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Dr.

Scott Goldberg Anchor Activity: Option A

Azrieli Graduate School April 29, 2012

D.I. Lesson Plan One


Teacher: R Nosson Schuman Subject Area: Judaic elective: Anti-Semitism, Jewish Pride and World Peace. Class II or III Grade Level: 10 Lesson Title: Antagonism to Judaism starts from the very beginning. Objectives: 1. To learn about the opposition each of the Avos had to face in their lifetime. 2. To come to an appreciation that all good endeavors generate resistance. 3. To recognize that resistance in Judaism starts immediately with Avrahams efforts. Materials/Resources needed: Smartboard Chumash Breishis Source sheets for Midrashim, Ramban and Malbim iPads or laptop computers with internet access

Anticipatory Set: Ask question, Can anyone name a great revolution or civil movement that truly transformed humanity? Possible answers: American Revolution Womens suffrage Civil rights movement Free soviet Jewry Did they face opposition or resistance? Why? Similarly, we are going to find resistance to Judaism from its earliest roots, why do you think that is? Objective/Purpose: Since the class is going to explore anti-Semitism in its whole, we need to understand that anti-Semitism is not a new phenomenon; rather, its as old as Judaism itself. With the advent of Avraham, the first Jew, resistance sprouts. Id like us to develop a mindset that anti-Semitism is not a punishment for being Jewish; rather its a sign of the resistance generated by the great potential of Judaism to impact the world. 1

Input 1. Learn end of Parshas Noah with Malbim and midrashim 2. Learn Chumash Parshas Toldos with Rambans commentary on the wells. 3. Learn about Yaakov Avinus struggles with Lavan in P Vayatzai Differentiated Instruction: after learning the above input in frontal learning or cooperative groups: 1. Group A learns Midrashim of dialogue between Avraham, Terach and Nimrod and performs enactment skits before the class. 2. Group B creates timeline of troubles and antagonism faced by each of the Avot with http://www.smartdraw.com 3. Group C creates an online graphic representation of the troubles faced by Avot using mindmeister.com. This presentation will allow for the inclusion of the Biblical, Rabbinic and Midrashic source materials for each Av. Check for Understanding: The projects themselves are a follow up of the lessons. Written essay tests and class discussion will be used for formal and informal assessments.

Dr. Scott Goldberg Anchor Activity: Option A

Azrieli Graduate School April 29, 2012

D.I. Lesson Plan Two


Teacher: R Nosson Schuman Subject Area: Judaic elective: Anti-Semitism, Jewish Pride and World Peace. Class IV or V Grade Level: 10 Lesson Title: Esav/Amalek hates Yaakov Objectives: 1. To gain an appreciation for the impact of Yaakovs actions on Esav. 2. To understand Yaakovs intentions in all of the his actions. 3. To come to an appreciation of what was Yitzchaks intentions for wanting to bless Esav. Materials/Resources Needed: Smartboard presentation Chumash Breishis Source sheets for Midrashim and Ohr Gedaliyahu on Parshas Toldos iPads or laptop computers with internet access

Anticipatory Set: Ask question, Can anyone tell us what conditions were like in Germany before Hitlers rise? Possible answers made to feel guilty for WWI Made to pay war reparations Suffered extreme unemployment Suffered extreme inflation

Can one see why conditions were ripe for Hitlers rise? What if the Treatise of Versailles had more reasonable terms for Germany, could things have turned out differently? Likewise, were going to analyze the Yaakovs treatment of Esav. Perhaps our forefathers actions played a role in the troubled Yaakov/Esav relations of the past two thousand years. Objective/Purpose: Since this course is going to explore anti-Semitism in its whole, we need to understand the unique dynamic of the Esav/Christianity based hatred. The source 3

