Curriculum Map

Unit/
Content
Scope

Big, Enduring
Ideas

September

Unit 2
October

12:1-9

Students will be able to.

Assessments
Students will

Unit 1

1:2631

Benchmarks/Essential
Questions

1) Man's make-up
and his distinction
from the other
creations
2) Man's functions
and objectives in this
world
1) Why God chose
Avraham
2) Avraham's mission
of education and
guidance to the
world
3) Avraham as the
international role

1A- Understand the uniqueness

of the process of Man's
creation, including his
metaphysical make-up.
1B- Use Midrash to ascertain
the necessity of Hashem's
decision.
1C- Contrast, through
Commentator's, the various
options of the "partners" in
Man's creation.
1D- View the significance of
Man's existence through the
broad spectrum of creation.
2A- Enumerate the physical
functions of Man in this world.
2B- Internalize the "advantage"
of the Yetzer Hara and its
necessity.
2C- Use "Betzelem Elokim" to
describe Man's mission of
intellectual and spiritual
elevation.
2D- Break down the word
"Adam" through its etymology
to discover multiple objectives
of Man in this world.
1A- Divide the 2,000 year
history from Adam to Avraham
into time eras of opportunities
granted to Man by God, based
on the Sforno introduction to
Bereshit.
1B- List the stages of Mankind's
historical development toward
star worship and idolatry, base
on the Rambam.

1A - List the terms from the "creation pesukum" in perek 1 and

2 which indicate Man's spiritual nature. Mid lesson / teacher
circulates and observes.
1B- Fill out exit cards which explain: 1/2- God's 2 non-options
of creating man, 3- and his "compromise". Lesson end /
submit.
1C- Fill in a worksheet chart (variables provided) of the 2
"partners" of Man and the textual terms which connect to each
one, according to Ramban and Seforno. Lesson end / teacher
circulates.
2A- List 3 example for each of Man's 3 physical functions in the
world. Mid lesson / students read.
2C- Draw an empty figure, fill in the terms "tzelem" and
"Elokim" in the appropriate areas with a connecting line and
"growth" activities ascending up the line - based on Seforno.
Align the 2 terms with the corresponding terms in perek 2 based on Keli Yakar. Lesson end / hold up and display.
2D- State which derivation/function of the word "Adam" they
appreciated the most and why. Mid lesson / verbal.
1A- Fill in 3 columns which list: time eras, opportunities
provided by God, and Man's mistakes. Lesson end / teacher
circulate.
1B- Create a flow chart, in partners, of the historical stages of
star worship - based on Rambam. Mid lesson / draw on board.
1C- Write index card summary: Side 1 - big idea of Hashem's
choosing Avraham / Side 2 - something bothersome or
requiring clarification. Lesson end / submit.
2A- In groups of 3: each take 1 of the Avraham "educational"
terms, explain the activity that it implies, and apply it to a

Curriculum Map

Unit 3
November

17- :18

model
1) Hashem's decision
to reveal His plan to
Avraham / the
mission statement
2) Avraham's
approach to prayer:
Righteousness &
Justice
3) The power of merit

1C- Ascertain the reason for

God's choice of Avraham, and
explain the true command of
"Lech lecha".
2A- Identify terms which
indicate Avraham's drive
towards educating the world on
God's existence, and
extrapolate his specific duties
from those terms using
Commentators.
2B- Navigate the lifetime of
Avraham in the sefer to find
equivalent terminology.
3A- Derive from Hashem's
original blessing to Avraham,
his functions as a role model for
the world.
3B- Navigate the parshiyot of
Avraham, Yitzhak and Yaakov
for terms that indicate their
international impact.
1A- Reconcile Hashem's "need"
to reveal His decision to
Avraham, through Midrash and
Commentators.
1B- Dissect the "mission
statement" pasuk of Avraham,
explain its connection to his
prayer for Sedom, and cite
examples from Tanach which
show the historical significance
of "tzdakah umishpat".
2A- Break down the first few
pesukim of his prayer to display
his strategy of "tzdakah
umishpat" and Hashem's
reaction.
3A- Utilize specific language
throughout the continuation of
the prayer to demonstrate how

modern day equivalent activity - other 2 listen and comment.

