JS 100:
INTRODUCTION TO JEWISH CIVILIZATIONS
Professors Weinstein, Skiba,
Kallman, Henkin, DeBold, and Broida
Mondays, Wednesdays and
Fridays, 1:00 – 1:50 pm
Spring, 2005
Office Hours:
The six professors will each
be available for two hours each week. Students will thus have ample opportunity to bring up their
concerns or ask for help.
Course
Description:
From their origins in the
Middle East to the global Diaspora, Jews have formed identifiable communities
for thousands of years. In this
course we will utilize a variety of methodologies (an interdisciplinary
approach), particularly cultural anthropology, to examine Jewish communities in
different times and places, noting both their diversity and their shared
traditions. In doing so we will pay particular attention to issues of identity,
cross-cultural relations, womenÕs roles, religious beliefs and practices, and
guiding texts including the Bible.
Course Components
Readings have been selected
from both primary and secondary sources. Primary sources provide an opportunity
for students to analyze and interpret the texts, drawing conclusions about the
topic covered, the culture in which each primary text was composed, and the
writerÕs intent and perspective. Secondary sources serve two functions. First,
they help students build a historical and cultural framework on which to
situate particular communities and ethnographic features. Second, they provide
examples of scholarly analyses using historical, ethnographic, archaeological,
and literary methodologies.
Classes share the same
fundamental goals as the readings. Lecture and discussion will provide students
with both the framework and the tools to perform their own analyses and
interpretations. Students will have opportunities to build these skills during
in-class discussion of primary sources, as well as in the two assigned papers.
Required Texts:
1)
Barnavi, Eli
(Ed.). A Historical Atlas of
the Jewish People: From the Time of the Patriarchs to the Present. New York: Schocken Books, 2003.
2)
Berlin, Adele,
and Brettler, Marc Zvi (Eds.). Jewish Study Bible. New
York: University Press, 2004.
3)
Konner,
Melvin. Unsettled: An
Anthropology of the Jews. New
York: Viking Books,
2003.
4)
Scheindlin,
Raymond. A Short History of the
Jewish People: From Legendary Times to Modern Statehood. New York: Oxford University Press, 1998.
Recommended Texts:
1)
Hallo, William, et al, eds. Heritage: Civilization and the Jews: A Source Reader.
Westport, CN: Greenwood, 1984.
All other assigned readings can be found
on the electronic reserve system.
Course Requirements
and Grade Distribution:
Preparation and participation
are key to success in the course. Students are expected to come to class
prepared to ask question and discuss the readings. There will be one paper and a final project, in addition to
five 2-3 page response papers based on assigned readings.
Class grades will be computed
as follows:
a) Participation: 25%;
Response papers: 25%; Midterm paper: 25%; Final project: 25%.
Assignments:
Assignments are listed under the day they
are due unless otherwise noted.
You should be able to answer each question under a specific date by the
end of that class period or section.
There will be two main projects for this
course:
1) Ethnographic Paper: Visit a Jewish religious establishment or activity.
-You can choose to visit a
synagogue or temple of any denomination.
You are encouraged to attend an event with which you are less familiar.
- When you are there,
consider of the following:
á
How is the service or
event organized?
á
How do the congregants
organize themselves?
á
What sort of
interactions between people takes place throughout, before, and after the
service or event?
á
What appears to be the
role of families during the service or event?
á
Is there a specific
dress code?
á
Does religion appear to
take a big part in the service or event?
á
Look at and analyze the
behavior of each person.
á
What languages are used?
á
What sort of rituals
takes place?
á
How much of the service
or event is communal/how much is individual?
á
What appears to be the
role of God in the service?
á
How is the prayer space
arranged/decorated?
-Overall, by studying these
questions, what can you conclude about the community in this congregation?
á
Was there anything that
surprised you by the service?
á
What other groups or
events can you compare to the event?
á
What conclusions are you
able to draw about the role the synagogue or Jewish establishment plays in the
lives of the community members?
-Write-Up: Using the questions to guide you, write a
5-7 page response about your experience. Use specific examples to support your
observations.
2) Final Project: The class will be divided into groups. Each group will work together
to explore a particular Jewish community in depth and present it to the class
on either April 29th or May 2nd.
Each group will be assigned
one of the following Jewish communities:
Utilizing at least 4 primary
sources and as many secondary sources as needed from a variety of disciplines
you are to become experts on your community.
