SpTopic01_L12

Timeline: c. 13 th C. BCE
Topic: Monotheism: Judaism & the role of the prophet Moses.
F.S.: "From Moses to Moses there has never been anyone like Moses"- A Proverb

Main Idea:The story of Moses and the Israelites has become a favorite for Jews
and non-Jews alike. Qualities of good literature aside, the story is ‘pregnant’ with
meaning. For modern Jews, it helps rekindle ties with their God and their past. It
is a message from those, long-dead, that great obstacles test the mettle of great
people. For the enslaved African brought to the shores of a new land, Moses
becomes the ideal symbol for a peoples’ desire to be free. Where the Jewish
faithful appropriately recognize the contributions of this prophet, others turned to
him hoping to benefit from his efforts as well. The Hebrew oral tradition is rich
with tales about the law giver, while Negro spirituals put to song the powerful
words that history and tradition have attributed to him: “Pharaoh, let my people
go !”

PO: SWBAT…

Explain how Moses can be a ‘symbol’ for freedom regardless of faith.

Identify the major segments of Moses’ life and how it contributes to the story
of the Hebrews.
Describe how the relationship between humans and the divine developed
into one between a people (nation) and a god (God).

Do Now:
Source: The Human Record. Volume 1, Fourth Edition
Read "Establishing a Covenant with a Chosen People" on pages 58 - 61. On page
59 respond to questions 1 - 3 making sure to create 'complete' responses.

I. Slave Origins of Moses

A. Born to Hebrew slaves in ancient Egypt c. 13th C. BCE
B. The Escape from Pharaoh’s Edict
C. ‘Gift of the Nile’ and the start of a princely life.

II. Moses as a Prince of Egypt

A. Military Leader
B. Civic Leader
C. Respected by ‘Ruler’ and ‘Ruled’ Alike: Pharaoh and the free peoples of
Egypt respected the acts of Moses because it strengthened the state and exhibited
fairness, respectively. The enslaved population wasn’t released from the
obligations of their bondage. However, their treatment by Moses did not reflect
the abusive nature that was the norm between ruler and slave.

III. The Sojourn in the Desert

A. Departure from Egypt (Exodus)
 B. Wandering in the Desert
C. Re-introduction to the Pastoral Life of past Hebrews

IV. Moses as a Prophet

A. ‘Burning Bush’
1. ‘Remove Sandals’
2. ‘I am’
3. ‘You’ve chosen the wrong person’
B. Return to Egypt
1. Ten Plagues
2. ‘Angel of Death’ and ‘Passover’ (tenth plague)
C. Exodus
1. Divine Intervention (Parting of the Red Sea, Mannah from Heaven, etc.)
2. Issuance of the Commandments
3. Wandering in the Desert
D. Denied Entrance into ‘Promised Land’
E. The Torah & The Ark of the Covenant

V. A Covenant Like No Other

In an earlier lesson we reviewed some of the foundational beliefs of the Hebrew
faith. Over the centuries, this faith will become Judaism. Among other things,
Moses is a key player in what has become a religiously unique and profound
event. The events at MT. Sinai result in the consummation of a covenant, not
between a divinity and a single person, but between a divinity and a 'nation' of
people. This special event, explained and described by the sacred texts (myths, in
an anthropological sense), contributes to the foundation of Judaism.

VI. Summary
Curriculum Linkage (PDF file)
Unit One: Ancient World- Civilizations & Religions (4000 BCE - 500 CE)
Section B1e2; E1e

Materials/Sources: Refer to the course calendar for additional assignments and pertinent due dates.

The Tanach
The Human Record
With great appreciation, Rabbi Avi Pollak (Conservative Judaism)
DreamWorks Pictures Video: The Prince of Egypt. ©1999. [~48 Min.]
http://www.trinitywallstreet.org/welcome/?article&id=931 (26 Nov.07)
stuyh1g wiki
Picasa Web Album
Google Define

Teacher Note: Here, as in any academic attempt to study beliefs and practices of peoples, the sources
include scholarly work as well as philosophical/ religious texts. Presentation of any philosophical/ religious text
is to facilitate study, acquire appreciation, and enliven discussion of the traditions that produced them. In no
form, content or intent, are the materials presented to ‘teach’ and/ or ‘proselytize’ any belief system. No
particular denomination, if applicable, is chosen over another. The basic tenets of the philosophy or faith as
presented here are meant to transcend any deviations that currently separate the denominations.