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Differentiated Instruction
Dr. Salomon Summer 2011
Unit: the 4 Holiest Cities of israel
Grade:9
Size: 15-20 Type Type of School: Modern Orthodox Yeshiva
Subject: Jewish History
Class Times: 3 periods per week, 45 minutes per period
Big Ideas: -Eretz Yisrael is the G-d given homeland of the Jews; we should be informed about it and inspired by it.
-Israel is the homeland of the Jewish People, where all Jews should visit and strive to live.
-Medinat Yisrael should be rooted in the kedusha of Biblical Eretz Yisrael and the eternality of Am Yisrael.
-Israel’s history and value must be understood, appreciated, and defended.
GOALS:
Skills: -TLW be able to identify the various cities on a map of Israel. -TLW be able to identify photographs of the significant landmarks of each city.
Knowledge: -TLW know the names, centuries, birthplaces, and contributions of significant figures who lived in each city. -TLW know the years and causes/effects of significant events of each city. -TLW be aware of the current tourism opportunities in each city.
Deep Understanding: -TLW understand the development of Eretz Yisrael from ancient to modern times, via these 4 cities -TLW understand the significance in Judaism of the figures, landmarks, and events of these cities
Affective: -TLW identify with the rich history of Eretz Yisrael and his/her place in that history -TLW value and tap-into spiritual depth when visiting physical places -TLW appreciate that we have Israel today, and feel passionate about visiting and living in Israel
LESSON PLAN OUTLINE:
1-2 : YERUSHALAYIM
3: CHEVRON
4: TZFAT
5: T’VERIA
Anchor Activity for unit:
Create a travel guide informing tourists about a city in Israel that we DID NOT learn about.
Include at least 3 sources from TaNaCH and 2 pieces of information from modern history.
Describe the physical landscape of the city as a nice place to visit.
Describe the people/community living there now.
Suggest at least 3 places tourists should visit and explain why.
JIG SAW activity to teach others about your city
PRE-ASSESSMENT
Please answer the following questions to the best of your ability.
Don’t worry, it will NOT be graded J
1.In what year was the State of Israel established?
2.In what city was Israel declared a State?
3. What city is the current capital of the State of Israel?
4. What city was Dovid HaMelech’s first capital?
5. What city did Dovid HaMelech establish as the eternal capital of Eretz Yisrael?
6.Why is the State of Israel considered the Jewish homeland?
7.Which cities do you think are considered the holiest cities in Eretz Yisrael?
8.Identify on the map below the names of the cities with lines next to them.
9.Have you ever been to Israel?
10.If yes, which places do you remember visiting? What were your favorite places to visit?
If no, what place in Israel that you’ve learned about do you want to visit?
Please Circle all that apply:
I enjoy learning about: Geopolitics/The Army Jewish Community Famous People Nature
I enjoy learning via: Photographs/Picture Books Games Videos Giving Presentations
I prefer: Working Alone Working with 1 partner Working in a Group
LESSON PLAN #1: YERUSHALAYIM in TANACH
Objectives: To know the Biblical history of Yerushalayim.
Materials/Resources: Selected passages from Chumash, Navi, ChaZaL, and modern historians about the greatness, beauty, holiness, and centrality of Yerushalayim; siddurim. Maps and photos of Yerushalayim during different time periods, www.thekotel.org
Anticipatory Set: PPT/slideshow of beautiful images of Yerushalayim, coupled with captions of inspiring quotations, with background songs Yerushalayim shel Zahav/Oro shel Olam etc.
We mention Yerushalayim so often in our tefillot, we are committed to its safety and unity, and we travel there as the centerpiece of our trips to Israel. It is very important that we understand our connection with it from the earliest days of our nationhood, and that we have the opportunity to walk in the footsteps of our forefathers.
Lesson: 1) All 3 Avos were in Yerushalayim; 2) Malchus of Dovid and Shlomo; 3) Bais HaMikdash as location for manifestation of Shechina in this world, and the Kotel as its remnant, and our yearning to return.
DIFFERENTIATION: content according to readiness; product according to interest
TIERED INSTRUCTION: Source-specific note-taking guides for each group.
