Get documents about "Sorry �
Document Sample
_______________________________________________ _______________
( Student’s Name) ( Class Time )
REL 243 “World Religions”
Worksheet Packet #5B – 150 points
Chapter 8 – Judaism
( IMPORTANT! ) Before you print . . .
For optimum results in printing this worksheet packet, please follow the subsequent directions. Sometimes students will use
the default settings on their Microsoft Word 2003 or Microsoft Works 2007 program. This will result in an unsightly packet that may
skip over questions.
TABS (Microsoft Word 2003) – Using your mouse, left-click on “Format” at the top of the page and scroll down to “Tabs”
and left-click. At the top right of the “Tabs” box, set your “Default tab stops” at “0.35”.
TABS (Microsoft Word 2007) – Using your mouse, left-click on “Page Layout” at the top of the screen. At the “Paragraph”
section, left-click the little box at the bottom-right that will take you to the “Paragraph dialog box.” Then, left-click the “Tabs” button
at the bottom of the “Paragraph” box. At the top right of the “Tabs” box, set your “Default tab stops” at “0.35”.
PAGE SETUP (Microsoft Word 2003) – Using your mouse, left-click on “File” at the top of the page and scroll down to
“Page Setup.” Set the top, bottom, left, and right margins at “0.5”.
PAGE SETUP (Microsoft Word 2007) – Using your mouse, left-click on “Page Layout” at the top of the screen. At the
“Page Setup” section, left-click on “Margins.” You may now either left-click on the “Narrow” option or the “Custom Margins”
option, and then set the top, bottom, left, and right margins at “0.5”.
Worksheet Explanation . . .
On the following pages of this packet are your worksheet questions. At the end of each question, a number or letter will be
given within brackets ( [ ] ) which will assist you in finding the answer to that particular question.
A number, such as [ 2 ], will denote the chapter in the Molloy textbook where the answer can be found.
An [ L ] notation means the answer will be given in one of the class lectures.
A [ www ] means the answer can be found on one of the Internet sites listed below.
An asterisk [ * ] means that you are on your own in answering these questions, but dictionaries, internet search engines
(remember, “Google” is your best friend), and good common sense will help you out.
Internet Sites . . .
The information you will receive in this course will come from three sources – my lectures, the Molloy textbook, and from
various Internet sites. On page 2 of this packet are listed several of these sites that not only will assist you in finding answers to the
packet’s questions, but, hopefully, the information on these sites will also further your understanding of these religious traditions.
On the left side of page 2 are the Internet addresses to the various webpages; on the right side are the titles of these webpages.
(These sites were all operational as of July 2010 – let me know as quickly as possible if you are unable to access any of these sites.)
In accessing these webpages, please type the entire address to go directly to that webpage (for example, type in
adherents.com/rel_USA.html to go directly to “The Largest Religious Families in the United States” webpage).
IMPORTANT – There may be an occasion where you will type in the full Internet address, but will not be able to screen up the
desired webpage. If this happens, first go to the website’s main address (for example, adherents.com) and then type in the remaining
address (/rel_USA.html). You may also use the website’s own search engine or you may have to simply view the home page for
directions to getting a particular webpage. You may also go to Google and type in quotation marks the title of the webpage in
question (for example, “The Largest Religious Families in the United States”).
About this Worksheet . . .
You will note that all references to “God” or “Lord” are spelled as “G-d” and “L-rd.” It is the Jewish custom to treat even the
generic terms used for the Divine Being with the deepest of respect so that any term for the Divine Being may not be misused.
Worksheet Packet #5B ( 2 / 12 )
A – www.jewfaq.org/beliefs.htm “What Do Jews Believe?”
B – www.jewfaq.org/birth.htm “Birth and the First Month of Life”
C – www.jewfaq.org/death.htm “Life, Death and Mourning”
D – www.jewfaq.org/g-d.htm “The Nature of G-d”
E – www.jewfaq.org/gentiles.htm “Jewish Attitudes toward Non-Jews”
F – www.jewfaq.org/holiday2.htm “Rosh Hashanah”
G – www.jewfaq.org/holidayg.htm “A Gentile’s Guide to the Jewish Holidays”
H – www.jewfaq.org/human.htm “Human Nature”
I – www.jewfaq.org/judaism.htm “What is Judaism?”
