Introduction This unit is made for 8th grade girls in a Modern Orthodox yeshiva.

The yeshiva is based on a wellrounded Jewish and General studies education, infusing its students lives with a love for Judaism and Torah, while being active in and contributing to the world at large. The unit is being prepared with the assumption that our students can read and translate basic and intermediate level Hebrew. Additionally, it is assumed that they have a well-developed background in Torah and Jewish history, particularly in the significant events that led up to sefer Yehoshua, which is the content that we will be studying. The unit will be taught in the Navi class, and will be comprised of sefer Yehoshua, perek 6. In addition to the details of the narrative of the perek, the unit will focus on certain mefarshim (such as the Radak and Malbim) that will help us to understand the perek and certain ideas from within the perek. The unit will be taught over a three week period, five days a week, for 50 minutes a day. Prior to this unit, the curriculum has included perakim 1-5 of sefer Yehoshua, with a focus on Yehoshua and the peoples reception of his new leadership, and the significant events surrounding Bnei Yisraels entrance into Eretz Yisrael. After this unit, the curriculum will include the rest of sefer Yehoshua, with a focus on Bnei Yisraels conquering of Eretz Yisrael, their encounters with other nations, their development as a nation with a new leader and in their new home, and their developing relationship with Hashem. Big Ideas/Deep Understandings Yehoshua perek 6 tells of the dramatic entrance of Am Yisrael into Eretz Yisrael. It is here that they begin to establish their presence in Eretz Yisrael. At this pivotal moment in Jewish history, Bnei Yisrael learn that they will indeed take part in the conquering of Eretz Yisrael. The narrative of Yericho is a transition from the completely miraculous nature of their lives in the midbar, to their more natural lives in Eretz Yisrael where they will have to work for their food every day. While this important transition is occurring, Bnei Yisrael also must be aware of Hashems everlasting protection and role in their lives and their nationhood. There are certain big ideas that we would want to impart to our students while learning this perek. We would aim for them to gain an understanding of the ceremony that was commanded upon Bnei Yisrael to do in order to succeed against Yericho. This was not an arbitrary or random command, but rather a ceremony that was infused with meaning and direction. Every aspect was significant, and there were important underlying reasons for the ceremony in general. Hashem wanted Bnei Yisrael and the other nations to see His role in everything that takes place and that He causes every success. Other ideas that we would like our students to grasp from this perek specifically, are the ideas of hakarat hatov, showing appreciation, and keeping ones promises. Yehoshua shows both of these admirable qualities when he keeps his promise to Rachav to save her family during Yerichos downfall. He shows hakarat hatov to her for saving the spies earlier in sefer Yehoshua, while keeping his promise. We would like to impress upon our students the greatness of these qualities and our desire to ingrain these qualities in ourselves. There are also general meaningful themes and ideas that we would like to cause our students to think about. One major theme is the role of Hashem in their everyday lives. While this was also a big idea for our specific perek, this general idea encompasses sefer Yehoshua and is present throughout the sefer. Additionally, we want our students to think about the feelings of Am Yisrael at this time of drastic change from a dependent nation who had food fall from the sky, to a somewhat independent nation who would now have to work hard for their food. The students would encounter and try to understand the doubts and fears that accompany a change in leadership. We would try to sensitize the students to Bnei Yisraels feelings towards the leadership of Yehoshua and its development throughout the sefer and in this specific perek as well. The students also will grapple with the idea of sacrifice and obedience. Many people made many sacrifices for Bnei Yisrael to establish themselves as a nation in Eretz Yisrael, be it with their lives or possessions. We want our students to grasp this concept, at least on some level, of giving something up for the greater good or for Hashem. Also, Bnei Yisrael did many things just because Hashem commanded them to. They did not understand why Hashem wanted them to walk around Yericho seven times, but they did it

anyways. This is a valuable lesson that we would to impart to our students, where sometimes we must do certain actions simply because we were commanded to, and even when we do not understand them. This perek will shed light on the role that Bnei Yisrael were intended to have in Eretz Yisrael as Hashems nation. From perek 6 we learn that Bnei Yisrael must be active in order to bring about success, but with the knowledge that the success is ultimately dependent on Hashem. Also, in perek 6, the navi records that people heard of the leadership of Yehoshua following the events at Yericho. This has an effect on the way that his leadership is perceived and treated and is a major development in his reception as leader after Moshe Rabenus death. Goals:
GOAL Know chosen Vocabulary Sharpen questioning and critical reading skills
S.K.A.B. BLOOMS TAXONOMY