Mid lesson / teacher circulates and listens.
3A- Write minute paper on what they learned from Avraham
about the Jewish nation's responsibilities vis-a-vis the other
nations. Lesson end / submit.
1A- Create a stick organizer which states the3 reasons for
Hashem's inclusion to Avraham, in 4 or fewer words each.
Lesson end / teacher circulate and comment.
1B- In pairs, discuss what pasuk 19 (the "mission statement")
teaches in terms of a Jew's role in the context of his family and
nation, and share with the class. Mid lesson / verbal.
2A- Use a 2 column worksheet: "Mishpat/Din" &
"Tzedakah/Rahamim", enter every term from the first part of
Avraham's prayer into 1 of the 2, and explain its
appropriateness. Then do the same for Hashem's response.
3A- In partners: Through use of learned Commentators, create
an exchange between Hashem and Avraham based on his
second request, the theme of merit, and the final request
followed by Hashem "leaving". Mid lesson / teacher and class
observe and provide immediate feedback.

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Unit 4
December

1) The purpose of the

Akedah test

Unit 6

February

2) Detecting the
greatness of the act
every step of the way

:25

3) For whom was the

test greater?

1-18 :22

19-34,

Unit 5
January

10- :24

1) Eliezer got more

than he bargained for
2) Can we detect
traces of Avraham in
Rivkah?
3) Her sterling traits
and character
1) The intent of
Rivkah and Yaakov
involved in attaining
the bracha

Avraham used and counted on

the concept of merit, to spare
the people of Sedom.
1A- Discover the various
possible objectives of the
Akedah test to Avraham, using
multiple sources.
2A- Detect numerous textual
issues within the Akedah
narrative, and formulate them
into exploratory questions.
2B- Answer the textual
difficulties through
Commentators, and use the
answers to articulate the
greatness of Avraham's act.
3A- Advocate for both sides to
argue whether the test was
greater for Avraham or Yitzhak,
and reach a conclusion.
1A- Contrast the textual
differences between Eliezer's
stipulation and prayer to
Hashem, and Rivkah's actual
actions.
2A- Compare the Rivkah camel
scene with the narrative of
Avraham's guests, and draw
similarities in character and
motivation.
3A- Analyze terminology
throughout the first scene and
that of meeting Yitzhak, and
highlight the many outstanding
traits of Rivkah, using
Commentators.
1A- Explain how could Yaakov
the Ish Haemet" be
disingenuous.
1B- Obtain perspective on
Rivkah's broad view of the

1A- Homework: Create a summary chart of the 4

Commentators on the reason for the Akedah test. After class /
checked by teacher with feedback.
2A- Go around the room and ask every student to state one
textual difficulty within the Akedah narrative. Lesson end /
verbal with teacher documenting.
2B- List the terms that display the greatness of the act, in
strength order, based on Commentators, with a brief rationale.
Lesson end / submit.
3A- Debate the sides of "for whom was the test greater" by
splitting the class in to an Avraham group and a Yitzhak group.
Lesson end / verbal, with teacher noting individual
performances.

1A- Create a 3 column chart contrasting the standards of

Eliezer with the actual actions of Rivkah, using the middle
column to highlight the differences. Mid lesson / teacher
circulate and observe.
2A- Vertically line up the pesukim of the Avraham guest scene
and those of the Rivkah camel scene (separately) and draw
lines to connect the matching terminology or actions.
3A- Divide class into groups, with the members of each group
choosing different traits/qualities of Rivkah to represent, and
state to the group sets of action terms, supported by the text.
Mid lesson / teacher observes and grades.
1aW.rite a letter as if from Yaakov regarding his halachic
predicament: on the one hand he has the mitzvah of kibbud
em (honoring his mother),and on the other hand he has the

Curriculum Map

2)Yitzhak's original
view of his son's
function's and his
enlightenment

impact of the Bracha on the

nation's future.
1C- Articulate the mechanics of
the brachot through the lens of
Rivkah.
2A- Explain the historical
significance of Bechora.
2b-Contrast Yitzchak's vision of
Esav's role in the nation's future
with Rivkah's intuition.
2C- Use their understanding of
terms and chronological
comparison's to shed light on
Yitzchak's Epiphany and his fear
of his misunderstanding in
retrospect.

