Discussion Guide for MAHARAL January 2011 Shevat 5771

Transcription

Discussion Guide for
MAHARAL
A Project of the Mizel Arts & Culture Center
350 South Dahlia Street
Denver, CO 80246
303-316-6360
Created by Rabbi Susan Miller Rheins
January 2011 / Shevat 5771
Discussion Guide for MAHARAL
A Project of the Mizel Arts & Culture Center
The purpose of this guide is to serve as an educators’ resource for
understanding the cultural aspects of the film MAHARAL. Intended for
students in grades 4-8, it includes pre-screening questions and postscreening activities to enhance your students’ understanding of the film.
Questions and activities can be modified to suit your curriculum and the
interests or abilities of your students. It is not essential that every question
or activity in this guide be covered. Select what interests you the most.
Table of Contents
Topic
Page
Introduction to the Discussion Guide for MAHARAL
3
Pre-screening Questions
4
Post-screening Questions and Activities
4
The MAHARAL
5
The Golem
8
Jewish Prague
10
Jewish Ritual Objects
13
Judaism and Cooperative Learning
15
Judaism and the Supernatural
16
Glossary and Resources
22
2
Introduction to the
Discussion Guide for MAHARAL
Objectives:
1. Students will be able to explain the meaning of MAHARAL and identify the
historical figure associated with the name.
2. Students will be able to narrate the story of the Golem and compare and contrast
it to other Jewish and secular tales of the supernatural.
3. Students will be able to identify significant Jewish landmarks in Prague.
4. Students will be able to explain how seemingly ordinary objects can be
endowed with a sense of sacredness, or kiddushah.
5. Students will be able to understand how teamwork, or chevrutah, strengthens
and empowers relationships.
About the film:
“An ancient treasure. A secret book. A supernatural force. The perfect ingredients for
an out of this world summer adventure. Alena is stuck in Prague for her summer
vacation with her sister, Kristina, a history professor whose specialty in medieval times
bores Alena to no end. Browsing a local used bookstore, the sisters stumble upon book
long thought to be a mythic invention and suddenly the 16th century Prague of
legendary Rabbi Loew, the Maharal, suddenly doesn’t seem so dull. When the book
disappears and the bookstore owner is found dead, the sisters realize they are not the
only ones trying to solve the book’s cryptic instructions to the hidden treasure of an
ancient king. Join Alena, Kristina, and their misfit crew of would-be treasure hunters as
they race to be the first to discover the secret of the Maharal’s book in this updated
version of the classic Director Pavel Jandourek.
2007/Czech Republic/100 minutes, Czech with English Subtitles”
3
Pre-screening Questions:
Using some or all of the questions below, create class activities to assess students’
knowledge. Create a chart or employ a different format to document What We Know;
What We Don’t Know; What We Want to Know for each question you select.
1. Who was the MAHARAL?
2. What is the story of the Golem?
3. Where is Prague? What are some historical, cultural, and geographical
characteristics of the city?
4. What are some Jewish ritual items, and what makes them special or sacred?
5. What does Judaism teach about teamwork?
6. What does Judaism teach about the supernatural?
Post-screening Questions and Activities:
A. Using the pre-screening questions and students’ responses to them, create and
implement class activities to update What We Know; What We Don’t Know; What We
Want to Know for each question.
B. Select activities from the topics below to further understanding of the film
MAHARAL.
•
The MAHARAL
•
The Golem
•
Jewish Prague
•
•
•
4
The MAHARAL
MAHARAL is an acronym that stands for Moreinu HaRav Loew, which means “Our
Teacher Rabbi Loew.”
Yehuda Loew — The Maharal
(1525-1609)
Yehudah Loew of Prague…was one of the outstanding Jewish minds of the sixteenth
century. He wrote numerous books on Jewish law, philosophy, and morality, and
developed an entirely new approach to the aggada of the Talmud. The Maharal rejected
the idea that children should begin instruction at an early age, insisting instead that they
be taught in accordance with their intellectual maturity.
He was held in great esteem by his contemporaries and has had a profound impact on all
streams of Judaism.…He is credited with the creation of a golem, an activity he would
probably have opposed. A golem is a human figure created from clay and brought to life
by use of the Ineffable Name of God. Since the letters of that name were considered to be
the original source of life, it is thought possible for one knowledgeable in the secrets of
the Divine Power to use them to create life….