Questions to consider should
include but are not limited to the following:
Also Explore:
You may present your
community any way that you feel will be informative and effective for your
classmates. Be creative!
COURSE OUTLINE
I. INTRODUCTIONS (5 classes)
19 (W) January: Introduction
Topics covered: -course overview
-review
syllabus
-lecture
of secular vs. religious approaches (disclaimer)
-
What is a civilization?
Questions to be asked of each
civilization:
1)
What is
Judaism?
2)
Who is a
Jew/Jewish People?
3)
What
constitutes a Jewish community?
21 (F) & 24 (M) January: Introduction to methodologies
Topics covered: -importance
of interdisciplinary approach & critical thinking
-primary
methods of analysis
Readings for todayÕs class:
1)
Plaskow,
J., Standing Again At Sinai: Introduction (pg ix-xxi), Chapter 1:
ÒLaying the GroundÓ (pg 1-24)
2)
Scupin, R., Anthropology:
A Global Perspective, Chapter 1: Introduction to Anthropology.
3)
Barnavi,
E., Feminism pg. 276-277
Assignment for todayÕs class:
1)
Explore the
Jewish Studies website: www.js.emory.edu
Questions:
1)
What does
each methodology contribute to the understanding of Jewish civilizations?
2)
What kinds
of questions are asked in each methodology?
26 (W) January: Library Day (meet at Woodruff
Library)
Topics covered: -how to use the
library and library resources
-how
to do a bibliography and citations
-how
to locate and use primary sources
28 (F) January: Crash course on Jewish Terminology
Topics covered: -terms
-languages
-lachrymose
approach to Jewish history
Readings for
todayÕs class:
1)
Barnavi, E., Introduction (pg vi-xi)
2)
Konner,
M., Introduction (pg xv-xiii)
Questions:
1)
How can you
tell that KonnerÕs book is one of anthropology?
II. STARTING FROM HOME (3 classes)
31 (M) January: Contemporary United States
Topics covered:
-demographics
-self-identity
-variations
in communities (full integration vs. Jewish communities; education)
Readings for
todayÕs class:
1) Diner, Hasia, Her Works
Praise Her: A History of Jewish Women in America from Colonial Times to the
Present; chapter 9: ÒOf
Their Own MakingÓ (pg. 193-229)
Assignments for
todayÕs class:
1)
Please view
the following websites:
http://www.Hillel.org
http://www.thejewishweek.com/
http://www.hadassah.com/home.asp?flashEnabled=yes
http://www.forward.com/
http://www.atljewishtimes.com/
Questions:
1)
Identity six
things that are important to modern American Jews based on the sites you have
viewed and explain why you have chosen those things.
2)
Which types
of institutions (synagogues, schools, youth groups, etc.) define the American
Jewish community and what roles do they serve?
3)
What
function do the community's newspapers serve?
02 (W) February: Contemporary United States (continued)
Topics covered: -religious beliefs and practices
-denominations
Readings for todayÕs class:
1)
Diner, Hasia; Her Works
Praise Her: A History of Jewish Women in America from Colonial Times to the
Present; chapter 16:
ÒDemanding Religious EqualityÓ (pg. 399-429)
Assignments for todayÕs class:
1)
Please view
the following websites and examine their mission statements:
Questions:
1) What are the similarities and differences between each
denomination?
2) What is the role of women in each denomination?
3) What makes each denomination ÒJewishÓ?
4) How would each denomination define who is a Jew?
04 (F) February: Contemporary World
Topics covered: -demographics
-self-identity
-challenges
facing the global Jewish community (overview)
-maps
Readings for
todayÕs class:
1)
Article from
Time Out New York
12/4-11/03 ÒThe new Super JewsÓ
2)
Barnavi,
E., pg. xii-1
Assignments for
todayÕs class:
1)
Please view
the following websites:
www.israel.org
http://www.worldjewishcongress.org/
http://www.heebmagazine.com/
Questions:
1)
What defines
the modern Jewish community?
2)
What is
Judaism to the various groups and organizations depicted in the readings you
have read?
3)
How is their
Jewish identity similar and how is it different?
III. BIBLICAL ORIGINS (6 classes)
07 (M) Friday: The Bible: Its Creation and Use in
Jewish Society
Topics covered: -Bible as:
-religious
text
-historical
document
-source
of identity
-documentary
hypothesis
Readings for todayÕs class:
1) Exodus 1-14
in Jewish Study Bible pg.
