NACOEJ CURRICULUM ETHIOPIAN JEWS ARE PART OF THE WORLDWIDE JEWISH COMMUNITY OPTION: PRE-LESSON FOCUS: STUDENT JOURNALS AND KNOWLEDGE CHARTS

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1 NACOEJ CURRICULUM ETHIOPIAN JEWS ARE PART OF THE WORLDWIDE JEWISH COMMUNITY OPTION: PRE-LESSON FOCUS: STUDENT JOURNALS AND KNOWLEDGE CHARTS I. SUGGESTED INITIAL PREPARATION FOR TEACHERS AND STUDENTS TO PROCESS LEARNINGS AND TO ACT UPON THAT KNOWLEDGE. A. The teacher: 1. reads the NACOEJ curriculum s introductory pages 2. collects the materials noted for each lesson (DVD, pictures, etcetera) 3. prior to each lesson, instructs students to carefully read the appropriate informational material and to review the vocabulary for the next lesson B. Students will need a composition book for their Journal, Journey toward Tzedakah. The journal entries should be made for each lesson on: 1. Journey toward Tzedakah: My Journal s three columns for notes on: a. Facts and Information about Ethiopian Jewry b. Thoughts and feelings I have had c. Actions I have taken 2 Knowledge Chart: three columns for each lesson s notes on: a. What I Know b. What I Want to Know c. What I Learned

2 II. IN-CLASS PRE-LESSON FOCUS: A. The teacher, at the start of each lesson will instruct students to make notes during class and prior to the next one (My Journal: Journey toward Tzedakah.) B. Students will make notes on two journal pages for each lesson: 1. Journey toward Tzedakah: on facts and information, thoughts, feelings and actions 2. Knowledge Chart: What I know, what I want to know, What I learned C. The teacher will, at the start of each lesson and at the end of a lesson or series of lessons: 1. ask one or two different students each week, to share their notes with the class 2. write students responses on a large Knowledge Chart which will be used at the end of the lesson or series of lessons to summarize the students involvements with their learning

3 NACOEJ CURRICULUM ETHIOPIAN JEWS ARE PART OF THE WORLDWIDE JEWISH COMMUNITY TOPIC 2: WHY JEWS MIGRATED TO ETHIOPIA: MYTHS, LEGENDS AND HISTORICAL SOURCES I. AIMS: Students will: A. learn that the Beta Israel community is a member of the worldwide Jewish community. It maintained its Jewish practices in isolation from worldwide Judaism for over 2,500 years. B. learn that we build knowledge of our history by weaving together different sources of information. C. trace the possible migration routes of the Ethiopian Jews into Ethiopia during various periods. They will note the mountains, deserts and waterways which would have helped or hindered these migrations. II. MATERIALS/RESOURCES: A. Maps of Africa, Ethiopia, the Arabian Peninsula, Egypt and Israel B. NACOEJ Informational Chronology C. Bible stories D. Legend: King Solomon and the Queen of Sheba E. Paper and crayons/pencils for a timeline. III. MATERIALS FOR OPTIONAL ACTIVITIES: A. Journal/Chart/Pre-lesson Focus: My Journal: My Journey toward Tzedakah Knowledge Chart (student) Knowledge Chart (teacher) Should the teacher choose to have students use the Journal and the Knowledge Chart, briefly tell students how to use them. B. List of Jewish Values C. Crossword Puzzle

4 NOTE: Essential vocabulary words are underlined in the lesson plan. A vocabulary list is provided in the lesson for students use. Advise students to review the vocabulary prior to the lesson. IV. MOTIVATION: (5 minutes) A. Do you know where your family emigrated from to get to the U.S.? B. Do you know how they got here? C. How do you think they got here? D. Today we will examine the history of Ethiopian Jews and how they got to Ethiopia. (Skip the following activity if it has already been done in a previous lesson.) E. Using maps of Africa, Ethiopia and the Arabian Peninsula, briefly help students to locate: 1. Ethiopia 2. Addis Ababa (the capital city of Ethiopia 3. Gondar (the region where Ethiopian Jews settled) 4. Determine the approximate distance from Ethiopia to Israel (about 1,600 miles) 5. Egypt 6. Arabian Peninsula V. PROCEDURE: (Time: 1 hour) The teacher will read the resource material and/or distribute it for student readers. Individual students can be chosen for each activity. A. The story of King Solomon and the Queen of Sheba 1. Choose a student to IDENTIFY the land of Sheba as being in eastern Ethiopia or in southern Yemen. 2. CITE the Bible story in 1 Kings 10:1-13, the story of King Solomon and the Queen of Sheba. 3. ASK: How does the Bible story relate to the Ethiopian legend? Some Ethiopian Jews trace their origins to King Solomon and Queen Makeda of Sheba. 4. PLACE this story on a timeline about 900 BCE. 4

