Shmuel is a rag picker. Jewish holidays

Let's discuss it together.

Let's read the text.

How does the Sabbath holiday differ from weekdays?

What changes happen on this day to the rag picker Shmuel and his family members?

But then the eve of Saturday comes, and his neglected home is transformed: a washed and whitened room, even in its poverty, commands respect. The table was covered with a white tablecloth ahead of time, and on it were two yolk-smeared challah- a sight for sore eyes! Candles burn in shiny copper candlesticks.

The girls, barefoot, but freshly washed, with neatly braided pigtails, sit in the corners, the expectation of something joyful on their faces.

Happy Saturday! - Shmuel says at the door, lovingly looking at his wife and children, his face brightens.

Happy Saturday! - son Moishele echoes him loudly...

Father and son greet the “Angels of the Most High,” who accompanied them from the synagogue to their home, with the traditional “Sholom Aleichem.” No, the rag picker is no longer a stray dog, he is a king in his house, he has changed in appearance, and his soul has been renewed. So he reads Kiddush over the cup, washes his hands and sits at the head of the table. His wife sits next to him on the right, children on the left.

He cuts off a “double loaf” and distributes pieces of challah, challah made from real crumbly grains, to his hungry “princes”, and then a piece of fish, a little broth, a tiny piece of meat with a bone, a spoonful of compote - delicacies that they never dreamed of whole week.

Both adults and children eat with delight, with concentration - “in honor of the Holy Saturday.” Shmuel clears his throat, clears his throat and begins to hum joyfully:

The Sabbath day is holy, it is good for him who keeps it...

He hums and his little children sing along with him happily. The children sing: “How beautiful you are...” - praise to the Sabbath, the day of rest for all the tired. The people of Israel bustle noisily all week, but then the Sabbath comes, and peace descends, and sadness and suffering disappear.

School No. 79 of the urban district of Ufa

Republic of Bashkortostan

Agreed

Deputy Director for HR

___________________

«___» _____________________

CALENDAR-THEMIC

PLANNING

Bybasics of religious cultures and secular ethics

Class:4B

Teacher:Karimova Guzyal Rafailovna

Number of hours: total34 hours; in Week1 hour

The planning is based on the work program on the basics of religious cultures and secular ethics for grade 4, discussed at a meeting of the Moscow Region of primary school teachers, adopted by the pedagogical council, approved by the director’s order dated August 31, 2017 No. 247

Ufa - 2017

the date of the

Actual date

Lesson topic

indicating the ethnocultural features of the Republic of Bashkortostan

Notes

1st quarter – 8 lessons

Russia is a country that united peoples.

1

05.09

Russia is a multinational power.

How it all began. Ancient Rus'.

2

12.09

How it all began. Peoples of the Volga region.

3

19.09

How it all began. Peoples of the North Caucasus.

4

26.09

How it all began. Peoples of Siberia.

5

03.10

Russian language is the state language of Russia.

When people unite.

The diversity of cultures of the peoples of Russia.

6

10.10

The culture of every nation is unique. That we should build a house. Let's look into grandma's chest.

7

17.10

We invite you to the festive table.

8

24.10

Traditional religions of the peoples of Russia. Let's enter the Orthodox church.

2nd quarter -8 lessons

9

07.11

Let's enter the Buddhist temple.

Let's enter the mosque.

Let's enter the synagogue.

10

14.11

Folk and religious holidays. Tsagan Sar. Navruz. This is a fun New Year holiday.

11

21.11

Christmas. Easter. Eid al-Fitr.

12

28.11

Birthday of the Prophet. Shabbat is a holy Saturday.

Shmuel the rag picker. Purim.

Vesak holiday.

What unites different peoples.

13

05.12

How the rules came about.

Be merciful and kind

14

12.12

Honor your parents. Three daughters (Tatar fairy tale).

Be generous, be content with little.

15

19.12

Do not envy.

Do not betray.

16

26.12

Be tolerant, know how to forgive.

3rd quarter -10 lessons

17

16.01

Be honest

18

23.01

Introduction. What does ethics teach? About secular and religious ethics.

Man and his Motherland.

19

30.01

Love for the Motherland is the highest moral feeling.

20

06.02

Family is a person's first love.

21

13.02

Work for the benefit of the Motherland.

22

20.02

Defending the Motherland is the duty of a citizen!

Human and nature.

23

27.02

Love for nature - what does it mean?

About virtues and vices.

24

06.03

To do good!

