(1)
den Aufbau des Chumasch darstellen: Sefer (Buch), Paraschat
HaSchawua (Sidra/Wochenabschnitt) Kapitel/Perek (Vers/Passuk)
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PG_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_PK_03_01, BP2016BW_ALLG_GYM_RJUED_PK_06_04, BP2016BW_ALLG_GYM_RJUED_PK_01_02, BP2016BW_ALLG_GYM_RJUED_PK_03_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_03
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(2)
den Aufbau des Tenach darstellen und zentrale Inhalte (zum
Beispiel Landnahme, Richter und Könige, Propheten, Exil und
Rückkehr) herausarbeiten
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BP2016BW_ALLG_GYM_RJUED_PK_01_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BP2016BW_ALLG_GYM_RJUED_PK_02_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_07, PG_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_05_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_04, BP2016BW_ALLG_GYM_RJUED_PK_03_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_09, BP2016BW_ALLG_GYM_RJUED_PK_04_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_05_00_01
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(3)
in Grundzügen Inhalte der Tora den Büchern und
ausgewählten Paraschijot zuordnen
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BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, MB_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_PK_03_01, BP2016BW_ALLG_GYM_RJUED_PK_06_04, BP2016BW_ALLG_GYM_RJUED_PK_01_02, BP2016BW_ALLG_GYM_RJUED_PK_03_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_03
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(4)
sind in der Lage, eine wichtige Stelle der Tora mit dem
klassischen Kommentar von Raschi vorzustellen, zum Beispiel den
Anfang der Schöpfungserzählung, Gen. 1,1
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BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_03, BP2016BW_ALLG_GYM_RJUED_PK_05_02, PG_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_09, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_05, BP2016BW_ALLG_GYM_RJUED_PK_04_03, BP2016BW_ALLG_GYM_RJUED_PK_02_03, BP2016BW_ALLG_GYM_RJUED_PK_01_04, BP2016BW_ALLG_GYM_RJUED_PK_04_02, BP2016BW_ALLG_GYM_RJUED_PK_04_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_02
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(5)
klassische Kommentare und Midraschim zum Chumasch
analysieren
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BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_03, MB_02, BP2016BW_ALLG_GYM_RJUED_PK_05_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_09, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_05, BP2016BW_ALLG_GYM_RJUED_PK_04_03, BP2016BW_ALLG_GYM_RJUED_PK_02_03, BP2016BW_ALLG_GYM_RJUED_PK_01_04, BP2016BW_ALLG_GYM_RJUED_PK_04_02, BP2016BW_ALLG_GYM_RJUED_PK_04_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_02
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(6)
die Zusammenhänge zwischen Parascha und Haftara
erläutern
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BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BTV_06, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_PK_03_01, BP2016BW_ALLG_GYM_RJUED_PK_06_04, BP2016BW_ALLG_GYM_RJUED_PK_01_02, BP2016BW_ALLG_GYM_RJUED_PK_03_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_03
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(7)
Prinzipien traditioneller Schriftauslegung erklären
(PaRDeS)
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MB_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_01, BP2016BW_ALLG_GYM_RJUED_PK_02_04, BP2016BW_ALLG_GYM_RJUED_PK_03_02, BP2016BW_ALLG_GYM_RJUED_PK_03_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_09, BP2016BW_ALLG_GYM_RJUED_PK_01_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_07, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_02
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(8)
den Aufbau des Talmuds (Ordnungen der Mischna, Gemara,
Beschreibung eines Talmudblattes) untersuchen
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BP2016BW_ALLG_GYM_RJUED_PK_01_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, MB_03, BP2016BW_ALLG_GYM_RJUED_PK_02_01, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_07, BP2016BW_ALLG_GYM_RJUED_IK_9-10_05_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_04, BP2016BW_ALLG_GYM_RJUED_PK_03_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_09, BP2016BW_ALLG_GYM_RJUED_PK_04_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_05_00_01
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(9)
jüdisches Lernen mit dem Wissenserwerb in anderen Bereichen
vergleichen und begreifen (Schema Jisrael: Weschinantam leWanecha:
Weitergabe der Tradition; laassok beDiwre Tora: Toralernen als
Selbstzweck, nach Pirke Awot Kap. 6)
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BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_01, BO_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_03, BP2016BW_ALLG_GYM_RJUED_PK_02_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_08, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_05, BP2016BW_ALLG_GYM_RJUED_PK_02_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_05, BP2016BW_ALLG_GYM_RJUED_IK_9-10_04_00_06, BP2016BW_ALLG_GYM_RJUED_PK_06_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_07, BP2016BW_ALLG_GYM_RJUED_IK_9-10_01_00_06, BP2016BW_ALLG_GYM_RJUED_IK_9-10_06_00_01, BP2016BW_ALLG_GYM_RJUED_PK_05_03, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_06, BP2016BW_ALLG_GYM_RJUED_PK_06_02, BP2016BW_ALLG_GYM_RJUED_IK_9-10_02_00_05, BP2016BW_ALLG_GYM_RJUED_PK_01_04, BP2016BW_ALLG_GYM_RJUED_PK_03_04, BP2016BW_ALLG_GYM_RJUED_IK_9-10_03_00_03
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