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Torah Lesson 3 Noah Torah Lesson 3 Noah INTRODUCTION The stories of Genesis, in many ways, are not children’s stories. They are stories filled with betrayal, adult struggles, and even murder. They present a view of a God who can be forceful, vengeful, and often very personal and “human.” Perhaps of all of the stories of Genesis, the story of Noah is one of the most dif- ficult. And yet, the tale of Noah’s ark is one of the best known (portrayed in children’s art and books) and best loved stories in Genesis. The story presents a difficult tale in which God, seeing the evil of human beings, decides to destroy “whatever on dry land had the breath of life in its nostrils” (Genesis 7:22). God chooses Noah and his family, the only ones that God sees as righteous, to save themselves and two of each species on the earth.1 Once Noah, his family, and the animals are on the ark, the rain begins and the flood water rises. After forty days the rain stops and the waters begin to subside. Noah, his family, and the saved animals step onto dry land. God promises to the survivors: “Never again will I bring doom upon the world on account of what people do, though the human mind inclines to evil from youth onward; never again will I destroy all living beings, as I have [just] done” (Genesis 8:21). God then establishes a covenant with Noah, his family, and every living creature that God will never destroy the earth by flood. God places the rainbow in the sky as a symbol of this covenant for all generations. In struggling to authentically teach this story in a meaningful, appropriate way for young children, we have taken two approaches: one utilizing modern biblical study and the other utilizing commentary from our tradition. It would be very helpful to reread the introduction to the Torah strand that appears on page 4 in order to develop your own thinking about how you would like to approach the question of lit- eral versus allegorical meaning in the text. One view for interpreting Torah consists of using modern techniques to biblical study. This approach, used here, encourages us to think of our sacred text not as “true” in a historical sense, but as a text filled with “true” lessons for every generation. Many Jews today would not feel comfortable saying that they believe in a God who actually destroyed the earth with a flood and saved only Noah and his family. It is a basic tenant of the CHAI curriculum that we do not want to teach things that need to be untaught when a child is older. Therefore, we have chosen in this lesson to leave room for the possibility that this story is merely an allegory whose lessons are so important that our people have preserved it for genera- 1There is some discrepancy in the text as to how many animals Noah was to take on the ark with him. In Genesis 7:2–3 God tells Noah that he should take seven of the “pure” animals and two of every animal that is impure. However, accord- ing to Genesis 7:8–9, “of the pure beasts and the beasts that were not pure...two by two they came to Noah to the ark . as God had commanded Noah.” 25 26 Torah Lesson 3 CHAI: Learning for Jewish Life tions. With this approach, when a student asks, “Why would God do something so terrible?” or “Why didn’t Noah try to save everyone else?” we can feel free to state that not all people believe that the story actually happened in the way we read it (or that God would destroy all people in this way), and instead refocus the student on what lessons we can learn from this cherished text. In the Set Induction for this lesson, the teacher will share a very short version of “The Little Engine That Could,” a well-known children’s allegory to introduce the students to the idea that lessons from a story can be true, even if the story itself is not. Students will be asked to listen carefully to the Noah story to learn what sacred lessons embedded in this story have been so treasured by our people. To understand the lessons and values that the story of Noah offers a young student, we turn to our sec- ond approach, that taken by the Rabbis of the Talmud. The Rabbis struggled to understand life on the ark and derived a wonderful lesson on how Noah cared for each animal, each according to his or her need. The Rabbis taught this story: R. Chana b. Bizna said: Eliezer [Abraham’s servant] to Shem [Noah’s son], “What was it like for you [in the ark]?” He replied, “We had much trouble in the ark. The animals that usually feed by day we fed by day, and those that normally feed at night we fed by night. But my father did- n’t know what was the food of the chameleon. One day he was sitting and cutting up a pome- granate, when a worm dropped out of it, which [the chameleon] ate. From then on he mashed up bran for him, and when it became wormy, he ate it. Babylonian Talmud, Sanhedrin 108b Facing the difficulties of life on a large boat, Noah could have easily insisted that all animals eat at a cer- tain time in order to streamline the feedings or to force all animals to eat the same food to cut down on supplies. Our Rabbis tell us, however, that Noah did not do this. He instead treated each animal as an individual, recognizing each animal’s individual needs and wants. He even struggled to figure out exact- ly what animals he was less familiar with ate, such as the chameleon. In this lesson we have chosen to focus the students’ attention on the Rabbis’ perception that Noah was righteous because he cared for the animals in a virtuous way. The students explore why it would be difficult for different types of animals to live on the ark. They learn from Noah that each of those animals deserves respect as an individual, and they try to figure out what each animal’s specific needs, therefore, would be. The students then take this lesson to the next step, recognizing that people also have specific, unique needs that we need to be respectful of. They begin by thinking about their own unique needs and move to thinking about how they can provide for others’ needs. As the lesson concludes, students make their own “rainbow covenant” for their Genesis Traveler and explore what they can promise to do to help others in their lives. ENDURING UNDERSTANDINGS • Torah is an ongoing dialogue between the text and its students. • Torah is real in our daily lives; it goes with us wherever we are. • Developing the skills to study Torah is essential to integrating Torah into our lives. • I am part of the ongoing story of Torah and the Jewish people. CHAI: Learning for Jewish Life Noah 27 ESSENTIAL QUESTIONS 1. What does the Torah have to say to me and my world? 2. How can Torah study help me in my everyday life? 3. Why is the Torah different from other books? 4. What is the story of Torah? 5. What does it mean to be part of the story of Torah and the Jewish people? 6. How can I play an active role in the story of Torah? QUESTIONS TO BE ADDRESSED 1. How were each of the animals on the ark unique, and what were their unique needs? 2. How is understanding how Noah took care of the unique needs of animals similar to our under- standing of how to take care of the unique needs of people? EVIDENCE OF UNDERSTANDING • Students will create a make-believe pet and will write or draw two or three things that this animal would need to feel comfortable and happy. • Students will decorate an image of a rainbow with a picture or sentence about promises. They will affix an image of a rainbow to their Genesis Traveler. LESSON OVERVIEW • Set Induction (5 minutes) • Telling the Story of Noah (10 minutes) • Animal Charades (15 minutes) • “If I Was on the Ark” Story Creation (20 minutes) • Conclusion (10 minutes) MATERIALS NEEDED • CHAI Level 1 CD, track 5, “Rise and Shine.” • Copies of charades cards (page 32). (These cards must be copied prior to the lesson and cut apart. Place the cards in a small bag.) • Markers, crayons, and colored pencils. 28 Torah Lesson 3 CHAI: Learning for Jewish Life • Glue/glue sticks. • Image of a rainbow, one per student (in student workbook). • Letter to parents (page 36). READING RESOURCES FOR TEACHERS Genesis 6:9–8:19, 9:8–16 (pp. 33–35) Arcus, Lorraine Posner. Torah Alive! An Early Childhood Torah Curriculum. New York: URJ Press, 2004. Steinbock, Steven E. Torah: The Growing Gift. New York: UAHC Press, 1994. LESSON VOCABULARY righteous Good, or doing what is right. raven The bird sent out by Noah first to see if there is dry land. The raven does not find any land, and the dove is sent out. LESSON PLAN SET INDUCTION (5 MINUTES) 1. Sing or play the class welcome song. 2. Say together the blessing for Torah study. 3. Explain to the students that today, before you learn the Torah story, you are going to tell another story not found in the Torah at all.
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