Group 1 (Average students): Learn the pesukim from Chumash. Product: present to class a summary of events in Yerushalayim from the Avos- Color a storyboard, design a slideshow, create a storybook, or draw a graphic timeline.
Group 2 (Strongest students): Learn the pesukim from Navi. Product: present to class a summary of the descriptions/names of Yerushalayim and major events there during the neviim and melachim. Build a model of the Bais HaMikdash, color a storybook, or draw a graphic timeline.
Group 3 (Below-average students): Look through daily tefillot and find the many times Yerushalayim/Tzion is mentioned. Product: present to class the connection between Yerushalayim and this particular tefillah (why is it mentioned here?) for at least 8 tefillot- Design a sheet to put into our siddurim to help guide our kavanot during those tefllot.
LESSON PLAN #2: YERUSHALAYIM in MODERN TIMES
Objectives: To know the modern history of Yerushalayim.
Materials/Resources: Photos and maps; 1st-hand accounts of people who lived through the wars of 1948 and 1967; www.thekotel.org ; history books with relevant passages bookmarked/photocopied; videos from www.toldotyisrael.org. .
Anticipatory Set: Yerushalayim continues to be the focal point of the world, contested by all religions. While we are blessed to have access to the Kotel today, we continue to daven for complete geulah.
Objective/Purpose: We must remember and appreciate the sacrifices made for us to return to Yerushalayim, and to continue developing it as the center of Yiddishkeit.
DIFFERENTIATION: Process according to interest
Group A: Learn together a brief history of what happened in/to Yerushalayim during the War of 1948, by reading the history passages and watching the videos.
Group B: Learn a brief history of what happened in/to Yerushalayim during the War of 1967 by reading the history passages and watching the videos.
Jigsaw : Students fromGroups A and B teach each other.
Assessment: Product according to learning style
Write a diary entry OR make a video of yourself as if you are someone who lived through 1 of these 2 wars.
Include your name, your age, where you live, if you have a father/brother fighting in the war, what you are seeing outside your window, and what you are feeling at this fateful time.
LESSON PLAN #3: CHEVRON
Objectives: To know the modern and Biblical history of Chevron.
Materials/Resources: Relevant pesukim from Chumash and Navi; passages about Riots of 1929; www.hebron.com, www.hebronfund.org
Anticipatory Set:Ir HaAVot continues to be disputed, despite the explicit proof-of-purchase by Avraham Avinu in the Torah.
Objective/Purpose: We must firmly embrace our right to Chevron, and visit and daven at Me’arat haMachpela.
Lesson: 4 couples buried there; Avraham lived there; Calev davened there; Dovid made it his capital. Continuous Jewish presence from Avraham until Riots of 1929; effects of 6-Day War; annual Chayei Sara celebration.
LESSON PLAN #4: TZFAT
Objectives: To know the history of Tzfat from 1500 to today.
Materials/Resources: www.safed.co.il , books on the topic.
Anticipatory Set: The kedusha of Tzfat is from the mekubalim who changed Klal Yisrael with their Torah. The city is still glowing from their inspiration as the holy people who live there pursue lives of spirituality. Tzfat is the center of mystical learning and art in Israel.
Objective/Purpose: To appreciate the contributions to Torah life from the tzaddikim who lived there, and the religious art industry there.
DIFFERENTIATION: Content according to learning style.
Research 1 of the mekubalim who lived in Tzfat, and his works.
If he had a shul, include when it was built (if known), and describe its unique architecture and any interesting minhagim/stories about it,
Create a poster which include his full name, century, original location, the main fields of his study, and the unique nature of his works.
Include a picture of him if available, and photos of his kever, his sefarim, and his shul.
OR
Research the life and style of 1 artist who lived and/or worked in Tzfat.
Create a poster which include his/her name, original location, artistic training, and description and reason for his/her unique style.
Presentations will be according to their works: R’ Yosef Karo, Arizal, and Alshich: give copies and teach the class 2 ideas from their sefarim. R’ Shlomo Alkabetz: sing and/or play an instrument to L’cha Dodi. For artists: bring copies of some of their works / show slideshow of many of the works.
We will then decorate the classroom with the posters like a Tzaddikim Hall of Fame / art gallery.