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● Context
○ Sefer being studied: Melachim I
○ Student grade: 9th
○ Student gender: female
○ School affiliation: modern orthodox
○ Skill level of students: intermediate
○ How many length of class periods and number of classes per week: 40 min,
4 classes per week
● Objectives:
○ Cognitive: TLW know… the basic storyline of Perek 18 within the historical
context of Sefer Melachim, the deeper meaning of the text according to select
leading meforshim
○ Behavioral: TLW be able to… translate all pesukim and meforshim, look for
questions or “problems” in the text and predict possible answers based on peshat
and background knowledge, answer driving questions in accordance with
meforshim, view certain big questions from multiple angles by sharing and
listening during classroom discussion, draw character sketches of main
characters in narrative
○ Affective: TLW value/appreciate… analytical Torah study as a fulfilling and
enjoyable endeavor, “nevuah she-hutzrecha le-doros nichtevah”/the lessons of
Navi are relevant even today, genuine religious commitment, G-d always wins.
● Big Ideas: 1. Partial allegiance to G-d may not be allegiance at all. 2. Small acts over
grand miracles inspire lasting growth. 3. A spark of spiritual clarity, even one that
seemingly fades over time, leaves a deep lasting impression for generations that can be
accessed in the most crucial moments of our lives.
● Values/Morals:
-Partial allegiance to G-d may not be allegiance at all
-Hashem is the only One upon whom we should rely
-Real growth comes not from witnessing grand miracles, but from setting small, realistic
goals
-Even when inspiration fades, a remnant remains a part of us we can access at the most
significant moments
● Cross-references in Tanach:
-Ki Sisah - Chet Ha-Egel - even after seeing great miracles in Mitzrayim and at Sinai,
Bnei Yisrael create and serve the eigel
-Shemos-Beshalach - Pharoah is awed by the plagues in the moment, but soon forgets
and again refuses to let Bnei Yisrael go
(*Extra Credit for girls who finish early - Yonah - Yonah fleeing VS. Eliyahu fleeing at
beginning of Perek 19)
● Relevant maps: Map of Israel highlighting Har Carmel, Nachal Kishon, Beer Sheva
● ‘Seasoning’ for the unit:
-Pshat Analysis Chavrusa Activity - done with partner with provided guiding clues and
questions - count times the words “adon” or “eved” appear in this Perek and write down
who these describe, count how many pesukim are spent on Eliyahu’s conversation with
Ovadiah VS. Eliyahu’s conversation with Achav (Note: Ovadiah calls Eliyahu his master,
but Eliyahu replies in a way that shows he doubts Ovadiah’s allegience to him, ie. to G-d,
for whom he has been sent, for he refers to Achav as Ovadiah’s master. Even Ovadiah,
whose name connotes commitment to Hashem, who is described in the pesukim as a
G-d-fearing Jew who hid and sustained the true prophets at the hands of Achav, seems
to have a hint of commitment to an “other” - seems to be the focal point of this perek,
because spends many more pesukim on it than on short conversation with Achav - why
do you think this may be?
ְ אַתּם פֹּ ְס ִחים ַעל
- ”שׁ ֵתּי ַה ְסּ ִע ִפּים ַ ” ַעד ָמ- discussion in partners, followed by fishbowl
ֶ תי
addressing the following questions: Is approximate Judaism better than no Judaism? Is it
better to worship G-d and avodah zarah, then to worship only avodah zarah? Is incorrect
yiddishkeit better than no yiddishkeit? How might this idea relate to what is occurring in
Jewish communities today?