5 B. There is a theory that some Israelites left Egypt and traveled south into Ethiopia (also known as Abyssinia) at the same time that Moses took the main body of Jews into Canaan. 1. Do you think that this theory could be true? 2. What does the Bible tell us about the exodus from Egypt in 1,200 BCE? Is it possible that, as some scholars theorize, some Hebrews who left Egypt with Moses during the time of the Exodus never crossed the Red Sea, but instead traveled south from Egypt into Ethiopia? 3. ENTER the date of that exodus on the timeline. 4. TRACE the possible route from the Nile Delta to Ethiopia. C. Israel consisted of twelve tribes. Ten tribes lived in the north. In the 8 th century BCE, the powerful Assyrians invaded the north and conquered the ten northern Israelite tribes. They were dispersed to different regions by the Assyrians. 1. DISCUSS the possibility that one of these northern tribes, the Israelite tribe of Dan, didn t go to Assyria, but instead emigrated to Ethiopia to escape from the Assyrians. The tribe of Dan is known as one of the lost tribes of Israel. 2. TRACE the route on the map that a these Jews would have taken from northern Israel to Ethiopia. 3. ENTER the date of 722 BCE on your timeline. D. There is a biblical story that in the 6 th century BCE there was an invasion of the south of Israel by Babylonia and the two southern Judean tribes of Israel were conquered. Subsequently, after the fall of the first temple in 586 BCE, the dispersion (or Diaspora) of the Jews began. Many Jews were exiled to Babylonia, which is present day Iraq. 1. Is the theory possible that at that time, some of the Jews did not go to Babylonia, but instead migrated through Yemen and eventually reached Ethiopia.? 2. TRACE that route from Jerusalem to Ethiopia. 3. ENTER the date of 586 BCE (the Diaspora) on the timeline. 5

6 E. There were many Jews who lived in Egypt on an island called Elephantine. Many of these Jews were soldiers who served as mercenaries in the Persian army. There was a large, impressive, Jewish temple there. In the 4 th century the Egyptians began to persecute this group. The Elephantine temple was destroyed. 1. ASK: Is it possible that these Jews could have escaped along the difficult route up the Nile and along some smaller tributaries to Lake Tana. the source of the Blue Nile? 2. TRACE their route from Elephantine (near present day Assam) to Lake Tana. 3. MARK the timeline. 4. Could these Jews have met other Jews already there? F. Other scholars theorize that the Beta Israel, Ethiopian Jews, are descended from a group of black Cushite tribes, the Agaw. These tribes were indigenous to Ethiopia. They were converted to Judaism 2,500 years ago by the Jews of Yemen, many of whom were merchants who traded in the region. 1. How is this theory different from the others? Were these people who migrated from somewhere else or were they already there? 2. SHOW where these Jewish merchants from Yemen may have mingled with the Agaw. Notice how close the southern part of the Arabian Peninsula is to Ethiopia. 3. ENTER your information on the timeline. G. Ethiopia adopted Christianity in the 4 th century CE and although there were times of peace and interchange, there were many centuries of war. In the 17 th century, after 300 years of war, the Christians conquered the Jewish kingdom. After a while, the Jews were pushed from their land into less desirable small villages and into the high northern mountains. They were isolated from all other Jewish communities they didn t even know that other Jews had survived and lived in Jewish communities scattered throughout the world. Some Ethiopian Jews were sold as slaves, forced to be baptized and all were denied the right to own land. SHOW the possible migration of Ethiopian Jews from Lake Tana to remote villages in the northern highlands 6

7 VI. CONCLUDING ACTIVITIES: Jewish education should make Jews aware of their history--especially with events in the Bible. DISCUSS the following with the students: A. How have Bible stories, traditional oral stories and historical information helped you learn about the roots of the Ethiopian Jews? B. How does your general knowledge of biblical events help you integrate the history of Ethiopian Jews with worldwide Jewish history? 7