Yehudah Loew of Prague was said to have created a golem to protect the Jewish
community from Blood Accusations. It was close to Easter, and a Jew-hating priest was
trying to incite the Christians against the Jews. The golem protected the community from
harm during the Easter season. However, the creature threatened innocent lives, so
Yehudah Loew removed the Divine Name, thus rendering the golem lifeless…..The
Maharal was very active in community work. He did much to improve social ethics. He
was a far-seeing educator whose many ideas for educational reform struck deep chords in
many people.
His resting place in the Old Jewish Cemetery in Prague is still visited today by thousands
of people.
Based on http://www.jewishvirtuallibrary.org/jsource/biography/Loew.html
5
The MAHARAL is only one of many Jewish sages whose popular name was a Hebrew
acronym. Others include: Rabbi Shlomo ben Yitzchak or Rashi; Rav Moshe Ben
Maimon (Maimonides) or Rambam; Rabbi Moshe ben Nahman (Nahmanides) or
Ramban; and the Baal Shem Tov or Besht.
Activity
Create an acronym from your English or Hebrew name.
♦
Write a short story or compose a song about the acronym you created from
your name.
♦
Compile a book about notable Jews whose popular names were Hebrew
acronyms. Include biographical information and interesting facts. Illustrate the
book in the style of ancient Hebrew illuminated manuscripts. (Or compile a book
featuring the acronyms the students’ created from their names. Include
biographical information and interesting facts, and illustrate in a particular style.)
♦
Use clay, wood, cardboard, or some other medium to create a nameplate for
your room featuring the acronym you created from your name.
♦
Use the engraving featured in the film MAHARAL or on the Czech stamp
below as a template to draw a picture featuring the acronym you created from
your name.
6
About the Czech Stamp of the MAHARAL
Czech Post (Česká pošta, s.p.) has issued a special postage stamp with a nominal value of CZK
21 to mark the 400th anniversary in September of the death of the renowned Jewish scholar,
philosopher and teacher, Rabbi Judah Loew ben Bezalel (better known by his acronym
MaHaRaL, which is composed of the initials of his Hebrew title Morenu Ha-Rav Leva, “our
teacher, Rabbi Leva”)….
Printed in full-color offset, this stamp features an imaginary portrait of the Maharal, along with
his name, the acronym composed of Hebrew initials and the dates 1609–2009, representing the
Maharal’s death and his 400th anniversary (Maharal died on the 18th of Elul 5369 according to
the Hebrew Calendar, which is 1609 in the Gregorian Calendar). In the background can be
seen the front portal of the Old-New Synagogue nave with its characteristic tympanum,
featuring a grapevine relief. The four spiral vines are symbolic of the four rivers of Paradise.
The dark field at the front contains the centuries-old emblem of the Prague Jewish community
– the Star of David with the medieval “Jewish hat” in the middle….The coupon, which is the
same size as the stamp, features a depiction of a cup with the caption “RABBI LOEW’S CUP”
– one of the few relics which according to tradition are said to belong to the Maharal. The lit
round window of the eastern section of the Old-New Synagogue appears on the background of
the stamp. The coupon was also printed in full-color offset. A first day envelope with a
depiction of the Golem – whose creation is ascribed to the Maharal in numerous romantic
legends – has also been issued for the stamp.
http://www.jewish-museum.cz/en/apredmet.php?datum=10&rok=09
Resources:
Hebrew Illuminated Manuscripts by Bezalel Narkiss
Hebrew Illuminated manuscripts / Google images
http://www.google.com/images?rls=com.microsoft:en-us:IE-SearchBox&oe=UTF8&rlz=1I7DKUS_en&um=1&ie=UTF8&source=univ&ei=K4MbTcv8LNCUnQe0veTZDQ&sa=X&oi=image_result_group&ct=title&resnum=2&
ved=0CDEQsAQwAQ&biw=1643&bih=835&q=hebrew%20illuminated%20manuscripts&tbs=isch:1
Illuminated Hebrew Manuscripts, New York Public Library
http://digitalgallery.nypl.org/nypldigital/explore/dgexplore.cfm?col_id=172
7
The Golem
A golem is a creature made out of clay into which life has been injected by magical
means. The Hebrew word golem means something incomplete or unfinished….
While the notion that it is possible to bring to life an artificial semi-human figure is found
in the Talmud, the term golem for such a creature was not used until centuries later….