107-136)
2) Shinan, Avigdor; Jewish Study Bible: ÒThe Bible in the Synagogue,Ó pg. 1929-1937
3)
Brettler, Marc Avi, Jewish
Study Bible: ÒTorah:
Introduction,Ó pg. 1-7
4)
Scheindlin pg. 29-30
Questions:
1) How and when did the Bible come to assume its
centrality in Jewish life?
2)
What theories and
beliefs exist among Jews regarding the creation of the Bible?
09 (W) February: The Historical and Archaeological
Approaches to Israelite Origins
Topics covered: -origins of the Israelites
-brief
overview of Israelite history
-archaeology
Readings for todayÕs class:
1) Barnavi, E., pg. 4
2) ÒUnearthing the Leftovers of Ancient PeopleÓ chapter 1
of Through the Ages in Palestinian Archaeology by Walter E. Rast, Philadelphia: Trinity Press
International, pg. 1-15.
3) Scheindlin pg. 1-24
4) Tigay, Jeffrey H., Jewish Study Bible: ÒExodus: Introduction,Ó pg. 102-107
5) Exodus 15-20
Recommended readings:
1) ÒWhat Archaeology Is and What it Can Contribute to
Biblical StudiesÓ by William Dever, pg. 53-96 of What did the Biblical
Writers Know and when Did they Know it? Grand Rapids, MI: William B. Eerdmans,
2001.
Questions:
1)
What is an artifact? Material culture? Relative and absolute chronology?
2)
What was the purpose of
many early Ôbiblical archaeologistsÕ?
3)
What are the purposes of
modern archaeologists digging in Israel?
4)
What kinds of
information does archaeology give us about biblical events?
5)
What kinds of
information does the Bible give us about historical events?
11 (F) February: The Bible as Sacred Story
Topics covered: -myth
-sacred
time and sacred space
Readings
for todayÕs class:
1) The Sacred and the Profane, Mircea Eliade as translated by Willard R. Trask,
chapter 2, ÒSacred Time and MythsÓ, pp 62-113
2) Passover haggadah (such as Maxwell House version),
sections maggid through rakhtsah
Questions:
1) How does Eliade distinguish between sacred and profane
time?
2) What concepts of time are expressed in the Bible?
3)
What concepts of time
are expressed in Jewish ritual use of the Bible?
4)
Are there specific
Jewish practices that reflect EliadeÕs conception of sacred time?
14 (M) February: Ancient Israelite Society
Topics covered: -the role of women
-the
family
-daily
life
-cross-cultural
relations
Readings for todayÕs class:
1) Barnavi , E., pg. 2-5, 8-11,
14-17, 20-21—patriarchs thru 1st Temple and divided monarchy
2) Philip King and Lawrence Stager, Jewish Study
Bible: Life in Biblical Israel ; pg. 36-61
3) Ruth, pp 1579-1586
Recommended readings:
1) Meyers, Carol, Discovering Eve: Ancient Israelite
Women in Context
Questions:
1) According to King and Stager, what were womenÕs
primary roles in Israelite society?
2) What sources did they use to come to these
conclusions?
3) What does the biblical book of Ruth tell us about
womenÕs roles in the family and the economy?
4) What other sources might be used to confirm this
information?
5) What are the relations between the Moabites and
Israelites in the book of Ruth?
16 (W) February: Israelite Religion
Topics covered: -monotheism, polytheism, henotheism
-land,
people, covenant
-theology
-tabernacle
and Temple
Readings:
1) Barnavi, E.,
pg. 12-13 (Monotheism)
2) Exodus 20:1-6, 2 Kings 18:1-8; 2 Chronicles 34:1-7
3)
ÒPagan Yahwism: The Folk
Religion of Ancient IsraelÓ by Ephraim Stern, Biblical Archaeology Review 27, 2001, 21-29
4)
Exodus 21-24, 32-35
Recommended Reading:
1)
Ancient Israelite
Religion by Susan Niditch, NY: Oxford
University Press, 1997
Questions:
1) How does monotheism differ from henotheism?
2) Which view is expressed in the first commandment?
3) What is the view expressed in the assigned biblical
passages regarding idolatry?
4)
What archaeological
evidence supports the view that not all God and the people?
5) What is the significance of land and covenant in
Israelite religion?
