Hamaniach – May a person take the law into his own hands?

Notes

1. 1The textbook becomes a guide for the student instead of a "display board", so the student utilizes his energy resources and engages in cognitive activity, namely: reading, understanding, thinking, while always having the textbook in hand to help, such as: for memorization, for review, for sharing with parents, siblings, friends, family, and more.
2. 2The student does not need to rely on his memory of what he heard, and his book is always available to help him, thereby strengthening his study of Gemara and his confidence and self-image as he advances in the levels of Torah.
3. 3In the teaching and educational goals, we tried to provide general goals encompassing all the details of teaching and education from the textbook and in general from the "Eilu Metziot" set, since the details of teaching and education are numerous and are acquired while studying with the "Eilu Metziot" set, but as overall goals you will find them in this lesson.
4. 4At any stage of the lesson, the teacher can turn to the practice book and refine skills with his students using the study template, then move to the original Gemara page and study the learned passage from it. This gives the student a sense of capability — that he is succeeding.
5. 5The teacher does not have to organize his lesson specifically according to this lesson structure, because the teacher and his students have many tools in the study set for conducting teaching and education, and the rabbi should do so according to his students' ability and his own pure judgment.

Learning Objectives

1. 1The student will know how to identify the main / secondary topic in the sugya under discussion in the Gemara.
2. 2The student will know the: words / terms / concepts / expressions / conclusions that make up the Talmudic discourse.
3. 3The student will know the way of the Talmudic discourse in all its components.
4. 4The student will know how to read and understand the Gemara with Rashi's commentary. If there is no Rashi commentary on the Gemara's words, he will know how to read and understand the explanation provided for the Gemara's words.
5. 5The student will know how to associate / read / understand the: passage / sub-passage / end of the sugya, with its summary table.
6. 6The student will know the halacha that emerges from the Gemara's discussion.
7. 7The student will know how to apply learning skills in the way of the Talmudic discourse.
8. 8The student will know how to use the textbook at every stage of practice, and acquire significant knowledge in the study of Gemara.
9. 9The student will know how to read the Gemara with Rashi's commentary on an original Gemara page.

Educational Objectives

1. 1The student will internalize that Gemara must be studied in an organized and clear manner, with understanding and considerable knowledge.
2. 2The student will internalize how important it is to know Aramaic in order to study Gemara.
3. 3The student will internalize that the entire purpose of studying Gemara is to bring one to practical action.
4. 4Involving the student during the lesson and making him active strengthens his skills.
5. 5The student will internalize how great is the prohibition of injuring one's fellow, and that there is payment for every blow.
6. 6The student will get to know the Sages of the Talmud and strengthen his spiritual connection to them, through the book "Emunat Chachamim".
7. 7The student will internalize that to complete clear knowledge, he must examine and test his knowledge.

Cognitive Objectives

1. 1The student will distinguish the introduction / heading of each study passage that makes up the sugya / discussion.
2. 2The student will distinguish between the text of the Gemara, the text of Rashi's commentary, and the text of the explanation, in each study passage.
3. 3The student will notice that in the Gemara's text, the terms are highlighted.
4. 4The student will notice that sometimes Rashi's commentary appears in parentheses next to the Gemara's text.
5. 5The student will notice that the Aramaic language in Rashi's commentary is explained in Hebrew.
6. 6The student will notice the: table / diagram / summary, for the: passage / sub-passage / end of the sugya.
7. 7The student will notice that at the end of each sub-passage there is: a. a ruled halacha. b. explanations of words. c. references: to the practice book, to the "Emunat Chachamim" book.

Didactic Difficulties

1. 1What is the general / secondary topic under discussion in the Gemara.
2. 2What is the concept of "a person taking the law into his own hands"?
3. 3What is the concept of "boshet" (humiliation)?
4. 4What is the value of a "sela" for payment of a fine?
5. 5Who are the Amoraim discussing the sugya? In which period did they act? Where was their place of residence?
6. 6Understanding the concepts brought in the Gemara: for kneeing three, for kicking five, for a slap thirteen, and what Rav Chisda asked.
7. 7Words in Aramaic.
8. 8Concepts that recur throughout the Talmudic discourse.
9. 9Reading the Gemara passages correctly and accurately.
10. 10Finding the d"ah (heading) in Rashi for the passage being studied.
11. 11Reading Rashi correctly and accurately.
12. 12Aramaic words appearing in Rashi's commentary.
13. 13Understanding: cases / concepts / laws / reasons brought in the Gemara: a. that have no explanation in Rashi. b. that have an explanation in Rashi.
14. 14What is the practical halacha, intermediate / final conclusions, in the: passage / sub-passage of the Gemara.
15. 15Reading the Gemara with Rashi's commentary from an original Gemara page.

