Category: Focus on How We Teach (Fall 2004)

1.The “Avot, Melakhim and Neviim” Tanakh Series

This new series, written for middle and high school students in the Israel non-religious State school system, includes four student workbooks and four accompanying teacher's manuals on central themes in the Tanakh. Each workbook and teacher’s manual focuses on a particular theme. The themes include:

• The Family of the Avot and their connection to the Land of Israel (central themes in the book of Bereishit).
• The Development of Israel’s Society from the Egyptian Bondage until the Judges (central themes in the books of Shmot, Vayikra, Bamidbar, Devarim, Yehoshua and Shoftim).
• The Establishment of the Monarchy in Israel (central themes in the books of Shemuel and Melakhim)
• Kings and Prophets (central themes in the books of Melakhim, Yirmiyahu, Yehezkel, and Yeshayahu)

The series, written jointly by the Gesher educational foundation and Reches publications, breaks new ground both in the quality of content and the presentation of material. While the workbooks focus on the understanding the text itself via a close reading approach, frequent references to both classic and modern commentaries enrich the understanding of the text. In addition, the workbooks are graphically designed in a most inviting fashion and include high quality illustrations and artwork. The following is a brief description of some of the unique features of these workbooks with examples from the first two workbooks on the books of Bereishit and Shemot.

A. Layout of the Workbook

The workbook is comprised of various components. A running translation and commentary of the Tanakh text into Modern Hebrew is offered on either the right or left hand side of most pages of the workbook. In addition, encyclopedia-type citations are included on the side of many work pages, which give further clarification to Tanakh concepts and the authorship of major works and commentaries. For example, in the section exploring the Aseret Hadibrot, the books provide background on the term Dibrot, the authorship of Midrash Lekah Tov (which is brought for further discussion and clarification), and the term Emunat Hayihud (=monotheism) in reference to the first of the Aseret Hadibrot. These side additions are colorfully designed with “light-bulb” images to suggest points for consideration and thought.

The workbooks include many tables that highlight comparisons between parallel Tanakh texts. For example, in understanding the term Lashav in the Aseret Hadibrot, the author provides important background using a table in which parallel texts from Yehezkel and Yirmiyahu are introduced.

B. Close Reading Pedagogic Techniques

The workbooks are full of examples of close reading techniques that remind us of the pedagogic teachings of Nechama Leibowitz. In fact, the authors quote her writings extensively throughout their work. For example, in a piece on Akeidat Yitzhak, students are challenged to compare the Lekh Lekha of Avram from Haran to Canaan to the Lekh Lekha of Avraham to the Akeida. The relative verses are placed in table form parallel to each other so that the student can clearly compare and differentiate between the two texts. Students are then challenged to reflect as to what these changes may mean, and one possibility is suggested – the Lekh Lekha of the Akeida challenges Avraham to give up the heir he was promised in the Lekh Leha of Haran.

C. The Use of Art as Midrash

One very nice feature of the series is the use of art to help explore the Biblical texts. For example, in a unit on the Brit Bein Habetarim, students are challenged to examine an art piece of “Lilien” which portrays Avram gazing into the heavens and looking at the stars. Most interesting is that it portrays Avram as wearing a Tallit and that the stars are configured in a semi-circle.

Another example appears in the unit on Akeidat Yitzhak. Two pictures depicting the Akeida are contrasted, one by Rembrandt (c 1640) and the other by Evel Pan (c 1942), and students explore the art portrayal of each of the characters in the Akeida story as seen by the respective painters. Throughout the workbooks students are confronted by questions related to the artist's symbolism. While the questions are often open-ended with no “correct” answer, the detailed teacher’s guide offers clear guidance and direction as to where to take the discussion.

D. The Use of Contemporary Texts for Discussion

Another innovative component is the series' use of contemporary texts, which are introduced to the students throughout the workbooks. These texts are used to provoke the students and encourage them to re-examine the primary texts in light of the contemporary reading. For example, the unit on the Aseret Hadibrot students introduces the United Nations Charter on personal rights and liberties. Which of the Aseret Hadibrot are included in the United Nations Charter and which are not? This investigation helps students consider contemporary meaning of the Tanakh and what impact the Biblical message may have on them personally or on society as a whole.

While the Hebrew level of the workbooks would preclude their direct use in many schools in the Diaspora, the series is an outstanding resource for Diaspora Tanakh teachers. It provides a model of variety in pedagogic approach and can aid specifically in lesson preparation. For those schools that study Ivrit BeIvrit this book can be used, with adaptations, for middle and high school students.

The workbooks can be ordered from Reches publication house at www. reches.co.il

Fax: (+972) 9-8991061. Telephone: (+972) 9-8991175

2. The Gesher Tanakh website

As a companion to the workbook described above, teachers are encouraged to explore the Tanakh website of Gesher at www.mikragesher.org.il

This extensive site has content and pedagogic material for the teaching of selected chapters in Bereishit, Shemot, the stories of Devorah and Shimshon in Shoftim, Yeshayahu and Yona, with the most detailed material on the chapters in Bereishit. Teachers (and students!) can make detailed use of the concordance and encyclopedia functions that are attached to the text. Vocalization of the text using Taamei Hamikra according to the various cultural traditions (Sepharad, Ashkenaz, etc.) is available at the click of a mouse. The site also offers a broad range of developed classroom activities. Students can examine, for example, the elements of Hakhnassat Orhim as practiced by Avraham and consider how this relates to their lives. The exercises focus on close reading of the text and the internalization of the values expressed in it.

The one drawback of the site is that it is currently limited to certain chapters, and only those from Bereishit are fully developed. Gesher's staff is planning to invest in developing the site further. If their new material is as good as what is already available, it is worth a second and third look.