Kansas State Symbols - Home on the Range, Barred Tiger Salamander, Cottonwood Tree, Honey Bee, Ornate Box Turtle
Governor Arthur Capper's interest in state song design led to "Home on the Range," a favorite of Presidents. Kansas state symbols also include the Barred Tiger Salamander, Cottonwood Tree, Honey Bee, and Ornate Box Turtle.
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What does it mean to be Jewish today? What does it mean to be Jewish today? What does it mean to be religious today, or What does it mean to be religious today, or to have a non to have a non- -religious worldview today? religious worldview today? A 3-4 hour at-home study-set for KS3
Introduction This at-home study-set is suited to general key stage 3 work on Judaism. It provides material relevant to questions about Jewish identity in the twenty-first century, and which aspects of Jewish identity are important to Jews in the United States. It should extend students knowledge and understanding beyond the standard text books and, if they choose, beyond Judaism (in an extension research task, they choose a particular religion or non-religious worldview as the focus). It would suit an end-of-topic place, once students had secure basic knowledge of Jewish beliefs and practices. Find (and it may be useful to print) the report of the research of Janet Krasner Aronson and her colleaguesat https://www.reonline.org.uk/research/what-does-it-mean-to-be- jewish-today/.
Stage 1: Setting the scene Let s begin to look at the research report. First, read it through carefully. Now, to start to consolidate what you ve read, here s the background. Being religious means different things to different people, even within the same religion. Judaism is a good example. Not all Jews would agree on what the most important parts of being Jewish are. To build on this, go back to the research report. Note a list of five or six key findings of the research. You could compare notes with a friend via email, and also self-assess against the list on the next slide.
Stage 1: Setting the scene (2) Jews are not simply 'religious' or 'unreligious'. It isn t as simple as whether they believe in God, for instance. You have to consider different ways to be Jewish . Less and less Jews describe themselves as belonging to a denomination such as Orthodox or Reform. In the USA, 62% of Jews say that their Jewish identity is mainly a matter of ancestry and culture. Only 15% say that it is to do with religious practice. Going to the synagogue is not necessarily as strong a marker of Jewish identity as people think. It may not mean that people practice Judaism at home or have emotional connections to the Jewish community. But those who say that being Jewish is a matter of culture, though less likely to be members of synagogues, feel far more connected to the local and worldwide Jewish communities.
Stage 2: Investigating further, deepening understanding Let s go further into the meaning of two key research points and relate these to ideas of your own. 62% of Jews in the United States say that for them, being Jewish is to do with ancestry and culture. These people are much more likely to be connected to local and global Jewish communities. Complete the matrix on the following slide, with one or two points in each section. Draw on what you already know about Jewish communities and celebrations, so that you can be specific about Judaism where necessary. Also, refer to the resources at https://www.bbc.co.uk/bitesize/topics/z4hg9j6
Stage 2: Investigating further, deepening understanding (2) It s important to know about your family history because . . . Connecting with people in your local community is important because . . . This may be important to Jews because . . . This may be important to Jews because . . . Family celebrations are important because . . . Connecting with people around the world is important because . . . These may be important to Jews because . . . This may be important to Jews because . . .
Stage 3: sharing ideas and investigating further You could send your completed matrix to your teacher for comment, and / or exchange and discuss completed matrices with a friend. Then, carry out some research of your own. Arrange a phone or skype call with a relative or family friend who describes himself or herself as belonging to a religion, or having a particular non-religious worldview such as Humanism. Use the Judaism research findings as a basis for discussing the person s religion or world-view with him or her. Organise the conversation around these questions and / or others that you find interesting Is your religion or world-view more about believing or doing, to you? Would you say that your religion or world-view is important to you because it was important to your parents or grandparents? Do you have a particularly important place or group of people associated with your religion or world-view, locally, or elsewhere in the world? What is the most important part of your religion or world-view, to you? If you can, make notes during the conversation, and write these up as a report later.
