Students are introduced to the Biblical figure of Abraham, considered the father of monotheism. They read a passage from the Hebrew Bible and learn about the relationship between God and Abraham. Then, they create a concept map of the key features of monotheism. Next, they outline the structure of the Hebrew Bible and illustrate one of the Ten Commandments. Finally, they describe life in ancient Israel based on a Biblical passage about Abraham.
Students are introduced to ancient polytheistic religions and the question of how belief in a single, all-powerful God emerged. In small groups, they read the midrash story about Abraham smashing his father’s idols and discuss what message Abraham is trying to send to his father and the people who enter the shop. Groups post a shared response explaining what Abraham is trying to tell his father.
Teacher MovesIntroduce the experience and objective, explain that the Abraham story is a rabbinic interpretation (midrash), and, if time permits, have students view the animated video Young Abraham Smashing Idols. After groups post their ideas, lead a discussion to highlight how the story depicts Abraham challenging the power of idols and the belief that they are supreme beings, using this to set the stage for the emergence of monotheism. As appropriate, address student questions about whether Abraham was a historical person and note that Judaism, Christianity, and Islam all include stories about Abraham. Clarify that students will now continue the remaining scenes individually, even if they remain seated in groups.
Students learn the definition of monotheism by breaking down the word’s Greek roots and contrasting it with ancient polytheistic beliefs. They read a passage from Genesis describing God’s call to Abraham and the promise of a covenant, then watch the first two minutes of the video Abraham’s Story: Foundation of Judaism, Christianity, and Islam to see how Abraham’s relationship with God is portrayed. Using information from the text and video, students identify key characteristics of God in major monotheistic religions (omnipotent, omniscient, creator, just and merciful) and create a concept map that organizes the key features of monotheism.
Teacher MovesClarify the meaning of monotheism and connect it to the Abraham narrative and covenant described in Genesis. As students complete their concept maps, prompt them to include God’s main characteristics and the idea of an exclusive relationship between God and the Hebrew people. Conclude the scene by summarizing monotheism with the class, reinforcing accurate understandings and addressing any misconceptions that appear in student maps.
Students are introduced to the terms Hebrews, Israelites, and Jews/Judaism and how each relates to the people and religion that developed from Abraham’s descendants. They read an overview of the Hebrew Bible and its three main sections—Torah, Prophets, and Writings—and use either Jewish Tradition: The 24 Books of the Hebrew Bible or Christian Tradition: Old Testament Books to see how the books are organized. They complete a graphic organizer by naming at least one book from each section and briefly describing its contents. Next, students read about the Ten Commandments as a framework for moral behavior, review how the commandments are grouped into laws about people’s relationship with God and with other people, and then choose one commandment to illustrate. They create an image (on-screen or uploaded) and add a caption with the text of the commandment they selected.
Teacher MovesClarify the different terms for the ancient Israelites and how they relate to people, places, and the later development of Judaism. Emphasize the structure and variety of texts within the Hebrew Bible and how these writings contribute to central beliefs and ethical teachings in Judeo-Christian traditions. As students complete the organizer and illustrations, check that they correctly categorize books of the Hebrew Bible and accurately represent the meaning of the Ten Commandments in their drawings and captions.
Students read three passages from the Hebrew Bible to deepen their understanding of daily life and moral expectations in ancient Israel. From the story of Abraham welcoming three visitors, they identify details about Abraham’s life in Canaan and record at least one thing they learn about his lifestyle or values in a table. From the passage about Isaac and the Philistines disputing wells, they infer why control of wells was so important and post a response explaining why the Philistines fought Isaac for the water. From the law about tithes in Deuteronomy, they determine what moral behavior is being described—such as providing for priests, foreigners, orphans, and widows—and share their interpretation on a class wall.
Teacher MovesDecide whether to read and discuss each passage as a whole class or have students work independently and then share out. Use the Abraham passage to highlight possible observations (for example, tent living, hospitality to guests, foot washing as respect, and a personal relationship with God). For the wells passage, explain the desert environment of ancient Israel and why access to water was essential for survival and herding, helping students connect geography to conflict. For the tithes passage, emphasize the expectation to support landless and vulnerable people and how this reflects the moral and social responsibilities embedded in Biblical law.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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