J – www.jewfaq.org/kabbalah.htm “The Kabbalah and Jewish Mysticism”
K – www.jewfaq.org/mashiach.htm “Mashiach – The Messiah”
L – www.jewfaq.org/shabbat.htm “Shabbat”
M – www.jewfaq.org/signs.htm “Signs and Symbols”
True – False . . . (2 points each)
Now, I do my true/false questions a bit different from the usual practice. In each statement a particular word or phrase will be
written in italics. If there is anything that would make the statement true or false, it will fall in the italicized word/phrase – consider
the un-italicized words as being true and accurate.
If the statement is true, place a clear CAPITAL “T” in the appropriate place. If you are correct that the statement is true, you
will receive 2 points. If the italicized word/phrase causes the statement to be false, place a clear CAPITAL “F” in the appropriate
place. If you are correct that the statement is false, you will receive 2 points.
IMPORTANT! This is where I do things a bit differently. If the statement is false because of the italicized word/phrase, cross
out the italicized word/phrase, and if you are able to insert a word/phrase that would then make the statement true, you will receive +1
extra-credit point that I will add to your score at the end of the packet in the “Score” textbox. Extra-credit points are GOOD !!
Make sure your “T” and “F” answers are clearly written – if I find it difficult to determine your response, I will mark your
answer as “incorrect.” Just print your answers clearly and we won’t have any problems, okay?
___ 001 According to the author of the textbook, when we study the Judaism practiced today, what we are really studying are the
forms of Jewish belief and religious practice that largely came into existence after the Holocaust ended in 1945 CE. [ 8 ]
___ 003 According to the author of the textbook, the Hebrew Bible was created to guarantee Judaism’s survival after the
Babylonians destroyed the Jerusalem Temple in 586 BCE, forcing the Israelite people into exile in Babylon for more
than 50 years. [ 8, L ]
___ 005 The author of the textbook states that the Hebrew Bible is not a history book in the modern sense, but rather what might
better be called sacred history. It is the Israelites’ view of how they came to be God’s “chosen people.” [ 8 ]
___ 007 The textbook notes that the core of the Hebrew Bible is the ethical pronouncements found in the prophetic books. [ 8 ]
___ 009 The author of the textbook states that the Mesopotamian flood story, “The Epic of Gilgamesh,” echoes the earlier
biblical story of Noah and the Great Flood. [ 8 ]
___ 011 The textbook notes that although modern biblical scholars believe that the biblical stories of the Creation and Great Flood
found in the book of Genesis derived from earlier Mesopotamian stories, what is important to understand is that these
stories were given new meanings by the Israelite scribes who adapted them. [ 8 ]
___ 013 According to the textbook, even though the earlier traditions describe the Hebrew G-d as having a physical body and
would appear directly to human beings, the later traditions describe this G-d as being transcendent and distant from
human beings and came to be considered pure spirit, and any reference to G-d’s body was considered merely to be
metaphorical. [ 8 ]
Worksheet Packet #5B ( 3 / 12 )
___ 015 According to the textbook, King Solomon built and dedicated the first Temple to G-d in Jerusalem. [ 8, L ]
___ 017 According to the textbook, the great prophets declared that the reason for the political and social instability that Israel and
Judah were experiencing was not seen to be brought about from outside pressures and influences, but rather was caused
by the people who were worshiping other gods and not following G-d’s laws. [ 8, L ]
___ 019 The Babylonian Talmud is the second most important body of Jewish literature. [ 8 ]
___ 021 The textbook reminds us that when the Nazis came into power in Germany, many Jews fled the nation in fear for their
lives. Jews who wanted to flee found it hard to find refuge, because many countries, including the United States, refused
to take in large numbers of Jews. [ 8 ]
___ 023 The textbook states that in today’s world, there are more Jews living in the United States than in Israel, and although in
Israel some important control of the government policy and daily life is in the hands of traditionalists, for the majority of
the population in Israel, Judaism is more a religion than a culture. [ 8 ]
___ 025 The Lubavitchers of Ethiopia, a sect of Orthodox Jews, practice an ancient form of Judaism, accepting only the first five
books of the Hebrew Bible as being true scripture. [ 8 ]
___ 027 Abraham, Isaac and Jacob are known as the patriarchs of the Israelite (later Jewish) people. [ L ]
___ 029 In Judaism, actions are far more important than beliefs. [ www, L ]
___ 031 Because life is so valuable, Jews are not permitted to do anything that may hasten death, not even to prevent suffering.
