Daily Worksheets

For Worksheets related to the Student Group Projects from Nov. 8 to Dec. 1,
see the separate pages for
Section 1  or  Section 2.

Worksheet #1 – Preliminary Thoughts and Ideas on “Religion” (for 9/20)

1)  Based on your reading of “What Is Religion?” (by Kessler/Edwards), and your own sense of the word’s use, how would YOU define “Religion”?

2) Consider the “Family Traits” of many religions (see Kessler/Edwards): in what ways do certain sports or other types of popular entertainment function like a “religion” for some people or cultures? 

a) Pick one sport (football, baseball, golf, etc.) or one form of popular entertainment (TV, movies, concerts, etc.).
b) In what ways might this sport or entertainment be considered a “religion”?  How is it similar to other religions?
c) On the other hand, in what ways is this sport or entertainment NOT like a “religion”?  How is it significantly different from what is usually called “religion”?

Worksheet #2 – The Study of “Judaism, Christianity, and Islam” (for 9/22)

1) Based on what you already know of Judaism, Christianity and Islam: List and briefly explain several things (beliefs, practices, people, etc.) that are SIMILAR or COMMON between these three religions (but different from the other major world religions).

2) What are some advantages and disadvantages of the various collective terms sometimes used for Judaism, Christianity, and Islam?

• "Western Religions"? "Religions of the Book"? "Major Monotheistic Religions"?
• "Religions of Abrahamic Origin"? "Religions of Judaic Origin"? "Religions of Near Eastern Origin"?

Worksheet #3 – An Overview of Judaism (for 9/25)

A) Based on the readings for Monday and your prior knowledge of Judaism, who are the five most important figures in the historical development of Judaism?  List them in decreasing order of importance and briefly explain how each one significantly affected Judaism.

I deliberately left this question very broad, to see how many students would choose figures from the nearly 4000-year history of Judaism, not just the biblical period. Here are more than five characters, but subdivided into different categories. See how your choices fit in this scheme, and consult the assigned readings and/or the other webpages on this site for details about who these folks are, if you don't know yet.

1. GOD / YHWH - several students wisely listed God first, since God indeed is the central "figure" or "character" in all of Jewish history.
2. Biblical Characters of the Pre-Israelite / Pre-Jewish Period:
   • Adam & Eve, Cain & Abel, Noah - good choices, but applicable to all of human history (or mythology), not just the Jews
3. Characters during the main Israelite / First-Temple Period:
   • The Patriarchs: ABRAHAM & Sarah, Isaac (& Ishmael - ancestor of the Muslims, not the Jews), JACOB (a.k.a. ISRAEL)
   • The Twelve Sons of Jacob / Twelve Tribes of Israel: esp. Levi (the priestly tribe) and Judah (later the royal tribe)
   • MOSES: at the time of the Exodus, the first Passover, the wandering in the desert, and the giving of the Torah on Mt. Sinai
   • Joshua: lead the people into the "Promised Land"; followed by a series of "Judges"
   • Prophets: such as Samuel, Elijah, Elisha, Isaiah, Jeremiah, Ezekiel, "The Twelve," etc.
   • Kings of the United Monarchy: Saul (first king), DAVID (made Jerusalem the capital), and Solomon (built the Jerusalem Temple)
   • Kings of Judah (the Southern Kingdom) who attempted religious reforms: esp. Hezekiah & Josiah
4. Characters during the post-exilic / Second Temple Period:
   • Persian Era: King Cyrus (not a Jew; the Persian King who allowed the Jews to return from exile);
     Nehemiah and EZRA (reestablished Judaism in the Holy Land; rebuilt the temple; compiled the Torah)
   • Hellenistic Era: Alexander the Great (not a Jew; the Macedonian/Greek general who conquered/Hellenized the East);
     Judas Maccabeus and his brothers (the Maccabees or Hasmoneans who overthrew the Seleucid Greeks)
   • Roman Era: King Herod the Great (greatly rebuilt/expanded the Second Temple);
     Caiaphas (high priest for many years);
     JESUS of Nazareth - he didn't really affect or change much about the Judaism of his own day; but the last 2000 years of Jewish history has been strongly influenced by the interactions of Jews with Christians, the followers of Jesus who formed a religion separate from Judaism.
5. Important Jewish Figures of the Rabbinic and Medieval Periods:
   • Josephus - a general in the First Jewish Revolt (66-70 CE); then a historian who wrote much about the first century
   • Simon Bar Kochba/Kokhba - leader of the Second Jewish Revolt against Rome (132-135 CE)
   • Early Jewish Rabbis (1st to 3rd cent.)- e.g. Rabbi Gamaliel, Rabbi Akiba, Rabbi Johanan ben Zakkai, Rabbi Yehudah ha Nasi (Judah the Prince)
   • Rashi (Shelomoh ben Yitshaq; 1040-1105; biblical commentator)
   • Moses Maimonides (1135-1204; philosopher; compiled "Thirteen Principles of Faith")
6. Major Jewish Leaders of the Early Modern and Modern Periods:
   • Ba'al Shem Tov (Rabbi Isra'el ben Eliezer; 1700-1760; founder of Hasidic Judaism)
   • Rabbi Menachem Schneerson (1902-1994; founder of Lubavitch movement)
     