8 VII. OPTIONS FOR CLASSWORK/HOMEWORK: A. Discuss: B. Debate: 1. Can more than one of these sources of information be true? 2. Which seems likely or unlikely? Why? 3. What questions are raised by one or more of the accounts of the migration of the Jews to Ethiopia? 4. What are the possible reasons that Ethiopian Jews did not know about the survival of other Jewish communities in the world? 1. A group of students may debate the questions raised by one or more accounts of the migration of Jews to Ethiopia. 2. A group of students may debate the question of truth and/or belief in these accounts of the migration of Jews to Ethiopia. C. List of Jewish Values: Teacher and students may suggest appropriate Jewish values inherent in this lesson. SUGGESTIONS: 1. All Jews are interrelated with one another. ( Kol Yisrael Areyvim Zeh Bazeh {Lazeh}. ) 2. Love your neighbour as yourself. ( Ve Ahavta Lereyecha Kamocha. ) D.. Crossword Puzzle E. Homework: Students write one or two paragraphs indicating why they believe one account (or more) and not others about the Jewish migration to Ethiopia. F. Research: What historical events were happening in the non- Jewish world in 1,000 BCE, 500 BCE, 1,400 CE, 1,700 CE, 1,900 CE? 8

9 VIII. NACOEJ CURRICULUM PROJECT FEEDBACK FORM: TOPIC 2: Why Jews Migrated to Ethiopia: Myths, Legends and Historical Sources Please complete the Feedback Form and forward it to: 9

10 IX. VOCABULARY: TOPIC 2: WHY JEWS MIGRATED TO ETHIOPIA Abysinnia: Agaw: Arabia: Assyria: BCE: the old name for Ethiopia indigenous northeastern Ethiopian tribe peninsula between Africa and Asia, largely desert powerful empire in ancient Iraq before the Common Era which began in the year 1 CE Babylonia: powerful Iraqi kingdom in the 6 th century BCE baptize: Canaan: CE: Cushites: Dan: Diaspora: a Christian ritual; to immerse an individual in water, sprinkle or pour water on an individual to symbolize the washing away of sin and spiritual purification; a practice required for admitting a person into Christianity ancient name for Israel and Lebanon the Common Era, beginning with the life of Christ in the year 1 CE inhabitants of an area in Africa south of Egypt one of the northern ten tribes of Israel (became the lost tribe of Dan) the dispersion of the Jews outside of Israel from the sixth century BCE when they were exiled to Babylonia, until the present time Elephantine: Egyptian island in the Nile River near the current city of Aswan emigrate: Ethiopia: immigrate: to leave one country or region to settle in another country in the east-most portion of the Horn of Africa to come into a country or region, especially to settle there indigenous: original inhabitants of a place Israelites: Judeans: ten northern tribes of Israel two southern tribes of Israel 10

11 King Menelik I: legendary king of Ethiopia; supposed son of King Solomon and the Queen of Sheba mercenaries: Lake Tana: legend: Makeda: myth: Blue Nile: Nile Delta: Sheba: tributary: Yemen: soldiers serving for pay in a foreign army traditional source of the Blue Nile in Ethiopia a story handed down, usually orally, from one generation to another name of the Queen of Sheba a story of unknown authorship usually trying to explain why something happened and usually involving the exploits of gods and heroes a river that flows from Lake Tana in northern Ethiopia to join the White Nile in Sudan together they become the Nile River flowing into Egypt a deposit of sand and soil formed at the mouth of the Nile River (The Blue Nile flows from northern Ethiopia; the White Nile flows from Lake Victoria flowing north through Egypt into the Mediterranean.) an area which probably was in southwestern Arabia or eastern Ethiopia a stream or river flowing into a larger one country in southern Arabia 11

12 X. BIBLIOGRAPHY Berman, Colette and Miller, Josef, The Beautiful People of the Book, a Tribute to Ethiopian Judaism, Millhouse Publishers, 1988, Los Angeles Biale, David, Cultures of the Jews, Schocken Books, 2002, New York Graham, Hancock, The Sign and the Seal, Simon and Schuster 1992, New York Greenberg, Blu and Tarry, Linda, King Solomon and the Queen of Sheba, Pitspopany Press,1997, New York Hebrew Bible (any edition) Kushner, Arlene, A Curriculum Guide on Ethiopian Jewry, AAEJ Curriculum Guide 1992 Noren, Hermann, Africa s Last Empire, Macrae, Smith, 1930, Philadelphia XI. WEB SITE 12

