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The Roadmap to the Jewish Golden Age of Spain
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Title page of "Moreh Nevukhim," (Guide for the Perplexed) by Maimonides
(Library of Congress) |
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Learning Activity 3:
Muslim and Jewish Partnership
Review what students have learned during the previous activities. In particular, remind students that the rise of Islam and the impact that Muhammad and Islam had on Judaism in the Arab world were largely responsible for the emergence of the Golden Age for the Jews of Spain. Explain that in this activity, the focus will be on the interrelationship of Islamic and Jewish cultures in Spain.
1. Explain to students that they will now be analyzing historical documents in order to understand specific issues and events of the Golden Age. But in order to fully understand these documents, students must first define some important terms. Distribute copies of the handout Golden Age of Spain Vocabulary (PDF) and ask students to use the CONCISE JUDAICA function of the DVD-ROM to define the following vocabulary words:
- Sepharad (Hebrew word for Spain)
- Sephardim (Jews whose ancestors came from Spain and Portugal)
- Caliph (head of the Arabic dynastic kingdom)
- Caliphate (Arabic dynastic kingdoms)
- Exilarch (lay head of the Babylonian Jewish community, seen as the "head of the exile," or the authority on Judaism for those outside the Land of Israel)
- Dhimmi (protected non-Muslims, i.e., Christians and Jews)
Optimally, students will work in small groups to define these vocabulary words. Note: The explanations in the CONCISE JUDAICA are far more detailed than is indicated above! Students should write their own definitions for these words in their notebooks or journals.
2. Explain to students that they will be analyzing primary source historical documents in order to determine for themselves what the Golden Age of Spain was really like. Divide the class into small groups and ask them to look at the  Jewish Partnership Documents: "The Exilarch Converses with the Caliph," "Jewish Scholarship in Cordoba," and "An Exilarch is Installed." Ask students to read each document and answer the questions in the Jewish Partnership (PDF) handout:
Questions for "An Exilarch is Installed:"
- What is significant about this installation?
- Based on the description, how might you imagine the relationship between the exilarch and the Muslim leadership of the land?
Questions for "The Exilarch Converses with the Caliph:"
- Why does the Muslim cleric show respect for the Jewish exilarch?
- Describe or restate the scene. You may even have the students act this out to get a sense of how striking the situation must have been.
Questions for "Jewish Scholarship in Cordoba:"
- What is the significance of Hasdai Ibn Shaprut's importation of Jewish scholarly books to Spain?
This document is excerpted from a Muslim history. What does this indicate about the relationship between at least some of the Jews and Muslims of the time?
When students have completed their analysis, initiate a class discussion in which they share their responses with the group as a whole.
Review: These documents are intended to help students understand the power structures that existed for Jews in the Exile. Jewish religious authority was centered in Babylonia, where the Jews' Muslim counterparts held the Jewish leadership in esteem. Due to the efforts of Jewish physician Hasdai Ibn Shaprut, the Jews of Spain were able to acquire and learn from Jewish scholarly books, and no longer had to rely on the religious authority of the Babylonian academies.
3. Once students have discussed their insights into and interpretations of the historical documents, tell them they will be watching a video segment and a multimedia presentation as preparation for a homework assignment. Distribute copies of the Islamic Civilization Assignment (PDF) and ask students to read over the questions before the screening. Have students watch the Islamic Civilization video segment and multimedia presentation. For homework, instruct them to write journal responses to the following questions:
- What impact do you think the physical distance of Spanish Jewry from the religious authority of the Babylonian academies might have had on the evolution of the Golden Age of Spain? Explain.
- Describe the Islamic civilization of Spain. Were you surprised by anything you saw/read/learned?
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 Continue to Learning Activity 4: Thriving Jewish Culture
in Medieval Spain as Explored through Poetry
Continue to Materials
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