18 (F) February: Guest Lecturer: Ethnographer
21 (M) February: Fall of First Temple as Crisis
Topics covered: -Babylonian Captivity
-Israelite
response
-impacts
on theology
-literature
before, during, and after
-end
of exile and rebuilding of Temple
-Temple
and ritual
Readings for
todayÕs class:
1) Jewish Study Bible: Psalms 122 and 137, Isaiah 40
2)
Adele Berlin, ÒReading
Biblical PoetryÓ in Jewish Study Bible p 2097-2104
Questions:
1)
Which of the Biblical
poems appear to have been written before the Babylonian exile?
2)
Which after?
3)
What can you conclude
about the impact of the first TempleÕs destruction from these poems?
4)
How might the
destruction have affected religious beliefs and practices?
IV. RABBINIC ORIGINS (3 classes)
23 (F) February: Second Temple Period
Topics Covered: -Maccabees
-Hellenization
-Destruction
of the Second Temple
-Sectarian
divisions
Readings for todayÕs class:
1)
Scheindlin
pg. 25-49
2)
Hallo 46, 55-59
3)
Barnavi
42-48
4)
1 Maccabees
chapter 1
5)
2 Maccabees
6-7
Questions:
1)
How did
Greek hegemony affect life in the Levant in this period?
2)
Compare and
contrast 1 Maccabees and 2 Maccabees.
What does the tone of each book tell you about its author?
3)
What are the
major sects of Judaism in the late Second Temple Period?
4)
Characterize
relations between Hellenized Jews and those who opposed Hellenization.
25 (F) February: Rabbinic Reinterpretation of Biblical
Religion
Topics covered: -Midrash
-as
literary form
-as
transforming religion and text
-as
method of understanding rabbinic Judaism
Readings for todayÕs class:
1)
Holtz,
chapter 3 (pp. 177-212)
2)
Excerpts
from midrashic sources (Babylonian Talmud, Midrash Rabbah, etc.)
Questions:
1)
What is
midrash?
2)
How is midrash
used?
3)
What can one
learn about rabbinic societies by reading midrash?
4)
What is the
structure of a midrash?
5)
What is the
difference between halakhic and aggadic midrash?
28 (M)
February: Rabbinic
Reinterpretation of Biblical Religion (continued)
Topics covered: -Talmud
-Mishnah
-shift
in focus from sacrifice to liturgy
-beginnings
of Diaspora Jewry
-role
of women
Readings for todayÕs class:
1)
Holtz, Back
to the Sources, ch. 2
(pg. 129-176)
2)
Excerpts
from the Mishnah and Babylonian Talmud
3)
Barnavi,
E., pg. 62-63, 66-67
Questions:
1)
What was the
revolutionary theological and religious shift that took place under the
rabbis?
2)
Why was this
shift necessary?
3)
How did they
do this?
4)
How does one
read a Mishnaic passage? A
Talmudic one?
5)
How is it
different than reading other sorts of literature?
6)
Besides laws
and legal methods, what can one learn about the society in which the texts were
composed by reading a passage from any of these sources?
7)
How do the
rabbis view womenÕs roles?
V. SEPHARDI ORIGINS (8 classes)
02 (W) March: Jews Under Crescent
Topics covered: -geography and maps
-patterns
of settlement
-overview
of Islam
Readings for todayÕs class:
1)
Scheindlin 71-96
2)
Konner, M.; pg. 125-144
(Under the Minaret)
3)
Biale 228-238 (Babylonian
Rabbinic Culture)
Recommended Reading:
1)
Biale 267-304 (Jewish
Culture in the Formative Period of Islam)
Questions:
1)
Describe the culture in
which Islam was born.
2)
Who was the founder of
Islam?
3)
What does the QurÕan say
about Jews?
4)
What is AbrahamÕs role
in the QurÕan?
5)
In what ways did Jews in
Arab lands become ÒArabized?Ó
04 (F) March: Jewish Life Under Islamic Rule
Topics covered: -cultural exchange
-language
-dhimmitude
-Jewish
daily life in Islamic lands
-Jewish-Islamic
symbiosis
Readings for todayÕs class:
1)
Hallo 84-6 (Pact of
Umar)
2)
Biale 313-388
(Judeo-Arabic Culture in the Golden Age of Islam)
3)
Barnavi, E., pg. 86-87
Recommended Reading:
1)
The Jews of Islam by Lewis, B.
