Kyle Borenstein, Ariel Bannett, Moshe Schwartz, Hershel Joseph
School: Boys Modern Orthodox High School Grade: 11&12 Unit: Passover/ Yetziat Mitzraim Length/Classes: 8 weeks/24 Classes
Big Ideas:
Yetzias Mitzrayim was pivotal to the formation of a national, cultural and personal Jewish identity.
1. National: The Jews went from being a group of families to being a nation.
GOALS: 1. Students will gain a basic understanding of the story of yetziat mitzrayim, from Yaakov’s arrival to Mtizrayim to the Har Sinai experience
2. Cultural: The Jews developed an identity of masorah marked by the dedication to establishing a father-to-son Torah education beginning from Har Sinai.
GOALS:
1. The Student will understand that the central focus of the Seder night is the question-answer dialogue between father and son as an expression of the mitzva of v’higadita l’vincha”. (E.g. answering questions such as why is the Seder in question-answer format?)
3. Personal: The Jews went from being slaves to Pharoah to “slave” to Hashem.
GOALS: The students will understand the difference between working hard for meaningless tasks, and working hard for a meaningful reason.
Prerequisite Knowledge and Skills
Familiarity with the basic outline of the story of the exodus from Egypt
Ability to navigate through a Chumash (knowledge of the structure of perakim and p’sukim)
Knowledge of the order of the Haggadah
Ability to read Hebrew texts
1. Knowledge and Simple Understanding
Basic plot details of the story of Yetziat Mitzraim
What the roles of each of the main characters in the story was
Emphasis on the physical nature of Egyptian society and Moshe’s speech impediment
2. Deeper Understanding and Reasoning
Ramifications for the future of the Jewish people that this story introduces.
Understanding that different communities have different customs with regards to the Seder and Haggadah
The idea that the Jews kept certain mitzvot that enabled their cultural and national survival within Egyptian society.
The middah of emunah and the challenges/successes of Bnei Yisrael
experiences with regards to it at this time
Who, from Beni Yisrael, left Egypt and why
Gods role in the Geulah
Service of G-d is a type of freedom
Service of G-d is maximized when it is dne communally (the notions of centrality of worship and minyan)
Why we relate back to Mitzraim during every holiday
3. Skills
Be able to connect specific p’sukim with the chapters of the Haggada
Identify direct quotes from the perek
Understanding various questions and answers from Medieval commentators
Work effectively with partners
Accurately read and translate a few commentaries independently
4. Affective
To Grasp the importance of the Mesorah and Masoretic texts to the Jewish people
Feel positive about Jewish rituals and tradition( year long)
Feeling united with Jews of all backgrounds as members of Jewish nation
Positive attitude toward learning Chumash and Jewish history (yearlong)
Understanding the importance of incorporating emunah in their lives
Believing that G-d is involved in all aspects of our lives, especially when we are in pain/suffering
Pre-assessment - Outline
Goals:
1. Discover the depth and amount of background knowledge students possess (characters, plot structure, historical information, skills) before beginning the unit in order to assist the teacher in deciding what material needs to be emphasized during the actual lessons
2. Discover what aspects of this subject interest the students and what parts they find boring (and why).
3. Discover the meaning/significance (personal and global) students attribute to the story of Yetziat Mitrzraim
4. To view how they define Jewish Identity.
Pre-assessment - Document
1. Who are the major characters in the story of Yetziat Mitzraim? Include a one sentence description of each of them on the lines below.
2. Who, if anyone, did not leave Mitzrayim with the rest of the nation?
3. What qualities differentiate a tribe/group of people from a nation?
4. What do you associate with the word “mesorah”?
5. How often do you think about Yetziat Mitzraim? (check all that apply) 0 I don’t 0 I only think about it during Pesach 0 I think about it occasionally more than just on Pesach 0 I think about it when I pray 0 I think about it when I pray AND during shabbat and holidays 0 I think about it everyday 0 I think about it in passing 0 I think about it in depth
6. What in the Story of Yitziat Mitzrayim do you find most meaningful? Least meaningful? Why?
Performance Assessment
Over the course of this unit we explored Yetzias Mitzrayim as pivotal to the formation of a national, cultural and personal Jewish identity.
1. National: The Jews went from being a group of families to being a nation. Assessment: Students will be able to show an understanding of content (story) by:
A. Creating a comic strip (using material provided by teacher) depicting the events that transpired, from the arrival of Jacob to the experience at Sinai. Students will incorporate the interpretations of various commentaries within the comic strip in order to demonstrate a thorough understanding of such commentaries.