Therefore, euthanasia, suicide and assisted suicide are strictly forbidden by Jewish law. However, this restriction does
not include “pulling the plug” or stopping any artificial means of prolonging life. [ www ]
___ 033 In general, Judaism believes in the dualistic idea that G-d created what is good and Satan created what is evil. [ www ]
___ 035 Jews believe that the idea of whether G-d is male or female is absurd. Jews refer to G-d using masculine terms for
convenience sake, because the Hebrew language simply has no neuter pronoun. G-d is no more male or female than a
table is. [ www ]
___ 037 The biblical institution of the Jewish holiday of Rosh Hashanah can be found in Deuteronomy 23:24-25. [ www ]
___ 039 The rabbi Shlomo Yitzchaki (aka Rashi) explained that to be made “in the image of G-d” does NOT mean to have a
physical appearance similar to G-d, but rather it means that humans have the ability to discern and understand, that by
using our intellect, humans are able to perceive things without the use of our physical senses, an ability that makes us
like G-d, who perceives without having physical senses. [ www ]
Worksheet Packet #5B ( 4 / 12 )
Multiple Choice . . . (1 point each)
Clearly mark the choice that best answers the question.
041 About 200 years ago, a movement began in Judaism, called the Reform, which questioned and modernized traditional
Judaism and helped produce the diverse branches within Judaism today. According to the textbook, this Reform
movement began as a response to the contemporary culture of that time. Which one of the following is NOT specifically
mentioned by author of the textbook as one of the causes of this movement? [ 8 ]
A The growing exposure to the Eastern cultures of China and Japan
B The laws of Napoleon, which were carried widely beyond France
C The liberal thought of the American and French Revolutions
D The new thinking of the European Enlightenment
042 The Hebrew Bible offered a firm basis for Jewish rabbis to offer their interpretation of biblical laws, and the textbook
notes three features that provide this basis. Which one of the following is NOT mentioned by the textbook’s author? [ 8 ]
A The books contained the literal Word of G-d and clearly explained how the Jews became a “chosen people”
B The books contained the psalms that became the everyday prayers of Jews everywhere
C The books established the major yearly festivals that would guide and sanctify the lives of Jews
D The books outlined the Ten Commandments and other ethical teachings
043 Whatever its historical accuracy, the heroic and mythic power of the Hebrew Bible cannot be denied. It is filled with
stories of astonishing people and powerful images. The textbook gives three examples of this. Which one of the
following is NOT specifically mentioned by the textbook’s author as an example of the Bible’s powerful images? [ 8 ]
A Adam and Eve standing naked in the Garden of Eden and all of a sudden becoming aware of their nakedness
B The once wealthy-and-healthy, now poor-and-sickly Job shaking his fist to the sky demanding why bad things happen to
good people
C Moses climbing to the top of cloud-covered Mount Sinai to speak with G-d and receive the Ten Commandments
D Noah and his wife surrounded by animals in their big wooden boat
044 According to the textbook, which one of the following biblical stories gives a convenient answer to why there are so many
different languages in the world? [ 8 ]
A The Exodus from Egypt
B The Garden of Eden
C The Great Flood
D The Tower of Babel
045 According to the author of the textbook, Judaism (and for that matter, so do Christianity and Islam) traces itself back to
what legendary figure whose story is told in the book of Genesis? [ 8, L ]
A Abraham
B David
C Moses
D Solomon
046 According to the story as found in the book of Exodus, the name of G-d was revealed to Moses. Which one of the
following is the best definition of the meaning of G-d’s name? [ 8, L ]
A All-knowing and All-powerful
B I Am Who I Am
C I Know and You Don’t
D The One and Only
047 The Israelite prophets were significant in ancient Israel and were active in the earliest days of the kingdom around 1000
BCE. However, according to the textbook, the individual prophets became most important during which one of the
following time periods? [ 8, L ]
A 800 – 500 BCE
B 400 – 100 BCE
C 100 BCE – 100 CE
D 200 – 500 CE
Worksheet Packet #5B ( 5 / 12 )