of this hatred has much to do with Yaakovs actions towards Esav. Yaakov Avinu bought Esavs first born-rights, took his blessings, his bashert wife, and a second possible wife in Dinah. Then he pushed away the prospective convert, Timnah and she gave birth to Amalek. Well study in-depth all these incidences and well find good reasons and justifications for all Yaakovs actions, nonetheless, we need to understand our part in the Yaakov/Esav enmity and see what we can do set things right. Input 1. Learn Chumash Breishis Parshas Toldos. 2. Discuss/learn the writings of Ohr Gedaliyahu on Parshas Toldos 3. Discuss in-depth why Yaakov bought the first-born rights from Esav, took his blessings, married his zivug, Leah, and withheld Dinah and Timnah. 4. Learn the Talmuds statement On Yaakovs withholding of Timnah and discuss the ramifications of all the above actions. Differentiated Instruction: after the above frontal or group learning, 1. Group A learns makes an animation using xtranormal.com of Yaakovs buying the birthright and stealing the blessings. 2. Group B holds a class-debate on whether Yaakov should have done the above actions. 3. Group C creates a multi-directional popplet diagraming what might have been the outcome had Yaakov done things differently. Check for Understanding: The projects themselves are a follow up of the lessons. Written essay tests, the quality of the projects and class discussion will be used for formal and informal assessments.

Dr. Scott Goldberg Anchor Activity: Option A

Azrieli Graduate School April 29, 2012

D.I. Lesson Plan Three


Teacher: R Nosson Schuman Subject Area: Judaic elective: Anti-Semitism, Jewish Pride and World Peace. Class VII or VIII Grade Level: 10 Lesson Title: Ishmaels hatred Objectives: 1. To learn the dynamics of the relationships between Ishmael and his Jewish family, and how that impacted or portended the future. 2. To understand the foundations of Islam and how that impacts current ArabIsraeli/Jewish relations. Materials/Resources needed: Smartboard Chumash Breishis Source sheets for Meforshim and Midrashim iPads or laptop computers with internet access The book or excerpts from the book, Cruel and Usual Punishment by Nonie Darwish.

Anticipatory Set: In 1978, Egyptian President Anwar Sadat and Israeli Prime Minister Menachem Begian agreed to a Land for Peace settlement resulting in a truce between Israel and Egypt that has lasted until this day. How come they were able to make peace, while the current Intifada, which started in the year 2000, is still running its course? Why is it, that despite continuous negotiations with Yasser Arafat, Mahmoud Abbas and other PLO and Chamas leaders, peace remains a distant cry?

Objective/Purpose: Since the goal of this course is to explore anti-Semitism in its whole, we need to understand the unique dynamic of the Ishmael/Islam based hatred. The source of this hatred has its roots in Ishmaels birth, but mostly in the teachings of Mohammed and his experiences with the Jews of his time. To understand current politics in the Middle East, we need to understand the roots of Islam and what fundamental Islam believes. . 5

Input 1. Learn pesukim, meforshim and midrashim regarding the dynamics of Sarah and Hagar, the birth of Yishmael and Avraham sending him away. 2. Learn history of Mohammed and the birth of Islam from texts and internet sources 3. Learn about essentials of Islam from excerpts from Cruel and Usual Punishment by Nonie Darwish 4. Learn history of the PLO, Yasser Arafat, Chamas and the Intifadas from texts and internet sources. Differentiated Instruction: after learning the above input in frontal learning or cooperative groups: 1. Group A will create skits on xtranormal animating the dynamics between Sarah and Hagar, Yishmael and Yitzchak, and Avraham sending away Yishmael. 2. Group B creates a Popplet of fundamental Islamic beliefs and incidences where they carried their beliefs out. 3. Group C creates a timeline using smartdraw or mindmeister of the wars of Israel with the Arab nations and the major deeds of Arafat, the PLO and Chamas. Check for Understanding: The projects themselves are a follow up of the lessons. Written essay tests, the quality of the projects and class discussion will be used for formal and informal assessments.