Chapter 1 (3-66)
Questions:
1)
What was the Pact of
Umar and what were its implications?
2)
What is dhimmi status and how did it affect the lives of Jews living
under Islamic empires?
3)
Was there a difference
between the theoretical status of the Jews as a Òprotected peopleÓ and how they
were actually treated?
4)
What was the function of
the Hebrew language to Jews living in Islamic lands?
5)
What are some of the
main lifestyle differences between Jews in Islamic lands and their Muslim
neighbors?
6)
Why are terms like
Òmiddles ages,Ó Òmedieval,Ó and Òdark ageÓ potentially misnomers?
7)
How was the situation
for Jews in Islamic lands better or worse than that of Christians?
8)
What role did Jews play
in Islamic-Christian relations?
07 (M)- 11 (F) March: Case Study: Babylonian Jewry
Topics covered: -Karaites
-Babylonian
Scholarship
-political
situation & relations w/ outsiders
-role
of women
Readings for todayÕs class:
1)
Hallo 91-3
2)
Hallo 87-9 (exilarch)
3) The Geonim of Babylonia and the Shaping of Medieval
Jewish Culture by Brody, R. Chapter 7
Competition with the Palestinian Center (100-122)
4) Biale 238-265 (Persian-Jewish Interactions)
5)
Barnavi 88-89 (Karaites)
Recommended Reading:
1) The Geonim of Babylonia and the Shaping of Medieval
Jewish Culture, by Brody, R. Chapter
8 Ties with the Diaspora (123-134)
Questions:
1)
What was the exilarch?
2)
What was the geonate?
3)
What is Karaism? How did they differ from
Rabbanites? Did this have an
impact on Karaite-Rabbanite relations?
4)
What are responsa?
5)
Who was Saadia ben
Joseph (Gaon) and why is he important?
6)
Describe the
relationship between the Jews of Babylonia and the surrounding Islamic culture.
7)
What was the sphere of
influence of the Babylonian academies of Sura and Pumbedita? How was this sphere of influence
furthered by the Islamic empire?
8)
In what ways was life
better for Jews in Babylonia than in Palestine?
14 (W) March- 18 (F) March: Spring Break!
21 (M) – 25 (F) March: Case Study: Jews of Spain
Topics covered: -art, architecture
-language
-literature
-philosophers
-theology
& ritual practice
-women
-economics
-persecutions
-political
situation & relations w/ outsiders
In class slide show on
architecture:
a)
La Sinagoga, La Mezquita, Juder’a.
Readings for the week:
1) Judah Halevi ÒOde to ZionÓ (sequence of poems)
2) Nahmanidies ÒDisputation of BarcelonaÓ
3)
Barnavi pg. 96-105
4)
Gerber, Jane. The
Jews of Spain. Ch.3 ÒThe Golden Era:
The Emergence of Sephardic Civilization. P. 59-90
Questions:
1) By studying the architecture of the Jewish synagogues
in comparison with the Islamic mosques, what can you conclude was the
relationship between the two groups/cultures?
2) How is this relationship reflected in the politics of
the time?
3) How did his speech influence the role of religion in
Jewish society?
4) From the Gerber reading, identify the cultural
contributions that the Jews made to Islamic society. What were the changes
within Jewish society at this time? What was the nature of their relations with
the Islamic society? What was the language of the Jews and how does this relate
to their inter-cultural relations?
Assignments for todayÕs
class:
1)
MIDTERM PAPER DUE on Friday March 25
28 (M) March: Midterm Presentation Summaries
VI. ASHKENAZI ORIGINS (7 classes)
30 (W) March – 04 (M) April: Jews in Medieval Christian Europe
Topics covered: -geography and maps
-brief
overview of history
-various
royal charters
-persecutions
-expulsions
-Inquisition
-forced
conversions
-Crusades
-intercultural
relations
Readings for the week:
1)
Look through
the sections of A Historical Atlas of the Jewish People relevant to Medieval Europe
2)
Scheindlin,
chapter. 5 (pp. 97-122)
3)
Johnson, A
History of the Jews, parts
2-3 (pp. 164-165; 200-232)
4)
Barnavi,
E., pg. 104-107; 110-123
5)
Hallo,
Heritage: pg. 75-82; 93-94; 122-145;
148-154; 155-161; 165-171; 174-175; 178-183; 185-207
Questions:
1)
How did the
demographics of Europe differ from those of Spain during the Medieval period?