048 For a little less than two centuries, Israel was governed by Alexander the Great and the descendants of Alexander’s
generals, the Ptolemies of Egypt and the Seleucids of Syria. One of these Seleucid rulers, Antiochus Epiphanes, was so
bad that the Jews, led by a family called the Maccabees, would rise up in revolt and would assert the independence of
Israel. The textbook states three grave errors of public relations that aggravate the situation to cause this independence
movement. Which one of the following is NOT specifically stated as a cause for the Jewish desire for independence? [ 8 ]
A Antiochus condemned the practice of circumcision and declared it to be forbidden
B Antiochus declared the weekly meetings at the synagogue to be considered illegal
C Antiochus deliberately placed a dish of pork (taboo for practicing Jews) on the altar of the Temple in Jerusalem
D Antiochus took over the Temple in Jerusalem, apparently with the intention of introducing the worship of Zeus to the site
049 According to the author of the textbook, how did the nature of the Jewish religion change after the destruction of the
second Temple in Jerusalem? [ 8, L ]
A Judaism began to focus on mysticism
B Judaism began to focus on written scriptures and rabbinical teachings
C Judaism began to spread to Egypt
D The Jews began to adopt Persian culture and Zoroastrian belief
050 The Middle Ages saw a renewed interest in Jewish mysticism in works that speculated on mysterious passages of the
Hebrew Bible. The author of the textbook gave several examples of such speculation. Which one of the following is
NOT specifically mentioned as a source of interest in Jewish mysticism? [ 8 ]
A Speculation about Enoch (an early descendant of Adam and Eve) and the prophet Elijah, who had not died but had simply
been transported upward to G-d’s realm
B Speculation about the beginning of human life, whether it began at conception or at the physical birth, and whether or not
the unborn child is able to have a relationship with G-d
C Speculation about the throne of G-d and the sound of surrounding angels
D Speculation that the Hebrew Bible was written in coded language that could be interpreted only by those who knew the
code, and that much of the biblical language was not to be read literally but symbolically
051 As stated in the textbook, which one of the following is defined by its advocacy for a homeland for the Jewish people? [8]
A Ashkenazic
B Reformed
C Sephardic
D Zionist
052 The Jews throughout history have been thought to be a “chosen people,” that as Jews there is a general consensus that
they hold a unique place in this world, but there is no real clear idea about what this role means. The author of the
textbook gives several ideas that have been discussed as to what this role entails. Which one of the following is NOT
specifically mentioned by the author as an example of what this unique role may entail? [ 8 ]
A Some believe it is to convert the world to Judaism
B Some believe it is to witness to the one G-d and to do G-d’s will in the world
C Some believe that their role is to bring a sense of justice to a world that often has none
D Some believe that their role is to suffer for a purpose known only by G-d
053 On the festive day called “Purim” (aka “The Feast of Lots”), according to the textbook, the scroll from which of the
following biblical books is read publically in worship? [ 8, L ]
A Esther
B Judith
C Lilith
D Ruth
054 Which one of the following best describes the Jewish view of G-d? [ L ]
A G-d created the world but does not interfere with it
B G-d is an impersonal force
C G-d is primarily found in the patterns of nature
D G-d makes moral demands
Worksheet Packet #5B ( 6 / 12 )
055 According to this one particular website, what is the best definition of what it means to be a Jew? [ www ]
A A member of a people or nation
B A member of a race of people
C A member of a religious group of people
D A member of an ethnic group of people
Short Answer . . . (1 point each)
Answer the following questions with a word or phrase. You are not required to answer the questions with complete sentences,
though your answers should be clear in definition and composition – if I think your answer is too short and doesn’t fully answer the
question, I will mark it as “incorrect.” Also, don’t scribble your answers – if I can’t read or understand your answer, I will mark it as
“incorrect.” Remember, clear communication, whether written or oral, is necessary for understanding!
