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Biblical Role Models of Hope

Grades: 4-6
Length: 30 minutes

Introduction:

In this lesson, students will explore two different role models of hope – Rachel and David. Students will examine their actions and apply the messages to their own lives.

Objectives: 

  • Students will give some examples of actions/moments in Judaism that demonstrate hope. 
  • Students will study texts that emphasize Judaism’s hopeful attitude. 
  • Students will identify the hopeful attitudes of Yaakov, Rachel, and David. 

Lesson Sequence

Part 1: Recap

The teacher should briefly recap the previous lessons (see lesson 1 here and lesson 2 here), explaining that through different prayers and mitzvot we consistently express our hope, and that Yaakov is an example of that. For older students, the teacher can add that Yaakov expresses his hope for geulah/redemption within the context of the berachot of his sons to remind his sons that hope for salvation is a part of the overall Jewish journey.  

The teacher should explain that the class will now look at additional examples of personal and communal hope. The teacher can ask students to generate examples of individuals that they find to be hopeful in Tanach and to explain why they might find that character to be hopeful. The teacher should then suggest (or respond to a student’s suggestion) that Rachel and David are examples of this.  

PART 2: Rachel

The teacher should share that there are two moments in what we know about Rachel’s life that demonstrate hope as a part of her character.  

  • The teacher should read Rachel’s naming of Yosef in Bereishit 30:24. The teacher should prompt students to consider how the name that Rachel chose for Yosef (“Yosef li ben acher, ‘ה/God should grant me another child”) connects to hope. 
  • The teacher should then read and translate/summarize the nevuah (prophecy) in Sefer Yirmiyahu 31:14-16. 
  • The prophecy says that Rachel is crying for her children and that she refuses to be comforted as they have been sent out of Eretz Yisrael. ‘ה/God comforts Rachel by telling her that she should stop crying as there is hope for her children to return to Eretz Yisrael as a reward for the fact that Rachel was kind to her sister Leah. 
  •  The teacher should point out that the verse in Yirmiyahu is a prophecy said after Bnei Yisrael has been exiled to foreign lands. The teacher should explain that the Navi says Rachel is always crying for her children and refuses to be comforted. The teacher should prompt the students as to how this action demonstrates hope as well, and what they can learn about hope from the persona of Rachel. (Rachel’s refusal to be comforted and accept the exile demonstrates her continuing hope that they will return.) 
  • For older students: the teacher can ask students to identify where the word for hope appears in these verses and to consider why the Navi uses the word “hope” to respond to her actions. 

PART 3: David

The teacher should explain that David was the ultimate editor of Tehillim, Psalms. The teacher should explain that Tehillim has been a primary text for prayer and inspiration for more the 2000 years. Its perakim cover the full range of human emotions from joy and gratitude to fear and despair. There are certain perakim that have become particularly connected with the concept of Hope. The teacher can reference moments in David’s life that were difficult (David and Goliyat, David and Shaul, David and his sons) based on what they think the students are familiar with. 

  • The teacher should remind students that perek 27 is inserted into the daily tefillot during the month of Elul through the holiday of Shemini Atzeret. The teacher should explain that the main idea of this perek of Tehillim is that David expresses his hope and faith in ‘ה as the ultimate protector. The teacher should read 27:14 with students emphasizing David’s hopeful attitude. 
  • The teacher should ask students to think about how the dynamic between having hope/faith and developing courage is like a cycle. Why is having courage an important component of having hope? How might these two emotions help a person make it through different situations? 
  • The teacher can also point out that David’s hope is linked to his faith in ‘ה/God. The teacher should connect this to the first lesson about Shema Yisrael and explain that David’s belief in ‘ה/God boosted his feelings of hope throughout his life, even in difficult circumstances.

PART 4: Wrap-Up

Option 1: The teacher should prompt students to think of another person in Jewish history or their own lives who epitomizes hope – a person who has a hopeful attitude, who went through a struggle and emerged hopeful, or who demonstrated hope in a text. Examples include Rabbi Akiva, Rabbi Sacks, a particular Holocaust Survivor, etc. The students should free-write as to why this person is a role model of “hope” to them.  

Option 2: Students should compose their own hopeful statement – a 6-word expression of hope – that they will look at when they feel that they need a reminder.  

Option 3: Students should write a short letter to Yaakov, Rachel, or David sharing how their story inspires them to be a hopeful person.  

Students can be asked to share their assignment with the class. 

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