commandment of midevar sheker tirchak (not to tell a lie)he would like to know his course of action. The students would
then act as a Rav or Posek and write a halachic responsa to
their question based on the concepts we learned, specifically
the Abarbanel. Mid lesson/ teacher rotates
1a) - Write an Essay on the following.
Imagine you are a servant in Yitzchaks house. You are
cleaning Yitzhaks tent, minding your own business while he is
sitting and learning at his desk. All of a sudden Yaakov comes
in. You know it is Yaakov but he doesnt look like his normal
self. Your concerns are confirmed when he tells Yitzhak that he
is Esav and he has come to claim his fathers bracha. You cant
believe your own ears. As he is speaking to his father, Yaakov
turns to you and gives you a look that can only be described
as please, I need your help. Dont say anything to my father.
You feel torn. You know Esav is a bad man and Yaakov holds
the key to the future of the Jewish people. Yet you also have a
responsibility to your master Yitzhak. He deserves to know the
truth
What do you do?
1b& 1c) Teacher will make an announcement choosing the
class clown as the president of the class to lead them in all
future decisions. With a partner, students will use the
Mefarshim and source sheets to perform a "think, pair, share"
where they will discuss possible answers to the questions
posed regarding Rivkah's decision to switch the brachot then
discuss overall conclusions to the class.
2a)Students will be shown a will of a man who recently passed
away and gave double the portion to the oldest son. Students
explain why this is "fair" from a halachic standpoint and
explain the halachic ramifications of the bechor how it can be
transferred, affected his status, rights etc
2b) Illustrate the multiple points of view by drawing a venn
diagram of Yitzchaks vision of the nations future with
Rivkahs intuition.
2c) Create a chart that contrasts Yitzchak's attitude toward
Esav before the Bracha to his attitude afterward that it
eventually says " he feared a great fear" use the Mefarshim to
to draw comparisons between this specific incident and
broader themes that illustrate Yitzchaks old and new beliefs or
generalizations about Esav.

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Unit 7
March
, ,

18- :29
34/

1) Leah's discontent,
Rachel's Sacrifice
and it's emotional
impact
2) Naming the
Shevatim and
relationship
development

Unit 8
April

1- :37

3) Pure and impure

jealousy
1) Reconciling the
intent of the brothers
and the sale of Yosef
2) The true flaw in
their actions and its
historical impact

1A- Detect Leah's struggle and

Rahel's sensitivity and
willingness to sacrifice.
1B- Recount the emotional
impact on all the characters
involved based on the text.
1C- Appreciate the fortitude and
compassion of Rachel.
2A- Discover the inconsistencies
and nuances in Leah's naming
of her first children.
2B- Student will contrast the
birthing episodes and translate
them into Leah's maturation
process.
2C- Glean the powerful
concepts of Leah's gratitude to
her approach. 3A- Identify the
positives and negative. nature
of jealousy through Rachel.
3B- Elaborate on the undertone
of the exchange between Rahel
and Yaakov.
1A- Empathize with the brothers
in their attitudes toward Yosef
through an analysis of his words
and actions. 1B-understand the
theories of reconciliation of the
commentaries and retrace
those conclusions in the text.

1a and 1b) Students will search through the text and

commentaries to locate the subtle references of Leah and
Rachel's intense emotions and create a journal entry of Rahel,
Leah or Yaakov that expresses their emotions at this time
period.
1b) The students will be given the list below of different
feelings. In the space provided next to the adjective, they will
be asked write who this word may be referring to, how that
specific feeling played a role in the episode, and any other
response they have to the word
Rejected-Tricked-Preferred- Cunning- Foolish-Mean-InnocentProtagonist (Good Guy)- Antagonist (Bad Guy)2b) Formulate three essential questions that arise from the
difficulties in the text with regard to naming each child.
Identify each koshi as either textual (syntax, grammatical,
etc.), contextual or philosophical and attempt to find a
plausible answer for each question either from the text or on
personal opinion.
2a&b) Contrast the essential detail that change in Leah's
attitude with every ensuing birth by creating a graph with a
column for each Shevet that includes the name given, the
reason for the nuances and inconsistencies within the text and
what the Mefarshim teach us about Leah's growth.
3a) Analyze the complexity within the paradox of Rachel and
Leah's jealousy of each other on the one hand and their
outstanding traits of gratitude and compassion on the other
by writing an essay that says what they can personally learn
from the greatness and humanity of our Imahot.
3b) Perform a parallel scenario of a modern day couple having
the same discussion. Have students "vote with their feet"
whether they think the "husband/Yaakov had the correct
response. How they think he could have responded better or
more sensitively in this situation and write a summary of why
the Mefarshim criticize Yaakov for his response. Mid class
1a. Students will compose an essay, monologue or narrative
defending why the brothers did as they did. Structure ideas
and arguments in a sustained, persuasive, and sophisticated
way and support them with precise and relevant examples
from the peshat and Mefarshim.
2a. Hold a court case debate: The students will act as judge,

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Unit 9
May

39: 1-40/
41: 16,25-28
1) Yosef and his
loyalty and
responsibility to his
fellow man