(T)he famous Maharal of Prague was said to have created a golem in order to protect the
Jews of Prague from pogroms. When the golem began to get out of hand, the Maharal
took the Divine name from his forehead and restored the golem to his dust which is now
supposed to reside in an attic in the Altneuschul.
http://www.myjewishlearning.com/beliefs/Issues/Magic_and_the_Supernatural/Practices_and_Beliefs/Super
natural_Beings/Golems.shtml
Activity
Read different versions of the Golem story to learn about the ancient tale.
♦
Pretend that you are a book reviewer. Write an article about the books you
read. In what ways are the stories similar? In what ways are they different? What
is your opinion about the books? Which would you recommend, and why? What
do they teach about the MAHARAL?
♦
Pretend that you are TV news reporter or newspaper columnist. Prepare and
present a broadcast or write a feature article about the Golem of Prague or the
events depicted in the film MAHARAL.
♦
Pretend that you are a scientist. Write a lab report detailing how a Golem is
made and hypothesizing whether or not such a creature actually could exist.
♦
Pretend that you are the MAHARAL. Create a Golem that incorporates the
four elements of earth, wind, water, and fire.
♦
Pretend that you are an investigator. Design and build the tools you would
use to uncover the ancient secrets depicted in the film MAHARAL.
8
♦
The images below show different representations of the MAHARAL’s
Golem. Pretend that you are a museum curator. Write a descriptive caption for
each image, as well as a general introduction to your exhibit about the depiction
of the Golem in art.
Resources:
Books:
Golem by David Wisniewski
The Golem and the Wondrous Deeds of the Maharal of Prague by Yudl Rosenberg and
Prof. Curt Leviant
The Golem by Gustav Meyrink and Mike Mitchell
The Golem by Isaac Bashevis Singer and Uri Shulevitz
The Golem: A New Translation of the Classic Play and Selected Short Stories by
Joachim Neugroschel
Movies:
The Golem (Restored Authorized edition) Starring Paul Wegener, Albert Steinrück, Ernst
Deutsch, et al. (DVD – 2002)
The Golem (Der Golem - wie er in die Welt kam), Kino Video
9
Jewish Prague
Prague, nicknamed the Golden City, is the capital of the Czech Republic and
ancient Bohemia....For many centuries, it was one of the most important Jewish
centers in Europe. Documentary evidence reveals that Jews have lived in Prague
since 970 C.E. By the end of the 11th century, a Jewish community had been fully
established.
http://www.jewishvirtuallibrary.org/jsource/vjw/Prague.html
Location of Prague :
Area of Prague :
In the centre of Czech Republic, at 50°05"N and 14°27"E
496 square km
Population of Prague : 1,21 million inhabitants
Executive language : Czech language
Currency :
Czech crown - czech symbol "Kc", international symbol "CZK"
Time zone :
Central European time zone - GMT+1, in summer - GMT+2
Elevation of Prague : 180 - 400 m above sea level
Climate :
Mild continental climate
http://www.prague.cz/aboutp.asp
Activity
♦
Locate Prague on a map. Use internet recourses or travelogues to identify important
Jewish landmarks. Create a 3-D map that includes a key describing the historical or
cultural significance of these Jewish landmarks.
♦
Create an adventure board game based on the film MAHARAL.
♦
Pretend that you are a travel agent. Plan a 3-day tour to Prague based on the story of
the Golem or the film MAHARAL. Use internet or print resources to learn more about
Prague, the Golem, and the MAHARAL. Create a marketing brochure describing the
highlights of the tour. Use different media to build dioramas or small-scale replicas of the
places you will visit. Write copy that you, as the travel guide, will narrate on-site. Invite
family or friends to experience the tour.
10
Sample Itineraries
On our Prague Tours you will see this magical city, from its fanciful architecture to its Jewish
history, redolent with characters and luminaries that once populated this place. You will stroll
through the Prague Castle and over the Charles Bridge before taking your time in the Old
Ghetto, the collection of synagogues and the cemetery, where the Golem is said to have once
wandered. As on all Eastern Europe Tours, ARZA World offers the opportunity to meet with
the locals, Jewish community members who can tell you what it's like to live as a Jew in Prague.
http://www.arzaworld.com/jewish-heritage-tours/eastern-europe-tours/prague-tours.aspx
Upon arrival into Golden Prague, we enjoy a Jewish Heritage tour, including the Old City,
called the Josefov, Prague's Jewish town with its Old Town Hall, the Alt-Neu Synagogue, the
Pinkas Synagogue, the Jewish Cemetery and the State Jewish Museum.
http://www.ayelet.com/barbat%20eastern%20europe.htm\
♦
Use internet and print resources to study various styles of synagogue architecture
throughout the world. In what ways are the houses of worship similar? In what ways are
they different? Identify ways in which they compliment or differ from local architecture.