The “Ten Commandments” are found in which two books of the Jewish scriptures? [ 8, * ]
056
057
State the Ten Commandments. [ 8, * ]
058
059
060
061
062
063
064
065
066
067
Circumcision (the cutting of the foreskin around a male’s penis) is a ritual practiced by Jews and is done eight days after a
boy’s birth, in which the boy also receives his name. According to the textbook, this ritual reminds us of what? [ 8 ]
068
The textbook notes that modern Judaism is particularly concerned with two great questions. Name them. [ 8 ]
069
070
Worksheet Packet #5B ( 7 / 12 )
Judaism focuses on relationships – the relationship between G-d and humankind, between G-d and the Jewish nation, between
the Jewish people and the land of Israel, and between human beings. The Jewish scriptures specify the mutual obligations and
covenants created by these relationships, although various movements of Judaism disagree about the nature of these
obligations. According to one of the websites, state which branch of Judaism believes in the following understandings of these
obligations. [ www ]
071 They are the absolute, unchanging laws of G-d –
072 They are laws from G-d that change and evolve over time –
073 They are guidelines that one may choose whether or not to follow literally –
The Talmud teaches that there are three participants in the formation of every human being – the mother, the father, and G-d.
The parents provide the physical form of the individual. According to one of the websites, what does G-d provide? [ www ]
074
In the weekly celebration of Shabbat (aka the Sabbath), according to one website, SPECIFICALLY at what time are the
Shabbat candles to be lit in the home? (question 075) Also, SPECIFICALLY, Shabbat ends when a person is able to see what?
(question 076) [ www ]
075
076
Chronological Order: Biblical Judaism [ 8 ] ... ( 1 point each )
Place the following biblical events in historical chronological order, with ( 1 ) being the earliest and ( 12 ) being the most recent.
_____ 077 The Exodus of the Hebrew slaves from Egypt
_____ 078 The first Temple was built in Jerusalem
_____ 079 The Great Flood occurred (Noah’s ark)
_____ 080 The Maccabees overthrew the Seleucid Greeks
_____ 081 The return of the Jews to Jerusalem after the Babylonian Captivity
_____ 082 The Tower of Babel was destroyed which explained the origin of languages
_____ 083 G-d’s covenant was made with Abraham
_____ 084 Jacob wrestled with an angel
_____ 085 Joseph and Jacob’s family settled to live in Egypt
_____ 086 Joshua and the Hebrews conquered the land of Canaan
_____ 087 Moses received the Ten Commandments from G-d
_____ 088 The destruction of Israel by the Assyrians
Worksheet Packet #5B ( 8 / 12 )
Yes or No: Thirteen Principles of the Jewish Faith [ www ] ... ( 1 point each )
Rabbi Moses ben Maimon (aka Moses Maimonides, aka “Rambam”) in the 12 th century CE wrote of certain accepted Jewish
beliefs and created 13 principles of faith, which he thought to be the minimum requirements of Jewish belief. Mark “Y” (Yes) for
those of the following that are included in this list, and “N” (No) for those that are not included in these 13 principles.