Dr. Scott Goldberg Anchor Activity: Option A

Azrieli Graduate School April 29, 2012

D.I. Lesson Plan Four


Teacher: R Nosson Schuman Subject Area: Judaic elective: Anti-Semitism, Jewish Pride and World Peace. Class IX or X Grade Level: 10 Lesson Title: Anti-Semitism throughout the ages Objectives: 1. To gain an historical perspective of anti-Semitism throughout the ages. Materials/Resources Needed: Smartboard Source sheets for Talmudic texts and writings from the Rishonim and Acharonim in Hebrew with English translation, and Historical texts iPads or laptop computers with internet access

Anticipatory Set: In the Hagaddah, we read In every generation they stand up against us to wipe us out, but the Holy One, Blessed Be He protects us from their hands. Is this really in every generation? We will see that the Baal HaHagaddah was not using hyperbole here; unfortunately this statement is very true. Objective/Purpose: Since the goal of this course is to explore anti-Semitism in its whole, we need to understand the major incidents of anti-Semitism throughout the ages. We also need to learn how the Jews responded and survived. We need to learn from their mistakes as well as from their correct decisions. Input Learn from Talmudic, Rabbinic and Historical texts about: o Roman persecutions o Crusades o Expulsion from Spain o Chmielnicki Pogroms o Blood Libels 7

o The Protocols of Zion o The Holocaust Differentiated Instruction: after instruction in the above by frontal or cooperative group learning: 1. Group A creates a timeline of major anti-Semitic events over the past two thousand years using smartdraw. 2. Group B studies Teshuvot HaRivash and portrays the questions and answers in play/narrative presentation. 3. Group C creates an online book detailing the tragic events of the expulsion from Spain or the life of a Moranno using storybird. Check for Understanding: The projects themselves are a follow up of the lessons. Written essay tests, the quality of the projects and class discussion will be used for formal and informal assessments.

Dr. Scott Goldberg Anchor Activity: Option A

Azrieli Graduate School April 29, 2012

D.I. Lesson Plan Five


Teacher: R Nosson Schuman Subject Area: Judaic elective: Anti-Semitism, Jewish Pride and World Peace. Class XI or XII Grade Level: 10 Lesson Title: Jewish Pride: The antidote to Amalek Objectives: 1. The student will understand the need and role of Jewish pride in counteracting anti-Semitism, particularly from Amalek. Materials/Resources needed: Smartboard Chumash Shmos and Devarim, Megillas Ester Source sheets for Talmud and Midrashim Clip from the movie The Debt History book dealing with the first thirty years of Israel Writings and speeches from Herzl, Jabotinsky, Begin and Kahane among others. iPads or laptop computers with internet access

Anticipatory Set: Ask question, What does the expression Never Again mean to you? Is it just, we wont allow others to treat us like that again, or does it mean, we wont allow ourselves to be in such positions of weakness to be taken advantage of again? Objective/Purpose: Since this course is going to explore anti-Semitism in its whole, we need to see our role in the dynamic. Did our exile conditions impact us so, as to create a meek Jewish mentality? Did we lose the ability to organize and defend ourselves? As we view Tanach and Jewish History, we will see that Amalek specifically attacks us when were weak. The way to combat Amalek therefore, is only through Jewish pride. Input over the course of two or three classes: 1. Learn Chumash Parsha Beshalach Vayavo Amelek, and Parshas Zachor in Devarim. 2. Haman attacks in Megillas Ester 9

3. 4. 5. 6. 7. 8.

Talmud about Chananyah, Mishael and Azaryah Talmud about Jews partaking of Achaveroshs meal View or read Vogel piece from movie The Debt Learn about Jabotinsky and his ideals and speeches. Learn how the early Israeli leaders used to fight instantly Learn about the background and writings of R Meir Kahane

Differentiated Instruction: after learning the above in frontal learning or cooperative groups: 1. Group A uses Popplet or Mindmeister to create detailed timeline of Amaleks dealings and attacks upon the Jewish people. 2. Group B uses Mindmeister to create timeline/collage of speeches, written and recorded, about Jewish pride by leaders such as Herzl, Jabotinsky, Begin and Kahane etc. 3. Group C, after seeing Vogel piece from the movie the Debt and doing research about other ghetto uprisings, will present class-ddebate Could the Jews have done things differently in Europe? Fight back, flee or was there no other recourse?

Check for Understanding: The projects themselves are a follow up of the lessons. Written essay tests, the quality of the projects and class discussion will be used for formal and informal assessments.

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