B. Students may create a play, using props they create and bring from home, to depict the events that transpired from the arrival of Jacob to the experience at Sinai. Students will incorporate the interpretations of various commentaries within the production in order to demonstrate a thorough understanding of such commentaries.
C. Students may create a diary of the life of a Jew, from the time Moshe is born until the Sinai experience, that accurately depicts the events that transpired, that incorporates he interpretations of various commentaries within the comic strip in order to demonstrate a thorough understanding of such commentaries.
2. Cultural: The Jews developed an identity of masorah marked by the dedication to establishing a father-to-son Torah education beginning from Har Sinai.
Assessment:
3. Personal: The Jews went from being slaves to Pharoah to “slave” to Hashem.
Assessment: Students will choose form a list of people and write a Weekly/ monthly Planner/ Itinerary to demonstrate how a person is free.( E.g. Athlete, Lawyer, Student, Parent, Child....)
Assessment: The school year is over! You are finally free to do what whatever you want with your time! However life is all about choices. How are YOU going to spend all this newfound time? We spent many lessons discussing what true freedom means; based on what we learned what fifteen activities might you do over the course of this summer to demonstrate your freedom?
Performance-Based Assessments
Assesses knowledge of events, critical thinking of persuasive aspects of the story that pertain to the overall identity of Bnei Yisrael (cultural, religious, social, political)
1. The midrash teaches us that 80% of Bnei Yisrael did not leave Egypt.
Take yourself back in time; you have been appointed as the Public Relations Director of the “Leave Egypt Now” committee of the Jewish people. Create a brochure that advertises the positive aspects of leaving Egypt and becoming the chosen nation of Hashem; your goal is to convince the Jews who want to stay to change their mind. Be sure to describe all of the wonderful things that were coming to the Jewish people who took part in Yetziat MItzrayim including cultural, religious and social benefits.
Remember to include references to the themes of mesorah, freedom, and national unity that we discussed in the unit.
You must include but are not limited to the following points:
At least three events from the פסוקים or from commentators/midrash
At least three positive aspects why it is important to leave mitzrayim
At the time of leaving mitzrayim the setting of Bnei Yisrael in the following areas:
cultural
religious
social
political
4
3
2
1
Events from the פסוקים or from commentators/ Midrash
Four clear references are made to events that took place during Yetziat Mitzrayim.
Three clear references are made to events that took place during Yetziat Mitzrayim.
Two clear references are made to events that took place during Yetziat Mitzrayim.
One clear reference is made to an event that took place during Yetziat Mitzrayim.
Positive aspects of leaving
At least three positive aspects why it is important to leave mitzrayim
At least two positive aspects why it is important to leave mitzrayim
At least one positive aspects why it is important to leave mitzrayim
No positive aspects why it is important to leave mitzrayim
Identity of Bnei Yisrael
Describes the setting of Bnei Yisrael in all 4 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 3 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 2 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 1 of the following areas:
cultural
religious
social
political
Clarity and appearance of Brochure
Typed,trifold, no spelling /grammar errors
Typed,trifold, 2 or less spelling /grammar errors
Typed,trifold, 2-4 spelling /grammar errors
Typed, trifold,5 or more spelling/grammar errors
Interpretive Assessment: The American Revolution involved the formation of a single national identity from a group of 13 individual states. One of the key values at stake in the fight for American Independence was the notion of freedom. American colonists perceived themselves as being “slaves” to the tyrannical British government. In winning the war, the American people forged a new national identity - founded on the idea of freedom - which they passed on to future generations.
Based on this passage and the material we learned about Yetziat Mitzrayim in this unit answer the following questions:
(1) What three advantages would the American people have as a result of achieving national unity?
1.
2.
3.
(2) What key value did the American colonists fight for? How did we define that value in this unit?
(3) Based on the definition you outlined in question (2) how do you expect the American colonists felt under British rule?
(4) Why would the American colonists have wanted to pass down their “new national identity” to future generations?
Formative Assessment: Meeting the goal of Basic plot details of the story of Yetziat Mitzraim
Number the Following pesukim 1-9 in chronological order as they appear in Sefer Shmot.
The following survey is meant to assess the success of the affective learning objectives of the unit. Please indicate what you feel about the statements bycircling the appropriate box to the right of the statement.
School: Boys Modern Orthodox High School
Grade: 11&12
Unit: Passover/ Yetziat Mitzraim
Length/Classes: 8 weeks/24 Classes
Big Ideas:
Yetzias Mitzrayim was pivotal to the formation of a national, cultural and personal Jewish identity.