25

13.03

A person is a member of a team. Hard work is a virtue.

26

20.03

About compassion and indifference. Generosity and mercy. Justice. About honesty, truthfulness and deceit.

4th quarter -8 lessons

27

03.04

28

10.04

About greed and envy.

Be tolerant...

29

17.04

We participate in project activities.

30

24.04

A man is alone with himself. Virtues of the mind. Conscience is the witness and judge of our affairs!

Let's talk about etiquette.

31

08.05

Communication is a human need. What is etiquette and when did it originate? School (business) etiquette.

32

15.05

Guest etiquette. Table etiquette. Holiday etiquette.

33

22.05

We participate in project activities.

34

29.05

Let's summarize.

) and the third in its section “Neviim” (Prophets). Originally a single book, in the Septuagint and in the Vulgate it was divided into two books, called I and II (of the four) books of Kings. The first book describes the events leading up to the death of King Shaul, the second begins with David's reaction to this death. In the Hebrew manuscripts of the Bible, the text was considered as a single book, and only with the advent of the printed Bible in the 15th century. the division into I and II books of Samuel entered into Jewish tradition.

The title of the book in the Hebrew canon does not imply the authorship of Samuel, but is apparently given because Samuel is the first significant person to appear in the narrative.

The Book of Shmuel is a historiographical book describing events from the birth of the prophet Shmuel to King David's choice of the site for the future Temple.

According to Jewish tradition (Babylonian Talmud, Bava Batra 14b-15a) and the first book of Chronicles, the authors of the book of Shmuel were the prophets Shmuel (24 chapters), Nathan and Gad,

The general tendency of the books of Shmuel and the Kings (Melachim) was to depict the political state (prosperous or unfortunate) of the Jewish people in connection with their religious and moral life or state of faith. In particular, the authors of the book of Shmuel, with a detailed account of events from the lives of Shmuel and David, wanted to display the most accurate image of the Jewish prophet in the person of Shmuel, and the king in the person of David.

The subject of the book and its structure

The main theme of the book of Samuel is the formation of the kingdom of Israel: the biography of Samuel before the history of Saul (I Sam. 1–7); Samuel and Saul (I Sam. 8–15); Saul and David (I Sam. 16–31); David's rise to power (II Sam. 1–8); continuation of the story of David (II Sam. 9–20); additions to the story of the reign of David (II Sam. 21–24; however, the continuation of the story of David, his old age and the accession of Solomon is already included in the II Book of Kings, chapters 1–3).

The main goal of Samuel's book is an attempt to critically comprehend the events associated with the formation of the monarchy as an institution of national and religious significance. This approach is visible in the construction of the narrative, which poses a number of historical questions, and above all, whether the establishment of royal power was a gift from God or an apostasy (I Sam. 8).

The Book of Samuel is not the work of a single author, although there is no doubt that the text was subsequently edited. It includes a variety of elements from both a genre and content point of view. Most of the text is composed of narratives that are connected substantively (unity of place and time) and stylistically (dialogues, repetition of formulas, frame construction, etc.).

The book contains poetic fragments representing the speech of characters (I Sam. 2:1–10; 15:22,23; II Sam. 1:17–27; 3:33,34; 20:1; 22:1–51; 23:1–7). Some of these poetic fragments are found in other books of the Bible (II Sam. 20:1 - in I Ts. 12:16; II Sam. 22 - in Ps. 18 [in the Russian tradition 17]), so the question arises whether they belong poetic texts from the same era as the main narrative of the book.

The book of Samuel often contains prophecies and divine instructions (I Sam. 2:27–36; 3:11–14; 6:3–9; 8:7–18; 9:15,16; 10:17–19; 12 :6–17, 20–25; 15:10,11; 17:45–47; II Sam 7:3–16; 12:7–14; 21:1; 24:11–13). In most cases, such passages form part of a narrative, but sometimes they represent independent literary compositions (for example, II Sam. 7).

The book contains material whose source was the royal archives, for example, lists of David's dignitaries (II Sam. 20:23–26), the names of his wives and sons (II Sam. 3:2–5), lists of his wars and conquests ( II Sam. 8). Typically this material is stylistically subordinate to the narrative parts or itself includes narrative details (I Sam. 13:1–3; 30:26–31; II Sam. 2:8–11; 5:4–5,9,17–25; 8 :1–14; 12:26–31; 23:8–19; 24:5–9). Less often, archival material forms an independent text (I Sam. 7:13–17; 14:47–52; II Sam. 3:2–5; 5:13–16; 8:15–18; 20:23–26; 21 :15–22; 23:20–39).

