Objectives:
- Describe the development of the kingdoms of Judah and Israel.
- Explain how the Israelites were conquered and sent into exile.
Scene 1 — Engage
Student Activity
Students read an overview of the historical period from Abraham’s migration through the rise of the Babylonian Empire and are introduced to the lesson objectives. They examine an image of Ruth and Naomi and read background about Ruth’s story as a Moabite woman who chooses to accompany her Israelite mother-in-law back to Canaan. Students then respond to a word cloud prompt describing Ruth using one or more descriptive words.
Teacher Moves
Introduce the experience focus on the kingdoms of ancient Israel and the exile, highlighting the objectives. Use the image and background about Ruth and Naomi to frame Ruth as a symbol of loyalty and faith and note her connection as the great-grandmother of King David. Use student word cloud responses to identify understandings and misconceptions, and to guide follow-up discussion.
Scene 2 — Explore 1
Student Activity
Students read a narrative explaining why the Israelite tribes wanted a king, emphasizing that Israelite kings were not considered gods and were subject to the Torah. They learn about Saul’s selection as the first king and his military successes, then study an image of King David playing the harp and read about David’s rise, his defeat of Goliath, his expansion of the kingdom, his founding of Jerusalem, and his authorship of many psalms. Students then read about Solomon’s reign, his reputation for wisdom, the kingdom’s wealth, and the construction and impact of the first Holy Temple, including the heavy labor and taxes it required. Using a graphic organizer, they take notes on key characteristics of Saul, David, and Solomon.
Teacher Moves
Clarify key points about the distinct roles and legacies of Saul, David, and Solomon, including the religious and political significance of Jerusalem and the Holy Temple. Use student notes in the graphic organizer to check for understanding of each king’s contributions and challenges, and to guide brief discussion before moving on.
Scene 3 — Explore 2
Student Activity
Students read about the succession after Solomon, learning how Rehoboam’s rule led to discontent and the split into the northern kingdom of Israel and the southern kingdom of Judah. They examine a map labeled “Map of the Ancient Israelite Kingdoms” to visualize the two kingdoms’ locations. Students then read about the later history of both kingdoms: the series of kings in Israel, the return to idol worship, the Assyrian conquest and exile of the northern Israelites, and the greater stability of Judah, including Jerusalem and the Temple, followed by the Babylonian conquest, destruction of the Temple, and exile to Babylonia. Finally, they complete a fill-in-the-blank activity to identify the names of the kingdoms, their relative longevity, and the destination of the Judaean exile.
Teacher Moves
Guide students in connecting the map to the narrative of the kingdom’s split, emphasizing the geographic and political differences between Israel and Judah. Use student responses to the fill-in-the-blank questions to confirm understanding of key terms (Israel, Judah, Babylonia) and the sequence of conquests and exiles, and to address any misconceptions.
Scene 4 — Explain
Student Activity
Students study an image of King Solomon dedicating the Holy Temple and read about Jerusalem as the political and economic center of the united kingdom. They learn how the Temple centralized worship, replaced local shrines, housed the Ark of the Covenant in the Holy of Holies, and was administered by priests who led sacrifices and prayers, especially on Yom Kippur. Students then read about the three pilgrimage festivals—Passover, Shavuos, and Sukkos—and revisit a map of the ancient Israelite kingdoms to consider travel to Jerusalem. They answer a multiple-choice question identifying the Temple’s location in the Kingdom of Judah and read an explanation that it was in the southern part of the kingdom, far from many northerners. Finally, they post to a class wall inferring how the Temple’s location, taxes, and worship practices may have contributed to the later split of the kingdom.
Teacher Moves
If applicable, connect this lesson to prior learning about the agricultural roots of the pilgrimage festivals. Emphasize the Temple’s religious and economic importance and its central role in unifying—and later straining—relations among the tribes. Review student inferences on the wall, sharing interesting or exemplary answers, and use them to discuss how distance, outlawed regional altars, and heavy taxation may have fueled resentment and contributed to the kingdom’s division.
Scene 5 — Elaborate
Student Activity
Students view an image of the prophet Jeremiah at the destruction of Jerusalem and respond in a shared table by writing their own definitions of the word prophet. They then read an explanation of Biblical prophets as individuals chosen by God to speak on His behalf, calling Israelites to care for the vulnerable and to abandon idol worship or face conquest and exile. Next, they read several prophetic passages from Isaiah and Jeremiah that highlight themes of justice, care for the oppressed, rejection of idolatry, and consequences for disobedience. Students choose one passage and post to a class wall stating which passage they selected and explaining how its message reflects Biblical prophecy.
Teacher Moves
Clarify that, in the Biblical sense, a prophet is primarily a spokesperson for God rather than simply a predictor of the future. Use student definitions to surface prior conceptions, then connect them to the provided explanation. After students analyze the prophetic passages and post their explanations, share interesting or exemplary responses with the class to deepen discussion of how prophecy combines moral instruction, social justice, and warnings of consequences.
Scene 6 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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