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| Page from a children’s ABC (Syndics of Cambridge University Library, T-S K5.13) |
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Learning Activity 4:
Thriving Jewish Culture in Medieval Spain as Explored through Poetry
1. Ask students to share with the class what they wrote in their journals and what they learned about the Golden Age of Spain. Explain that they will now use what they have learned to interpret some of the rich cultural and artistic works created during the Golden Age.
2. Distribute copies of the handout Golden Age for Jews (PDF). Ask students to watch the video segment  The Golden Age of Spain and its companion multimedia presentation. While they watch, they should answer the questions on the handout:
- What did you hear or learn?
- What is remarkable about these poems?
- Who are the poets? What is remarkable about them?
- What cultural changes do the authors and their poetry convey?
- What cultural interplay/connections do you notice between the predominant Islamic culture and that of the minority Jewish culture?
- What similarities do you see in the architecture, poetry, art, etc.?
Stop the video immediately after Eban says, "In Spain, Hebrew was reborn in poetry and in song." (This is approximately three minutes into the video presentation.) Ask students to gather in small groups to share their answers to the questions. Then ask the class as a whole to discuss their interpretations. During this discussion, click on "Historical Documents" and read Philosophy Added to Jewish Curriculum together as a class. Ask students to comment on the following question:
- What is the importance of this text in the context of the Golden Age of Spain?
3. As the class completes its discussion of the poems, explain to students that they will be working together to create a final project. In order to infuse this project with all they have learned, they must first take time to consider the main ideas covered in the lesson.
Distribute the Golden Age of Spain Summary Activity (PDF) handout. Ask students to work in small groups to discuss and take notes on the questions on the handout:
- How did Hebrew develop as a living language?
- How were ideas of philosophy, modern science, and the arts introduced
into Jewish schools?
- Cite examples of the interrelationship between Jewish and Islamic political, intellectual, economic, cultural, and religious realms.
- What is the relationship between an immigrant or minority culture and the dominant culture?
- Define the words "assimilation" and "acculturation."
- What is the difference between the two?
- How do immigrant or minority groups maintain their own unique culture without being absorbed into the dominant culture? Does the dominant culture ever adopt aspects of the immigrant or minority culture? Think of examples in the U.S. and other countries where immigration is common, such as Israel and Canada.
Encourage students to share with the class the notes they have prepared in their small groups.
4. Hand out the Golden Age of Spain Culminating Activity (PDF) and explain that this will be "presented" during the last class. Tell students they will have several days to plan and execute this assignment, including in-class research time and homework. Ask them to read over the assignment:
Culminating Activity: Golden Age Party
Students will be responsible for researching the cultural milieu - including food, music, poetry, and art - of the period. They can use the DVD-ROM and other resources to help them. Students will then "bring back the Golden Age" for the last class - that is, they will decorate the space, serve foods from the region, play music (or have recorded music) that reflects the time and location, and present poetry in the character of various Jewish poets. When presenting poetry, students should introduce themselves with a short bio that gives substantial information about their life and occupation, and offer an explanation of the poem they will read. Poets can choose to work with partners to present the poetry and its explication. For instance, the poetry may be presented as part a panel of poets, a dialogue between poets, a dialogue between poets and their benefactors, etc. Have fun with it, and make it interesting and meaningful. Below are a number of helpful resources.
Recommended books and Web sites that contain poems:
Remie, Olivia. Medieval Iberia: Readings from Christian, Muslim, and Jewish Sources (The Middle Ages Series). University of Pennsylvania Press, May 1997.
The Penguin Book of Hebrew Verse, edited and translated by T. Carmi.
The Jewish Poets of Spain, 900-1250, translation and notes by David Goldstein, 1965.
All of the following Web sites have poems and biographical information about the poets:
Jewish Heritage Online Magazine: Golden Age Poetry in 10th Century Spain
http://www.jhom.com/personalities/shmuel_hanagid/golden_age.htm
Gates to Jewish Heritage: Dunash Ben Labrat
http://www.jewishgates.com/file.asp?File_ID=220
Gates to Jewish Heritage: Moses ibn Ezra
http://www.jewishgates.com/file.asp?File_ID=236
Gates to Jewish Heritage: Judah HaLevi
http://www.jewishgates.com/file.asp?File_ID=304
Gates to Jewish Heritage: Isaac ben Judah ibn Ghayyat
http://www.jewishgates.com/file.asp?File_ID=226
In addition, the DVD-ROM has Three Poems that can be used. The music and art presented on the DVD-ROM will provide some inspiration for the "setting" of the Golden Age party, particularly the video segment Golden Age.
- Students may select their particular "contribution" to the event. This will enable them to "shine" as they would like (musically, theatrically, artistically, through culinary skill, etc.).
- Decide if there are any limitations on what foods may be brought - for instance, if they need to be prepared at the school or if they can be prepared at home. Recipes should be included.
- Students who research and/or perform music should include the reference information for what they will present.
- Students presenting poetry should turn in a typed biography of the poet they are impersonating and a copy of the poem for each member of the class.
- This group production should provide the students with the feeling of being participants in the Golden Age of Spain.
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