In the book of Samuel there are also other genre elements - prayer (II Sam. 7:18–29), parable motifs (II Sam. 12:1–6; 14:4–17), proverbs and sayings (I Sam. 10:12 ; 18:7; 19:24 and elsewhere). The compiler's main method was apparently to arrange the material in more or less chronological order, which often required dividing the sources used and rearranging their parts according to logic and chronology.

Most researchers are of the opinion that the sources used in compiling the book of Samuel included tales of Samuel's childhood, the story of the Ark of the Covenant, the establishment of the monarchy - the events of Mizpah, Ramah and Gilgal, stories of David, the history of events at his court, and also palace archives, prophecies, poetic compositions (for example, David's lament for Saul and Jonathan, II Sam. 1:19–27).

Shmuel's life

The story of the birth of Shmuel

Shmuel was the son of Elkanah and Hannah from Ramathaim-Zophim in the inheritance of the tribe of Ephraim. The story of Shmuel's birth contains a characteristic biblical motif about a miraculous birth from a mother who suffered from long-term infertility (cf. Sarah, Rebecca, Rachel, Samson). For many years, Hannah in the sanctuary at Shiloh prayed to God to give her a son, promising that she would devote him to serving God, “and no razor would touch his head” (I Sam. 1:1–11; see Nazarene). God heard the prayer, and Hannah gave birth to a son, whom she named Shmuel (“the name of God”; according to another interpretation, “God heard”), “for I asked him of the Lord” (I Sam. 1:20). When the child grew up, Hannah brought him to Shiloh and handed him over to the priest Eli, saying: “And I give him to the Lord all the days of his life to serve the Lord” (I Sam. 1:28). One day Samuel had a vision in which God predicted punishment for the wicked sons of Eli (I Sam. 3:11–14), and from that time on, Samuel began his activity as a “prophet of Yahweh” (I Sam. 3:20).

Shmuel - prophet

Theodore Lecter claims that the Byzantine Emperor Arcadius transported the bones of Shmuel to Constantinople in 406 and placed them in a specially erected church.

In the 10th century Arab geographer al-Muqaddasi mentions a monastery near an-Nabi Samwil. The biblical city of Rama was later incorrectly identified with Ramla, where the tomb of Shmuel was allegedly found, where a Karaite synagogue existed in 1013.

In 1173, Benjamin of Tudela wrote that the crusaders carried the remains of Shmuel from Ramla to an-Nabi Samwil.

In 1157, a church was erected south of the hill, which was destroyed in 1187 by Salah ad-Din.

In the Middle Ages, the grave served as a place of mass pilgrimage for Jews who gathered here on Iyar 28 (see Calendar), traditionally considered the day of Shmuel’s death.

Around 1730, the Turks closed the cave and built a mosque over it, where Jews were prohibited from entering.

Today, Jews visit the grave again.

The Book of Samuel is a historical document of primary importance for understanding the events that led to the establishment of the monarchy. It reflects different religious and ethical assessments of this institution and attempts to comprehend it with a religious worldview.

Studying the course “Fundamentals of Religious Cultures and Secular Ethics” in 4th grade using the textbook by N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakova. "Fundamentals of the spiritual and moral culture of the peoples of Russia. 4th grade." Module "Fundamentals of world religious cultures." (From work experience).

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Studying the educational course “Fundamentals of Religious Cultures and Secular Ethics” in 4th grade Module “Fundamentals of World Religious Cultures” Textbook by Vinogradova N.F., Vlasenko V.I., Polyakova A.V. “Fundamentals of the spiritual and moral culture of the peoples of Russia. 4th grade » Kravtsun M.G. MBOU ESOSH No. 1

The comprehensive training course “Fundamentals of Religious Cultures and Secular Ethics” is aimed at solving the main tasks of implementing the content of the compulsory subject area of ​​the Federal State Educational Standards curriculum – “Fundamentals of the spiritual and moral culture of the peoples of Russia” - “Cultivating the ability for spiritual development, moral self-improvement. Formation of initial ideas about secular ethics, about domestic traditional religions, their role in the culture, history and modernity of Russia" (clause 19.3. Curriculum for primary general education of the Federal State Educational Standard)

The comprehensive training course “Fundamentals of Religious Cultures and Secular Ethics” consists of 6 modules: the fundamentals of Orthodox culture, the fundamentals of Islamic culture, the fundamentals of Buddhist culture, the fundamentals of Jewish culture, the fundamentals of world religious cultures, and the fundamentals of secular ethics.