1. National: The Jews went from being a group of families to being a nation.
GOALS: 1. Students will gain a basic understanding of the story of yetziat mitzrayim, from Yaakov’s arrival to Mtizrayim to the Har Sinai experience
2. Cultural: The Jews developed an identity of masorah marked by the dedication to establishing a father-to-son Torah education beginning from Har Sinai.
GOALS:
1. The Student will understand that the central focus of the Seder night is the question-answer dialogue between father and son as an expression of the mitzva of v’higadita l’vincha”. (E.g. answering questions such as why is the Seder in question-answer format?)
3. Personal: The Jews went from being slaves to Pharoah to “slave” to Hashem.
GOALS:
The students will understand the difference between working hard for meaningless tasks, and working hard for a meaningful reason.
Prerequisite Knowledge and Skills
1. Knowledge and Simple Understanding
2. Deeper Understanding and Reasoning
3. Skills
4. Affective
Pre-assessment - Outline
Goals:
1. Discover the depth and amount of background knowledge students possess (characters, plot structure, historical information, skills) before beginning the unit in order to assist the teacher in deciding what material needs to be emphasized during the actual lessons
2. Discover what aspects of this subject interest the students and what parts they find boring (and why).
3. Discover the meaning/significance (personal and global) students attribute to the story of Yetziat Mitrzraim
4. To view how they define Jewish Identity.
Pre-assessment - Document
1. Who are the major characters in the story of Yetziat Mitzraim? Include a one sentence description of each of them on the lines below.
2. Who, if anyone, did not leave Mitzrayim with the rest of the nation?
3. What qualities differentiate a tribe/group of people from a nation?
4. What do you associate with the word “mesorah”?
5. How often do you think about Yetziat Mitzraim? (check all that apply)
0 I don’t
0 I only think about it during Pesach
0 I think about it occasionally more than just on Pesach
0 I think about it when I pray
0 I think about it when I pray AND during shabbat and holidays
0 I think about it everyday
0 I think about it in passing
0 I think about it in depth
6. What in the Story of Yitziat Mitzrayim do you find most meaningful? Least meaningful? Why?
Performance Assessment
Over the course of this unit we explored Yetzias Mitzrayim as pivotal to the formation of a national, cultural and personal Jewish identity.
1. National: The Jews went from being a group of families to being a nation.
Assessment: Students will be able to show an understanding of content (story) by:
A. Creating a comic strip (using material provided by teacher) depicting the events that transpired, from the arrival of Jacob to the experience at Sinai. Students will incorporate the interpretations of various commentaries within the comic strip in order to demonstrate a thorough understanding of such commentaries.
B. Students may create a play, using props they create and bring from home, to depict the events that transpired from the arrival of Jacob to the experience at Sinai. Students will incorporate the interpretations of various commentaries within the production in order to demonstrate a thorough understanding of such commentaries.
C. Students may create a diary of the life of a Jew, from the time Moshe is born until the Sinai experience, that accurately depicts the events that transpired, that incorporates he interpretations of various commentaries within the comic strip in order to demonstrate a thorough understanding of such commentaries.
2. Cultural: The Jews developed an identity of masorah marked by the dedication to establishing a father-to-son Torah education beginning from Har Sinai.
Assessment:
3. Personal: The Jews went from being slaves to Pharoah to “slave” to Hashem.
Assessment: Students will choose form a list of people and write a Weekly/ monthly Planner/ Itinerary to demonstrate how a person is free.( E.g. Athlete, Lawyer, Student, Parent, Child....)
Assessment:
The school year is over! You are finally free to do what whatever you want with your time! However life is all about choices. How are YOU going to spend all this newfound time?
We spent many lessons discussing what true freedom means; based on what we learned what fifteen activities might you do over the course of this summer to demonstrate your freedom?
Performance-Based Assessments
Assesses knowledge of events, critical thinking of persuasive aspects of the story that pertain to the overall identity of Bnei Yisrael (cultural, religious, social, political)
1. The midrash teaches us that 80% of Bnei Yisrael did not leave Egypt.
Take yourself back in time; you have been appointed as the Public Relations Director of the “Leave Egypt Now” committee of the Jewish people. Create a brochure that advertises the positive aspects of leaving Egypt and becoming the chosen nation of Hashem; your goal is to convince the Jews who want to stay to change their mind. Be sure to describe all of the wonderful things that were coming to the Jewish people who took part in Yetziat MItzrayim including cultural, religious and social benefits.
Remember to include references to the themes of mesorah, freedom, and national unity that we discussed in the unit.
