The Jews of Babylonia/Iraq

After a 3-week break from our studies, we're back in full swing in our Edot class. Just before vacation began, I introduced the earliest history of the very first edah (Jewish Diaspora community) - that of the Babylonian Jews (see December 17th post). During the past week, I shared two important eras of the Babylonian Jewish experience: (1) the growth of the two great Babylonian Talmudic Academies in Sura and Pumbedita under the Babylonian Jewish leaders referred to as Gaoneem, during the first half of the first millenium C.E. and, (2) the birth and spread of Islam during the 7th century C.E., and its influence on the Jews of Iraq.

I shared the history of these eras using interactive maps, multimedia presentations and videos from the "Heritage: Civilization and the Jews" dvd-rom program. In order to help the students understand the development of the Talmud during the first era discussed above, we first took a look on the Heritage program at the compilation of the Mishnah (minutes 21:36 - 23:30), the first Jewish holy text to emerge following the Roman occupation of Judea. Once the students understood what the Mishnah was, we jumped back to Babylonia, and to the development of the Babylonian Talmud (minutes 37:21 - 41:40). We even had a chance to learn how to read a page of the Talmud, using one of the Heritage program's multimedia presentations. The Rabbinic commentary that we followed on the page was one that extended over 8 centuries, and dealt with the proper time we should recite the morning "Sh'ma" prayer.

Yesterday, I shared the birth of Islam and its spread throughout the Mediterranean world during the 7th century (Heritage program  - minutes 42:42 - 49:20). By the 8th century, 9 out of 10 Jews lived under Muslim rule, and the Islamic culture greatly influenced that of the Jews. I finished our historical studies of the Babylonian Jewish community by first sharing with the students the story behind a Muslim amulet referred to as the "Hand of Fatima" or, more commonly in the Jewish world, as the "Chamsa," and then by sharing how after centuries of mostly peaceful coexistence with their Arab neighbors in what came to be called Iraq, Jews of this oldest edah were forced to leave their Mesopotamian home (which many of them had called home for about 2,500 years), and seek refuge in Israel and other parts of the world because of political reasons   which were too complicated to explain in the little time we have together in our Edot class. I completed the session yesterday by asking the students to guess how many Jews were left in Iraq today. The answer, as far as we know, is none. Thankfully, the Iraqi Jewish culture has survived and has integrated itself over the past half century or more into the Israeli culture.

During the coming weekday sessions, the students will be translating what we learned about the major eras of Babylonian/Iraqi Jewish history into skits, which they will perform for families attending our "Chamsa" workshop on Sunday, January 31st. We've already learned to sing "Al Naharot Bavel" (Psalm 137 - "By the Rivers of Babylon") and another Iraqi Jewish song called "Hallelu Avdei Adonai" which is sung during their Simchat Torah celebrations. During our viewing of the Heritage program about the rise of Islam, we learned about Arabic calligraphy and the adherence of Muslim artists to geometric and floral art designs as they were prohibited by the Second Commandment from "creating graven images of God," a commandment they interpreted to mean that the drawing of human or even animal figures was forbidden, since we are created in God's image. We also listened to Arabic and to Muslim prayers being chanted, sounds the Babylonian/Iraqi Jews heard on a daily basis after the 7th century C.E.. In two weeks, we'll be painting posters to illustrate the skits, and we'll prepare an Iraqi Jewish Purim treat called Menena, which will be shared during the upcoming family workshop, during which all participants will create a Chamsa amulet constructed out of copper foil.

Aside from our Edot studies, this new semester has brought a few changes. We continue to meet together at the start of each weekday session with the other 5th and 6th grade tracks (Shira and Y'tzira), but this semester our games and activities are focused around Jewish values (middot) instead of around Jewish holidays and rituals. Also, our sixth graders have now joined the seventh graders up in the Sanctuary each weekday session, where Cantor Korn and Jory (the seventh grade coordinator) lead us in learning the Shabbat morning prayers, which the students will eventually be asked to lead at their Bar/Bat Mitzvah ceremonies.

Cantor Korn explaining to the Sixth Graders what they will be doing during Tefillah with the Seventh Graders this Semester:

 

During our music sessions with the other two tracks, Maya has begun to teach us Tu Bish'vat songs (the holiday begins Sunday evening, January 24th, this year), and she has also come into our Edot classroom to teach us the two Babylonian/Iraqi Jewish songs mentioned above.

Growing like a tree to the sounds of "Tu Tu Tu Bish'vat" in the Beit Knesset:

Learning the chorus to the Iraqi Song, "Hallelu Avdei Adonai" in our Edot classroom:

And, of course, we continue with our Hebrew Through Movement program, focusing for the next few weeks on Tu Bish'vat vocabulary.

Please be sure to let me know, if you haven't already, whether your family can join us for our Family Chamsa Workshop, which will be held during both regular sessions on Sunday, January 31st. I look forward to seeing you all there!