Solving Didactic Difficulties

1. 1A main / secondary heading focuses / guides the student towards where they are heading.
2. 2An introduction explaining the concept "taking the law into one's own hands" is best explained practically, such as: a story / parable, etc.
3. 3An introduction explaining the five things for which one who injures his fellow is liable, their source in the Torah, and a focus on the damage of boshet (humiliation).
4. 4The damages of one who injures his fellow are measured in selaim, so there is an explanation of what a sela is, and its value in the currency we use today.
5. 5Getting to know the Amoraim Rav Chisda and Rav Nachman in the book Emunat Chachamim.
6. 6After explaining the concept of "boshet" and the value of the sela, we can understand the manner of the blow brought in the Gemara, and the payment of the boshet damage that the one who humiliated pays. And Rav Chisda's question.
7. 7At the end of each study sub-passage, there are explanations of words for that sub-passage.
8. 8Every concept during the Talmudic discourse is highlighted in green in the Gemara's text, referring us to the glossary.
9. 9The Gemara's text in each passage is shaded in yellow, in large writing, easy to read and punctuated.
10. 10When there is a Rashi for the Gemara's text, it is found under the Gemara's text, shaded in cream. The d"ah in Rashi for the Mishnah's text is highlighted.
11. 11Rashi's text is brought in large Hebrew writing, easy to read and punctuated.
12. 12Aramaic words within Rashi's commentary are explained in Hebrew, so that every student can read Rashi's commentary clearly, correctly and fluently, develop reading comprehension of Rashi, and arrive at correct knowledge of the sugya's development.
13. 13Understanding the studied Gemara passage: a. where there is no Rashi commentary on the Gemara passage, under the Gemara's text, the student will find, on a white background, an explanation for every detail of the Gemara's words. b. where there is a Rashi commentary, under the Gemara's text, the student will find an explanation of the Gemara passage that combines understanding of the plain meaning according to Rashi's commentary.
14. 14At the end of each: passage / sub-passage, there is a: summary / table / conclusion, and at the end of each study sub-passage, the practical halacha is brought.
15. 15Transition to the practice book: In the practice book there is a template of the studied Gemara sub-passage; above each Aramaic word the student writes its meaning, punctuates the sugya, highlights the sugya's developments, tests himself on the developments of the studied sub-passage, and uses the textbook to complete his knowledge. The student has acquired all the tools successfully to read the original Gemara page with Rashi's commentary, and at every stage he has the textbook to help him.

Lesson Structure

1. 1Opening – 5 minutes
2. 2Studying the sub-passage – 20 minutes
3. 3Lesson summary – 1 minute.
4. 4Transition to the practice book – until the end of the lesson.

Important Notes

1. 1At the end of each part of the lesson details, the achievement of goals and the solving of didactic difficulties appear in parentheses, by their number.
2. 2During the lesson, the teacher can examine where each student is struggling — whether in the word explanations, in the concepts, in reading the Gemara or Rashi's commentary, in general reading comprehension, and in particular in understanding the developments of the Talmudic discourse. In this way, the teacher will know in which matter his student is struggling, and will emphasize, strengthen and guide his student to resolve the difficulties with the help of the study set.

Opening: Engaging the Students in the Context of the Gemara's Discussion

1. 1Tell me about a case that happened to you or that you saw happen to others, where they were forced to take the law into their own hands?
2. 2What do you say, is there a connection between "if someone comes to kill you, rise early to kill him first" and a person taking the law into his own hands?
3. 3Is there a certain limit to the law a person takes into his own hands, or does he do whatever comes to his mind?

Part A: Three Introductions: Taking the Law into One's Own Hands, the Injurer, the Value of the Sela

1. 1For each study passage, the rabbi will emphasize to his students that success in studying the Gemara depends on them, so it is essential to follow along in the textbook and listen to their friends who are reading. [All teaching and educational goals achieved]
2. 2The rabbi will ask a student to read the introduction "Taking the Law into One's Own Hands", and the rabbi will emphasize that the intention is: a person takes into his own hands the execution of judgment against his fellow. [Learning 1 – Educational 4 – Solving D.D. 1, 2]
3. 3The rabbi will ask several students to read from the introduction: the injurer, etc. — each will read a clause of the five obligations, and the rabbi will summarize the five clauses briefly at the end of their reading. [Learning 1 – Educational 1, 4, 5 – Cognitive 1 – Solving D.D. 3]
4. 4The rabbi will read and explain the introduction: the value of the sela. [Learning 1 – Educational 1 – Cognitive 1 – Solving D.D. 4]
5. 5The rabbi will ask the students to explain the Aramaic words and abbreviations in the first passage of the Gemara. [Learning 2 – Educational 1, 2, 4 – Cognitive 2, 7 – Solving D.D. 7]

Part B – Payment of the Boshet Fine

1. 1The rabbi will direct his students to the book Emunat Chachamim, to get to know the Amoraim Rav Chisda and Rav Nachman. [Educational 6 – Cognitive 7 – Solving D.D. 5]
2. 2The rabbi will direct his students to the word explanations at the end of the sub-passage, and they will write the word explanations above the words in the textbook. [Learning 2 – Educational 1, 2, 4 – Cognitive 2, 4, 7 – Solving D.D. 7]
3. 3The rabbi will read the Gemara's text, and refer to Rashi's commentary where there is a d"ah explaining the Gemara. That is: reading the Gemara together with Rashi's commentary, thus explaining the concepts: kneeing three, kicking five, slapping thirteen, and Rav Chisda's question. [Learning 2:4 – Educational 1, 2 – Cognitive 2, 4:5 – Solving D.D. 6]
4. 4The rabbi will ask one student to read the Gemara's text, a second student to read Rashi's commentary, and a third student to read the explanation. [Learning 2:4 – Educational 1, 2, 4 – Cognitive 2, 4:5 – Solving D.D. 9:13]
5. 5The rabbi will ask a student to read the Gemara's text, and where there is a Rashi commentary, will direct him to read it according to the order of the Gemara. [Learning 2:4 – Educational 1, 2, 4 – Cognitive 2, 5 – Solving D.D. 7, 9:13]
6. 6The rabbi will ask a student to read the explanation of the Gemara passage. [Learning 3, 4 – Educational 1, 4 – Cognitive 2 – Solving D.D. 13]
7. 7The rabbi will read the entire correct order of things — the Gemara's text, with the d"ah in Rashi when there is a commentary — and at the end will read the explanation and summarize for his students the clarification of the Gemara. [Learning 2, 4 – Educational 1, 2 – Cognitive 2, 4 – Solving D.D. 9:13]

Part C – Collecting Fines by an Ordained Court

1. 1The rabbi will clarify that in the second Gemara passage, we are expecting Rav Nachman's answer to Rav Chisda. [Learning 1 – Educational 1]
2. 2The rabbi will direct his students to the word explanations at the end of the sub-passage, and they will write the explanation above the words in the textbook — in our passage the words: "the fine that is collected", "tell me", "the body of the incident", "how it was". [Learning 2 – Educational 1, 2, 4 – Cognitive 2, 4, 7 – Solving D.D. 7]
3. 3The rabbi will ask a student to read the Gemara's text together with the explanation — that is, the student reads an Aramaic word, says its meaning, and explains what was read. [Learning 2, 3 – Educational 1, 2, 4 – Cognitive 2 – Solving D.D. 7:9]
4. 4The rabbi will ask a student to read the Gemara's text together with Rashi's commentary at the d"ah, and explain what was read. [Learning 2:4 – Educational 1, 2, 4 – Cognitive 2 – Solving D.D. 7, 9:13]
5. 5The rabbi will ask a student to read the explanation of the Gemara passage. [Learning 3, 4 – Educational 1, 4 – Cognitive 2 – Solving D.D. 13]
6. 6The rabbi will ask a student to read only the Gemara's text for the whole sub-passage, with punctuation and explanation of the Aramaic words, and explain the development. [Learning 2, 3 – Educational 1, 2, 4 – Cognitive 2 – Solving D.D. 7:9]
7. 7The rabbi will ask a student to read the halacha that emerges for us from the Gemara, and the moral lesson understood from what was learned. [Learning 6 – Educational 1, 3:5 – Cognitive 7 – Solving D.D. 14]

Transition to the Practice Book

1. 1The rabbi will direct the students' attention to the "references" at the end of the study sub-passage, and they will open the practice book to page 10, where they will punctuate and explain words in the Gemara template of the studied sub-passage, answer the questions arranged according to the developments of the Talmudic discourse, and use the textbook while working through the practice book. [Learning – 1:4, 7, 8 – Educational – 1, 2, 4, 7]
2. 2The rabbi will direct the students' attention to the "references" at the end of the study sub-passage, and they will open the practice book to page 10, where they will punctuate and explain words in the Gemara template of the studied sub-passage, answer the questions arranged according to the developments of the Talmudic discourse, and use the textbook while working through the practice book. [Learning – 1:4, 7, 8 – Educational – 1, 2, 4, 7]

Transition to Reading and Studying the Sugya on the Original Gemara Page

1. 1We already mentioned in note 4: at any stage of the lesson, the teacher can turn to the practice book and refine skills with his students using the Gemara template, then move to the original Gemara page and read the studied passage from it. This gives the student a sense of capability — that he is succeeding.
2. 2Therefore, at the end of studying a: passage / sub-passage, the rabbi can move to the practice book and to reading the study passage / sub-passage from the original Gemara pages, all according to the rabbi's judgment and the students' pace of learning.
3. 3Let us remember: one passage of study from the original Gemara pages constitutes a tremendous success for the student; his desire and wish to study the Gemara becomes positive, his confidence and self-image rise immeasurably, to the point of opening a new path in studying Gemara with understanding and enjoyment.
4. 4The teacher can guide his students to punctuate the developments of the sugya or to emphasize elements of the discourse, such as: the beginning of a question / answer / proof / support, etc., on the original Gemara page, and thereby the student adds to himself points that help him in: reading / understanding / thinking, on the original Gemara page, until he becomes an independent Gemara learner. [All teaching and educational goals achieved, with understanding / enjoyment / success, with the desire and wish of the student / learner to continue and want more.]

Great success to all