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Ruth Marx was awarded a 10th anniversary grant from Culham St Gabriel’s to research and create resources into core- Religion and Worldviews for Key Stage 5. This suite of resources is the result of this research and explores the worldviews of 13 individuals who live or work in Tower Hamlets interviewed about their worldviews. The worldviews discussed are from a range of religious and non-religious traditions and the interviewees are expressing their own opinions and not representing any organisation as a whole. Each video is accompanied by an editable power point with activities to embed and extend the learning and an overview document shows the worldview(s), themes discussed and cross curricular links which can be explored with this resource. Whilst created with core 16-19 Religion and Worldviews in mind these resources may be of use for younger age groups and for teacher CPD.

  • Could you create a suite of resources like this for your area?
  • Could you share one of these resources and compare it to a case study of a person in your area?
  • Do let us know how you use these resources?

All the resources are available in The Lived Worldviews of Tower Hamlets Padlet

A taster video is available below:

This lesson offers some historical information about the first Bat Mitzvah, the welcoming of a young Jewish woman to adulthood. Jews had for centuries celebrated a boy’s entry to adulthood with a Bar Mitzvah, meaning, ‘son of the commandments’. In 1922 Rabbi Mordechai Kaplan, a member of the Orthodox Jewish community in New York, performed the first Bat Mitzvah, for his daughter, Judith. This means ‘daughter of the commandments’. As we shall see, not everyone welcomed the move. We will explore historical information as well as information about Jewish belief, practice and community.

Lesson Outline

1. Search online for an image of Judith Kaplan at the 70th anniversary of the first Bat Mitzvah. The image is housed in the Jewish Women’s Archive, there are several versions online. You could also search for other images of Judith and her father Mordechai Kaplan, there are a few.
Give groups 3 minutes to come up with 3 questions about the image.

2) Cut the information below into cards and give a set to each group: (In the download at the end of this page there are ready made cards you can cut out.)

Judith’s father was a rabbi, and he performed her Bat Mitzvah

Bar Mitzvah is when a boy comes of age in Judaism

Judith Kaplan’s Bat Mitzvah was conducted in New York in 1922

No one had conducted a Bat Mitzvah before Judith Kaplan’s.

The young person reads from the Torah in front of the congregation

The first public Bat Mitzvah involved 13-year old Judith Kaplan

There are 316 commandments in then Torah (Jewish holy book)

Bat means ‘daughter’ in Hebrew

Bar Mitzvah means ‘son of the commandments’.

Ask groups to find answers to these questions, using the cards:
– What is a Bat Mitzvah?
– What is a Bar Mitzvah?
– why is the first Bat Mitzvah is significant in Jewish history?

3. Ask groups to predict how this was received in the Orthodox community. Do they think it was welcomed as a positive change, or resisted as an unwelcome change?

4. In fact not all New York Jews supported Judith’s Bat Mitzvah. Write the 4 statements below into 4 speech bubbles and display. Ask groups to identify TWO reasons why Judith’s Bat Mitzvah was seen as a bad idea, and TWO reasons why it was seen as a good idea.

A woman’s sphere of influence is the home, so it is right and fitting that a young woman should be welcomed into adulthood in the home.

Religions need to change with the times. Traditions adapt without destroying the religion. The belief has not changed, just the way of showing it has changed.

Women have more of a role in public life in modern times so it is correct for women to be more involved in public religious ceremonies.

Jewish women and girls have always been ‘daughters of the commandments’. A new ceremony is not necessary.

5. Introduce the idea that religion can be understood as a combination of beliefs, practices and community or tradition; how groups see the world, what they do, and who they do it with. Show a diagram like this. You could give examples of beliefs, practices and community traditions, which pupils have to match to each element to make this point.

three intersecting circles explaining what religion is. In 1 is what people do (practices). In the 2nd is who they do it with (community) and in the 3rd is what people think (beliefs)

6) Using the information squares below, answer the question; ‘Was Rabbi Kaplan seen as challenging religious beliefs, practices or traditions with the first Bat Mitzvah?’