Create a photo display or album of these synagogues. Include descriptive captions.
Examples:
11
(Synagogues left to right)
Row #1
• Touro Synagogue, Newport,
Rhode Island
•
Eldridge Street Synagogue,
New York, New York
•
Row #2
Row #3
•
Beth Shalom, Elkins Park, PA
•
Old New Shul, Prague
•
Temple Sinai, Denver, CO
•
Great Synagogue, Florence,
•
Hebrew University, Jerusalem,
Israel
Mikve Israel, Curacao
Italy
•
Shaar Harachamim, Mumbai,
India
Additional resources:
And I Shall Dwell Among Them: Historic Synagogues of the World by Yom Tov Assis
and Neil Folberg
Synagogues by Samuel D. Gruber
Google images
12
Judaism has developed a wealth of ceremonial objects that adorn both synagogues
and homes. Beauty was lauded by the Rabbis of the early Common Era, who shaped
Jewish practices and ceremonial objects….
Ceremonial objects may be made of clay, stone, brass, pewter, copper, porcelain,
glass, silver and gold, as well as wood, cloth, parchment and other materials. To
distinguish them from graven images, they avoid all human likenesses
http://www.mfa.gov.il/MFA/Facts%20About%20Israel/People/Jewish%20Ceremonial%20Objects
In the film MAHARAL, the most prominently referenced Jewish ritual object is a yad.
Yad, which means “hand” in Hebrew, is a Jewish ritual object used by the Torah reader to
help him/her keep his/her place while reading from the sacred scroll. As the name
implies, it usually is in the shape of a hand, often with an index finger extended. In the
film MAHARAL, Kristina refers to the yad as a pointer, while Andrew calls it a “magic
wand.” Although a yad, in essence, is a pointer or wand, what makes it special is our
attributing to it a sense of kiddushah, or holiness. The same is true for many other Jewish
ritual objects used in the home and synagogue, such as a menorah (lamp), Kiddush cup
(goblet or wine glass), seder plate (platter), Havdalah spice box (incense holder), lulav
(bouquet of branches), shofar (ram’s horn), tallit (fringed shawl), etc. What differentiates
these Jewish ritual objects from comparable, everyday items is our ascribing to them a
sense of “otherness.” They are treasured, set aside for special use, and considered by
Jews to be inherently sacred.
Activity
♦
Compile a list of Jewish ritual objects used in the home and/or synagogue. Use print
or internet resources to learn about the origin and use of each object. Create an illustrated
glossary of Jewish ritual objects.
13
♦
To learn more about Jewish ritual objects, visit local synagogues and Judaica shops.
Compare and contrast the designs of their Jewish ritual objects. Obtain permission to
photograph select objects and create an annotated photo display or “coffee table” book.
(Note: Many synagogues have special collections of antique or heirloom Judaica.
Compile a list of questions you would ask to learn about the objects’ history, and then
document your findings.)
♦
Use various media (clay, wood, glass, tiles, cloth, copper, etc.) to create a Jewish
ritual object used in the home and/or synagogue.
♦
Write a script entitled “When a Wand Is Not a Wand,” in which the significance of
different Jewish ritual objects is explained. Present your show to a live audience.
♦
The Israeli stamps and medals below feature Jewish ritual objects. Use internet and
print recourses to learn more about how Jewish ritual objects are portrayed in modern,
Jewish life. Document your findings by compiling a guide to Jewish ritual objects.
14
http://translate.google.com/translate?hl=en&sl=iw&u=http://www.israelmint.com/&ei=bIYTcKLEoP58AafubXhDQ&sa=X&oi=translate&ct=result&resnum=1&ved=0CCsQ7gEwAA&prev=/search%3Fq%3Disraeli%2Bc
oins%2Band%2Bmedals%26hl%3Den%26rls%3Dcom.microsoft:en-us:IE-SearchBox%26rlz%3D1I7DKUS_en%26prmd%3Divns
Two are better off than one, in that they have greater benefit from their labor.