Unit 10
June

44: 1-17/45:
1-28

2)Yosef's resilience to
life's obstacles and
his inner strengths
3) Yosef's faith and
trust in Hashem
1) Rendezvous of the
brothers and the

2B- Judge the ethical

breakdown of the brothers
actions.
2B-. Enumerate the various
flaws of the brothers actions.
3A-.explore the impact of their
actions through Midrashic
literature.
1A- Students will be able to list
numerous positive traits of
Yosef through a surface
analysis.
1B- Students will identify
escalating levels of positions of
responsibility of Yosef 1c.
Illustrate how he carried himself
in those positions without
compromising his loyalties or
responsibilities.
2A- Track the pitfalls and
successes throughout Yosef's
saga.
2B- Extrapolate from the text
his ability to build himself up in
any given situation.
2C- Recognize his inner
struggles with resisting
temptation.
3A- Identify Yosef's divine
attribution to his successes
throughout his experiences.
3B- Analyze the extent of his
faith through analysis, text and
commentators.
1A- Contrast the brother's old
behavior vs. their second

lawyer, Jury etc..on the brothers and Yosef each for doing what
they did to come up with a verdict based on the Mefarshim
i.e.-Students will judge the motivations of the brothers and
create a debate to explain each side. 3a. Reflect and discuss
the following question. How did Yaakov and Yosefs brothers
react to his dreams? How did Yosefs brothers view him then
and now? Select phrases from the Chumash to substantiate
your position. Mid class/Verbal
3a) Find three later historical events that are attributed to the
brothers actions based on the source sheet provided and
summarize on an exit card.
1,2&3? . Create a diagram titled "Tehunot Yosef" where they
will look through the text, write down the different
characteristics alluded to and fill in the source that discusses
this particular aspect of his personality for each the
corresponding letter
Students will then draw a timeline including the many jobs
Yosef held, his approximate age and at least one passuk
describing his demeanor in that position. The map should also
include the different declines and nisyonot throughout his life
with a meforash that alludes to the source of his triumph and
how he stayed so connected to Hashem throughout the years.
2a. Compare Yosef's Journey to Klall Yisrael's journey through
the galuyot based on the Maharal . Students will draw a chart
matching each of his rises and falls to another event in our
history as a nation.
2b.Students will create a "resume" as if they are Yosef,
including
Job Objective - What do you want to do?
Education - What have you learned?
Employment History - What have you done?
Skills & Abilities - What can you do?
Activities and Honors
References - Who? And the reason he would make the best
mishneh lamelech
2b. Write a reflection on how the experiences Hashem put
Yosef through really made him the best man for the job.
1a. The teacher will accuse one student in the class of making
trouble and sends her to the principals office. The class has

Curriculum Map

truth
2) Revelation of
Yosefs true identity
3) Reconciliationmaking peace
amongst brothers
after all these years

chance and Yehudah's

"approach".
1B- Develop an understanding
of Yosef's strategy all along
2A- Students will relate to the
emotional impact of the story
and illustrate it from multiple
points of view.
2B- Relate the brothers
experience to the parallel of
Olam Haba and Rambam's
definition of true Teshuva.
3A- Compare the kindness of
Yosef in contrast to their
behavior toward him.
3B- Track the healing process of
the brothers
3C Reflect on Yosef's
overcoming resentment through
recognition of Yad Hashem

the opportunity to step up and take responsibility or be silent

and let the innocent victim take the blame. The students
eventually are told this student will be suspended if no one
takes the blame. How do they respond? Eventually the teacher
will show the class a video of how they acted when the teacher
was out. After this episode students will have a class
discussion of how this relates to the story of Yosef and his
brothers and how they would have felt in his shoes. Mid Class.
1b) students will write out a battle plan according to the
Ramban to explain the best possible way to get the brothers to
do Teshuvah for what they did, then compare and contrast that
to what Yosef actually did.
2a. Creating a diary entry from either Yosef's, Yehuda's, or
Binyamin's point of view. Students should describe with
concrete sensory details the sights, sounds, and smells of the
scene and the specific actions, movements, gestures to depict
the characters' feelings.
2a.Students will be asked to re-enact the scene in the Humash
we are describing. Though it need not be followed verbatim,
they will need to use the lashon of the pasuk as they speak
and fill in the rest with Ivrit. They will be graded on the
accuracy of the content in relation to the Humash, the words
they use, and the fluency in which they recite their lines (they
can have scripts with them, they are not expected to
memorize every word) . There will be one planned scene and
another scene/segment of pesukim the students will be shown
and asked to perform on the spot.