Methodological support: Textbook by Vinogradova N.F., Vlasenko V.I., Polyakova A.V. “Fundamentals of the spiritual and moral culture of the peoples of Russia. 4th grade" 1. Cultivating the ability to perceive the spiritual and moral culture accumulated by different peoples; awareness that a particular individual can exist and develop safely if he strives for moral self-improvement and shows readiness for spiritual self-development;

2. Formation of ideas that universal human values ​​were born, stored and passed on from generation to generation through ethnic, cultural, religious, family traditions, national and interethnic relations; 3. Awareness that the spiritual and moral culture of modern man is, first of all, the legacy of the entire life and activity of our ancestors; it takes its origins from folk epics, folklore holidays, religious rites, etc.;

4. The formation of internal attitudes of the individual, value orientations, the formation of the belief that the attitude towards a member of society is determined not by his belonging to a particular ethnic group or religious denomination, but by his moral qualities and actions, a sense of love for his Motherland, respect for the peoples inhabiting it , their culture and traditions. 5. Development of aesthetic sensitivity in younger schoolchildren, which allows a person to show respect for the culture of different peoples and the peculiarities of their religions; separate moral from immoral; understand that multifaceted Russian culture is the result of the integration of different ethnic cultures.

The structure of the textbook highlights content lines that allow you to: 1. Briefly examine the history of the emergence of the multinational Russian state, the formation of relationships between peoples and the birth of Russian identity (chapter “Russia is a country that united peoples”). 2. Show the originality and intrinsic value of national cultures that exist in both material and spiritual expression (chapter “Diversity of cultures of the peoples of Russia”). 3. Reveal the origins of the formation of universal human values, show in a form accessible to primary schoolchildren the contribution of various religions to the formation of moral values, laws and rules of life in society (chapter “What unites different peoples”).

Distinctive features of the textbook: – ensuring a dialogue between different cultures: revealing specific examples from real life, the history of Russia, religious teachings of the interaction and mutual influence of different ethnic cultures. This is facilitated by the headings of the textbook “Let’s discuss together”, “Once upon a time there lived a man”, “Journey into the depths of centuries”, “Let’s get acquainted”; establishing successive connections between different subjects that are studied in primary school: the heading “Remember: you already know this”; – reflection of the main content in an illustrative series (textbook headings “Picture Gallery”, “Working with a Map”, thematic photos and drawings); – consistent introduction of new terms and concepts of cultural and religious content (textual explanation; availability of a dictionary).

I quarter Russia is a country that has united peoples. Russia is a multinational power. How it all began. Ancient Rus'. Peoples of the Volga region. Peoples of the North Caucasus. Peoples of Siberia. Russian language is the state language of Russia. When people unite.

II quarter. The diversity of cultures of the peoples of Russia The culture of each people is unique. That we should build a house. Let's look into grandma's chest. We invite you to the festive table. Traditional religions of the peoples of Russia. Let's enter the Orthodox church. Let's enter the Buddhist temple. Let's enter the mosque. Let's enter the synagogue.

III – IV quarters. Folk and religious holidays. Tsagan Sar. Navruz. This is a fun New Year holiday. Christmas. Easter. Eid al-Fitr. Birthday of the Prophet. Shabbat is a holy Saturday. Shmuel the rag picker. Purim. Vesak holiday. What unites different peoples? How did the rules arise? Be merciful and kind Kirill Belozersky “Who is your neighbor?” Merciful Ruth. Miracle of George about the serpent. Honor your parents. Three daughters (Tatar fairy tale). Be generous, be content with little. What's more expensive? (Ossetian fairy tale). Do not envy. Do not betray. Be tolerant, know how to forgive. Be honest.

Creative student projects

Creative student projects

Creative student projects

Course and textbook materials N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakova “Fundamentals of the spiritual and moral culture of the peoples of Russia. 4th grade”, which is recommended for studying ORKSE (module “Fundamentals of World Religious Cultures”), provide an opportunity to expand and systematize the knowledge of fourth-graders about the cultural features of the peoples of Russia; understand moral values ​​that have acquired the character of universal human values. Junior schoolchildren get acquainted with the traditional religions professed by the peoples of Russia; are aware of the contribution of each religion to the formation and development of the culture of our country and the whole world. The course fosters good feelings, tolerance and interest in the culture of different peoples.

Thank you for your attention!