughed.
“Why did Sarah laugh?” the Lord said to Abraham. The stranger was really
the Lord himself!
“Don’t you believe that you will have a son?“ the stranger said. “Is anything
too hard for the Lord? I promise you, nine months from now you will have
a son.”
Sure enough, nine months later, she did! Just as God had promised!
Abraham named his son Isaac, which means, ‘laughter.’
Sarah said, “Who would believe that I would have a son in my old age? But
God has brought me joy and laughter! Everyone who hears of this will laugh
with me!”
Our God can do such amazing things!
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Genesis 12.1-5, Genesis 15.1-5
Many years after the time of Noah there was a man named Abram.
Abram was a good man who owned many sheep and cattle. He lived with
his wife Sarai in the land of Haran. But he had no children.
One day, God came to Abram. Whether it was in a vision, or in a dream we
don't know for sure. But God did come to Abram and He said to him,
“Abram! I want you to pack up all your things and leave your home!
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“I want you to go to the land I will give you. I promise that I will bless you,
and make your family great. I will be with you in all you do, and because of
you all the families of the earth will be blessed.”
Wow! That was quite a promise!
But a scary one too. It meant that Abram would have to leave the place he
knew and go to a place he didn't know. He would have to trust God that
everything would be okay.
But that's just what Abram did.
Abram took his wife Sarai and his brother Lot. They packed up everything
they owned in the land of Haran and moved to the land of Canaan - that
was the land that God was going to lead him to. It couldn't have been an
easy move to make. Abram was 75 years old when God told him to pack
up everything he owned and leave his home - and if you look at a map,
Canaan is a long way away from Haran!
And then...
...many years later, Abram was resting in his tent after a hard day’s work.
People lived in tents back in those days because they had to move from
place to place to find food for their many sheep and cattle.
It was a night like any other night... until God appeared.
This must have been a bit of a surprise! And maybe more than a little bit
scary.
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But God said to Abram, “Do not be afraid! I am your defender! I promise
that I will give you a great reward.”
But Abram said, “What kind of reward? I don't even have any children!”
And then God took Abram out beneath the starry sky. “Look up at the stars
in the sky,” God said. “You will have a son. He will have children, and his
children will have children, and they will have more children, and one day
they will be as many as the stars in the sky.”
Abram said, "How can this be? I am old!"
But God had made a promise to Abram. God promised Abram that he
would have children, and from him a great nation would come. God
promised that they would live in the land that God had given them. And
God promised that because of Abram all people on earth would be blessed.
And God always keeps his promises.
Abram believed God's promise, and Abram's faith pleased God. It was
Abram's faith in God and his promise that made things right between Abram
and God. That is an important thing to remember!
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Genesis 8.20-9.17
At least it would seem very strange to us today.
The ark was safely on dry ground again. A few minutes before, it was filled
with growling, barking, honking, purring animals. Now the door was wide
open and the giant boat sat on a mountain top, all empty and quiet.
All the animals had rushed out the door to fill the earth again.
So what was Noah doing?
He was picking up rocks.
He was so thankful to be alive, he was going to build an altar to God. So
Noah piled up the rocks to build a fire on them. Then he took the best of
some special animals he had kept aside, killed them, and burned them on
the altar. This was a sacrifice Noah offered to God to thank him for saving
his life.
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It might seem like a strange thing to do.
It couldn’t have been an easy thing to do either. But that’s what people did
in those long ago days. That way they would know that dealing with God is
a very serious thing.
God was pleased with Noah’s sacrifice. But most of all, God was pleased
that Noah was truly thankful.
And so God made this promise to Noah,
“Never again will I destroy the world with a flood.
I make this covenant with you and with all creatures.
From this day on,
there will always come a time for planting,
and a time for gathering up what was planted.
Day will always follow night,
the warm days of summer
will always follow
the cold and snow of winter,
as long as the earth shall be."
God knew that there is something inside each of us that tries to keep us
from doing what is right. That is what causes all the trouble in the world.
God also knew that one day he would send his Son to save us from that.
God saved Noah and his family to show us that he has the power to save us
all, and one day bring us to a new life with him in heaven.
So God blessed Noah and his family. He told them to have many children
and fill the earth with people again. He gave them the plants and the
animals for food. And he made people the boss of everything on earth
(Think of it this way. You might have a pet dog or a cat. There aren’t any
dogs who have pet people!).
And then God said to Noah, "Look up in the sky."
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Noah looked up. The storm clouds were drifting away, the bright sun was
shining against Noah's back. And against the dark grey sky, God made a
brilliant rainbow appear. God said to Noah,
“You see, I have set my rainbow in the sky. This will be the sign of the
covenant I have made with you and all creatures, never again to destroy the
earth by a flood. It will always remind us of the promise between you and
me.”
So, the next time you see a rainbow, think of Noah and the flood.
Remember that God loves you, and that no matter how bad the storm,
there will always come a bright new day.
That is God's promise, and God always keeps his promises.
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Religious Artefacts Teacher Background
Tefillin
Tefillin (also called phylacteries) are two small leather boxes that contain verses from the Torah. They
are worn on the head and on one arm and are held in place by leather straps. Tefillin are wrapped
around the arm seven times, and the straps on the head are adjusted so they fit snugly.
Each scripture verse is handwritten by a scribe with special ink that is used only for
parchment scrolls. These passages mention the commandment to wear tefillin and
are Deuteronomy 6:4-8, Deuteronomy 11:13-21, Exodus 13:1-10 and Exodus 13:1116. The word Tefillin is commonly translated as "phylacteries," though the Hebrew
term is more often used. Observant men and boys who have had their Bar
Mitzvah usually wear tefillin during the morning prayer services. Women do not
usually wear tefillin, though this practice is changing.
Why Do Some Observant Jews Wear Tefillin?
Wearing tefillin is based upon biblical law. Deuteronomy 6:5-9 states:
“Love the Lord your God with all your heart, all your
being, and all your might. These words that I am
commanding you today must always be on your minds.
Recite them to your children. Talk about them when you
are sitting around your house and when you are out and
about, when you are lying down and when you are getting
up. Tie them on your hand as a sign. They should be on
your forehead as a symbol.”
Though many have interpreted the language of this passage as a figurative reminder to always think
about God, the ancient rabbis declared that these words should be taken literally. Therefore “Tie them
on your hand as a sign” and “They should be on your forehead as a symbol” developed into the
leather boxes (tefillin) worn on an individual's arm and head.
Tallit
The tallit (also spelled tallis or talith; pronounced TAL-EAT ) is a garment one can wear to create a
sense of personal space during prayer. By wrapping yourself in it, or by covering your head with it, the
intention and direction of your prayers can be enhanced. The tradition is that the tallit is worn only
during the morning prayers. The garment can be made out of linen, wool, silk or synthetics.
It is not the garment itself, whether beautiful and adorned or plain and simple, that
makes the prayer shawl special. What transforms a piece of cloth into a tallit are
the tzitzit (pronounced SEAT-SEAT), the fringes on its four corners. The Torah
instructs to wear these fringes on the corners of garments as a way of remembering
and doing all God's commandments (Numbers 15:37-41). The tzitzit helps people to
remember God, to further holiness in their lives, and to keep the commandments.
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Making a Tefillin
You will need:



A piece of felt
Leather or suede laces or ribbon
(available at any “cheap” shop)
Coloured thread and needle
Cut out two pieces of felt to the dimensions of the shape shown below
Fold and snip a small cut towards the end of the larger piece.
Thread the lace through the two cut holes
Place the pieces together and stich them with needle and thread using an inand-out stich around three sides.
Leave a pocket open at the top.
Cut a piece of paper to a size that will enable it be rolled up and placed in
the pocket.
Explore The Shema passage with children and ask them to choose a
favourite line. Other pieces of scripture from either the Old or New Testament can also be used (e.g.
Love your neighbour as yourself or Do unto others as you would have them do unto you)
Children write their passage on the piece of paper.
The paper is rolled up and placed in the pocket.
The tefillin can be tied to the forehead.
Adaptation: A second similar tefillin can be made and attached to the arm with a similar or different
scripture piece included
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Teacher Note:
Creating their own tefillin pouch allows children to explore the
symbolism of keeping the word of God always in our mind,
and (if worn on the arm) through our actions towards others.
The Shema
You shall love the Lord your God with all your heart, with all your soul, and with all your might. And
these words which I command you today shall be upon your heart. You shall teach them thoroughly to
your children, and you shall speak of them when you sit in your house and when you walk on the
road, when you lie down and when you rise. You shall bind them as a sign upon your hand, and they
shall be for a reminder between your eyes. And you shall write them upon the doorposts of your
house and upon your gates.
Deuteronomy 6: 4-9
Template for tefillin shapes
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Year 3
The Torah
WHAT IS TORAH?
The Torah is a sacred book of stories, history and
law. It is the word of God, given with love and for all
eternity. Torah is an intergenerational sacred text
about us, our children, and our children's children. It
forms the basis of what we Jews hold important.
All the Jewish beliefs, practices and writings that have
been handed down from generation to generation
are considered 'Torah'. 'Torah' means 'guidance' or
'instruction'. We receive instruction from the Bible stories, and from the laws and
customs in the Torah.
We are told not to simply know Torah - we are to live it. Therefore we must seek out
from the Torah the wisdom that we need to live with others, and not simply seek out
its theoretical knowledge. Jewish intellectuality must be linked to moral and spiritual
goals, as study alone is not sufficient to enable us to live a good life. "He who only
studies Torah is considered as one who has no God", the Talmud in Avodah Zarah
points out.
The Torah instructs and enlightens our soul through its teaching. The mitzvot
(commandments) outlined in the Torah provide us with guidelines for a course of
thought, speech and action that will lead us to the fulfilment of our potential. When
we observe the mitzvot of the Torah, we are living according to God's plan.
The sages said that "The Torah has seventy faces. Turn it around and around, for
everything is in it". The breadth of the Torah mirrors the astounding interaction of a
people in a changing environment. The Torah is an interpretation of the genesis,
development and growing self-awareness of a people in its search for sacred meaning.
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By understanding our patriarchs and matriarchs, we are more able to understand our
spiritual roots.
There are two parts to the Torah – the Oral and the Written. The Oral Torah was
given by God to Moses on Mt Sinai by word of mouth. It explains the written words.
The essence of the Oral Torah is its flexibility, whereas a written text is rigid.
However, as a concession to human limitations, eventually the Oral Torah needed to
be written down to ensure it would not be forgotten. The written version of the Oral
Torah became the Talmud.
Moses wrote the Written Torah given by God into five books, namely, Genesis
(Bereshit), Exodus (Shemot), Leviticus (Vayikra), Numbers (Bemidbar) and
Deuteronomy (Devarim). These books contain all the commandments and ideas
central to Judaism and Jewish thought. Jews regard these books as very holy. Jews
live by the writings of the Torah; they have read it, studied it and have written
commentaries to try to explain it. The Torah has always been the most precious
possession of the Jewish people. Parents try to teach their children to listen to and
learn from the teachings of the Torah.
THE FIVE BOOKS (A.K.A. THE FIVE BOOKS OF MOSES)
1. Genesis ('Bereishit' in Hebrew)
This book deals with God's creation of the world. It describes how people become
wicked and God destroys them with a flood, sparing Noah and his family. It
continues with a description of the lives of Abraham, Isaac and Jacob. It concludes
with Jacob's son (Joseph) settling in Egypt and his subsequent death.
2. Exodus ('Shemot' in Hebrew)
This book describes how the Jews become slaves in Egypt and how Moses redeems
them. They cross the Red Sea to freedom and then sin by worshipping the Golden
Calf. God forgives them and they receive the Torah on Mount Sinai.
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3. Leviticus ('Vayikra' in Hebrew)
This book describes how sacrifices were made in the Temple, the foods we are
allowed and forbidden to eat, the times of the major festivals and which mitzvot we
are to observe during these festivals.
4. Numbers ('BaMidbar' in Hebrew)
This book describes how the Jews continue their journey through the wilderness. It
tells of their rebellion against Moses, how hostile nations try to defeat them, and
concludes with Israel at the border of the Promised Land about forty years after
leaving Egypt.
5. Deuteronomy ('Devarim' in Hebrew)
This concluding book is also known as Mishnah Torah, the repetition of the Torah.
This book takes the form of speeches given by Moses shortly before the Jews entered
the Promised Land. This book contains many laws and teachings and concludes with
the death of Moses.
In a synagogue, the Torah is traditionally read from a scroll of parchment called the
Sefer Torah rather than from a book. The word 'sefer' in modern parlance means
'book', but in ancient times books in their modern form had not yet been invented
and all books were written as scrolls and this tradition has been continued by Jews in
relation to the Torah. The Sefer Torah is a scrolled, parchment version of the
Chumash (an abbreviation of Chamisha chumahei Torah which means 'The five books
of the Torah', also known as 'the five books of Moses'.) The writing in the Sefer Torah
contains no vowels or punctuation, only handwritten letters, so the reader must be
very skilled in Hebrew in order to read it successfully.
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Lesson Ideas
What is the Torah and why is it important to Jewish people?
How can books teach us how to live?
Objectives
Children should learn:


about the content of the Torah and that it teaches Jewish people how to live
to consider how they know how to behave, and to reflect on words from the Torah
which give guidance for living
Activities
Outcomes
Children:



Torah means 'teaching'. Discuss how people find out
about God. Explain the link between the Bible and
the Torah. Using copies of the Bible find the first five
books, and locate and re-read a familiar story, eg
Noah's ark, Joseph or Moses, as an example of stories
which teach people about God.
Ask how the children know how to behave and treat
other people - at home, and at school. Explain that
the Torah teaches about these things too, and that it
has rules or laws for living which guide the lives of
Jewish people.
Find some accessible examples, such as 'the Ten
Commandments' (Exodus 20: 3-17) or Leviticus 19: 32
'show respect for old people and honour them' or
Leviticus 19: 18 - 'love your neighbour as you love
yourself'. Discuss what these might mean in practice.
Can the children think of other rules for living? For
home? For school?

Extension tasks could cover rules for the wider
community and even the world. Record children's
rules, along with the examples from the Torah.


explain with
examples
that the
Torah
teaches Jews
how God
wants them
to live
identify how
Jews receive
guidance on
how to live
and relate
their own
experience
to teaching
from the
Torah
Points to note
 Make clear that the Torah and the Bible are not the same. Do not refer to the Torah as
'the Jewish Bible'.
 It should be made clear that the Sefer Torah is the focal point of teaching, not of
worship.
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Lesson Ideas
What is the Torah and why is it important to Jewish people?
Making a Torah scroll
Objectives
Children should learn:


about how a Torah scroll is made and what this shows about its importance for Jews
to appreciate the care that goes into making something beautiful
Activities
Outcomes
Children:






The making of a Sefer Torah is in itself an
act of devotion for Jews. Talk about the
work of the scribes who write the scrolls
by hand.
Show a video extract of Jewish children
learning Hebrew in synagogue (shul).
Show examples of Hebrew writing. Talk
about how the letters are formed and
that it is written from right to left.
Make links with the experience of any
bilingual children in school who have the
skill of reading and writing in more than
one language.
Tell the children that Jewish children
sometimes make small scrolls to take to a
special service at the synagogue to give
thanks to God for the Torah. Ask the
children to make small scrolls; they could
use letters from the Hebrew alphabet as
decoration. The text could be one of the
rules for living that they have included in
their class book, or one from the Torah
itself.
An extension of this task could be to
make a decorated cover, encouraging
children to engage further with the
special nature of the Torah scroll for
Jews.
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

know how a Sefer
Torah is made
show an
understanding of
its value and
significance by
making a Torah
scroll of Jewish
beliefs
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TORAH STORY
Teaching Ideas using Jacob’s Ladder (Genesis 28.10-22)
Tuning I
Fertile Question:
Where does God prop His ladder in my life?
Finding Out & Sorting Out:
Tuning
Tuning In:
In:
Explore the fertile question……



Discuss what ladders are used for (e.g. retrieving things from high places;
climbing on the roof; acting as a ‘bridge’)
Show the stimulus photo of the fire fighter rescuing the young boy. Of what
use is the ladder in this situation.
Read the newspaper article Teen Climbs a Ladder to Rescue a Boy to solidify
the idea that ladders can be used for protection.
Communicating:
Jacob ’s Ladder Craft Activity explores the concept of how God works
through people to protect God’s children.
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

Read the version of the Genesis story about Jacob, Jacob’s Amazing
Dream. What aspects of God’s relationship with the People of God
are featured in this story? How is the ‘ladder’ symbolized in this
story?
Children complete Jacob’s Ladder Activity to identify ways in which
we can come closer to God and the ways and people though which
God protects us
(Includes Summative Assessment)
Have we answered the fertile question?