2)
What were
the origins of Medieval Christian anti-Judaism?
3)
What were
some of the reasons the Christians persecuted Jews?
4)
What were
some of the accusations against Jews and on what were they based?
5)
What was the
role of the Jew in Christian society?
6)
How did Jews
and Christians interact and influence each other?
7)
What do
these sources say and how do they say it?
8)
How much is
fact and how much is polemic?
9)
How does one
distinguish which is what?
10) How can these sources be used to
understand medieval Jewish and Christian cultures?
11) What were some of the Jewish theological
and practical reactions to the Christian persecution?
12) Name some of the major persecutions that
occurred in medieval Christian Europe.
When did they occur?
13) What were some of the social, economic, or
theological conditions that led to each?
14) Discuss some specific cultural exchange
between Jews and Christians during this period.
06 (W) April: Eastern Europe and Shtetl life
Topics covered: -geography
-theological
ramification of the social situation
-daily
life
-art,
literature
-Yiddish
Readings for todayÕs class:
1)
Scheindlin
chapter 8: The Jews of Eastern Europe and the United States
2)
Zborowski, Life is with People: Forward (pg. 11-21), Preface (22-28),
Part Two; chapter 4: ÒThe WomanÕs ShareÓ (pg. 124-141), Part Five: ÒAs the
Shtetl Sees the WorldÓ (pg.409-430)
3)
Barnavi,
E., pg. 134-135, 142-143, 146-149
Assignments:
1)
Review
slideshow from ÒLife in the SHTETLÓ by Ilex Beller
Questions:
1)
Give examples
of Yiddish influences in modern culture.
2)
How is
shtetl life depicted through art?
3)
What does
art add to the study of a civilization?
4)
What is the
role of the individual within the shtetl community?
5)
What is the
role of women within the shtetl?
08 (F) – 11 (M) April: Enlightenment
Topics covered: -French Revolution
-Enlightenment
-Emancipation
-intercultural
relations
Readings for todayÕs class:
1) The Course of Modern Jewish History by Howard M. Sachar P.38-60 ÒEmancipation in the
WestÓ
2) Salo Baron,
Ghetto and EmancipationÉShall we revise the Traditional Review?
3) Jews in the Modern World: pg.125-126
4) ÒNapoleonÕs Instructions to the Assembly of Jewish
NotablesÓ written by Count Mole P.128-132 ÒAnswer to NapoleonÓ
5) Barnavi, E., pg. 174-175: Count Clermont-TonnerreÕs
speech to the French National Assembly in 1789.
6) Barnavi pg. 158-160
7) Scheindlin, pg.149-171. ÒThe Jews of Western Europe,
1500-1900
Questions:
1) Define emancipation.
2) What conclusions can you draw from the readings about
the relationship the Jews had within the larger French society as well as
within other European countries? What was the function of Jews in French
society?
3) What was the nature of the JewÕs struggle with their
identity? What can you conclude about how the French identified them, were they
viewed as a cultural/ethnic group or a religious group?
4) What was NapoleonÕs purpose in calling for a meeting
of the Sanhedrin? What was he trying to accomplish by using an ancient Jewish
concept? What were the motives behind the SanhedrinÕs response?
5) What was the message behind Clermont-TonnerreÕs
speech? How did he want to
identify the Jews of France?
6) How do you predict the Emancipation of the Jews in
France affected other Jewish cultural centers throughout Europe?
7) How did
Jewish emancipation lead to Jewish Enlightenment?
8)
During the
Enlightenment, what were the conflicts of self-identity that formed within the
Jewish community?
13 (W) April: Destruction of European Jewry - ShoÕah:
History and Memory
Topics covered: -brief history
-impact
on Jewish civilization, ideology, theology
-women
in the shoÕah
-rescue
and resistance
In Class Guest Lecturer
Readings for todayÕs class:
1) Explore In Pursuit of Justice by Mahoney, K.
2) The Holocaust by Niewyk pg. 139-178
3) Kaplan, A Marion. Jewish Women in Nazi Germany:
Daily Life, Daily Struggles,
1933-1939. Pg. 187-212
4) Barnavi, E., 224-241
Recommended
Reading:
1)
Maus by Art Spiegelman
Questions:
1) How was Judaism practiced during the shoÕah?
2) How did the Jewish community maintain itself during
the shoÕah?