You must include but are not limited to the following points:
Midrash
Interpretive Assessment:
The American Revolution involved the formation of a single national identity from a group of 13 individual states. One of the key values at stake in the fight for American Independence was the notion of freedom. American colonists perceived themselves as being “slaves” to the tyrannical British government. In winning the war, the American people forged a new national identity - founded on the idea of freedom - which they passed on to future generations.
Based on this passage and the material we learned about Yetziat Mitzrayim in this unit answer the following questions:
(1) What three advantages would the American people have as a result of achieving national unity?
1.
2.
3.
(2) What key value did the American colonists fight for? How did we define that value in this unit?
(3) Based on the definition you outlined in question (2) how do you expect the American colonists felt under British rule?
(4) Why would the American colonists have wanted to pass down their “new national identity” to future generations?
Formative Assessment:
Meeting the goal of Basic plot details of the story of Yetziat Mitzraim
Number the Following pesukim 1-9 in chronological order as they appear in Sefer Shmot.
_ וַיְצַו פַּרְעֹה, לְכָל-עַמּוֹ לֵאמֹר: כָּל-הַבֵּן הַיִּלּוֹד, הַיְאֹרָה תַּשְׁלִיכֻהוּ, וְכָל-הַבַּת, תְּחַיּוּן.
_ וַיִּפֶן כֹּה וָכֹה, וַיַּרְא כִּי אֵין אִישׁ; וַיַּךְ, אֶת-הַמִּצְרִי, וַיִּטְמְנֵהוּ, בַּחוֹל.
_ וַיַּעֲשׂוּ-כֵן מֹשֶׁה וְאַהֲרֹן כַּאֲשֶׁר צִוָּה יְהוָה, וַיָּרֶם בַּמַּטֶּה וַיַּךְ אֶת-הַמַּיִם אֲשֶׁר בַּיְאֹר, לְעֵינֵי
פַרְעֹה, וּלְעֵינֵי עֲבָדָיו; וַיֵּהָפְכוּ כָּל-הַמַּיִם אֲשֶׁר-בַּיְאֹר, לְדָם.
_ וַיֵּרָא מַלְאַךְ יְהוָה אֵלָיו, בְּלַבַּת-אֵשׁ--מִתּוֹךְ הַסְּנֶה; וַיַּרְא, וְהִנֵּה הַסְּנֶה בֹּעֵר
בָּאֵשׁ, וְהַסְּנֶה, אֵינֶנּוּ אֻכָּל.
_ וַיָּבֹא מֹשֶׁה וְאַהֲרֹן, אֶל-פַּרְעֹה, וַיֹּאמְרוּ אֵלָיו כֹּה-אָמַר יְהוָה אֱלֹהֵי הָעִבְרִים, עַד-מָתַי מֵאַנְתָּ
לֵעָנֹת מִפָּנָי; שׁלַּח עַמִּי, וְיַעַבְדֻנִיַ
_ וְלֹא-יָכְלוּ הַחַרְטֻמִּים, לַעֲמֹד לִפְנֵי מֹשֶׁה--מִפְּנֵי הַשְּׁחִין: כִּי-הָיָה הַשְּׁחִין, בַּחַרְטֻמִּם
וּבְכָל-מִצְרָיִם.
_ וַיֵּט מֹשֶׁה אֶת-יָדוֹ, עַל-הַשָּׁמָיִם; וַיְהִי חֹשֶׁךְ-אֲפֵלָה בְּכָל-אֶרֶץ מִצְרַיִם, שְׁלֹשֶׁת יָמִים.
_ וְהָיָה הַדָּם לָכֶם לְאֹת, עַל הַבָּתִּים אֲשֶׁר אַתֶּם שָׁם, וְרָאִיתִי אֶת-הַדָּם, וּפָסַחְתִּי עֲלֵכֶם;
וְלֹא-יִהְיֶה בָכֶם נֶגֶף לְמַשְׁחִית, בְּהַכֹּתִי בְּאֶרֶץ מִצְרָיִם.
_
וַיִּשְׁמַע אֱלֹהִים, אֶת-נַאֲקָתָם; וַיִּזְכֹּר אֱלֹהִים אֶת-בְּרִיתוֹ, אֶת-אַבְרָהָם אֶת-יִצְחָק וְאֶת-יַעֲקֹב.
Affective Assessment
The following survey is meant to assess the success of the affective learning objectives of the unit. Please indicate what you feel about the statements bycircling the appropriate box to the right of the statement.
1. Strongly Agree
2. Agree
3. Neutral
4.Disagree
5.Strongly Disagree