What opportunities for formative assessment?
Useful Resources:
Stimulus photo of the fire fighter rescuing the young boy
Newspaper article Teen Climbs a Ladder to Rescue a Boy
Jacob’s Ladder Activity
Jacob ’s Ladder Craft Activity
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Teen Climbs a Ladder to Rescue a Boy from a Fire
High school freshman Marco Urgate is being hailed as a hero by his community.
Marco and his dad Eduardo were sitting at home in Troutdale, Oregon when they heard
screaming coming from a house a few doors down.
Marco spotted a fire in its backyard, so the pair swung into action. A family of five was inside,
with a 7-year-old trapped upstairs; smoke prevented Eduardo from reaching them. But
Marco, seeing the grandmother trying to pull out a ladder, went over to help her and then
took over.
He climbed up to the second story window, broke through, and rescued the boy from the
rapidly encroaching flames.
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(Genesis 28.10-22)
This is a story about Jacob, son of Isaac and brother of Esau. Isaac sent Jacob on a
journey to find a new wife.
As the sun was setting on the first day of his journey, Jacob stopped to set
up camp for the night. He laid out his blanket on the ground, and found a
stone to put under his head for a pillow.
Somehow, with a rock for a pillow, he fell fast asleep.
And then he had the most amazing dream.
Now, it seems that anyone who used a rock for a pillow would have a
strange dream! But it wasn’t that.
God let Jacob see a part of the world we never see, but a part that is there
all around us.
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In his dream, Jacob saw a ladder.
The ladder reached up all the way to heaven, and the angels of God were
coming and going, up and down, back and forth from heaven to earth, and
back to heaven again.
At the bottom of the ladder there was a glorious light.
There stood the Lord God himself!
“I am the One Who Is, the God of your grandfather Abraham and of your
father Isaac!
“I am here to make this promise to you. I will give you and your family the
land where you are now resting. You will have many children. Your
children will have children, until one day, they will be as many as the dust
of the earth.
You will possess this land, and because of you, all nations will be blessed. I
will watch over you and protect you as you go, and I will bring you safely
home.”
And God finished, saying, “All this I will do. Be sure of this, I am with you.
I will never leave you or forsake you.”
And then the vision was gone.
Jacob woke up, rubbing his eyes.
He could hardly believe what he had just seen. And he was more than a
little bit afraid. It’s not every day you see the glory of the Lord God
Almighty! “I have seen God - and lived to tell about it!”
The next morning, Jacob took the stone he was sleeping on and set it up as
a marker for what had happened there. He poured oil on it and blessed it
to God.
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He named the place Bethel, which means ‘the House of God.’
Then he made this promise to God. “If you really do watch over me as I go,
and bring me safely back to my home, then you shall be my God. I will
worship you here in this place, and I will return to you one tenth of
everything you give me.”
Then Jacob packed up his things and went on his way.
And God was with him.
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Jacob’s Ladder
Write on each level 10 different ways (or people!) in which
God looks after you and protects you.
Web Link: http://www.biblewise.com/ (Used with permission)
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Jacob’s Dream
This activity highlights, through the symbol of
the ladder, how God works through people to
protect God’s children.
Materials (per student)