The Torah is the first part of the Jewish bible, consisting of 5 books.

The 613 commandments cover all aspects of community & religion.

The Torah teaches about the Jewish prophets and early Jewish history.

Traditionally only men read from the Torah.

‘Torah’ means ‘teachings’ (Hebrew).

The Torah begins with God creating the universe.

The Bar Mitzvah ceremony is not mentioned in the Torah, or the Talmud (books that interpret the Torah).

The first mention of the Bar Mitzvah ceremony is in the Middle Ages, not the time of the Torah.

Traditionally, only men would read from the Torah in public. Women had no roles of authority in public; in business or religion.

The Jewish bible contains elements of the Bar Mitzvah ceremony. For example, adult Jews fast on the Day of Atonement, and children would begin their fast at 13.

At a Bar Mitzvah ceremony, the 13-year old boy reads a portion of the Torah to the congregation at the synagogue. This is the first time he has read from the Torah in public.

The Mishnah (part of the Talmud) states, ‘”At five years old one should study the Scriptures, at ten years for the Mishnah, at 13 for the commandments…’ (Mishnah Pirkei Avot 5:21)

In this BBC video we meet Me-Me, a Jewish girl, preparing for her Bat Mitzvah. Me-Me will read the Torah in front of the synagogue congregation to become a ‘Daughter of the Commandments’.

Over the last few years we have collated responses to questions about Religion and Worldviews from different perspectives. This resource provides personal answers to questions from lived experience and were written directly by believers. The links below take you to the individual resources:

Bahá’i

Buddhist

Christian

Hindu

Humanist

Muslim

Jewish

Pagan

Sikhi

The Church of Jesus Christ of Latter-day Saints

Over the last few years we have collated responses to questions about Religion and Worldviews from different perspectives. This resource provides personal answers to questions from lived experience and were written directly by believers.

This study-set is suited to general key stage 3 work on Judaism. It provides material relevant to questions about Jewish identity in the twenty-first century, and which aspects of Jewish identity are important to Jews in the United States. It should extend students’ knowledge and understanding beyond the standard text books and, if they choose, beyond Judaism (in an extension research task, they choose a particular religion or non-religious worldview as the focus). It would suit an end-of-topic place, once students had secure basic knowledge of Jewish beliefs and practices.

This resource will:

  • explore this question of how reading relates to questions of truth and meaning
  • equip teachers with an awareness of a range of reading practices
  • invite teachers to consider how these different reading practices, or ‘theologies of reading’ can be applied in the classroom context

A paper by Dr Ruth Jackson Ravenscroft, David Thompson Research Fellow, Sidney Sussex College, University of Cambridge and Dr Kathryn Wright, CEO, Culham St Gabriel’s Trust.

Published January 2020.

“Should I work occasionally on Shabbat if I am struggling to find a job?” was a question sent to the Jewish Chronicle’s ‘Rabbi, I Have a Problem’ feature. The Orthodox rabbi’s response concentrated on the importance of staying true to the faith. “If you betray your principles by working on Shabbat, you will lose a part of yourself that will be very hard to reclaim. Be true to yourself and you can never go wrong.”

The Reform rabbi looked more practically at the matter, suggesting that the writer go to employment organisations that support people who keep Shabbat, or which are known for their flexible working conditions.  He also alluded to the German Reform Rabbi Leo Baeck’s concept of ‘Sabbath moments,’ not keeping the full Shabbat but elevating certain times, such as making Kiddush on Friday nights.

The area of work and Judaism is positive to explore in the classroom, as it puts the faith into a modern, living context. It also encourages practical peace-making – how can we find a solution to difficult dilemmas?  How can people from different beliefs and traditions work happily side by side?  How can we offer support to people who hold different beliefs when they face harassment and racism?

Some questions for pupils to discuss in groups could be:

I keep the kosher food rules but want to be a chef. What should I do? 