13 Contemporary Africa Map from: Smithsonian, National Museum of African Art 13

14 Contemporary Ethiopia Pamela Barg, The Ethiopians (a curriculum), Wind Fellow

15 Contemporary Ethiopia (Blank) Pamela Barg, The Ethiopians (a curriculum), Wind Fellow

16 Map adapted from: Beta Israel, 1993 Curriculum Guide for Multiple Age Levels (reprinted from The Lost Jews: The Last of the Ethiopian Falashas) 16

17 1200 BCE NACOEJ CURRICULUM ETHIOPIAN JEWS ARE PART OF THE WORLDWIDE JEWISH COMMUNITY TOPIC 2: WHY JEWS MIGRATED TO ETHIOPIA: MYTHS, LEGENDS AND HISTORY -INFORMATIONAL CHRONOLOGY- There are myths, legends and historical information about the Jews of Ethiopia and how and why this one group of Jews, settled there during different periods of Jewish history starting thousands of years ago. Some scholars claim that in about 1,200 BCE some Hebrews who left Egypt with Moses during the time of the Exodus, never made it across the Red Sea. Instead, they traveled out of Egypt into Ethiopia. 900 BCE The story of King Solomon and Queen Makeda of Sheba is a well-known legend told by people over the centuries. The story takes place about 900 BCE when King Solomon of Israel invited the Queen of Sheba to visit him. She came to Israel and stayed a long time. Her country, Sheba, is believed by scholars to have been in northern Ethiopia or southern Yemen. She was pregnant when she left Israel accompanied by 18,000 Israelites who settled in Sheba. She gave birth to a son who became King Menelik I of Ethiopia. When the child reached manhood, he traveled back to Israel to visit his father, King Solomon. He stayed in Israel for a long time. When he left, he took a large group of Israelites with him. Some believe he also took the Ark of the Covenant from Israel. To this day, Ethiopians claim the Ark of the Covenant is in St. Mary s Church in their holy city of Axum. Another version of the same story has a different ending. In that story, the elders of Jerusalem were jealous of Menelik because King Solomon seemed to favor him. They pressured King Solomon to send him back to his country. The king agreed to send Menelik back to Sheba, but only if he was accompanied by the first-born of each of the Elders. These stories seem unlikely, because the kingdom that Queen Makeda would have ruled did not exist until several hundreds of years later. 17

18 8 TH CENTURY BCE In the 8 th century BCE, Israel consisted of twelve tribes. Ten of them lived in territory in the north. Also, in the 8 th century BCE, the powerful Assyrians invaded the north and conquered the Israelites. The ten tribes were scattered into many different regions. One of those tribes was the tribe of Dan. Scholars claim that they are the lost tribe of Israel that migrated into Ethiopia at that time to escape from the Assyrians. 6 TH CENTURY BCE In the 6 th century BCE, the Babylonians conquered the two remaining Israelite tribes, the Judeans in the south, and exiled many people to Babylonia (present day Iraq). Subsequently, the great dispersion of many of the Jews started in 586 BCE, after the fall of the first temple known as the Diaspora. Jews may have emigrated from the area of Jerusalem to Yemen and from there at some later time to Ethiopia. There were Jews who lived in Egypt in the 6 th century BCE on the island of Elephantine. There was a large, impressive Jewish temple there. Many Jews were soldiers and served as mercenaries in the Persian army. 4 TH CENTURY BCE In the 4 th century, BCE, the Egyptians began to persecute the Jews. Their army destroyed the beautiful Jewish temple in Elephantine. Scholars speculate that the Jews could have escaped from the Egyptians by going up the Nile River to smaller tributaries and finally, into Lake Tana, the source of the Nile, in Ethiopia. They may have joined Jews who had already settled there. 1st CENTURY BCE-1st CENTURY CE Some scholars theorize that the Beta Israel are descended from a group of black Cushites, the Agaw, who were converted to Judaism 2,000 years ago by Jewish merchants from Yemen. 4 th CENTURY CE For hundreds of years, the Jews in Ethiopia commanded a powerful kingdom of hundreds of thousands of people. During that time they defeated powerful armies. In the 4 th century CE, however, Christian missionaries entered the country and Ethiopians began to convert to Christianity. This began the decline of Jewish dominance in the country. There were also times of peace and interchange of language, culture and religious practices between Jews and Christians, some of which exist even today. 18