ACTIVITY

CULTURAL LITERACY

Skill

remembering

Create flashcards whenever a vocabulary word is learned in class to allow the students to review nightly for weekly vocabulary quizzes. Group/chevruta work: Come up with a list of questions. Groups will switch papers and attempt to answer the questions based off of the text. This will be done on the first day of the unit, after we read through it once as a class. Students will gain an overview of the unit as they analyze the basic story line as well as a deeper understanding of the events that take place. Chevruta work in class: Each person will read the Pesukim to their chavruta, who will be responsible to correct any mistakes made. This activity will take place simultaneously as the students read through the Pesukim to analyze and question. Read Pesukim together as a class working to understand the basic translation. Group project to create a model of the downfall of Yericho, ie. video, comic strip, etc. This activity will be a final project, after learning the material. It will assess whether the students fully comprehend the story line with the application of the relevant Meforshim learned. Chevruta work in class. Guided question sheets will be distributed to assist in the learning. This activity will be done any time the class learns a Meforesh inside the text. Though initially time consuming, as the students skills are built, with a few needed definitions, the students should be able to learn a meforesh with much more ease. Read Pesukim together as a class, working to explain the basic translation. This will be the first activity of the unit. It will give a simple Basic details of the downfall of Yericho

Skill

analyzing

Strengthen reading Skills of the Pesukim

Skill

remembering

Understand Pesukim enough to create a model

Skill

creating

Know how to understand Meforshim

Skill

understanding

Be familiar with the story

Knowledg e

understanding

explanation of the Pesukim for the students to then be able to read through it again to analyze it. Understand the 7th day as Shabbos and the ramifications of it. Be able to find Yericho on a map Understand why Yericho cant be rebuilt Discuss why Yericho needs to be the first place that they conquer Knowledg e analyzing Meforshim: 15 Radak, Malbim

Knowledg e Knowledg e

understanding

Highlight Yericho on distributed maps of EY. Teacher will point out the proximity to the Yarden, Gilgal, and Yerushalayim. Meforshim 26 Radak Teacher should expect discussion questions based off of the moral challenges that may arise (see below, Challenge #3) Jigsaw - class divided into groups of 4. Each group discusses questions and then regroups with one classmate from each group to discuss each others insights. Based off of what the students know about Yericho from the unit, this will give them a chance to analyze it and come to their own conclusion about it as the statement that Bnei Yisroel are making in EY. Jigsaw groups - class divided into groups of 4. Each group discusses questions and then regroups with one classmate from each group to discuss each others insights. Based off of what the students know about Yericho from the unit, this will give them a chance to analyze it and come to their own conclusion about it as the statement that Bnei Yisroel are making in EY. Meforshim: 17 Rashi, Radak, Malbim. 19 Radak

understanding

Knowledg e

analyzing

Discuss why the conquering needs to happen in this miraculous way

Knowledg e

analyzing

Understand what cherem is and what it means to make something hekdesh? know background of story with Rachav and why she is saved

Knowledg e

understanding

Knowledg e

remembering

Quick class Review: One student will begin the story of the Meraglim and then someone else will chime in to continue, etc. Reviewing the story of Rachav is imperative to understanding why she was saved and why the Navi makes a big deal about it. Class Application Discussion- Hakarat Hatov: What does it mean, why is it important and how does it affect ones relationship with another/Hashem?

1. Story of Rachav 2. Concept of Dan LKaf ZChus

what does it mean that Hashem was with yehoshua Realizing that Hashem has a plan even if we dont understand it.

Knowledg e

understanding

Class Interpretive Discussion: There is no necessary one right answer. This is to get students thinking about what it means for Hashem to be with you. Socrative Learning Class Discussion: Bnei Yisroel needed to do all these strange actions without having any understanding of their purposes. Write down one or two events that happened that were not so positive at the time. Then think how they could be positive, how they turned out to be for the best in the end or how you finally understood the reasoning behind it. Group Project: Students write a play that displays the peoples possible thoughts and feelings when Yehoshua takes over as leader. This is Yehoshuas big moment to prove himself as the leader after Moshe Rabbeinu. Bnei Yisroel must have had a plethora of feelings going on and it is important for the students to understand that and why this was such a groundbreaking moment for Yehoshua. Homework Assignment: Write a speech convincing BnY to accept Yehoshua as an adequate leader. Include 5 supports based off of what we know about Moshe and what we have learned so far about Yehoshua. Give something to teacher for the day, ie phone. Class discussion upon return of items in following class. This discussion will arise again as we learn the upcoming units. We will be able to compare and contrast moments when it is easy to give make sacrifices to when people succumb to their temptations. Class Disussion: Ask students for personal examples of things we dont understand; is it hard to do? Why/Why not? Why should we do these things if we dont understand the reasons behind it? Concept of Hashgacha Pratit

Attitude

applying

Understanding the peoples possible feelings towards Yehoshua

Attitude

evaluating

Accepting Yehoshua as being the correct, adequate leader after Moshe Understanding the importance of sacrificing something you want for Hashem (Hekdesh)

Attitude

evaluating

Behavior

applying

Doing what Hashem says even if you dont understand the reason behind it

Behavior

applying

Difficulties and Challenges: 1. The conquering of Yericho was intended to be a complete massacre. Coming from a nation that preaches mercy and kindness, students will likely find this idea hard to understand. Students could potentially challenge the morality of Bnei Yisrael conquering the land in this way as well as the belief that Hashem is just and fair. Additionally, if we so strongly believe in teshuva, why werent the people in Yericho given a chance to do teshuva like in the case of Ninveh? How could the legacy of Bnei Yisrael in Eretz Yisrael begin with complete destruction?