This dilemma was first mentioned to me by an ex-pupil, who had special needs and worried that his job choices would be even more limited if he could not taste certain foods. There are now far more vegan and vegetarian restaurants which would suit an employee who would want to keep away from ‘treif (non-kosher food)’ if they cannot get a job in the kosher sector. Also, I note that a famous TV chef – Tom Kerridge – has a shellfish allergy and lets others from his team taste these dishes. However, the answer is not, as one pupil suggested, just taste a little non-kosher food, as it won’t matter.

I am a doctor in A and E and usually don’t work on Saturday as I am Orthodox. However, this week no-one else can work on that day. What should I do?   

A key Jewish concept is ‘pikuach nefesh’ – preservation of life. This should always come first.  A Biblical quotation for this would be, ‘Do not stand by idly when a human life is in danger.’ (Leviticus 19:16). There is also the quotation used in Schindler’s List, “Whoever destroys a soul, it is considered as if he destroyed an entire world. And whoever saves a life, it is considered as if he saved an entire world.” Jerusalem Talmud, Sanhedrin 4:1 (22a). Pupils can discuss how the doctor could have ‘Sabbath moments’, for example, saying Shabbat prayers in his break.

I wear a kippah and work in a recycling centre. Some of my work mates make fun of me every day. What should I do?

This is an opportunity to discuss workplace bullying and discrimination. Pupils should not feel it is acceptable for people to experience hatred at work simply because of their beliefs and there are laws (2010 Equalities Act) and procedures to deal with this. Role play could encourage pupils to show how to support someone who is facing anti-Semitic harassment at work.

I know someone who is poor. I don’t know whether to give them money or to help them get a job. What do you think?  

Here, Maimonides’ Ladder of Charity could be mentioned (Mishnah Torah 10:7-15). The highest level of charity is giving someone a gift or loan, or helping them into work, so that they don’t need to be dependent on charity anymore. The dignity of having a job is very important in Judaism.

I am an Orthodox woman who dresses modestly. My new manager at my hairdressers’ says I must wear a short skirt at work. What should I do?   

This is indirect discrimination and will be in breach of the 2010 Equalities Act. An employee would have to justify their decision on health and safety grounds, which is obviously not the case in the example. Pupils could discuss ‘tzniut’ – Jewish customs on modest dress – and how it connects with Muslim women’s dress code.

Finally, it is interesting to consider the whole area of Jewish workplace ethics. How should we behave at work?  Is it acceptable to gossip about workmates, take home stationery, use work time to sort out our social life, to tell lies in order to sell things?  Some key teachings are

  • You should keep your distance from a falsehood – Exodus 23:7
  • For one positive act leads to another positive act and one transgression leads to another transgression – Ethics of the Fathers 4:2
  • What would be hateful to you do not do to others – Hillel, the Babylonian Talmud
  • Even a good deed, if done (without permission) in the employer’s time is a sin – Path of the Just
  • A good name is better than precious oil – Ecclesiastes 7:1

 

Jewish Principles in the Work-Place, a resource from JABE (Jewish Association for Business Ethics)      https://www.scojec.org/resources/files/workplace_ethics.pdf

The Employer’s Guide to Judaism, a resource from the Board of Deputies of British Jews  https://www.bod.org.uk/wp-content/uploads/2015/09/Employers-Guide-to-Judaism2.pdf

https://www.thejc.com/judaism/rabbi-i-have-a-problem/should-i-work-occasionally-on-shabbat-if-i-am-struggling-to-find-a-job-1.148045

https://www.scojec.org/resources/files/workplace_ethics.pdf

 

This resource was written by Hannah Mandelbaum, one of RE:ONLINE’s Email a Believer team. If your class would like to ask a Jewish representative any questions about their faith, or to see answers to previously asked questions please visit http://pof.reonline.org.uk/people-of-faith/judaism/

 

 

 

This resource was written by Hannah Mandelbaum, one of RE:ONLINE’s Email a Believer team.