B) What questions do YOU have about the primary readings for today (from Gen & Exod)?

Note: One of the major goals of this introductory-level core class is for you to learn and practice skills of close reading and critical thinking. So rather than just doing the readings and closing your book, learn to shift your brain to a higher level as and after you read. Ask yourself what the main points of the reading are, what connections and discrepancies you noticed, what aspects surprised or confused you, and what questions the readings raised for you.

If your question seems simple, try to find the answer yourself (in the footnotes, or a dictionary, or online). If you can't find the answer or your question is more difficult, write it down and ask another student and/or your instructor. If your question is too broad or complex, keep pursuing it, but be patient with yourself, since you can't learn everything all at once. BTW, "I don't have any questions" is rarely if ever an acceptable response (it just shows that your brain isn't turned on, or that you haven't done the readings!).

C) What questions do YOU have about the article “Judaism: An Overview” (Encyclopedia of Religion)?

Worksheet #4 – Hebrew Bible (for 9/27)

A) Based on your reading of LTB, ch. 1, briefly explain five or more ways in which the books of the Hebrew Bible (and most other ancient books) are different from most modern books: (See esp. pp. 14-18 for more detailed explanations and examples)

1. Anonymous authorship: Most biblical books were written anonymously; authors give no "preface" or details about themselves..
2. Copying without attribution: It was common practice to copy the words of others without explicit attribution of the older sources.
3. Composite authorship: Most biblical books were not written by just one author, but edited and expanded by later editors or redactors.
4. Diachronic composition: Since books were written over time, they may contain anachronisms and reflect differing perspectives.
5. Pseudepigraphic authorship: Attributing one's writing to a famous figure of the past was not uncommon nor considered deceptive.
   also possible:
6. Written on separate scrolls: Not bound between two covers like modern "books"; limited amount could fit on one scroll.
7. Oral priority: Stories were passed down orally for generations/centuries, before eventually being written down.
8. ? Divine inspiration? - Not the best answer; doesn't apply to "most ancient books"; only much later were they considered "sacred."

B) Based on your reading of CSB-RG, 85-99, and the webpages linked from the online course schedule:

Note: The answers above apply directly to the Torah (first five books), but similar comments apply to the rest of the Hebrew Bible (the Prophets & Writings). Orthodox/traditionalist/fundamentalist Jews and Christians believe that the named authors (e.g. Isaiah, Daniel, Jonah, etc.) were the actual authors, so the writings must stem from the respective lifetimes of these biblical figures. Most Jews, Christians and others, however, accept the insights of modern which suggests that many biblical writings are composite (expanded over time by various authors & editors) and/or pseudepigraphic (attributed to well-known biblical figures, but written later).