19 13 TH CENTURY CE The 13 th century was a time of turbulence in Ethiopia. A new dynasty replaced the old one. In order to establish their legitimacy, the new rulers claimed their right to rule as a Solomonic dynasty. They claimed they were descended from Solomon and Sheba. (Haile Selassie, in the 20 th century was the last of Ethiopia s Solomonic rulers. He was overthrown in 1974 by Colonel Haile Mariam Mengistu, a communist dictator.) 17 TH CENTURY CE In the 17 th century, after 300 years of war, the Christians finally conquered the Jewish kingdom. The Jews were pushed from their land into less desirable territory in small villages in the northern high mountains where they lived for the next three centuries. They lived apart from other Ethiopians and in isolation from the outside world. They believed they were the only Jews who survived the ancient Diaspora. 19 TH CENTURY CE For almost two millennia, the Jews of Ethiopia did not know that a worldwide Jewish community existed. They continued to practice the ancient Mosaic Law of 2,000 years ago--the time of the dispersion of the Jews from Israel. In the late 19th century, European Jews who traveled to Africa discovered these Jews in Ethiopia. Finally, Ethiopian Jews, the lost tribe, were found and recognized as members of the worldwide Jewish community. *Essential vocabulary words are underlined in the Informational Chronology and in the lesson. A vocabulary list is provided in the lesson for students use. Students should review the vocabulary prior to the lesson. 19

20 MY JOURNAL: JOURNEY TOWARD TZEDAKAH Teachers may plan that students will use the Journal style outlined below in a composition notebook (1 per student) to offer them the opportunity to create and plan their responses to the lessons. In addition to filling in the 3 columns once each week (1 page per week), students may elect to add pictures and other materials such as poems and illustrations on the topic) on the left-hand side of each page. At the beginning and end of each lesson, the teacher can ask 1 or 2 students to share and by the end of the series of lessons, students will have a great deal to share. A follow-up day might be planned to share what has been learned with the next group of students who will study these topics. Students can also use the information and journals as a resource for their Tzedakah. Facts and Information about Ethiopian Jewry (Students notes from the lesson ) Thoughts and feelings I have had : (Students ideas and responses ) Actions I have taken: (Example: I talked this over with my parents ) 20

21 MY JOURNAL: JOURNEY TOWARD TZEDAKAH TOPIC: Facts and Information about Ethiopian Jewry (Students notes from the lesson...) Thoughts and feelings I have had: (Students ideas and responses...) Actions I have taken: (Example: I talked this over with my parents and...) 21

22 Knowledge Chart TOPIC: Know: Want to know: Learned: 22

23 NACOEJ CURRICULUM PROJECT FEEDBACK: TOPIC 2 WHY JEWS MIGRATED TO ETHIOPIA: MYTHS LEGENDS AND HISTORICAL SOURCES Please print and fill in this form using the back or additional sheets when necessary. Mail responses to NACOEJ, 132 Nassau St., NY, NY 10038, or to: curriculum@nacoej.org. Date: School Name: School Address Teacher: Grade Level of Class: Street: City: State: Zip code: Phone: 1. Did you find the lesson easy to follow? Yes No Were the instructions clear? Yes No In what ways could the lesson be improved? 2. Was the lesson appropriate for the grade level of your class? Yes No If not, how did you modify it to make it more so? 3. Were students able to accomplish the lesson s aims? Yes No How did you determine this? (Give concrete examples, if possible.) If the aims were not met, what lesson changes might lead to greater success? 4. Did students use the Journal and Knowledge Chart for this lesson? Yes No Please comment on the effectiveness of the Journal and Knowledge Charts as educational aids. 5. Were students able to connect the lesson s Jewish values with their tzedakah action? Yes No Please explain. 6. Additional Comments 23

24 Please be sure to attach revisions that made the lesson appropriate for your use. Thank you for your feedback. 24

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