Possible approaches: Justice and morality is ordained by Hashem, it does not go according to our human understanding. We have a very limited view and understanding of the world, while Hashem knows everything. This may be a very difficult concept for high school students to grasp as they often question why bad things happen to good people. An open discussion can lead into students thinking about events that have happened in their lives that, though at first seemed unfair, ultimately turned out for the best. This approach will hopefully advance the students understanding and acceptance of Hashem having His plan for the world, albeit it being hidden to people. The Canaani nations were sinning and doing things that were repulsive and disgusting to Hashem. Their nation represented the opposite of what Hashem is and they therefore needed to be completely destroyed. They were not able to do teshuva because they were so beyond bad that they were incapable at this point of returning to Hashem. Vayikra 18:24-27 explains that the nations that were in Eretz Yisrael previously did repulsive acts and abominations. Because of their actions, the land will spit them out, the Land cannot hold the tumah that they represent and emit. So because of their actions, they needed to be destroyed and removed from the land. Also in pasuk 29 Hashem goes on to explain that if anyone from Bnei Yisrael would do any of those abominable actions, they too would be cut off from the nation. This shows that Hashems decree that these Canaani nations be destroyed was not because Hashem chose Bnei Yisrael over the nations, but it was based on their abominable actions. If one from Bnei Yisrael were to commit these actions also, they would be cut off as well.

2. Knowing that Hashem is all powerful and can do anything with the snap of a finger, students may question why Hashem wanted Bnei Yisrael to do this whole ceremony? If the ultimate goal was for Bnei Yisrael to conquer the land and begin to live in it, why couldnt Hashem just destroy the city quickly, rather than drag the process out for 7 days? This challenging idea could be a build up of what the students previously know. Rather than Hashem simply destroying the Mitzrim and freeing Bnei Yisrael from slavery, He chose to spend months bringing the makkot. Possible approaches Hashem knew that the transition from a solely spiritual midbar existence to a complete physical existence in Eretz Yisrael would be extremely difficult for Bnei Yisrael. Therefore, in order to alleviate the peoples concerns of having to fight the infamous city of Yericho alone, Hashem wanted Bnei Yisrael to have an active role in conquering Eretz Yisrael, while still seeing that Hashem is, of course, behind their victory. Bnei Yisrael needed to partake in this process, being active by circling the city, blowing the shofarot, screaming and fighting. However, the very unnatural falling of the walls showed Hashems constant involvement. Radak pasuk 3 - Hashem wanted the other nations to see that Hashem is fighting for Bnei Yisrael. Through entering the city in the miraculous way that they did, Hashem displayed to other nations that Hashem is behind Bnei Yisraels victories. Bnei Yisrael are just entering this new land and in this way they are establishing their new reputation as a nation who has Hashem on their side. This could prove their right to conquer the land. 3. Why cant anyone rebuild Yericho? This seems kind of harsh and a waste of the destruction they caused. As Jews who are very against bal tashchit and wasting, how could we destroy this city and kill the people in it, and then let it lay empty and do nothing positive with it? This seems to be in opposition to Jewish values. Students might especially have trouble with this because of the mass killing that takes place. It seems that so many lives are destroyed and no good comes from it, which could be troubling for many students.

Possible approaches This is the first city that Bnei Yisrael conquered in Eretz Yisrael, and so it needed to remain in that barren state as a witness for what had happened. Yericho needed to remain exactly as it was left, as a reminder for how Hashem is always with Bnei Yisrael. He helped them conquer Yericho in that miraculous way, and He will continue to allow them and help them to conquer cities and be on their side. Radak also says this in pasuk 26 - He discusses that Yericho needs to be left barren so that anyone who sees it will know that the city was not naturally destroyed in a normal war, but that it was miraculous and from Hashem. Therefore, while it seems to be that it was all destroyed for naught, in actuality, there was a good reason, and the destruction in fact served a constructive purpose and served as a reminder of Hashems everlasting protection of Bnei Yisrael. Radak on pasuk 17 - Yehoshua wanted the city to be left as cherem, set aside and kadosh for Hashem. Just like when a woman makes challah and sets aside a piece that she cannot eat for Hashem, so too here. This was the first city that Bnei Yisrael conquered and so it was the piece of Eretz Yisrael that needed to be left for Hashem. Again, while it might seem like Yericho was destroyed for no reason, it was in fact a special gift for Hashem, remaining sanctified for Him.