Worksheet #5 – Expansions and Interpretations of the Hebrew Bible (for 9/29)

1) After reading the Book of Ruth more carefully (only four chapters!):

a) What do you think is the main message of this book?

b) Why do you think this short story was included in the Hebrew Bible?

c) What questions do you have about the book of Ruth (that aren’t already answered in the CSB footnotes)?

2) After reading “Scriptural Authority in Early Judaism” (LTB, chap. 3):

a) Summarize the main point John Reeves is trying to make in this chapter:

b) What further questions does this reading raise for you?

Worksheet #6 – Jewish Feasts & Festivals (for 10/2)

On Monday, each group will give a very brief presentation on one of the major Jewish Feasts, following your group numbers:

1) Rosh Hashanah / New Year;  2) Yom Kippur / Day of Atonement;  3) Sukkot / Tabernacles;  4) Pesach / Passover;
5) Shavuot / Pentecost;  6) Hanukkah / Feast of Lights;  7) Purim / Feast of Lots;  8) Simchat Torah / Torah Rejoicing

Find out several basic things about your group’s feast, based on the readings assigned for Monday AND two additional resources (dictionary or encyclopedia articles in library or online, and/or reputable websites). Answer the questions below about your group’s feast, and also give full bibliographical info for the two additional resources you used, in the following formats:

Author. “Article Title.” In Book Title (City: Publishing Company, Year), Vol. #, Page ##.
or         Author. “Web Page Title.” Complete URL.  Accessed on (fill in date).

Resource 1:

Resource 2:

Hebrew and English Names of Your Feast or Festival:__________________________________________

• When is it celebrated on the Jewish calendar?
• What biblical or historical event does it commemorate?
• Which biblical texts refer to this feast (if any)? Give explicit biblical references:
• How is this feast usually celebrated by Jews today?

Worksheet #7 – Jewish Law & Ethics (for 10/4)

1) Read carefully the two versions of the Decalogue in the Hebrew Bible (Exodus 20 & Deuteronomy 5). Describe several small by significant differences between these two texts:

2) What is the one most pressing question you now/still have about Judaism?

3) What “hot topic” about Judaism would you like to cover in the 2nd half of class Friday (after the exam)?

Worksheet #8 – The Gospel according to Mark (for 10/11)

1) How does the evangelist Mark portray Jesus in this Gospel? That is, what does he emphasize about Jesus?

2) How does the evangelist Mark portray Jesus’ disciples in this Gospel? What does he emphasize about them?

3) After skimming Chap. 2 of LTB, answer the following:

• a) What is the “Septuagint” Bible?  How is it related to the Hebrew Bible?
• b) What is the “Vulgate” Bible?   How is it related to the Septuagint and to the Hebrew Bible?
• c) What is Adam Kamesar’s main point in this chapter?

Worksheet #9 – The Gospels of Matthew, Luke, and John (for 10/13)

1) Having read Matt 1-2, Luke 1-2, and John 1:  What does each of these three Gospels say about the birth of Jesus?  How is Jesus’ birth portrayed?  What characters are involved? What events take place in each?

Matthew:

Luke:

John:

2) Based on your readings of Matt 13, Luke 4 & 15, John 17 & 20, and the three Gospel introductions in CSB-RG:  What are some of the special emphases or distinctive characteristics of each of these Gospels?

Matthew:

Luke:

John:

Worksheet #10 – Christian Spirituality and Liturgy (for Monday, 10/16/06)

1) What does Matt 5-7 say about the following three core religious practices:

almsgiving –

prayer –

fasting –

2) What else surprises, disturbs, and/or impresses you about the “Sermon on the Mount” (Matt 5-7)?

3) Having read the biblical texts and the webpages assigned for Monday, answer the following questions
(cite exact biblical references, with chapter & verse #s, to back up and illustrate your answers):

What is Jesus’ “Last Supper”?

What is the early Christian “Lord’s Supper”?

What is the modern Christian “Eucharist” or “Communion” service?

How are these three related to each other?

