Religious Education
Title Summative of Judaism combined with
what is the meaning behind the sacred artefacts
of Judaism?
Curriculum Expectations
ICE:
(PSV.02)Demonstrate a knowledge of religious
worship as a response to sacred reality
(PSV.04)Understand the role of prayer, worship
and religious symbolism within the world’s
major religious traditions.
(PS4.14)Describe key religious symbols and
rituals within major world religions.
Catholic Graduate Expectation:
http://www.carfleo.org/linkscge.htm
1h. A discerning believer formed in the Catholic
faith community who respects the faith
traditions, world religions and the life-journeys
of all people of good will.
7f. A responsible citizen who respects and
affirms the diversity and interdependence of the
world's peoples and cultures.
Grade 11
75 minutes
Guiding Questions
1.Having studied the rituals/ceremonies of
Judaism from the previous session, what
objects are visible and prominently used?
2.How and when are these objects being used
during the rituals?
3.Who has the role of using the respective
artefact during the rituals?
4.Why are these objects being used? What do
they mean or what do they symbolize? What
do they point to: people(s), past event(s),
future event(s)?
5.Do Christians share one (or some) of these
artefact(s), symbol(s)?
6. What do they look and feel like?
7. How and where are they stored? With
whom are they stored?
8. What role do the partakers have in the
ceremonies when the sacred artefact is being
used?
9. What effects are hoped for when these
artifacts are used?
Materials
Criteria
Photocopies for each group (of 4-5max students)
of their chosen or assigned sacred artefact. These
photocopies describe the sacred artefact briefly
and a short bibliographical list of resources
(books, internet link to articles, video clips,
pictures, Encyclopaedia).
Computers with access to internet (either in class
or library) or ask for them to bring their own
computers.
10. What are the prayers said, sung,
whispered, or written out during the use of the
sacred object?
Learning Goals & Success
Learning Goals
1. Identify sacred artefacts for Judaism.
2. Describe and contextualize the rituals and
ceremonies the sacred objects are used in.
3. Understand and appreciate the meaning and
purpose of the sacred artefacts.
4. Relate the sacred artefacts to the previously
learned rituals/ceremonies of Judaism.
Internet access.
How will they be displayed?
Provide scissors, glue, markers, tape, Bristol
boards.
On a Power point for the entire class to see
during the activities. (One could also
present these as questions or instructions in
their individual worksheets.)
World Religions: A Canadian Catholic
Perspective textbook Chapter 4 pg. 117-122
Success Criteria
I (student) have created with my group:
A group presentation/ summarizing Jewish
beliefs and their rituals. I have explained the
sacred artefacts in their context according to
their use in a specific ritual. I have explained
what the artefact symbolizes/means. I have
answered/presented using the guiding
questions.
How will they be displayed?
Spend some time before the activity to
discuss (co-construct), asking what
presentations should look like to get a
Quality 4 (best in a rubric) and what will not,
guide the discussion to reflect a similar
Success Criteria as written above.
Secondly, provide another sheet with the
success criteria.
Reminders
Prepare the librarian and book in advance the library in order to have enough computers with
internet access for those who choose to research via Internet resources.
Collect markers, tape, glue, coloured paper, and Bristol board way in advance to secure
availability. OR instruct the students to provide their own.
Consider how the students will be grouped and if certain students are to be separated or if
they are mature enough to be given the choice to group themselves. Consider the less social
or the quiet students.
Prepare any special needs / accessibility needs.
Title Summative of Judaism combined with what is the meaning behind the sacred artifacts of
Judaism?
Minds On
Lesson Sacred Artifacts of Judaism
Approximately 5 minutes
INTRODUCE with this 4 minutes video: http://youtu.be/029__uuKYBI
Video gives an amusing and fun introduction to the idea of rituals/ceremonies
The main question to ritual is why and meaning? (AfL)
The whys and the how should be emphasized that it moves the students to curiosity.
Introduce Learning Goals and Success Criteria
Action!
Approximately 50 minutes
Collaborative Work.
Either provide for their respective groups Text resources (textbook, prayer books with the prayers of
each respective ritual where the sacred objects are used) or provide a list of resources available in
the library (Encyclopaedia, World Religions: A Canadian Catholic Perspectives Chapter 4. Pg. 117122.
Group students in an appropriate manner, otherwise if randomness is required then label each
student from 1-5.
Assign to each group one of the following sacred artefacts: Passover Seder, Start of David, Shofar,
Menorah, Torah Scroll,
They have 50 minutes to work in the library or in the tables in class (if you provide all their resources
in sheets or computers)
Have them create a Bristol board with their own personal artistic creativity (using the materials you
had provided) Review the rubric for a visual display (Assessment Master World Religions: A
Canadian Catholic Perspectives Teacher Guide) (AfL, AaL)
(Optional, considering time and managing students in the library) Instruct the students in a clockwise
(or in a manner you deem more organized) to take turns going from station to station to read about
each of the sacred objects and to learn from each other about the sacred artifacts. Instruct the
students to write down what they learned from the other groups. (If more time is needed, this can be
done at a later date)
Consolidation
Approximately 15 minutes
Have the students return to their desks. If they had time to observe and learn from the other groups,
have them come back to their original group.
In their groups, have them reconsider the success criteria and learning goals in preparation for a brief
retelling to the class about their artefact.
In 15 minutes, have each group take turns speak about their specific artefact(s) to the entire class in
simple and direct sentences (definition, how is it used, when, and importance).
If the period is 75 minutes then the conclusion is reached with 5 minutes for clean up.
n.b. Identify Assessment for Learning (AfL) Assessment as Learning (AaL) & Assessment as Learning (AaL)
Reminders for next time this lesson is taught: