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Finding the Clues in Megillat Esther

Grade Level: 9-12 (7-8 with more scaffolding)
Time: 1-2 lessons (40-60 minutes)

Introduction

The authors of Megillat Esther – Esther and Mordechai according to tradition – inserted many “clues” in the language and motifs of the megillah. These clues were intended for the ears of “insiders” – those with Jewish literacy. Tuning in to those clues reveals how history both repeats itself and how old challenges can be addressed – and resolved – in new contexts.

Background

Megillat Esther is one of the latest sefarim to be included in the Tanakh, and Purim was the first Rabbinic chag to be added to the Jewish calendar. Both the inclusion of the megillah and the addition of a Rabbinic chag had to be justified to the Anshei Knesset HaGedolah (Men of the Great Assembly). Esther and Mordechai wrote Megillat Esther with various goals in mind. Here are some of the goals that are relevant to this lesson:

  1. To justify the inclusion of the megillah in Tanakh 
  2. To make sure that this story is never forgotten
  3. To highlight that God is still with Bnei Yisrael even when they are in exile
  4. To highlight the importance of Jewish leadership and Torah values, even in exile
  5. To use language that “insiders” would understand and which “outsiders” would not (to get by the censors)
  6. To stress that even a comfortable exile has its dangers.

In addition to the more obvious parallels in the language of Megillat Esther to the Yosef narrative, there are also allusions to Sarah, the Mishkan, and the Kohen Gadol. 

This lesson is designed to make students aware of how Esther and Mordechai intentionally used literary clues and intertextuality to achieve their goals. Intertextuality is “when a text implicitly or explicitly refers to another text, by using distinctive, common or recognizable elements of the referenced text. An implicit reference is when the composer alludes to another text through ideas, symbols, genre, or style.” 

Comparing and contrasting the texts from Megillat Esther with other Humash texts was employed by Hazal as well, especially in the Talmud, for example, Masekhet Megillah, and Midrash, for example, Esther Rabbah.

Lesson Plans:

This lesson can be used to: 

  1. Expose students to intertextuality
  2. Explore themes and motifs that appear across Tanakh
  3. Reflect on the role of Jewish leaders and leadership in exile and in non-Jewish contexts
  4. Promote higher-order thinking
  5. Promote curiosity and engagement
  6. Deepen identification with Tanakh texts

Objectives:

  • Students will be able to identify the language in Megillat Esther that alludes to other texts from Humash.
  • Students will be able to identify how the Humash texts connect with language from Megillat Esther.
  • Students will consider why Megillat Esther was written the way it was.
  • Students will consider how language and other literary devices are used to reveal deeper meaning in Tanakh.

Skills:

  • Students will be able to read – in either the original or in translation – and comprehend texts from Megillat Esther, Humash, and Midrash.
  • Students will be able to compare and contrast texts from Megillat Esther with other texts from Humash.
  • Students will be able to explain the idea of intertextuality and how it is demonstrated in Megillat Esther.
  • Students will be able to explain why intertextuality supports the importance of Megillat Esther.
  • Students will be able to compare and contrast themes from Megillat Esther and the Yosef narrative from Sefer Bereshit.
  • Students will be able to articulate how comparing Megillat Esther and the Yosef narrative deepens the understanding of both.
  • Students will be able to reflect on and describe what lessons emerge from Megillat Esther through intertextual analysis.
  • Students will be able to suggest ways in which these lessons can apply to and enhance their Jewish identity and practice.

Materials Needed:

Procedure:

  1. The teacher should introduce the lesson by explaining the “backstory” of Megillat Esther and the concept of intertextuality (see above). The teacher can also introduce the concept of “form following function” – that one of the main themes in Megillat Esther is “hiddenness” and God working “behind the scenes” – and how the text itself is full of hidden clues. 
  2. The teacher should have the students complete the worksheet in pairs or groups. This lesson can be done as a “whole class” but is better suited for smaller groups.
  3. The teacher can lead a discussion based on the points raised in this lesson and from the worksheet.

Please note: there are MANY answers to the “thought” questions. Teachers can also use these thought questions as exit tickets, discussion questions, or assessments.