For should they fall, one can raise the other; but woe to the one who is alone
and falls with no companion to raise him/her! Ecclesiastes 4:9-10
These verses from Ecclesiastes are descriptive of the benefits that results from learning
among peers. In Judaism, this practice is called chevrutah. The chevrutah style of
learning is akin to the modern teaching strategy called “cooperative learning.” Based on
small group educational activities, both employ a variety of pedagogic skills and
techniques to improve learning and promote positive educational and social interaction
between students. In the film MAHARAL, the secret treasure successfully was discovered
due to the protagonists’ ability to work together cooperatively.
Activity
According to ancient legend, the Golem was a composite of four elements which became
animated by the combined powers of four individuals.
♦
Divide the students into groups of four or more. Provide each group with a large
sheet of butcher paper. Select one student to lie on the paper and have the other students
trace the outline of the prone student’s body. Use various media to create a 3-D Golem
that reflects students’ responses to these and/or other questions:
→
What purpose does your Golem serve?
→
Of what elements is your Golem comprised? What is the significance of each
element and how do they work together?
♦
→
What behaviors are characteristic of your Golem?
→
How is your Golem animated? How is your Golem controlled?
→
Under what circumstance will your Golem no longer be necessary?
Create dramatic presentations in which teams of students relate how they discovered
the philosopher’s stone. Assign a role to each team member (e.g., genie, extra-terrestrial,
15
astronaut, pro-athlete, chef -- be creative!) and demonstrate how working cooperatively
as a team enabled you to uncover the hidden mystery.
To better appreciate the quest for the philosopher’s stone in the film MAHARAL, it is
worthwhile to know more about:
1.
Rudolf II, patron of the arts and alchemist, and his connection the MAHARAL;
2.
alchemy and the philosopher’s stone;
3.
Judaism and magic.
1. Rudolf II, Patron of the Arts and Alchemist, and His Connection to the MAHARAL
Prague During the Rule of Rudolph II (1583–1612)
Described by a noted contemporary as "the greatest art patron in the world," Rudolf
II Habsburg (1552–1612), king of Hungary and Bohemia, and Holy Roman Emperor,
raised court patronage in post-Renaissance Europe to a new level of breadth and
extravagance. The thriving city and era over which he reigned, from 1583 until his
death twenty-nine years later, is known as Rudolfine Prague. Seat of the emperor
almost uninterruptedly from the mid-fourteenth century, Prague became, under
Rudolf's guidance, one of the leading centers of the arts and sciences on the
continent. His taste for outstanding decoration and fantastic imagery were legendary,
while his ambition and insight as a patron and collector changed the way art would be
viewed by future generations.
http://www.metmuseum.org/toah/hd/rupr/hd_rupr.htm
Occult Sciences
Astrology and alchemy were mainstream science in Renaissance Prague, and Rudolf
was a firm devotee of both. His lifelong quest was to find the Philosopher's Stone and
Rudolf spared no expense in bringing Europe's best alchemists to court….Rudolf
even performed his own experiments in a private alchemy laboratory.
http://reference.findtarget.com/search/Rudolf%20II%2C%20Holy%20Roman%20Emperor/
According to popular lore, Rabbi Judah Loew of Prague, a devotee of
alchemy, was summoned to the alchemist King Rudolf II.
Based on http://www.jewishvirtuallibrary.org/jsource/judaica/ejud_0002_0001_0_00704.html
16
2. Alchemy and the Philosopher’s Stone
Philosopher’s stone, in Western alchemy, an unknown substance, also called “the tincture” or
“the powder,” sought by alchemists for its supposed ability to transform base metals into
precious ones, especially gold and silver. Alchemists also believed that an elixir of life could
be derived from it. Inasmuch as alchemy was concerned with the perfection of the human
soul, the philosopher’s stone was thought to cure illnesses, prolong life, and bring about
spiritual revitalization.
http://www.britannica.com/EBchecked/topic/456733/philosophers-stone
3. Judaism and Magic
Magic permeates our daily (Jewish) lives to such a degree that life without magic is close to
impossible….Most individuals are unaware that many items in their daily life and many daily
actions and beliefs are magical in nature. Examples of this are endless: knocking on wood, tfu
tfu tfu, Evil Eye, not naming a child before birth, the amuletic power of the mezuzah, red
ribbon bracelet, khamsas, jinxes….These and many more practices has ancient sources. Some
have lost their meaning even though they are still used, for example, the magical formula
ABRACADABRA, has its roots in the 3rd century CE, and is continuously used even today….