_____ 089 All prayers, regardless of who prays and regardless to what deity one prays to, all go to the same G-d
_____ 090 G-d exists
_____ 091 G-d has a physical body
_____ 092 G-d has no physical body
_____ 093 G-d is a spiritual force that permeates every aspect of the universe
_____ 094 G-d is one and is unique
_____ 095 G-d is one Being in three Persons
_____ 096 G-d knows the thoughts and deeds of all humankind
_____ 097 G-d will reward the good and punish the wicked
_____ 098 Moses’ prophecies are true, and Moses was the greatest prophet
_____ 099 Prayer is to be directed to G-d alone and to no other
_____ 100 The dead will be resurrected
_____ 101 The Messiah will come
_____ 102 The Messiah will die for the salvation of humankind
_____ 103 The words of all the prophets are true
_____ 104 The words of Yeshua ben Yosef are true
_____ 105 The written Torah and Oral Law were given to Moses
_____ 106 There is a heaven and hell where G-d will reward the good and punish the wicked
_____ 107 There will be no other Torah
_____ 108 There will be one more Torah to be given to bring the world’s people to the one true G-d
Worksheet Packet #5B ( 9 / 12 )
Matching: Jewish Holy Days [8] ... ( 1 point each )
Please match the following Jewish holy days with their appropriate definitions listed below. Note that there are more
definitions given than terms listed. Answer in clear CAPITAL LETTERS!
_____ 109 Hanukkah (Chanukah) _____ 114 Shavu’ot
_____ 110 Passover (Pesach) _____ 115 Simhat Torah (Simchat Torah)
_____ 111 Purim _____ 116 Sukkot (Succoth)
_____ 112 Rosh Hashanah _____ 117 Yom Ha-Shoah
_____ 113 Shabbat _____ 118 Yom Kippur
A – A happy festive time commemorating the rededication of the Temple in Jerusalem after a successful Jewish revolt against the
Seleucid Greeks; G-d’s miracle of oil for the Temple lamp is remembered during this candle-lighting season; the “Festival of
Lights”
B – A happy festive time, somewhat more subdued than the American-style Halloween, it is a time to enjoy the giving and receiving
of chocolate menorahs
C – A happy festive day, celebrating the rescue of the Jews by a young Jewish woman from a potential genocide by the Persians
D – A season of thankfulness of G-d’s blessings of bounty and prosperity, usually associated with the historical second harvest of the
year
E – Arbor Day, used to the planting of trees and for calculating the age of trees for certain religious purposes
F – Israeli Independence Day, it commemorates the creation of the modern state of Israel
G – The Jewish New Year, it recalls the creation of the world and allows people to consider their obligations to others and to G-d
H – This holiday celebrates the completing of the annual cycle of Bible readings in Shabbat services
I – This holiday commemorates the Exodus of Hebrew slaves from Egypt; almost all Jews observe this holiday to some degree, even
if only to go to one’s parents’ house for the ritual dinner, the “Seder.”
J – A day of celebration, commemorating the coming of the “mashiach,” G-d’s “Anointed One”
K – A day of fasting and prayer to reconcile oneself with G-d for the mistakes one has made in the last year; the Day of Atonement
L – A day of feasting, coinciding with the cultural All Hallow’s Eve, remembering and thanking the creator of the cocoa and coffee
beans
M – A day of rest and remembrance, of family and prayer, day of strengthening one’s relationship with G-d, family and others
N – A day to remember the victims of the Holocaust
O – A day to remember the giving of the Torah and Ten Commandments to Moses
P – A day of fasting, commemorating the destruction of the Temple in Jerusalem and other tragedies at the hands of the Romans
Q – A festival commemorating the biblical period of wandering in the desert, and is remembered by building a temporary shelter to
identify with one’s wandering ancestors; the Feast of Tabernacles, or the Feast of Shelters
Worksheet Packet #5B ( 10 / 12 )
Matching: Jewish Terms [ 8, L, * ] ... ( 1 point each )
Please match the following Jewish terms with their appropriate definitions listed on pages 10 and 11. Note that there are more
definitions given than terms listed. Answer in clear CAPITAL LETTERS!