2 pieces of doweling (or glued craft
sticks) about 20cm long
6-8 coloured craft sticks
Writing utensils
PVA glue
Directions
1 Students write the names of people who
protect and look after them on each craft
stick.
2. Glue the sticks onto the doweling to
create a ladder
3. These ladders can be hung around the
room.
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Year 4
Jewish sects/The Temple
Jewish Religious Groups in Jesus Time
The Pharisees
The Pharisees were a religious group of mostly laymen comprised of
tradesmen, merchants and landholders. They were connected to local
synagogues in villages and towns and they would gather regularly for
communal meals.
These religious men (and they were always men!) saw themselves as
‘set apart’ from other Jews of Jesus time by the strict way in which the
followed the law of Moses found in the Torah. Not only did they follow
the written law but saw themselves as been able to interpret and
expand the law into a set of teachings known as the oral law.
The Pharisees claimed that Moses had received the law on Mount Sinai
in two parts--one written and one oral. The written part of the law made
up the five books of Moses, The Torah, which were accepted by all Jews:
Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. But according to the Pharisees, another part
of the law had also been given to Moses orally and had been handed down and preserved by the
Pharisees and their predecessors.
The Pharisees were a very popular party among the Jews as they were able to skilfully show how the
scriptures could be lived out in everyday life. They devised many customs and practices that were
meant to guide the Jewish people in their day-to-day living. But they were also very picky and
judgmental concerning these practices. Many of the arguments they had with Jesus were because of
this very reason. For example, in keeping the Sabbath holy they prescribed that absolutely no ‘work’
should be carried out on that day. When they saw Jesus heal a person on the Sabbath, they viewed
this as work, whereas Jesus simply saw an opportunity to demonstrate caring love irrespective of
which day that happened.
However the gospels tell us that Jesus was also good friends with some Pharisees such as Nicodemus
and Simon.
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The Sadducees
The Sadducees were a group of priests that strictly
followed the written law of the Torah. They controlled
the Jerusalem Temple which gave them wealth, power
and influence.
They were mostly from wealthy families who ruled the
country. To maintain their ruling status they cooperated with the hated Roman occupiers and this
didn’t make them popular amongst ordinary Jews.
The position of high priest of the Temple was drawn from the Sadducees. He was also the head of
the Sanhedrin (the governing council of the Jews). As a group they did not believe in the resurrection
of the dead, nor in angels or evil spirits. Unlike the Pharisees, the Sadducees rejected the idea of an
oral law and would not accept anything unless it could be drawn back to the written word of the
Torah.
The Essenes
The Essene community lived in the desert on the shores of
the Dead Sea. They did not agree with the Sadducees that ran
the Temple in Jerusalem, so they moved out to the desert.
They believed they were living in the last days and that the
end of the world was near at hand. Soon the Messiah would
come and reclaim the Temple.
Essenes were more strict and rigorous than the Pharisees whom they thought sought the easy way
to follow the law. Like the Pharisees they believed in the oral law: that is, being able to interpret and
expand the law of the Torah into a set of teachings to live by. They believed in the resurrection of
the dead and in angels and demons. They were anti-Roman and were basically wiped out during the
Jewish Wars of 66–73 CE.
The Zealots
The Zealot movement was a radical group in Jesus’ time
who recognized no authority in Palestine but that of God
and God’s appointed servants. They therefore rejected
Rome’s occupation even to the point of violent protest.
Their beliefs in God and the law were similar to the
Pharisees.
The Zealots were involved in political assassinations and acts
of terrorism directed both at the Roman occupiers and
those Jewish priests and scribes who collaborated with Rome. During the Jewish wars of 66–73 CE,
the movement was wiped out and any survivors were sold into slavery.
45 | P a g e
Jewish Religious Groups in Jesus Time
FACT CARD 1
The Pharisees
The Pharisees were a religious group of mostly laymen comprised of tradesmen,
merchants and landholders. They were connected to local synagogues in villages and
towns and they would gather regularly for communal meals.
These religious men (and they were always men!) saw themselves as ‘set apart’ from
other Jews of Jesus time by the strict way in which the followed the law of Moses found
in the Torah. Not only did they follow the written law but saw themselves as been able to
interpret and expand the law into a set of teachings known as the oral law.
The Pharisees claimed that Moses had received the law on Mount Sinai in two parts--one
written and one oral. The written part of the law made up the five books of Moses, The
Torah, which were accepted by all Jews: Genesis, Exodus, Leviticus, Numbers, and
Deuteronomy. But according to the Pharisees, another part of the law had also been
given to Moses orally and had been handed down and preserved by the Pharisees and
their predecessors.
The Pharisees were a very popular party among the Jews as they were able to skilfully
show how the scriptures could be lived out in everyday life. They devised many customs
and practices that were meant to guide the Jewish people in their day-to-day living. But
they were also very picky and judgmental concerning these practices. Many of the
arguments they had with Jesus were because of this very reason. For example, in keeping
the Sabbath holy they prescribed that absolutely no ‘work’ should be carried out on that
day. When they saw Jesus heal a person on the Sabbath, they viewed this as work,
whereas Jesus simply saw an opportunity to demonstrate caring love irrespective of
which day that happened. However the gospels tell us that Jesus was also good friends
with some Pharisees such as Nicodemus and Simon.
46 | P a g e
FACT CARD 2
The Sadducees
The Sadducees were a group of priests that strictly followed the written law of the Torah.
They controlled the Jerusalem Temple which gave them wealth, power and influence.
They were mostly from wealthy families who ruled the country. To maintain their ruling
status they co-operated with the hated Roman occupiers and this didn’t make them popular
amongst ordinary Jews.
The position of high priest of the Temple was drawn from the Sadducees. He was also the
head of the Sanhedrin (the governing council of the Jews). As a group they did not believe in
the resurrection of the dead, nor in angels or evil spirits. Unlike the Pharisees, the Sadducees
rejected the idea of an oral law and would not accept anything unless it could be drawn back
to the written word of the Torah.
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FACT CARD 3
The Essenes
The Essene community lived in the desert on the shores of the Dead Sea. They did not agree
with the Sadducees that ran the Temple in Jerusalem, so they moved out to the desert. They
believed they were living in the last days and that the end of the world was near at hand.
Soon the Messiah would come and reclaim the Temple.
Essenes were more strict and rigorous than the Pharisees whom they thought sought the
easy way to follow the law. Like the Pharisees they believed in the oral law: that is, being
able to interpret and expand the law of the Torah into a set of teachings to live by. They
believed in the resurrection of the dead and in angels and demons. They were anti-Roman
and were basically wiped out during the Jewish Wars of 66–73 CE.
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FACT CARD 4
The Zealots
The Zealot movement was a radical group in Jesus’ time who recognized no authority in
Palestine but that of God and God’s appointed servants. They therefore rejected Rome’s
occupation even to the point of violent protest. Their beliefs in God and the law were similar
to the Pharisees.
The Zealots were involved in political assassinations and acts of terrorism directed both at
the Roman occupiers and those Jewish priests and scribes who collaborated with Rome.
During the Jewish wars of 66–73 CE, the movement was wiped out and any survivors were
sold into slavery.
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As in the different religious groups in Jesus’ time, people today join groups for a
variety of reasons.
Here are some clubs and associations that people may join in our society:
Lions Club
______________________________
______________________________
______________________________
Soccer Club
______________________________
______________________________
______________________________
Meals on Wheels
______________________________
______________________________
______________________________
Surf Life Saving
______________________________
______________________________
______________________________
Greenpeace
______________________________
______________________________
______________________________
Find out some information on each of these groups. Beside each logo write a reason
why someone would want to join the group.
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In Jesus ‘ time there were a number of religious groups within the Jewish
faith. Using the Fact Cards, find five facts about each of the groups listed
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Pharisees and Sadducees
Read Mark 2: 23-27. Identify the words spoken by the Pharisees to Jesus.
From your reading of the Pharisee Fact Card, suggest what the Pharisees
were thinking of Jesus and his disciples’ actions.
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Read Matthew 22: 23-33. Summarise the words spoken by the Sadducees
to Jesus. From your reading of the Sadducee Fact Card, suggest what the
they were thinking.
Religious Groups in Jesus’ Time
1. Break into literacy groups
2. Choose one of four Fact Cards on Jewish religious
groups in Jesus time.
3. Assign roles for the members of each circle.
4. Carefully read your card silently and again one
member reads the Card out loud.
5. Complete the task assigned to your role.
6. Discuss and clarify information presented by each
member to assist Summarizer collate the information.
7. Summarizer presents information to wider class.
-------------------------------------------------------Word Finder
1.
Find any interesting or unusual words as you are reading
2.
Write them in the first column
3.
When you have finished reading, use your dictionary to find the meanings
Word
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Meaning
Fact Finder
Find four interesting facts from the passage you read. Why do you think these
facts are important?
Fact
Why is it important?
1.
2.
3.
4.
---------------------------------------------------Questioner
As you read your passage, think about three questions you would like to ask the
group about the text.
Remember that some people may have different answers to yours and this is
OK!
Questions
1.
2.
3.
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Summarizer
1.
Prepare a brief summary of the reading
2.
Your group discussion will start with 1 – 2 minute statement that covers
the key points.
Summary:
__________________________________________________________________________________
__________________________________________________________________________________
Key Points:
1.
2.
3.
4.
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The
Jewish Temple
during Jesus Time


