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THE FIVE MEGILLOT Blank Canvases for Artistic Expression of the Human Experience Liora Alban Hebrew Union College-Jewish Institute of Religion Rhea Hirsch School of Education Curriculum Guide Spring 2018 Table of Contents 1 Letter to the Educator ................................................................................................................. 3 Curriculum Rationale .................................................................................................................. 7 Scope and SeQuence ................................................................................................................. 11 Unit 1: Introduction .................................................................................................................. 13 Lesson 1:1: Why the Megillot?....................................................................................... 14 Lesson 1:2: Why Art? ..................................................................................................... 21 Creating Our Own Meaning ............................................ 30— תלהק Unit 2 (Scripted): Ecclesiastes Lesson 2:1: Reading Ecclesiastes .................................................................................... 32 Lesson 2:2: The Importance of Balance ......................................................................... 40 Lesson 2:3: Hevel Hevelim! ............................................................................................ 49 Lesson 2:4: What Can I Take from Ecclesiastes? ............................................................ 56 Lesson 2:5: Creating Our Own Meaning 1 ...................................................................... 67 Lesson 2:6: Creating Our Own Meaning 2 ...................................................................... 78 What Do Healthy Relatioships Look Like? ............................ 84— יש ר שה י ר י ם Unit 3: Song of Songs Lesson 3:1: Song of Songs Introduction ......................................................................... 86 Lesson 3:2: The Poetic TechniQues in Song of Songs ...................................................... 95 Lesson 3:3: Creating Our Own Song 1 .......................................................................... 101 Lesson 3:4: Creating Our Own Song 2 .......................................................................... 105 Lesson 3:5: Creating Our Own Song 3 .......................................................................... 112 Growth from Struggle ................................................................. 115— הכיא Unit 4: Lamentations Lesson 4:1: Reading Lamentations Part 1..................................................................... 117 Lesson 4:2: Reading Lamentations Part 2..................................................................... 125 Lesson 4:3: Growth from Struggle ............................................................................... 131 Lesson 4:4: Collage-Making ......................................................................................... 136 Lesson 4:5: Presentations and Artist Statements ......................................................... 143 Standing Up For What Matters.............................................................. 146— סאת ר Unit 5: Esther Lesson 5:1: Reading Megillat Esther ............................................................................ 148 Lesson 5:2: Responding to Ethical Dilemmas ............................................................... 157 Lesson 5:3: Find Yourself a Mentor .............................................................................. 167 Lesson 5:4: Becoming Inspired by Others .................................................................... 173 Lesson 5:5: Masking and Unmasking 1......................................................................... 176 Table of Contents 2 Lesson 5:6: Masking and Unmasking 2......................................................................... 178 Looking Forward ......................................................................................... 182— תור Unit 6: Ruth Lesson 6:1: Ruth 1 ....................................................................................................... 184 Lesson 6:2: Ruth 2, 3, 4 ................................................................................................ 189 Lesson 6:3: Photographing Our Journeys 1 .................................................................. 204 Lesson 6:4: Photographing Our Journeys 2 .................................................................. 209 Unit 7: Planning for an Artistic Exhibition (memorable moment) ............................................ 214 Lesson 7:1: Artwork Review......................................................................................... 216 Lesson 7:2: Final Touches ............................................................................................ 219 Lesson 7:3: Final Exhibition (Memorable Moment) ...................................................... 221 Bibliography ............................................................................................................................ 223 Letter to Educator 3 LETTER TO THE EDUCATOR Dear Educator, In choosing to teach this curriculum, you are about to dive deeply into the timeless lessons found in the megillot. A megillah is a scroll and megillot is the plural form of the word. The megillot are scrolls that come from the Ketuvim (Writings) section of the Hebrew Bible and are read on specific Jewish holidays throughout the year. The stories in these ancient scrolls were relevant thousands of years ago. As you dive deeper into this curriculum, you will realize that these stories remain as relevant today. Issues related to personal identity, self-expression, and relationships are particularly salient for teenagers as they think about the types of people they want to become in their futures. The megillot provide the perfect entry points for examination on these issues in a Jewish way. It is my hope that you as the educator will guide your students as they journey through this curriculum. There will be challenging moments during which students will extend their comfort zones. There will also be joyful moments of students feeling pride at the growth catalyzed by this curriculum. Students need not come out of this curriculum thinking a certain way. Rather, this curriculum is meant to stretch student thinking and develop a stronger sense of self for students to carry even after this curriculum is finished. In order for you to teach this curriculum most effectively, I have answered several Questions you may have before you begin: How should I navigate this curriculum guide? Structure This curriculum is divided into seven units: five core units surrounded by introductory and conclusion units. These units should be taught in the order that they are presented in this curriculum guide because the lessons and themes from later units build on earlier units. Organization Each unit begins with a unit overview that contains enduring understandings, essential questions, goals, objectives, and an outline of lessons for that unit. Following these unit overviews are the individual lessons for the unit. Each lesson contains its own goals, objectives, and list of materials. Unit 2 is a scripted unit, meaning that directions and allotted times for each lesson in that unit have been more explicitly laid out than in Letter to Educator 4 other units. Additionally, the lessons in Unit 2 have their own essential Questions to make the lessons even more clear. Any necessary materials for a lesson such as images, diagrams, or other texts are included directly after the lesson in the appendices section. Appendices are labeled according to unit, lesson, and number of appendices in the lesson. Any media that should be played during a lesson is hyperlinked to that media or you can search for the website directly yourself if you are reading the hard copy of this curriculum guide. All lessons contain a set induction, a set of activities, and a closure. Goals and Objectives Each unit overview and lesson contain their own goals and objectives. Goals are what you as the educator want to accomplish during a unit or lesson. Objectives are the skills that students will acQuire by the conclusion of a unit or lesson. Notes to Educator Throughout this curriculum you will notice footnotes titled, “Note to Educator.” These indicate logistical clarifications of which you should be aware in order to carry out the lessons as they were intended. What do I need to know Before teaching this curriculum? Familiarizing Yourself with the Megillot Before teaching this curriculum guide, you should be familiar with the content of the five megillot. I suggest that your first step be reading the texts of the five megillot carefully and thinking about how you relate to these rich stories. I then encourage you to read the JPS Bible Commentaries on Ecclesiastes, Song of Songs, Esther, and Ruth. These books contain annotated translations of the megillot as well as essays that provide important frameworks of understanding. The JPS Bible commentary on Lamentations has not yet been published but I found Lamentations and the Tears of the World by Kathleen M. O’Conner to be a helpful resource on Lamentations. I also suggest reading the introduction and commentary to Lamentations in the Jewish Study Bible. Class Size Several activities in this curriculum guide assume a minimum number of twelve students
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