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

Notes

1. 1The study book becomes a guide for the student instead of a "blackboard demonstration"; this way the student utilizes his energy resources and engages in cognitive activity, namely: reading, understanding, and thinking, while always having the study book in hand for help, such as: for memorization, review, 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 the Gemara as well as his confidence and self-image in his ascent up the levels of Torah.
3. 3In the teaching and educational goals, we tried to give general goals that include all the details of the teaching and education, drawn from the study book and, in general, from the "Elu Metziot" set, since the details of the teaching and education are numerous and are acquired while studying the "Elu Metziot" set, but you will find them as overall goals in this lesson.
4. 4At each stage of the lesson, the teacher can turn to the practice book and practice with his students with the study template, then move to the original Gemara page and study the studied passage from it. This gives the student a sense of capability, that indeed I am succeeding.
5. 5The teacher is not obligated to organize his lesson specifically according to this lesson structure, because the teacher and his students have, within the study set, many tools for conducting the teaching and education, and the rabbi will 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 that arises for discussion in the Gemara.
2. 2The student will know the: words / terms / concepts / expressions / conclusions that make up the talmudic give-and-take.
3. 3The student will know the method of the talmudic give-and-take 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 words of the Gemara, he will know how to read and understand the explanation given for the words of the Gemara.
5. 5The student will know how to relate / read / understand the: passage / sub-passage / end of the sugya, to its summary table.
6. 6The student will know that in a case of loss, one is permitted to take the law into his own hands.
7. 7The student will know the halacha that emerges from the Gemara's discussion.
8. 8The student will know how to apply learning skills in the method of the talmudic give-and-take.
9. 9The student will know how to make use of the study book at every stage of practice, and to acquire significant knowledge in Gemara study.
10. 10The 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 significant knowledge.
2. 2The student will internalize how important it is to know the Aramaic language in order to study Gemara.
3. 3The student will internalize that the whole purpose of studying Gemara is to bring one to actual practice.
4. 4Involving the student during the lesson and making him active strengthens his abilities.
5. 5The student will internalize that in a certain manner, he was permitted to strike one who wishes to cause him a loss of his property.
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 in order to complete clear knowledge, he must test and check 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 text of the Gemara, the terms are highlighted.
4. 4The student will notice that at times Rashi's commentary appears in parentheses next to the text of the Gemara.
5. 5The student will notice that the Aramaic language in Rashi's commentary is explained into Hebrew.
6. 6The student will distinguish between the: table / diagram / summary of the: passage / sub-passage / end of the sugya.
7. 7The student will notice that at the end of a sub-passage there is: a. a stated halacha; b. explanations of words; c. references: to the practice book, to the book Emunat Chachamim.

Didactic difficulties

1. 1What is the general / secondary topic that arises for discussion in the Gemara.
2. 2Words in Aramaic.
3. 3Concepts that recur repeatedly during the talmudic give-and-take.
4. 4Reading the Gemara passages correctly and accurately.
5. 5Finding the d'ah (Rashi's headword) in Rashi for the passage being studied.
6. 6Reading Rashi correctly and accurately.
7. 7Aramaic words that appear in Rashi's commentary.
8. 8Understanding: cases / concepts / laws / reasons brought in the Gemara: a. that have no explanation in Rashi; b. that have an explanation in Rashi.
9. 9What is the practical halacha, intermediate / final conclusions, in the passage / sub-passage of the Gemara.
10. 10Reading the Gemara with Rashi's commentary from an original Gemara page.