_____ 119 Adonai (Adonay) _____ 130 Kosher _____ 140 Sadducees
_____ 120 Ark _____ 131 Menorah _____ 141 Sephardic Jews
_____ 121 Ashkenazic Jews _____ 132 Mezuzah _____ 142 Shema
_____ 122 Bar/Bat Mitzvah _____ 133 Midrash _____ 143 Synagogue
_____ 123 Conservative Jews _____ 134 Mount Sinai (Horeb) _____ 144 Talit
_____ 124 Covenant _____ 135 Mount Zion _____ 145 Talmud
_____ 125 Diaspora _____ 136 Orthodox Jews _____ 146 Tefillin
_____ 126 Essenes _____ 137 Pharisees _____ 147 Theophanies
_____ 127 Exile (or Captivity) _____ 138 Prophets _____ 148 Torah
_____ 128 Exodus _____ 139 Reform Jews _____ 149 YHWH
_____ 129 Kippah _____ 150 Zealots
A – People who spoke in the name of G-d, whose authority to do so was recognized as speaking the word of G-d; typically these
persons experienced life-changing revelations and felt commissioned by G-d to speak G-d’s message to the nations
B – Place in Jerusalem where the Temple was built
C – Proper, in accordance with religious law; it is the system of Jewish dietary regulations
D – Respected teachers or leaders of worship, usually connected to a certain congregation
E – Sect in ancient Israel that was founded on protesting Roman rule and taxation, they believed in violence as a legitimate tool
against the Roman occupation forces and their Jewish collaborators; after the Romans destroyed Jerusalem, this sect literally
died out
F – Sect in ancient Israel that created the Oral Law to apply the Mosaic Law to contemporary situations; modern Judaism is
descended from this sect in the sense that the other ancient sects died out soon after the destruction of the second Temple
G – Skullcap (“yarmulke” in Yiddish) that is worn in worship as a sign of being in the presence of G-d
H – The escape from slavery in Egypt by the early Hebrews under the leadership of Moses
I – The focal point of any synagogue, it is a fixed cupboard with a curtain or carved door and is found in the wall that faces
Jerusalem; it contains the scrolls of the Law
J – The gathering of the Jewish community for study, worship and education
K – The generic term, usually translated as “G-d,” which is used instead of the unspeakable and holy name of the one deity
Worksheet Packet #5B ( 11 / 12 )
L – The unutterable personal name of the G-d of the Jewish tradition
M – The largest of the two major divisions of the modern ethnic Jewish community, predominantly from eastern Europe
N – The most often-recited prayer in Judaism, it is to be repeated twice daily; “Hear, O Israel. The L-rd your G-d, the L-rd is One”
O – The person who blows the ram’s horn as a trumpet to announce the beginning of the Rosh Hashanah season
P – The place where Moses received the Law from G-d
Q – The priests who were in charge of the daily services at the ancient Temple, from the offering of sacrifices to the lighting of the
sacred lamp
R – The ram’s horn which is used as a trumpet to announce the beginning of Yom Kippur
S – The scattering (dispersion) of the Jews from Israel, beginning with the Assyrian invasion of 721 BCE through the destruction of
the second Temple in 70 CE and Bar Kochba’s revolt in 132 CE
T – The scroll containing the Five Books of Moses (the Law); also, in a broader sense, a general term pertaining to all the
accumulated sacred Jewish writings
U – The seven-branched candlestick that stood in the Temple and now stands in many synagogues
V – The term describing the time when the Jewish elite were forcibly held in Babylon
W – These individuals call the people to prayer as the sun sets on the Shabbat
X – Two small boxes with straps attached, to be worn each weekday morning, one on the head and the other on the left arm; they
contain scrolls with four sets of verses from the Torah to remind an individual of one’s relationship with G-d
Y – A four-cornered prayer shawl with specially-tied fringes worn at most morning worship services
Z – A movement that began in 1895, led by Theodor Herzl, which sought to create a homeland for the Jews where they could avoid
the endless rounds of persecution and anti-Semitism they had suffered for centuries
AA – A piece of parchment containing the 613 commandments of G-d, rolled into the shape of a ram’s horn, and blown at the
beginning of the Yom Kippur holy day
BB – A piece of parchment containing two passages of scripture, rolled into a small wooden tube/box and attached to the doorpost of