3) What was the particular impact on women?
4) How has the shoÕah affected Jewish identity?
15 (F) April: Immigration to United States
Topics covered: -waves of Jewish immigration to the United States
-experience
of women living on the Lower East Side
-challenges
to immigrants
-daily
life
Readings for todayÕs class:
1)
Unfinished
People by Ruth Gay:
Intro. (pg 3-13); Part II: ÒThereÓ (pg. 17-40); Part IV: ÒHereÓ (pg. 279-301)
2)
Daughters
of the Shtetl: Life and Labor in the Immigrant Generation by Susan Glenn: Chapter 2: ÒMothers and
Daughters, Remaking the Jewish Family Economy in AmericaÓ
3)
The
Promised City: New YorkÕs Jews by Moses Rischin: chapter 5: ÒThe Lower East SideÓ (pg. 76-94);
chapter 6: ÒGermans versus RussiansÓ (pg. 95-111)
4)
Barnavi,
E., pg. 152-153
Questions:
1)
What were
some of the motivations for immigration?
2)
What were
the primary challenges to the immigrant communities?
3)
What were
the expectations and what was the reality?
4)
What
challenges were unique to women?
5)
What
challenges were unique to children?
6)
How did
children first experience life in America?
7)
How did the
Jewish immigrants establish a cultural community?
8)
How did
early immigrants reconcile their Jewish and emerging American identities?
9)
What was the
relationship between earlier and later immigrants?
Assignments:
1)
Night
Screening: ÒHester StreetÓ date TBA
VII.
PROLOGUE: INTRODUCTION TO THE FUTURE (4 classes)
18 (M) April: Early 20th century and the
Founding of Israel
Topics covered: -Israeli History and Politics
-Key
Figures
-Cultural
Life
-Religious
Life
-Population
and Demographics
-role of
women in the founding of Israel
Readings for todayÕs class:
1)
In the
Land of Israel by Amos Oz
2)
Scheindlin,
chapter 11: The Jewish People after 1948
3)
Barnavi, E.,
pg. 242-245, 254-255
Questions:
1)
Describe
daily life in Modern Israel.
2)
What are
some of the struggles and conflicts, and who are they between?
3)
What is the
nature of the Palestinian – Israeli relations, as characterized in OzÕs
book?
4)
What is the
nature of internal conflicts within Israel?
5)
As portrayed
in OzÕs book, what is the difference between Jewish and Israeli identity?
20 (W) – 22 (F)
April: Modern American Jewry Since
the Turn of the Century
Topics covered: -Jewish adaptation to America
-conflict
of assimilation
-role
of women
-identity
formation in America
Readings for
todayÕs class:
1) Holy Days: The World of a Hasidic Family by Lis Harris
2) Andrew Heinze, "The
Holy and the Mundane," and "Luxuries,
Holidays and Jewish Identity," in Adapting to Abundance:
Jewish Immigrants, Mass Consumption and the Search for American Identity (New York: Columbia University Press, 1990), 51-67
and 68-85.
3)
Handout with excerpts
from The First Jewish Catalog by Michael Strassfeld & Richard
Siegel
4)
Barnavi, E., pg. 204-205
5)
ÒWhat Makes a Jewish
Home ÔJewishÕ?Ó by Ochs, V.
Questions:
1)
How did Jews
adapt to American society?
2)
How did
Judaism change based on the readings you have read?
3)
How did it
remain the same?
4)
What did
American Jews struggle with?
5)
How did they
form an identity?
6)
What
characterizes a Jewish home?
25 (M) April- NO CLASS - Passover
27 (W) April: Jewish Activism
Topics covered: -active vs. passive
-unity
-feminist
activism
Readings for todayÕs class:
1)
http://davidblumenthal.org/Kate.html#!
2)
ÒAmerica
Stands with Israel,Ó Washington, D.C. April 15, 2002 Introduction-p.16
3)
View the
front page of the New York Times, Tuesday, April 16th 2002
4)
Konner, M., Unsettled:
Chapter 18
Questions:
1)
What is the
future of Judaism and the Jewish community?
2)
What
challenges do modern Jews face?
In Class
Screening: Operation
Moses- Transport of
Ethiopian Jews to Israel (26 minutes)
29 (F) April: FINAL PROJECT PRESENTATIONS
02 (M) May: FINAL PROJECT PRESENTATIONS