Solving the didactic difficulties

1. 1A secondary heading that focuses the student on where the lesson is headed.
2. 2At the end of each study sub-passage there are word explanations for that sub-passage.
3. 3Every concept during the talmudic give-and-take is highlighted in green in the Gemara text, directing the student to the concepts booklet.
4. 4The Gemara text in each passage is shaded in yellow, in large lettering, punctuated and easy to read.
5. 5When there is a Rashi for the Gemara text, it is found beneath the Gemara text, shaded in cream. The d'ah in Rashi corresponding to the Gemara text is highlighted.
6. 6Rashi's text is presented in large Hebrew lettering, punctuated and easy to read.
7. 7Aramaic words within Rashi's commentary are explained in Hebrew, so that every student can read Rashi's commentary in full. (This is the initial stage, before thinking and understanding the reading in Rashi, in order to know the flow of the sugya.)
8. 8Understanding the studied Gemara passage: a. where there is no Rashi commentary on the Gemara passage, beneath the Gemara text, on a white background, the student will find an explanation for every detail of the words of the Gemara; b. where there is a Rashi commentary, beneath the Gemara text, the student will find an explanation of the Gemara passage that integrates understanding of the plain meaning according to Rashi's explanation. (Therefore it is important first of all to know how to correctly read all of Rashi's commentary, along with the explanation of the Aramaic words.)
9. 9At 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 presented.
10. 10Moving to the practice book: In the practice book there is a template of the studied Gemara sub-passage; above every Aramaic word, the student writes its explanation, punctuates the sugya, highlights the stages of the sugya, tests himself on the stages of the studied sub-passage, and makes use of the study book to complete his knowledge. The student has successfully acquired all the tools for reading the original Gemara page with Rashi's commentary, and at every stage he has the study book to help him.

Lesson structure

1. 1Opening – 5 minutes
2. 2Study of the passage – 20 minutes
3. 3Lesson summary – 1 minute.
4. 4Moving to the practice book – until the end of the lesson.

Important notes

1. 1At the end of each section of the lesson details, the achievement of goals and the resolution of didactic difficulties appear in parentheses by their numbers.
2. 2During the lesson, the teacher can check where each student is struggling — whether in word explanations, concepts, reading the Gemara or Rashi's commentary, general reading comprehension, or specifically in understanding the stages of the talmudic give-and-take. In this way the teacher will know in which matter his student is struggling, and will emphasize, strengthen, and guide his student toward resolving the difficulties with the help of the study set.

Opening: Engaging the students in the context of the Gemara's discussion

1. 1Presenting an event similar to the event brought in the Gemara, and conducting a discussion regarding the law and its reasoning.
2. 2In your opinion, what is the reason the Sages permitted a person to take the law into his own hands where he has a loss?
3. 3Is there a certain limit to the law that a person applies to himself, where he has a loss?

Part A – Rav Chisda and the incident

1. 1In every study passage, the rabbi will emphasize to his students that success in studying the Gemara depends on them; therefore it is essential to follow along with the material in the study book and to listen to their friends who are reading. [All teaching and educational goals are achieved]
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 study book. [Learning 2:4, 8 – Educational 1, 2, 4 – Cognitive 2, 7 – Solving D.D. – 2:4]
3. 3The rabbi will read the Gemara passage and explain every word / Aramaic words and their meaning in the context of the incident. For example: shalach leih: a. Who sent to whom? Rav Chisda to Rav Nachman. b. de-hahu gargusa de-bei terei — the Gemara's intent: Rashi explains: there was a pool of gathered water from which water was drawn to irrigate the field, and it had two partners. [Learning 1:4, 8 – Educational 1:3, 5 – Cognitive 1, 2, 4 – Solving D.D. – 1, 2, 4, 6, 8]
4. 4The rabbi will ask a student to read up to "chad minaihu", and another student to read from "ata chad" to the end of the passage, and they will explain what was read. [Learning 2:4, 6, 8 – Educational 1, 2, 4, 5 – Cognitive 2, 4, 7 – Solving D.D. – 2, 4, 6, 8]
5. 5The rabbi will ask a student to read the explanation of the Gemara passage. [Learning 2:5, 8 – Educational 1, 2, 4, 5 – Cognitive 2 – Solving D.D. – 8]
6. 6The rabbi will ask the students: What case and halachic ruling did we learn from the incident? [Learning 3, 6, 8 – Educational 1, 3:5 – Solving D.D. – 8, 9]
7. 7The rabbi will summarize the first Gemara passage. [Learning 1:4, 6, 8 – Educational 1, 2, 5]