Worksheet #11 – Relationship of Faith & Ethics in Christianity (for Wednesday, 10/18/06)

1) Having read Paul (Rom 2-4) and James (ch. 1-3), summarize what each one says about the roles of belief and action in Christian life. As usual, cite specific biblical references (exact ch.& verse #s from Rom or James).

• Paul:

• James:

2) Recalling all the passages we have read from the NT Gospels so far (or any other portions you know), what two or three texts best summarize the teachings of Jesus about what can be called “Christian Ethics” (i.e., how believers are supposed to treat others)?   Again, give exact biblical references, if possible.

Worksheet #12 – Christian Eschatology & Interpretations of Scripture (for Friday, 10/20/06)

1) Based on today’s readings and other biblical passages (esp. Matt 5-7, John 20, or Mark, from previous days), list some of the many different Christian opinions and conceptions about “The End of the World” and what comes afterwards (give specific biblical references, if possible):

2) What is your own personal opinion about the End of the World and/or the Afterlife?

3) Living Traditions of the Bible:  Each student will read and summarize one of the following chapters: chap. 6 (Orthodox Xn), chap. 7 (Catholic), chap. 8 (early Protestant), or chap. 9 (contemporary Protestant).

Worksheet #13 – Pillars of Islam (for Wednesday, 10/25/06)

1a) What is the main point (“thesis statement”) of Michael Cook’s “The Message of the Koran” (ch. 2 of The Koran: A Very Short Introduction – on ERes)?

1b) What one or two additional question(s) does this chapter raise in your own mind?

2) Having read the various websites posted for Mon (10/23) and Wed (10/25), and the corresponding passages from the Qur’an, formulate one or two questions for each of the five “pillars” of Islam (give specific refs., as appropriate):

1. Shahada / Declaration of Faith:
2. Salat / Ritual Prayer:
3. Zakat / Almsgiving:
4. Sawm / Fasting:
5. Hajj / Pilgrimage:

Worksheet #14 – Muslim Beliefs (for Friday, 10/27/06)

A1) Having read “The Lessons of the Garden: An Examination of the Scriptural Legacy of Islam” (LTB, ch.5), what would you says is Kathryn Johnson’s main point or “thesis statement”?

A2) What two or three questions does this chapter raise for you?

B) Using the index in The Meaning of the Qur’an and the online searches linked from our course website, find out and summarize what the Qur’an says about one of the following “prophets” (the one that corresponds to your group number: 

1) Adam;  2) Noah;  3) Abraham;  4) Isaac;  5) Ishmael;  6) Moses;  7) David;  8) Solomon.

Worksheet #15 – Middle Eastern & European Geography (for Monday, 10/30/06)

For both maps: Give the current name of each country (or region) marked above, and list what religion (& branch) is most prominent in each.

Click either map below for a larger image.

Worksheet #16 – Branches of Islam & Preparing for Guest Speaker (for Wednesday, 11/1/06)

A) Based on your reading of Friday’s legal-sized handout, “Divine Unicity” (from Islam: A Very Brief Introduction, by Malise Ruthven), and any other sources you wish to research quickly, name the two or three most important distinguishing features of Shi’ite Muslims and Sufi Muslims, and how they differ from the majority Sunni Muslims:

Shi’ite:

Sunni:

B) Prepare two (or more) questions that you would like to ask our Guest Speaker, Maha ElGenaidi (from “Islamic Networks Group”) this Wednesday:

Worksheet #17 – Islamic Law & Christian-Jewish-Muslim Relations (for Friday, 11/3/06)

A) How does the Decree Nostra Aetate from the Second Vatican Council describe the Catholic Church’s official views of the two other major Western Religions?

Judaism:

Islam:

B) Based on the four websites linked on our course schedule for this Friday, summarize the current Muslim debates about the pros & cons of “calculating” vs. “sighting” the new moon to mark the beginning of each new month.

“Pros” for determining the beginning the new month by astronomically calculating the date of the new moon:

“Cons” against determining the beginning the new month by astronomically calculating the date of the new moon:

“Pros” for determining the beginning of the new month by visually sighting the crescent new moon:

“Cons” against determining the beginning of months by visually sighting the crescent new moon:

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