Research the meaning of each area of the Temple by accessing the Bible History website:
http://www.bible-history.com/jewishtemple/index.html
Take a virtual tour of the Temple at: http://www.youtube.com/watch?v=HHLD6RXVLaM
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The Jewish Temple in Jesus Time – Roles and Functions
Teacher Background
High Priest
In Judaism during the time of Jesus, the chief religious official in the Temple
of Jerusalem was the high priest. The high priest had overall charge of
Temple finances and administration, and he collected taxes and maintained
order as the recognized political head of the nation.
The high priest was the only person able to enter the Holy of Holies (inner
sanctum) of the Temple once a year on Yom Kippur, the Day of Atonement,
to burn incense and sprinkle sacrificial animal blood to ask forgiveness for his
own sins and those of the people of Israel. On this occasion he wore only
white linen garments, forgoing the elaborate priestly vestments worn during
the year whenever he chose to officiate at services. The high priest had to
avoid defilement incurred by touching or being close to the dead.
The office, first given to Aaron by his brother Moses, was normally hereditary and for life. Since the
destruction of the Temple in 70CE, there has been no Jewish high priest, for national sacrifice was
permanently stopped, replaced by attendance at local synagogues where the Torah would be read
and prayers prayed.
Levites
In Temple times the offering of the sacrifices was the
function of the priests. The function of the Levites was to
provide the musical accompaniment to the sacrifices,
vocally and with musical instruments, and to act as gatekeepers and general guards. Levites who served as priests’
assistants assisted the priests in their work, cleaned the
sanctuary, and took charge of the treasuries.
The gatekeepers assumed the responsibilities of policing
the Temple and guarding the outer gates and the
storehouse, day and night. The laws of cleanness were most rigidly enforced upon worshippers and
priests. If a leper, or anyone who was defiled had entered into the Temple area, or any priest
officiated in a state of uncleanness, he would, if discovered, be dragged out and killed.
Levites all came from the tribe of Levis, one of the twelve families that settled in the Promised Land
after they were led out of Egypt by Moses. Moses, who was the first Levite, blessed the Levites
before his death, and said their position is to teach God’s Law to Israel.
57 | P a g e
The Duties of the Priests
The religious rituals of the Temple were solely in the hands of the
priests. The priests offered numerous sacrifices in the Temple every
day, since the Law of Moses obliged Jews to purify themselves and
atone for their sins by offering a sacrifice.
When a person visited the Temple , they would bring a sacrifice to
the Temple. Only domestic animals raised for food could be
sacrificed. The priest slaughtered the animals, took the animal
carcasses onto the altar, roasted them, spattered the blood on the
corners of the altar, dispensed the meat, and the bones and the
blood and so on. The rest of the meat was given to the person who
brought the offering. He left the Temple to eat it with his friends
and family.
Only the priests were actually able to penetrate the innermost
areas of the Temple. Even full blooded religious pious Jews could
only go near, only reaching the outskirts of the Temple.
The priests were all descended from Aaron, the High Priest and brother of Moses .
Temple Sacrifice
The priests offered numerous sacrifices in the
Temple every day, since the Law of Moses obliged
Jews to purify themselves and atone for their sins
by offering a sacrifice. In addition, thanksgiving
offerings were sacrificed. The victim might be a
sheep or a dove; flour and wine might also be
offered as a sacrifice. In addition to the sacrifices
brought by individuals, communal sacrifices were
offered every day in the Temple.
- An example of the sacrifice of a sheep
The animal's throat was slit and the blood was collected in a bowl for throwing on the
altar. The animal was skinned and the fat was burnt in the fire on the altar. The hide and
part of the meat was put to one side, for the priests gained their living from the sacrifices
during their term of service in the Temple. The rest of the meat was given to the person
who brought the offering. He left the Temple to eat it with his friends and family.
A burnt offering was an offering which was burnt whole in the fire on the altar (the blood
and hide were removed before the offering was burnt). Because the sacrificial animal had
to be flawless, it was most convenient to buy it in the Temple. The pilgrim who came
from afar took a substantial risk in bringing the sacrificial victim with him, for it might
injure itself on the journey and no longer be fit to be sacrificed.
58 | P a g e
Money-changers and animal sellers
The temple and the three great feasts, Passover,
Pentecost and Tabernacles, were the holiest of events
for the Jewish people when "every able bodied man
was commanded by the law of Moses to present
himself before the Lord in Jerusalem" (Deut 16:16)
The journey to Jerusalem was often long and arduous
and bringing a goat, sheep or cattle (or a dove for the
poor) to be slaughtered would have been most
difficult. The selling of animals to be sacrificed was a
lucrative business and central to the temple economy.
In addition, this was also the time that the temple
priests began to collect the temple tax, which was supposed to atone the donor's sins and
contributed to the running and maintenance of the temple.
Those selling animals were providing a service to those who needed a sacrifice during Feast time.
This had been approved by the Jewish leaders in the temple and was considered a great convenience
to Jews traveling great distances. Since they did not have to have livestock in tow, they could buy the
necessary sacrificial animals right at the temple.
The money changers were providing a profitable service to the Jewish worshipers by exchanging
Hebrew currency for Roman coin which would not be accepted by the temple priests. Roman coins
contained an image of the Roman emperor which was not allowed inside the temple. Moneychangers exchanged foreign currency in the outermost court of the Temple, so as not to defile the
Temple precinct with graven images. The exchanges also allowed for the correct coins to be used to
purchase sacrificial animals and make the annual payment of the temple tax (half a shekel) expected
of every Jewish male.
The Destruction of the Temple
After Herod the Great died in 4BCE, there was great tension between
Jewish groups and especially against the Romans who controlled the
country. Eventually, in 66 CE the passion and the tension exploded
into an all-out rebellion against Rome. The Great Revolt which lasted
from 66 - 73 CE had disastrous consequences. It brought about the
destruction of the Temple in 70 CE and the total destruction of the
upper city of Jerusalem which burned for over a month.
Before setting fire to the Temple, the Romans removed anything of value. Then they harnessed a
group of Jewish slaves to take these priceless artifacts to Rome. Their arrival in Rome is
memorialized in engravings of the Arch of Titus, still standing there today near the Forum which
depicts the Triumph or victory parade held by victorious legions to celebrate their victory and display
the spoils of war.
The whole of the Temple was destroyed except for a western retaining wall which still stands today.
This wall has become a holy place for Jews and is today referred to as the Wailing Wall because it
reminds Jewish people of their sadness over the destruction of the Temple those many years ago.
Each day Jews come and pray at this wall and leave prayer intentions on pieces of paper pushed into
the cracks in the rock wall.
59 | P a g e
The Jewish Temple in Jesus Time
FACT CARD 1
High Priest
In Judaism during the time of Jesus, the chief religious official in the Temple of Jerusalem
was the high priest. The high priest had overall charge of Temple finances and
administration, and he collected taxes and maintained order as the recognized political head
of the nation.
The high priest was the only person able to enter the Holy of Holies (inner sanctum) of the
Temple once a year on Yom Kippur, the Day of Atonement, to burn incense and sprinkle
sacrificial animal blood to ask forgiveness for his own sins and those of the people of Israel.
On this occasion he wore only white linen garments, forgoing the elaborate priestly
vestments worn during the year whenever he chose to officiate at services. The high priest
had to avoid defilement incurred by touching or being close to the dead.
The office, first given to Aaron by his brother Moses, was normally hereditary and for life.
Since the destruction of the Temple in 70CE, there has been no Jewish high priest, for
national sacrifice was permanently stopped, replaced by attendance at local synagogues
where the Torah would be read and prayers prayed.
60 | P a g e
FACT CARD 2
Levites
In Temple times the offering of the sacrifices was the function of the priests. The function of
the Levites was to provide the musical accompaniment to the sacrifices, vocally and with
musical instruments, and to act as gate-keepers and general guards. Levites who served as
priests’ assistants assisted the priests in their work, cleaned the sanctuary, and took charge
of the treasuries. The gatekeepers assumed the responsibilities of policing the Temple and
guarding the outer gates and the storehouse, day and night. The laws of cleanness were most
rigidly enforced upon worshippers and priests. If a leper, or anyone who was defiled had
entered into the Temple area, or any priest officiated in a state of uncleanness, he would, if
discovered, be dragged out and killed.
Levites all came from the tribe of Levis, one of the twelve families that settled in the
Promised Land after they were led out of Egypt by Moses. Moses, who was the first Levite,
blessed the Levites before his death, and said their position is to teach God’s Law to Israel.
61 | P a g e
FACT CARD 3
The Duties of the Priests
The religious rituals of the Temple were solely in the hands of the priests. The priests offered
numerous sacrifices in the Temple every day, since the Law of Moses obliged Jews to purify
themselves and atone for their sins by offering a sacrifice.
When a person visited the Temple, they would bring a sacrifice to the Temple. Only domestic animals
raised for food could be sacrificed. The priest slaughtered the animals, took the animal carcasses onto
the altar, roasted them, spattered the blood on the corners of the altar, dispensed the meat, and the
bones and the blood and so on. The rest of the meat was given to the person who brought the
offering. He left the Temple to eat it with his friends and family.
Only the priests were actually able to penetrate the innermost areas of the Temple. Even full blooded
religious pious Jews could only go near, only reaching the outskirts of the Temple.
The priests were all descended from Aaron, the High Priest and brother of Moses .
62 | P a g e
FACT CARD 4
Money-changers and animal sellers
The temple and the three great feasts, Passover, Pentecost and Tabernacles, were the holiest
of events for the Jewish people when "every able bodied man was commanded by the law of
Moses to present himself before the Lord in Jerusalem" (Deuteronomy 16:16)
The journey to Jerusalem was often long and arduous and bringing a goat, sheep or cattle (or a
dove for the poor) to be slaughtered would have been most difficult. The selling of animals to
be sacrificed was a lucrative business and central to the temple economy. In addition, this was
also the time that the temple priests began to collect the temple tax, which was supposed to
atone the donor's sins and contributed to the running and maintenance of the temple.
Those selling animals were providing a service to those who needed a sacrifice during Feast
time. This had been approved by the Jewish leaders in the temple and was considered a great
convenience to Jews traveling great distances. Since they did not have to have livestock in tow,
they could buy the necessary sacrificial animals right at the temple.
The money changers were providing a profitable service to the Jewish worshipers by
exchanging Hebrew currency for Roman coin which would not be accepted by the temple
priests. Roman coins contained an image of the Roman emperor which was not allowed inside
the temple. Money-changers exchanged foreign currency in the outermost court of the Temple,
so as not to defile the Temple precinct with graven images. The exchanges also allowed for the
correct coins to be used to purchase sacrificial animals and make the annual payment of the
temple tax (half a shekel) expected of every Jewish male.
63 | P a g e
FACT CARD 5
Temple Sacrifice
The priests offered numerous sacrifices in the Temple every day, since the Law of Moses
obliged Jews to purify themselves and atone for their sins by offering a sacrifice. In addition,
thanksgiving offerings were sacrificed. The victim might be a sheep or a dove; flour and wine
might also be offered as a sacrifice. In addition to the sacrifices brought by individuals,
communal sacrifices were offered every day in the Temple.
- An example of the sacrifice of a sheep
The animal's throat was slit and the blood was collected in a bowl for throwing on the
altar. The animal was skinned and the fat was burnt in the fire on the altar. The hide
and part of the meat was put to one side, for the priests gained their living from the
sacrifices during their term of service in the Temple. The rest of the meat was given to
the person who brought the offering. He left the Temple to eat it with his friends and
family.
A burnt offering was an offering which was burnt whole in the fire on the altar (the
blood and hide were removed before the offering was burnt). Because the sacrificial
animal had to be flawless, it was most convenient to buy it in the Temple. The pilgrim
who came from afar took a substantial risk in bringing the sacrificial victim with him,
for it might injure itself on the journey and no longer be fit to be sacrificed.
64 | P a g e
FACT CARD 6
The Destruction of the Temple
After Herod the Great died in 4BCE, there was great tension between Jewish groups and
especially against the Romans who controlled the country. Eventually, in 66 CE the passion
and the tension exploded into an all-out rebellion against Rome. The Great Revolt which
lasted from 66 - 73 CE had disastrous consequences. It brought about the destruction of the
Temple in 70 CE and the total destruction of the upper city of Jerusalem which burned for
over a month.
Before setting fire to the Temple, the Romans removed anything of value. Then they
harnessed a group of Jewish slaves to take these priceless artefacts to Rome. Their arrival in
Rome is memorialized in engravings of the Arch of Titus, still standing there today near the
Forum which depicts the Triumph or victory parade held by victorious legions to celebrate
their victory and display the spoils of war.
The whole of the Temple was destroyed except for a western retaining wall which still stands
today. This wall has become a holy place for Jews and is today referred to as the Wailing Wall
because it reminds Jewish people of their sadness over the destruction of the Temple those
many years ago. Each day Jews come and pray at this wall and leave prayer intentions on
pieces of paper pushed into the cracks in the rock wall.
65 | P a g e
The Destruction of the Temple and The Western Wall
The holiest place in Judaism was the Temple, which was built on Mount
Moriah in Jerusalem. For hundreds of years, Jews believed that it was the
only place where they could worship God properly. It took seven years
to build and was one of the most splendid buildings in the world. It was
destroyed by the Greeks.
A second Temple was built in the same place but this Temple was burnt
to the ground by the Romans. They knew that the Temple was very
important to the Jews and this was why they wanted to destroy it. All
the gold and silver Temple treasures were taken to Rome. Only the
Western Wall of the huge raised platform on which the Temple had
stood remained. The Western Wall is sometimes known as the Wailing
Wall. People go there to pray and to feel close to God. They push pieces
of paper between the holy stones. These pieces of paper have their
prayers and hopes written on them.
Tasks
1) Draw a wall of about 8 large bricks in your
book. Write one of your hopes for the future
on each of these bricks. Try not to make
them all about you.
2) Write and illustrate a prayer of hope for the
future.
66 | P a g e
Year 5
Synagogue/Shabbat
Mix & Match