Part B – A person takes the law into his own hands in a case of loss

1. 1The rabbi will direct his students to the word explanations at the end of the sub-passage, and they will write the word explanations in the study book, above the words in the first passage. [Learning 2:4, 8 – Educational 1, 2, 4 – Cognitive 2, 7 – Solving D.D. – 2:4]
2. 2The rabbi will direct his students to the concepts booklet, to the expression "lemaan de'amar" (le"d), and will explain the expression in the context of the studied passage. [Learning 2:3, 8 – Educational 1, 2, 4 – Cognitive 3 – Solving D.D. – 3, 4, 8]
3. 3The rabbi will read the Gemara passage and explain every word / Aramaic words and their meaning in the context of the studied passage, for example: a. amar leih: Who said to whom? Rav Nachman to Rav Chisda. b. me'ah pandei be-panda le-machyei: he may strike him a hundred blows with the hoe handle. [Learning 2:6, 8 – Educational 1, 2, 5 – Cognitive 1:5 – Solving D.D. – 1:8]
4. 4The rabbi will ask a student to read the text of the Gemara passage, and where this text has a d'ah in Rashi, will direct him to read it and explain it according to Rashi's commentary, and to explain what Rashi adds that is not explicitly written in the Gemara, such as: this student will be asked to explain the d'ah: me'ah pandei and be-panda. [Learning 2:6, 8 – Educational 1, 2, 5 – Cognitive 1:5 – Solving D.D. – 1:8]
5. 5The rabbi will ask another student to read the continuation of the Gemara, and they will be directed to read Rashi on the d'ah: va'afilu le-man de-amar, etc., and to explain what Rashi adds that is not brought in the Gemara. [Learning 1:4, 6, 8 – Educational 1, 2, 4, 5 – Cognitive 2, 3, 5, 6 – Solving D.D. – 2:8]
6. 6The rabbi will ask another student to read the explanation of the Gemara passage and to summarize it. [Learning 2:5, 8 – Educational 1, 2, 4, 5 – Cognitive 2 – Solving D.D. – 8]
7. 7The rabbi will ask another student to read the two reasons given in Rashi for why a person takes the law into his own hands in a case of loss. [Learning 2:4, 8 – Educational 1, 2, 4 – Cognitive 2, 5 – Solving D.D. – 5:9]
8. 8The rabbi will summarize the Gemara sub-passage, and will emphasize that in a case of loss, a person takes the law into his own hands. [Learning 1:4, 6, 8 – Educational 1, 2, 5]
9. 9The rabbi will inform his students that in the next lesson they will study the dispute among the Amoraim regarding "taking the law into one's own hands".

Moving 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 0, where they will punctuate and explain words in the Gemara template of the studied sub-passage, answer the questions arranged according to the stages of the talmudic give-and-take, and make use of the study book while working through the practice book. [Learning – 1:4, 7, 8 – Educational – 1, 2, 4, 7]

Moving to reading and studying the sugya on an original Gemara page

1. 1We already mentioned in Note 4: at every stage of the lesson, the teacher can turn to the practice book, and practice with his students with 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 indeed I am succeeding.
2. 2Therefore, at the end of studying a: passage / sub-passage, the rabbi can move to the practice book, and move on 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: even a single passage of study from the original Gemara pages constitutes a tremendous success for the student; his desire and wish to study Gemara becomes positive, his confidence and self-image rise immeasurably, to the point of opening a new path in Gemara study with understanding and enjoyment.
4. 4The teacher can guide his students to punctuate the stages of the sugya or to highlight elements of the give-and-take, such as: the start of a question / answer / proof / support, etc., on the original Gemara page, and thereby the student adds to his credit 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 are achieved, with understanding / enjoyment / success and the desire and wish of the student / learner to continue and want more.]

Great success to everyone