Belief that the world was filled with supernatural beings and forces such as angels, demons,
spirits and the evil eye was common in the ancient world….These forces were attributed with
many powers and were thought to be responsible for many of the good, but especially the bad
things occurring to people on a daily basis. It was (and is) generally believed that such forces
can be coerced into acting on behalf of the applicant. Depending on whether the goal of this
coercion was for evil or good, we can distinguish between witchcraft (black magic) and magic
(protective magic, or white magic).
Biblical laws strictly forbid the Jewish people from having anything to do with witchcraft
(black magic):
"You shall not allow a sorceress to live". (Exodus 22:17)
“There must not be found among you anyone that … uses divination, a soothsayer, or an
enchanter,
or
a
witch,
or
a
charmer,
or
a
medium,
or
a
wizard,
or
a
necromancer". (Deuteronomy 18:10-11)
However, (white) magic - i.e. defense against the dark arts, the forces of evil and the damage
they cause - was not forbidden in Judaism. This is clear both from biblical and rabbinical
writings and from many of the preserved artifacts. http://www.blmj.org/en/current.php?exhID=17
17
Activity
♦
Amulets, incantation bowls, figurines, and chamsas are among the earliest objects
used by some Jews in their defense against the forces of evil. Below are samples of such
items on display at the Bible Lands Museum in Jerusalem. Use your imagination to create
a contemporary interpretation of one of the objects below that could be used to guard
against a perceived 21st century evil.
18
Row #1
• Amulet
• Necklace with
khamsa
Row #2
• Incantation
bowl
• Figurine
Row #3
• Amulet (on
paper)
• Birth amulet
Row #4
• Ring
• Amulet
http://www.blmj.org/en/artifacts.php?exhId=17
19
♦
The Golem was a popular figure in 20th century plays, novels, and movies. Three
famous works where Golem-like characters appear are Mary Shelley's Frankenstein,
J.R.R. Tolkien’s The Lord of the Rings, and George Lucas’s Star Wars. In addition,
super-heroes such as the Incredible Hulk and Superman might be considered Golem-like
figures
→
Create a genealogical tree documenting the relationship between the
MAHARAL’s Golem and a 20th century Golem-like character or super-hero.
→
Write a Golem/super-hero action story in the form of a mini-comic book or
comic strip.
→
Design an advertising campaign (posters, TV commercials, internet ads, etc.)
for a new Golem/super-hero toy. Use various media to create the 3-D toy.
→
Create a gallery exhibit of students’ Golem and super-hero portraits.
20
♦
Jewish literature is replete with tales of the supernatural. Read selections from the
books below (or comparable resources).
→
Write and present a dramatic presentation based on one of the stories.
→
Create a Golem/super-hero video, computer, or board game based on one of
the stories.
→
Write and illustrate a graphic novel based on the Golem or another
supernatural figure.
→
Design a sheet of engraved stamps for the Israel Postal Company or the
Unites States Postal Service depicting the relationship between Judaism and
the supernatural.
Young Adult Books:
A Dybbuk and Other Tales of the Supernatural by Tony Kushner
Ghosts and Golems: Haunting Tales of the Supernatural by Malka Penn (editor),
Theodor Black (illustrator)
Great Tales of Jewish Fantasy and the Occult: The Dybbuk and Thirty Other
Classic Stories by Joachim Neugroschel
Lilith's Cave: Jewish Tales of the Supernatural by Howard Schwartz
Teacher Resources:
Jewish Magic and Superstition: A Study in Folk Religion by Joshua Trachtenberg
The Encyclopedia of Jewish Myth, Magic and Mysticism by Rabbi Geoffrey W.