After viewing the clip Visiting a Synagogue, talk about the key features of a
synagogue.
Cut up the following pictures and match them with a suitable description.
After visiting your local parish church, Google search images of features in a Catholic
church that serve a similar purpose to some of the ones in the synagogue.
67 | P a g e
Mix & Match
Synagogue
68 | P a g e
Description
Parish Church
The Torah Scroll
The Torah scroll is very important for the Jewish people.
Identify three ways in which the Torah scroll is shown to be important in the synagogue:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
Explain why the Torah is so important for the Jewish faith
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
69 | P a g e
Shabbat (The Sabbath)
The family and community are very important within Jewish life.
The most important day of the week is Shabbat (the Sabbath). It is the day on which Jews remember
the seventh day of creation on which God rested.
On Shabbat Jews stop working and make time for
God and family life.
Shabbat starts on Friday evening and ends at sunset
on Saturday.
Shabbat begins with the family sharing a meal.
During Shabbat, services are held at the synagogue,
often led by a Rabbi.
Questions:
The Jewish people celebrate Shabbat on a Saturday. For Christians what is our special day of
rest?
What activities can we do to remember God in our lives on a Sunday?
70 | P a g e
Find photos or draw pictures to show our we celebrate our Sunday like the Jewish people
celebrate Shabbat.
Shabbat
71 | P a g e
Christian Sunday
Shabbat
Shabbat--the Jewish Sabbath-- is a 25-hour period of rest lasting from just before sunset on
Friday evening until nightfall on Saturday. The idea is to take a break from ordinary life, and
focus on family, community, and spiritual growth. In our fast-paced lives it can be a welcome
change to stop rushing from work to preschool to the grocery store…and instead enjoy a
weekly reconnection with the people and ideas that really matter in life.
Setting the scene
It is best to set the Shabbat table before the start of Shabbat. You will need: Candlesticks with
candles; a cup or goblet and wine or grape juice for kiddush; two whole challah loaves,
placed on a tray and covered with a cloth. The table is traditionally covered with a white
tablecloth, and richly set with the fanciest tableware you own
Lighting Candles
Shabbat's arrival, on Friday night just before sundown, is marked with a special candlelighting ceremony.
Most families light two candles, representing the dual commandments to
remember and observe the Sabbath, though there are varied practices. Some
families light the same number of candles as there are children in the house.
Some give blessings to their children at this time:
May God bless you and guard you.
May God show you favour and be gracious to you.
May God show you kindness and grant you peace.
It is customary to light the candles, and then cover your eyes
while reciting the blessing.
·
Blessing over Candles
Blessed are You, Lord our God, Ruler of the Universe,
who has sanctified us with commandments,
and commanded us to light Shabbat candles
When you uncover your eyes and see the candles shining before you, the Day of Rest has
officially begun. Feel free to greet others with a hearty "Shabbat Shalom!"
72 | P a g e
Giving Tzedakah
In some homes, families have established a custom of emptying their pockets
and putting a few coins in a jar before the beginning of Shabbat. This helps
individuals to remember that Shabbat is a taste of the world to come, in
which there will be no poverty or illness, and that we must help achieve this
in our world by giving tzedakah. Some families like to put a small jar or
tzedakah box near their Shabbat candles and give a little bit each week
before they light candles.
Shabbat Dinner
In many families, the central observance of Shabbat takes place on Friday night, around the
dinner table. This is a time for family and friends to spend relaxed time together, reconnecting
at the end of a busy week of work and school.
·
Blessing over Wine
Traditionally, Shabbat dinner begins with a blessing recited over wine, called kiddush, which
means to make holy:
Blessed are You, Lord our God, Ruler of the universe, who creates the fruit of the vine.
·
Blessing over Bread
After kiddush, it is customary to "break bread" with two loaves of
challah bread. These loaves are covered with
a cloth through kiddush. Read Exodus 16: 2223 to find out why two loaves are used.
Jewish law requires one to first do a ritual handwashing, and then uncover the challah and
recite the blessing over bread.
Blessing for Washing Hands
Blessed are You, Lord our God, Ruler of the Universe,
who has sanctified us with commandments,
and commanded us to wash hands.
Blessing over Bread
Blessed are You, Lord our God, Ruler of the universe, who brings forth bread from the earth.
73 | P a g e
Some families also conclude their Shabbat meal with the Grace after Meals.
(Adapted)
Merciful One, bless this house, this table at which we have eaten.
May the Source of peace grant peace to us, and to all the world.
May the Eternal grant strength to our people.
May the Eternal bless our people with peace.
Amen.
Set a Nice Table
In addition to Friday night dinner, on Saturday many families partake in a
festive lunch and a pre-sundown dinner.
The menu at Shabbat meals doesn't have to be fancy, but it is nice to
include some foods that are special for Shabbat. You can also add some
nice touches to your Shabbat table by picking up flowers on your way home from work, using a
tablecloth reserved for Shabbat, or drinking out of goblets instead of glasses.
And though Shabbat celebration at home tends to be meal-focused, other Shabbat past-times include
reading, playing board games, talking, walking, and napping. It can be a major
relief to have time set aside for these calming activities that aren't usually
prioritized during the hubbub of the workweek.
In traditional homes, Shabbat also comes with a variety of restrictions--such as not
driving a car, not speaking on the phone, not writing, and not cooking. The Torah
prohibits "labor" on Shabbat; the complex rules of what is permitted on Shabbat and what is not are
all based on rabbinic interpretations of what exactly qualifies as "labor."
On Friday night and Saturday, special synagogue services are convened. The liturgy expresses thanks
for the gift of Shabbat and celebrates the restful and pleasurable aspects of the day.
Farewell to Shabbat
At the end of Shabbat day, when three stars appear in the sky, it is time for the brief ceremony of
havdalah (literally, separation or distinction). Havdalah can be recited in synagogue or at home. It is a
short, soulful ritual that can captivate young children together with their parents. With a cup of wine,
a box of spices, and a beautiful braided candle we recite blessings marking the transition between
holy and mundane, light and dark, Shabbat and workweek.
74 | P a g e
Havdalah
Family and/or friends gather together and form a circle. To enhance the
mood, you can dim or turn off the lights in the room, and have different
people hold the candle, the spice box, and the kiddush cup. The havdalah
blessings are recited or sung in Hebrew or English either by one person or
alltogether.
As each blessing is said, the relevant item is made accessible to the group: The kiddush cup is
held up for all to see, but the wine is not sipped until the end. The spices are passed around,
and each person takes a moment to smell their sweetness. The candle is held high, and every
person puts a hand up into the candle's light, turning the hands over, palms in, and bending
the fingers. Some people look into the eyes of those near them to see the light reflected there.
When the blessings are concluded, each person can take a sip from the wine or grape juice. It
is customary to pour the remainder of the wine/juice into a non-flammable dish or basin in
which the candle is then extinguished.
After havdalah, we wish one another "Shavua Tov!"--a good week
75 | P a g e
Where Does It Say That?
Read the Shabbat For Your Eyes Only
information sheet. Find and write out the
bible verse from the Torah that matches
each Sabbath activity picture.
You can choose from the list provided.
Exodus 16: 22-23
Genesis 1:11-12
Deuteronomy 10:18
Exodus 20: 9-10
Exodus 16:11-12
Exodus 20: 8
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
76 | P a g e
Mix ‘N Match
Sequence the following Shabbat activities in their correct order as to when
they would happen. Briefly explain what is happening in each activity
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
77 | P a g e
Shabbat Blessings
Blessing the candles to begin Shabbat
I praise God, who is Lord and Ruler over all, for teaching us the
commandment of greeting the Shabbat by lighting the candles.
Blessing over the wine
I praise God, who is Lord and Ruler over all, for creating the
grapes of the vine.
Blessing for the Challah
I praise God, who is Lord and Ruler over all, for bringing forth bread
from the earth.
Parent’s Blessing of Children
Blessing for Sons
May God bless you as He blessed the sons of Joseph – Ephraim and Manasseh.
The Three Fold Blessing
(Said after blessing all of the children)
May the Lord bless you and protect you. May the Lord show you kindness and
be gracious to you. May the Lord bestow favor upon you and grant you peace.
78 | P a g e
Year 6
Jewish Holy Days
Rosh Hashanah is the Jewish New Year festival. It lasts two days.
It commemorates the creation of the world.
Rosh Hashanah is also a judgement day, when Jews believe that God
balances a person's good deeds over the last year against their bad deeds,
and decides what the next year will be like for them.
It's a time for people to think about their priorities in life and to reflect
on what has been achieved in the past year.
It's a time of asking for forgiveness for wrongdoings (sins)
It's a chance for Jews to ask questions about their actions throughout the
year. Questions considered during Rosh Hashanah include:




What's the most meaningful thing in my life?
Who in my life means the most to me? How often do I let them
know this?
What are the most significant things I've achieved in the past year?
What do I hope to achieve next year and in my life generally?
In the synagogue
A lot of time is spent in the synagogue during Rosh
Hashanah.
One of the synagogue rituals for
Rosh Hashanah is the blowing of
the Shofar, a ram's horn trumpet. A hundred notes
are sounded in a special rhythm.
The sound of the shofar starts a ten-day period
known as the 'Days of Awe', which ends with the solemn festival of Yom
Kippur.
79 | P a g e
WHAT IS ROSH HASHANAH?
Rosh haShanah means ‘Head of the Year’ in Hebrew. It is the
beginning of ten days when Jewish people think very carefully
about their behaviour during the past year.
We remember what we have done, ask and pray to be forgiven
for any bad deeds and promise to be better next year.
Rosh haShanah is a serious day and we spend a lot of the time
praying.
Rosh haShanah falls on the 1st and 2nd days of Tishrei, which is the seventh
Hebrew month (this will be in September or October of the secular year).
Jewish people also think of Rosh haShanah as the birthday of the world, the birthday
of Adam, the day on which Sarah first learned that she would have Isaac, and the
day Isaac was born.
80 | P a g e
Yom Kippur
Yom Kippur is the most sacred and solemn day in the Jewish
calendar.



It means Day of Atonement
It's a day to reflect on the past year and ask God's
forgiveness for any sins
Jewish people fast for 25 hours
Getting ready for Yom Kippur
During the 10 days between Rosh Hashanah and Yom Kippur everyone gets a chance to put
things right with other people before asking God's forgiveness. This period is called The Days
of Repentence or Days of Awe.
It's a time when Jews can make up for the wrongs of the past year and make a firm
commitment to not do the same bad thing or things again.
What happens on Yom Kippur?
The special day of Yom Kippur is marked by Jewish people in a number of ways:






Many wear white as a symbol of purity
No food or drink is consumed for 25 hours. (Children under thirteen and people who
are ill or pregnant do not have to fast)
No make-up or perfume is worn
No sex
No bathing
No leather shoes
In the synagogue
The most important part of Yom Kippur is the time spent in the synagogue. Even Jews who
are not particularly religious will want to attend synagogue on Yom Kippur, the only day of
the year with five services.