one’s home
CC – A term to describe the mysterious contacts that some of the earliest Hebrew patriarchs had with G-d; these contacts were
sometimes friendly in nature, but at other times were fierce and frightening
DD – A three-cornered hat, a symbol of independence
EE – An ancient apocalyptic sect who lived near the Dead Sea, devoted to an extremely strict and ascetic way of life; they were the
only celibate semi-monastic group in early Judaism, which probably explains their short life as a sect
FF – An ancient epileptic sect who lived near the Red Sea, devoted to an extremely lax and indulgent way of life; they practiced
bigamy, which probably explains why this sect continues to be strong today
GG – An ancient religious sect that supported only the written Law, strictly interpreted; their influence centered around Temple life
and, after the destruction of the second Temple by the Romans, soon faded away in importance
HH – Branch of Judaism notable for its attempts to adapt the faith to the demands of the modern world, and for its liberal approach to
matters of interpretation of the Law
II – Branch of Judaism notable for its emphasis on the supreme authority of the Law, and for its followers’ rigorous adherence to
tradition
JJ – Branch of Judaism notable for its belief that each Jewish individual has the right to determine for oneself what it means to be a
Jew
KK – Branch of Judaism notable for its middle-of-the-road stance between the immutability of G-d’s Law and the willingness to
accommodate some contemporary social trends
LL – Celebration of the transition of a boy/girl from childhood into responsible adulthood, it is the major Jewish coming-of-age
ceremony
MM – Contract, agreement; specifically, the agreement between G-d and the ancient Hebrews under which G-d promised protection
in return for obedience and faithfulness
NN – Extensive compilation, 63 volumes in all, of rabbinical discussions, commentaries, and clarifications; the Oral Law and its
commentaries
OO – Holy day, remembering the delivery of the Egyptian people from slavery in Israel
PP – Holy day, remembering the delivery of the Hebrew people from slavery in Egypt
QQ – Jews of Spanish or north African or Mediterranean descent, making up about 20% of today’s Jews
RR – Literally meaning “seeking out,” it is rabbinical discussions, interpretations, and explanations regarding the canonical Jewish
scriptures
SS – “L-rd,” one of the many generic names Jews use for the unutterable holy personal name of G-d
TT – Moral conscience that enables us to turn from evil and do what is right
UU – Nonchalance, non-resistance that trusts that the truth will eventually win out
Worksheet Packet #5B ( 12 / 12 )
Extra Credit Questions . . .
You may earn up to 5 extra credit points for answering one of the questions below or up to 10 extra credit points by answering
two, though you may only answer a maximum of two questions. IMPORTANT: Each answer should be 3-4 paragraphs long;
anything less will not receive the full 5 extra credit points. You may either write these answers out or print them out from your
computer. Your answers are due at the same time as this worksheet packet … and no later.
A – What are some of the religious explanations for the existence of evil in the world? What are some of the non-religious
explanations for the existence of evil in the world?
B – How is it that an orthodox believer and an atheist can both claim to be Jewish?
C – There are courtrooms in America where the Ten Commandments are displayed. What does this set of ancient religious laws have
to do with our modern, secular institution of justice?
D – World attention is regularly focused on the state of Israel and Palestinians, their neighbors and the peace process. What are some
of the issues on both sides of this discussion? In what way might a study of Judaism shed light on this discussion?
Score
__________ Point score __________ Total Score
__________ Extra Credit Points (typos) __________ Percentage
__________ Extra Credit Points (T/F) __________ Letter Grade
__________ Extra Credit Points (essays)
__________ Lateness Penalty
Related docs
Other docs by 5gi202gp
Survey Subcommittee Meeting June 17 2004 Members Present Debra Billings S System D
Views: 6 | Downloads: 0