Dennis
Up, Up, and Oy Vey!: How Jewish History, Culture, and Values Shaped the
Comic Book Superhero by Simcha Weinstein
21
Glossary
Golem - a creature made out of clay into which life has been injected by magical means
MAHARAL – Rabbi Yehuda Loew (Moreinu HaRav Loew) of Prague (1525-1609)
Philosopher’s stone - An substance sought by alchemists for its supposed ability to
transform base metals into precious ones, especially gold and silver; the philosopher’s
stone was thought to cure illnesses, prolong life, and bring about spiritual revitalization
Prague - the capital of the Czech Republic
Resources
Internet:
Rabbi Yehudah Loew
http://www.jewishvirtuallibrary.org/jsource/biography/Loew.html
http://www.jewishvirtuallibrary.org/jsource/judaica/ejud_0002_0001_0_00704.html
Czech stamp of the MAHARAL
http://www.jewish-museum.cz/en/apredmet.php?datum=10&rok=09
Golem
http://www.myjewishlearning.com/beliefs/Issues/Magic_and_the_Supernatural/Practices_and_Beliefs/Supe
rnatural_Beings/Golems.shtml
Hebrew Illuminated manuscripts
http://www.google.com/images?rls=com.microsoft:en-us:IE-SearchBox&oe=UTF8&rlz=1I7DKUS_en&um=1&ie=UTF8&source=univ&ei=K4MbTcv8LNCUnQe0veTZDQ&sa=X&oi=image_result_group&ct=title&resnum=2
&ved=0CDEQsAQwAQ&biw=1643&bih=835&q=hebrew%20illuminated%20manuscripts&tbs=isch:1
Illuminated Hebrew Manuscripts, New York Public Library
http://digitalgallery.nypl.org/nypldigital/explore/dgexplore.cfm?col_id=172
http://translate.google.com/translate?hl=en&sl=iw&u=http://www.israelmint.com/&ei=bIYTcKLEoP58AafubXhDQ&sa=X&oi=translate&ct=result&resnum=1&ved=0CCsQ7gEwAA&prev=/sea
rch%3Fq%3Disraeli%2Bcoins%2Band%2Bmedals%26hl%3Den%26rls%3Dcom.microsoft:en-us:IESearchBox%26rlz%3D1I7DKUS_en%26prmd%3Divns
Judaism and Magic
http://www.blmj.org/en/current.php?exhID=17
King Rudolph II
http://www.metmuseum.org/toah/hd/rupr/hd_rupr.htm
http://reference.findtarget.com/search/Rudolf%20II%2C%20Holy%20Roman%20Emperor/
http://www.jewishvirtuallibrary.org/jsource/judaica/ejud_0002_0001_0_00704.html
22
Philosopher’s stone
http://www.britannica.com/EBchecked/topic/456733/philosophers-stone
Prague
http://www.jewishvirtuallibrary.org/jsource/vjw/Prague.html
http://www.prague.cz/aboutp.asp
http://www.arzaworld.com/jewish-heritage-tours/eastern-europe-tours/prague-tours.aspx
http://www.ayelet.com/barbat%20eastern%20europe.htm\
Books:
A Dybbuk and Other Tales of the Supernatural by Tony Kushner
And I Shall Dwell Among Them: Historic Synagogues of the World by Yom Tov Assis and Neil Folberg
Ghosts and Golems: Haunting Tales of the Supernatural by Malka Penn (editor), Theodor Black
(illustrator)
Golem by David Wisniewski
Great Tales of Jewish Fantasy and the Occult: The Dybbuk and Thirty Other Classic Stories by Joachim
Neugroschel
Hebrew Illuminated Manuscripts by Bezalel Narkiss
Jewish Magic and Superstition: A Study in Folk Religion by Joshua Trachtenberg
Lilith's Cave: Jewish Tales of the Supernatural by Howard Schwartz
Synagogues by Samuel D. Gruber
The Encyclopedia of Jewish Myth, Magic and Mysticism by Rabbi Geoffrey W. Dennis
The Golem and the Wondrous Deeds of the Maharal of Prague by Yudl Rosenberg and Prof. Curt Leviant
The Golem by Gustav Meyrink and Mike Mitchell
The Golem by Isaac Bashevis Singer and Uri Shulevitz
The Golem: A New Translation of the Classic Play and Selected Short Stories by Joachim Neugroschel
Up, Up, and Oy Vey!: How Jewish History, Culture, and Values Shaped the Comic Book Superhero by
Simcha Weinstein
Movies:
The Golem (Restored Authorized edition) Starring Paul Wegener, Albert Steinrück, Ernst Deutsch, et al.
(DVD – 2002)
The Golem (Der Golem - wie er in die Welt kam), Kino Video
23

Discussion Guide for MAHARAL January 2011 Shevat 5771

Transcription

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