The Ancient Hebrews and the Origins of Judaism
Marta Mason
St. Mary’s School
6th grade Social Studies
Overview: Students will complete a writing activity to learn about key figures in the
history of the ancient Hebrews and the development of Judaism. Students will
work in small groups and study: Abraham, Moses, David and Solomon. They
will design an illustrated scroll. This lesson is taught after students have learned
about the Torah.
Objectives:
 Identify the Torah as the source of the basic laws of Judaism and a source of
information on the history of the Hebrew people.
 Explain the significance of Abraham, Moses, David, and Solomon in the
development of Judaism.
 Create illustrated scrolls showing the achievements of these central figures.
Materials:
History Alive! The Ancient World text book.
Social Studies notebook
11”x 17” paper
Cardboard paper tubes, or dowel rods
Colored markers or pencils
Tape
Image of a scroll (or an actual scroll)
Lesson Plan:
Preview Activity
Have students think of a person who has played an important role in American
History. Have them draw a picture of that person and explain, in complete sentences, why
the person was important, and why. What contributions did he/she make?
Have students read section 11.2-11.3 in text. If text is not available, be prepared to
explain what historians use to understand the events and ideas of the Ancient Hebrews.
How were they different from Egyptians and Kushites? Explain that they are going to
learn about 4 of the important figures/leaders in Ancient History (similar to the person
they drew in the preview activity). Access what the students already know about the
figures, and ask what they want to learn about the figures.
Divide the students into 4 groups. Students may pair up with a partner within the
group if necessary. Assign each group one of the four ancient Hebrew figures: Abraham,
Moses, or David, and Solomon. Explain that they are going to become experts on these
leaders. Students will use their textbook, or do research, to learn about the assigned
leader, and they will design and create a scroll (page) for the leader, as well. Once their
scroll is completed it will be joined with the other group’s scroll, to create a full scroll.
Directions for Scroll:
Design a page for an illustrated scroll that commemorates the important
achievements of the key figure/s in the history of the Hebrews that you has been
assigned. Orient your scroll page horizontally, and leave at least an inch of blank space
along the left and right sides. Include the following items on your scroll page:

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
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The name of the ancient Hebrew figure/s, written in both English and Hebrew
A title that describes the role of the Hebrew figure/s in the development of
Judaism (for example, “Father of the Hebrews”
A visual that illustrates an important action taken by the individual (for example,
the parting of the Red Sea).
A one-sentence caption that describes what is shown in the visual.
A paragraph of original writing that explains how the figure/s contributed to the
development of Judaism. The paragraph must include a quotation from the
Hebrew Bible.
A small visual of one artifact that is related to the life of the figure/s (for example,
a slingshot for David) in each of the four corners of the page.
Have partners peer review each of their scrolls; looking for required elements.
Create a new group of three or four, each with one student who completed an illustrated
scroll page for Abraham, another who completed a page for Moses, and a third who
created a page for David and Solomon. (extra students may be partnered up with another
student who researched the same figure).
Have the students take turns teaching about their Jewish leader, from their scroll.
Students (not teaching at the time) should take notes as they are taught. After teaching
takes place, have the students tape their scroll pages together (chronological order) and
then attach the ends onto the cardboard tubes; this will be like an ancient scroll. Be sure
to mention that scrolls (like the Torah) were read from right to left!
Have groups exchange scrolls with another group and then read the scroll. Compare and
contrast the scrolls. Have students respond to these questions:
 What are similarities between your scroll and the one from another group?
What are some differences?
 Which figure do you find most interesting? Why?
 Do any of these figures remind you of other historical or modern figures?
Explain the connection you see between them.