World Religious Traditions
Duehren; cduehren@iwacademy.org
LAP #6 – Introduction to Judaism
5 Class Meetings
Rationale: Why are we studying this material?
Lap 6 is an introduction to the main beliefs, foundations and tenets of the Judaic tradition. This lap
will focus on how Judaism deals with the 5 basic elements present in all religious traditions. The purpose
of this lap is to gain understanding in the basic elements of Judaism; focus on the tenets that eventually
created Christianity; and delve into the elements of persecution and suffering that the Jewish tradition
faced.
Learning Goals: Upon Completion of this LAP students will be able to:
Day 1: Identify the essential characteristics of the Jewish belief in Yahweh.
Day 2: Evaluate the meaning of creation and the human role in existence.
Day 3: Analyze the importance of history for the Jewish people; the moral danger zones in life; and
the issue of justice for the prophets.
Day 4: Evaluate the meaning of suffering to the Jewish people and how they display their faith
through rituals.
Day 5: Analyze the Jewish understanding of Messiah in the bible; how it differs from other
interpretations; and how Judaism focuses on making life holy.
Open Lab Assignments:
1: Summative: Religious Site Visits and Paper Due November 14th.
2. Final Reflective Paper: Due December 7th (Summative)
LAP TEST/ASSESSMENT:
1. Test #3 over Laps 5&6
Due Date: First half of Lap 7 in the Testing Center (K 12/3, A 12/4, B, 12/7)
No Daily Questions Due this LAP! Reading Quizzes periodically.
CLASS MEETINGS:
DUE DATE
DAY 1
Readings/Activity DUE at the beginning of the class:
1. Smith – Intro; Meaning in God (found in the Textbook)
Shalom
G Day
Wednesday
11/11
Class Topics/Themes:
- Anti-Semitism, Elitism, Monotheism, Yahweh Characteristics
Daily Learning Goal:
- Identify the essential characteristics of the Jewish belief in Yahweh.
Daily Content Questions:
1. Make a list of all the facts and stereotypes you “know” about Judaism
(whether you believe them to be accurate or not). Why do you think this or
how do you know this – where did you get the information? (not explicitly
found in the readings)
2. What are two good reasons for believing in God or the “other”? How is this
similar and/or different than the Islamic belief in Allah? Which is the most
appealing reason and why?
3. Briefly explain the four characteristics that God or the “other” cannot possess
and why? Which of the characteristics is most difficult to understand and why?
Is this consistent with your beliefs about God’s characteristics – explain?
4. What are the two aspects possessed by other gods from neighboring religions
that were different than Yahweh? Why are these important – why is this
meaningful?
5. What is the inherent problem with the neighboring group’s belief in multiple
gods? Why have most religions moved away from multiple gods?
DAY 2
Readings/Activity DUE at the beginning of the class:
1. Smith – Meaning in Creation; Meaning in Existence (found in the
Textbook)
Class Topics/Themes:
- Creation, Existence, Salvation, Nature, Human Participation
Daily Learning Goal:
- Evaluate the meaning of creation and the human role in existence.
Daily Content Questions:
1. Why does almost every religion have a creation story? Why is the creation
of everything so important for a religion (theology & philosophy)? (not
explicitly found in the readings)
2. What are the two possibilities (or reasons) why things go wrong within
Creation? In your view, which possibility is most plausible and why? How is
Shalom
J Day
Fri. 11/13
this related/connected to the Islamic view of creation?
3. What is the difference between the Greek and Indian view of nature
(physical material component of existence) and the Judaic view of nature?
How does this impact salvation and participation with this world?
4. What are the physical and moral limitations within human existence? Does
this mean that sin is necessary in our existence – explain?
5. How are Jewish thoughts about creation and human existence
related/connected?
Kairos
B Day
11/18
Kairos
D
11/20
DAY 3
Readings/Activity DUE at the beginning of the class:
1. Smith – Meaning in History; Meaning in Morality; Meaning in Justice
(found in the Textbook)
Class Topics/Themes:
- Historical Importance, Prophets, Prophesy, Justice, Moral Danger Zones
Daily Learning Goal:
- Analyze the importance of history for the Jewish people; the moral danger
zones in life; and the issue of justice for the prophets.
Daily Content Questions:
1. Is religion necessary for a moral society? Does morality within humanity
naturally exist without a religious belief system to follow? (not explicitly found
in the readings)
2. What are the consequences of saying that history is meaningless? Of the
four reasons that history was so important to the Jewish people, which one do
you personally relate to most and why?
3. What are the four moral danger zones for humans and why are they serious
problems only for the human animal (and not other animals)? Of the four,
which do you find most problematic and why?
4. What does a “prophet” have to do with the issue of justice? Of the three
stages in the prophetic movement, which one had the most injustices occur and
had the most need for Divine prophesy – explain?
5. With the Jewish history in mind, why do Jews inevitably find so much
meaning in “justice”? In other words, how are the two connected?
Shalom
E Day
Mon. 11/23
DAY 4
Readings/Activity DUE at the beginning of the class:
1. Smith – Meaning in Suffering (found in the Textbook)
Class Topics/Themes:
- Suffering, Rituals, Observance
Shalom
G Day
Monday
11/30
Daily Learning Goal:
- Evaluate the meaning of suffering to the Jewish people and how they display
their faith through rituals.
Daily Content Questions:
1. Judaism does not have an official creed. Instead, they have observance
(rituals or acts) that display their allegiance. In your opinion, which is more
faith-filled and meaningful? Which is easier to “fake”? How is this different
or similar to Islam?
2. What meaning (if any) is found through suffering? What meaning have the
Jews found through suffering – give examples and explanations?
3. If there is meaning in suffering, what does this say about God’s role in
suffering? How might the Jewish people view this differently than others?
4. What was Elie’s faith and relationship with God like?
DAY 5
Readings/Activity DUE at the beginning of the class:
1. Smith – Meaning in Messianism; The Hallowing of Life (found in the
Textbook)
Class Topics/Themes:
- Messiah (differences with others), Making something Holy
Daily Learning Goal:
- Analyze the Jewish understanding of Messiah in the bible; how it differs from
other interpretations; and how Judaism focuses on making life holy.
Daily Content Questions:
1. How and why is Messianism linked to the hope of an underdog? How is this
underdog mentality “wired” into our human nature? How is the idea of hope
for a Messiah different than the ideas within previously studied religions in this
course?
2. What was the Messiah going to do for the Jewish people (change their status
quo)? What are the differing scripts that various Jewish people thought the
Messiah would fulfill? Why might various Jews believe that Jesus didn’t fulfill
this role?
3. How do Jew’s specifically “hallow” life? Then, evaluate this statement:
“Judaism’s goal is the hallowing of all life”. How and why is ritual so
Shalom
J Day
Wed. 12/2
important within this context?
4. Why is it important that Elie no longer felt his actions were important or
pleaded for forgiveness? Elie began to believe that man was stronger & greater
than God…why is did this happen and why is it important? Why did he think
that God didn’t help?