MIVNEH MACHNEH YISRAEL: UNIT ON BAMIDBAR 1-2

  • 40 minutes
  • Grades: 6-8
  • Lesson Plan

Students study Bamidbar 1-2 in-depth before completing a creative project of their own choosing. Projects are then presented to the class.

LESSON OBJECTIVES

Listed below are some suggested objectives. The number and specific objectives covered will depend largely on the projects the students decide to complete.

The student will be able to:

1. Relate the storyline of Bamidbar 1-2.

2. Explain that the half a shekel coin was collected to count the Israelites.

3. List the ages of the men considered in the census and explain the significance of the system.

4. Understand that each tribe had a leader, flag/insignia, and a direction to travel and encamp.

5. Relate the various responsibilities of each tribe.

6. Explain the reasons for the various tribal locations.

7. Analyze ancient conflict resolution and compare it to contemporary conflict resolution.

8. Explore the character traits of arrogance and humility in ancient and modern times.

9. Evaluate the advantages and disadvantages of people having responsibilities at home, school, class, or a community setting.

SKILLS

The student will be able to:

1. Read and understand the Biblical text.

2. Read and understand related commentary.

3. Analyze and extrapolate from the Biblical text.

VALUES

The student will be able to:

1. Relate to the life of the Israelites in the desert.

2. Appreciate the rhythm and challenges of ancient desert life.

RESOURCES & EQUIPMENT NEEDED

PROCEDURE

PLANNING THE UNIT

1. Review Bamidbar 1-2. Divide the text into thematic sections. Most texts can be divided in a number of ways. Make sure that each division you make has an overarching theme. Suggested sections:
1) Israelite Census (1: 1-4)
2) Tribal Numbers (1: 5-47)
3) Levite Responsibilities (1: 48-54)
4) Tribal Orders & Total Numbers (2: 1-34) – can be divided into two.

2. Next, think of possible student-centered learning projects. Create a project outline worksheet outlining various tasks for group members (older students can decide this themselves) i.e. group leader, pasuk writer, interviewer, builder, sketcher, etc. Request that students write the pesukim that refers to the project with supporting commentary (this ensures careful reading of the text and drash).

Sample projects include:

  • Continue the suggested skit and theme; add other tribes and conflicts.
  • Write a skit based on pshat or drash.
  • Write an interview, newspaper article, journal, or diary from the point of view of a person mentioned in the text.
  • Chart the size of each tribe. Analyze why they were that size, and discuss why tribes were chosen to lead or follow (i.e. Yehuda is the largest tribe, and he is first, the place of honor. Militarily, a large number should attack first. Yehuda is followed by Yissachar and Zevulun. Zevulun is larger than Yissachar – sandwich the smaller tribe in the middle for safety).
  • Graph or build responsibilities of Levi’im and the mishkan.
  • Draw, chart, build, and recreate the camp setup or the Levi’im‘s responsibilities, using one of the following; clay, play-dough, popsicle sticks, paint, etc.
  • Write a song about the camps’ departure including three of the following: tribal order when they marched out of the camp; the mishkan; tasks of the Levi’im; pillars of fire and clouds; use trumpet sounds that resemble the chatzotzrot).
  • Find other music that appropriately dramatizes certain events; i.e. pidyon ha-ben – dramatic music, traveling and building of the mishkan – military or busy music, etc.
  • Re-create the actual traveling of the Tribal camps.
  • Put on a puppet show describing the Levi’im‘s responsibilities.
  • Charade or pantomime the pidyon ha-ben, the counting of the Levi’im, and the reasons why.
  • Create a board game with questions about any boxed subject above.
  • Compare the Tribal Encampments to a part of the student’s life/other time in history.
  • Chart how Bnei Yisrael was preparing themselves for life as a nation (i.e. living according to their own schedules and structure as opposed to living in slavery, being their own leaders, but within an organized framework). How does this compare to student life –compare sleep away camp to school life?
  • Recreate/build/draw/download/report on the natural elements of the period and discuss their purpose: desert life (animals, mountains, valleys); weather conditions (with and without the annanei ha-kavod v’amudei aish).
  • Build/draw a map including the natural elements of the period and discuss their purpose: desert life (animals, mountains, valleys); weather conditions (with and without the annanei ha-kavod v’amudei aish)

Be creative. Flexibility is also very important.

IN CLASS

3. Consider introducing the class with a three-minute skit like the one linked above. Five volunteers are needed to read the parts. How would performing a skit like this affect interest levels in your classroom?

4. Work together as a class or in groups to section off the text according to theme. Each section should be given a name. If you are working in Hebrew, provide a vocabulary list. Students’ results may differ from yours but that is fine. Flexibility is key.

5. Groups should choose a project that reflects the theme in their section. Each group (two to four students each) should choose a project/intelligence below to portray the events in Sefer Bamidbar, chapters 1-2.

6. Research is done during class. Depending on the subject, projects can be prepared in 1-3 classes; a presentation always follows. The more in-depth you’d like the students’ projects to be, the more time you must allow them to work. Allowing sufficient preparation time empowers the student with full knowledge of the subject, and provides confidence for his presentation.

7. Assist students by helping with research, delineating responsibility, and clarifying assignments. The teacher is the group leader, advisor, and also, main resource. Encourage the students to turn to you for help in finding more information, touching up projects, and solving group conflicts.

8. Presentations or exhibits of completed projects should be scheduled for class time.