There are five services in the synagogue.
The day is spent in continuous prayer for forgiveness.
The sound of the shofar (ram's horn) marks the end of the holy day.
81 | P a g e
WHAT IS YOM KIPPUR?
‘Yom Kippur’ means the ‘Day of Atonement’. That is, the day
when we try to make up for any wrong things we have done.
It is a day of fasting which starts at sunset on the 10th of Tishrei
and finishes when night falls on the 11th Tishrei.
Yom Kippur is also called ‘The Sabbath of Sabbaths’. It is the
most holy day in the Jewish year. It is the day when God
decides what will happen to every Jewish person in the year
ahead.
ASKING FORGIVENESS AND MAKING UP FOR OUR SINS
Yom Kippur is not like other special Jewish days. It does not remind us about something that
happened to the Jewish people in our long history. Instead, it is all about each individual
Jewish person’s behaviour. >
According to the famous Jewish writer Maimonides (the Rambam), we all have the choice of
what kind of person we want to be. Just like Adam and Eve in the Garden of Eden, each
person can choose to be evil or good. Judaism teaches us that we have the power to decide
which path we take.
Every person makes mistakes. We may even commit sins from time to time. Yom Kippur gives
us the chance to ask forgiveness and make up for our sins. On the days leading up to Yom
Kippur we can ask forgiveness from people for anything we have done that has caused them
sadness or harm. On Yom Kippur itself we can confess our sins to God and pray for His
forgiveness.
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WHAT DO WE DO TO PREPARE FOR YOM KIPPUR
Kaparot
During the morning before Yom Kippur, some people do
kapparot, which is a custom that reminds us of the sacrifices made
in the Temple in ancient times before a holyday. The traditional
way for someone to do kaparot is to take a chicken and wave it
around their head three times while saying a prayer so as to
'transfer' their sins to the chicken. In modern times, many people
prefer to use money instead of a chicken, and the money is then
given to charity.
Eating before the fast begins
It is considered a mitzvah (commandment) to eat well on the day before Yom Kippur. The
reason for Jewish adults fasting is not to make them suffer, but rather them that Yom Kippur
is not about physical activities like eating but rather about spiritual activities like praying. The
final meal before Yom Kippur should be a joyful one. At the end of the meal, children are
blessed by their father with a special blessing.
Lighting a Memorial candle (Yahrzeit candle)
Before leaving home to go to the Kol Nidre service at synagogue we light
a memorial (yahrzeit) candle at home. This candle burns for 24 hours. It
reminds us of all those people who have died, in our own families and in
the world. After Yom Kippur finishes, we will use the yahrzeit candle to
light the havdalah candle used as part of the havdalah ceremony to mark
the end of the day.
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WHAT WE DO ON THE DAY OF YOM KIPPUR
Clothing - what to wear
It is a custom to wear white clothing on Yom Kippur, because white is the colour of purity
and our wanting to be close to God. White clothing also reminds us of the white robes worn
by angels. Women wear white clothes and men may wear a kittel (long white garment).
(The curtain across the ark and the Torah covers are the white ones that have been used since
Rosh Hashanah. They show that "our mistakes will be whitened like snow.")
We do not wear leather shoes and women do not wear makeup on Yom Kippur. Make up is
not worn because we should not be concerned with our physical appearance on Yom Kippur,
only with our spiritual welfare. The reason for not wearing leather shoes (or shoes which
contain any leather at all) is slightly different. It used to be that the only truly comfortable
shoes available were leather shoes, so they became associated with the idea of physical
comfort. As this is not our priority on Yom Kippur, we avoid wearing leather shoes to
symbolise that Yom Kippur is a spiritual day.
Things we are not allowed to do on Yom Kippur
There are five things forbidden on Yom Kippur:
1. eating and drinking
2. washing yourself
3. putting on oil, perfume or makeup
4. wearing leather shoes and
5. kissing, hugging, etc between adults
Adults fast on Yom Kippur
On Yom Kippur Jewish adults fast, which means that they do not eat or drink. Anyone over
the age of Bar or Bat Mitzvah (13 years for boys and 12 years for girls) is considered and adult
and expected to fast for the whole day. Young children are not allowed to fast because it
may be bad for their health, but children aged 9 and above should fast for part of the day as
practice for when they are older. Anyone who is sick is excused from fasting, but should eat
only basic foods and not fancy or rich foods. Medicine needed to maintain good health may
be taken on Yom Kippur, but this does not include things like vitamins (not taking them for
one day would not injure a person's health).
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PESACH (PASSOVER)
WHAT IS PESACH AND WHEN DO WE CELEBRATE IT?
Passover or Pesach, as it is called in Hebrew, is the festival that
reminds us of when the Jewish people were slaves in Egypt
about 3,500 years ago and how God freed them from
the evil Egyptian king Pharaoh.
The Pesach story is written in the Torah, in Exodus, Chapters 1-15
and is one of the most important stories in Jewish history.
Pesach starts on the 15th day of the Hebrew month of Nissan, at the full moon. It lasts
for eight days (seven in Israel). The four days in the middle are called Chol Hamo’ed
(weekdays of the festival). In the English calendar, Pesach will be during April or
(sometimes) in late March. As the Jewish calendar is lunar, the English dates of Pesach
will change from year to year even though the dates in the Jewish calendar remain
the same.
DIFFERENT NAMES FOR PESACH
Pesach
This Hebrew word means ‘to pass over’. It reminds us of God’s
promise to "pass over” the Jewish people when he sent the last
plague onto Egypt. This last plague was the worst one that he sent
to force Pharaoh to free the Jews.
He sent the Angel of Death to kill all the Egyptians’ firstborn sons, but He told the
Jewish people to mark their doors so the Angel of Death would ‘pass over’ their
houses and not kill their firstborn sons. The Jews marked their doorposts with the
blood of a lamb and that way the Angel knew theirs were Jewish houses. (Today all
Jewish houses have a mezuzah on their doorposts, also to show who they are.)
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The name ‘Pesach’ is also used for the lamb which was sacrificed by the Jewish people
when they left Egypt.
Chag haMatzot
This means ‘the festival of matzot’ (unleavened bread).
When the Jewish people left Egypt they were in such a hurry
that they did not have time to bake their bread dough in
ovens. So they carried the unbaked dough on their backs, and
as they were walking it cooked in the sun. It became hard and flat and was called
‘matzah’.
During Pesach it is a mitzvah (commandment) to eat matzah. "Seven days you shall
eat unleavened bread." (Exodus 12:15).
Z'man Cheruteinu
This means ‘time of our freedom’. In the Torah Egypt is
called Mitzrayim or ‘a narrow place’. In a narrow place we
feel very squashed and pressured, just like the Jewish
people must have felt when they were slaves there. Pesach
is the time they finally could feel free again, after leaving
narrow Egypt. In the story of Pesach, we travel from the narrowness of forced
servitude to the openness of freedom.
Chag haAviv
This means ‘festival of spring’. In the land of Israel Pesach falls in
springtime. It is spring harvest time. Nearly the whole world is coming
out from being closed up for winter and is opening up to the new life of spring. The
story of the Jewish people leaving Egypt has the same kind of feeling.
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PESACH CUSTOMS
There are three main customs connected with Pesach. One of these is eating matzah.
The second is that we are not allowed to eat or own anything made of leaven (grains
which have risen). This is known as chametz. The third custom is having the seder.
MATZAH
Matzah is unleavened bread made from wheat, rye, barley,
oats or spelt. It is a mitzvah (commandemnt) to eat matzah
during Pesach.
Matzah is also known as ‘the bread of affliction’. ‘Affliction’ means ‘hardship’, and so
matzah represents the difficulty of our lives in Egypt before we escaped.
CHAMETZ
We are not allowed to eat anything made of chametz
('leaven'). Meat, fish, fowl (chicken, duck, etc.), all fruits,
all vegetables, all spices, dairy products and, of course,
matzah are not chametz and may be eaten during
Pesach. Matzah is not chametz because it is mixed and
baked very quickly before the flour in it has time to rise
and become leaven.
Any one of the 'five grains' - wheat, rye, barley, oats and spelt (a type of red wheat) can become chametz if it is mixed with liquid for long enough for it to rise or 'leaven'.
Any food that contains even the tiniest amount of chametz is forbidden during
Pesach.
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We must completely clean our homes before Pesach starts, and get rid of any food
that has chametz. Dishes, pots and pans that were used for chametz are either stored
away for Pesach or go through a very strict cleaning process called kashering so that
they may be used on Pesach. This is because we avoid even the tiniest trace of
chametz during Pesach.
On the night before Pesach we perform Bedikat Chametz, the 'search for leaven'. This
is a symbolic search of the house by candle light looking for any remaining chametz.
Any remaining chametz (some is always left out deliberately to be found) is swept up
with a feather and will be burned on the morning before Pesach to symbolise that we
are ridding ourselves of all our chametz.
SEDER
The Hebrew word ‘seder’ means ‘order’. We eat a
special meal on the first two nights of the festival (but
only on the first night if in Israel). We read about the
story of Pesach in the haggadah (a special book read
only at the Seder) and we eat a meal which includes
many special foods with symbolic meanings to remind
us better of the Pesach story.
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Great Judaism Websites
Teaching Resources
http://www.tesaustralia.com/TaxonomySearchResults.aspx?area=resources&keywords=judaism
http://www.primaryresources.co.uk/re/re_Judaism.htm
http://www.youtube.com/watch?v=HHLD6RXVLaM (Virtual tour of the Jerusalem temple)
Teacher Background
http://www.reonline.org.uk/knowing/what-re/judaism/
http://www.interfaithfamily.com/resource_center_for_program_providers/Resources_Program_Provid
ers/Resource_Booklets.shtml?rd=2 (Downloadable resources on Jewish worship)
http://www.pbs.org/wgbh/pages/frontline/shows/religion/portrait/temple.html (Jerusalem Temple)
http://www.youtube.com/watch?v=JCy4-_DaacI&feature=relmfu (Humorous take on the Seder Meal)
http://www.youtube.com/watch?v=5GW-frPw2oI (Humorous take on the Shabbat)
Student Friendly Resources
http://resources.woodlands-junior.kent.sch.uk/homework/religion/jewish.htm
http://www.youtube.com/watch?v=9Z_gyc7yG_c (Visiting a Synagogue)
http://jerusalem.com/tour/jewish_temple_3D/web (Virtual Tour of the Jewish Temple)
Jewish Holy Days
http://www.chabad.org/holidays/jewishnewyear/default_cdo/aid/36130/jewish/High-Holidays.htm
http://www.primaryresources.co.uk/re/powerpoint/Yom_Kippur.swf
http://www.youtube.com/watch?v=3xuKKUGdSlg (Making Shabbat)
http://www.bje.org.au/learning/judaism/kids/holydays/shabbat.html
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