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The process of enslavement of the people of Israel goes through different stages. The question of where the story begins affects how we understand the meaning of the process of enslavement and, ultimately, how we are redeemed from it. This is true in the biblical story and is also true in life.
In this unit we will try to understand the purpose of the introduction to the Exodus story. Different possible meanings present themselves depending on whether one opens with the book of Exodus or the Berit Bein haBetarim (the Covenant between the Pieces) [Gen. 15:7-21]. We will learn about the circumstances that led to Pharaoh's decrees, the four decrees and their purpose. This lesson is the first in a series of Bible study units, This is My Story, emphasizing the importance of opening a life story, in the Bible and in life in general. The story of the Exodus teaches us to strengthen our sensitivity to the weak and the different. We will also discuss the idea that sometimes good things start out from a difficulty, or crisis.
El éxodo de Egipto. Mapa con explicaciones• Knowing the background to slavery in Egypt
• Familiarity with the stages of enslavement
• Understanding the connection between the period of the Patriarchs (Berit Bein haBetarim - the Covenant between the Pieces) and the period of Egyptian slavery.
Self management: enhancing the ability to set goals and working towards them, including the ability to identify the goals in other people’s actions.
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Jacob and his sons go down from Egypt due to the famine in Canaan but in the end they stay in Egypt for many more years. During this period, the rulers of Egypt change. King Pharaoh, who loved and supported Joseph, is no longer there, and a new king ascends to the throne. Reality is radically changing for the worse.
Israel’s descent into Egypt was foreshadowed many years before, when Abraham was told about it at the Berit Bein haBetarim (the Covenant between the Pieces). Right after God promises him that his seed will multiply like the sand of the seashore, and that he will inherit the Land of Israel, he is also told:
“Know well that your offspring shall be strangers in a land not theirs, and they shall be enslaved and oppressed four hundred years.” (Gen. 15:13)
וַיֹּאמֶר לְאַבְרָם, יָדֹעַ תֵּדַע כִּי-גֵר יִהְיֶה זַרְעֲךָ בְּאֶרֶץ לֹא לָהֶם, וַעֲבָדוּם, וְעִנּוּ אֹתָם—אַרְבַּע מֵאוֹת שָׁנָה
This promise sharpens the idea that the Egyptian exile and slavery were part of a Divine plan, and leads to the understanding that there is meaning to the historical processes; that there is a Guiding Hand and that things happen for a reason. Furthermore, it offers promise leading to faith and hope.
The description of the fall into slavery begins in verse 8 – “A new king arose over Egypt who did not know Joseph.” (Exod. 1:8)
וַיָּקָם מֶלֶךְ-חָדָשׁ עַל-מִצְרָיִם אֲשֶׁר לֹא-יָדַע אֶת-יוֹסֵף
We will discuss the significance of the arrival of a new king and his influence on attitudes toward the Israelites with the students.
The opening verses of the Book of Exodus repeat the description of the descent of Jacob and his family into Egypt found in the book of Genesis (46:8-27), but this time it appears as an opening to Pharaoh’s decrees which are part of the great change in the status and situation of the Israelites. We ask why the Torah repeats what was already recorded, in order to introduce the idea that these events form a background for how we look at the decrees – as stages in the process of enslavement – and the reactions of the Israelites to them.
In this lesson, which deals with the first verses of the Book of Exodus, we have chosen to focus on an overarching question: Where does the story begin?
The discussion of different possible meanings of the story depending on the choice of the story’s starting point, is an important tool in how to study the verses by means of “reading a story.” The discussion of the ‘starting point’ allows us to expand our understanding of the story and its outcomes.
We will open the lesson with an activity aimed at raising the question: Where does a story begin? It will be interesting to see how the starting point of the story affects the overall story. (For example: I could choose to present the story of my life from the moment I was born, or from when my parents were born, or from when I moved to a new neighborhood / school. etc.) You can also ask the students to tell a specific story from their own lives.
The activity will be undertaken according to the following steps, which appear in worksheet Where does my story begin?
Ask: Is there any significance to the starting point that you mentioned in relation to the entire story? Does it affect the title you give your story? After students share their personal stories, we will present the idea that we will tell the story of their community or of “the Jewish People.” We will mention a starting point and will ask them to think of 3-4 central elements of the story.
We will read the first verses of Exodus (1-7) and look at the timeline of the book.
The students will examine the main themes in the book and think about the contribution of the opening verses to understanding the story in general, and the story of slavery in particular: "The Beginning of the Book of Exodus".
In the discussion, we will note that the story of the descent of the Israelites to Egypt is already mentioned in Genesis, and we will ask:
We will emphasize that the starting point gives meaning to the content of the story.
Mentioning the descent into Egypt, their increased birthrate, and slavery as a background to the book of Exodus, emphasizes the existence of a divine plan (later we will mention God's promise to Abraham in Berit Bein haBetarim.
Moral meaning: Slavery as a background to the birth of the Jewish nation serves to inform its future moral sensibilities. The people of Israel will learn to be more sensitive to the weak (because they were slaves in the land of Egypt). Indeed, there are many mitzvot in the Torah that emphasize this matter (attitudes towards a foreigner, an orphan, and a widow, etc.)
Existential meaning: Beginning the story of the Exodus from Egypt in slavery can encourage the ability to appreciate the good and also to understand that sometimes something good and positive begins with difficulty and challenge. (This can be relevant in relation to an individual and in relation to a nation or country).
Literary Effect: On narrative level, mentioning the descent of the Israelites into Egypt and their birthrate, makes it possible to understand the background to the decrees.
We will return to the story that the students discussed and hone the meaning of “the starting point,” based on their answers.
What brought about the change in the status of the Israelites? Read verses 8-9:
8 - A new king arose over Egypt who did not know Joseph. 9 - And he said to his people, “Look, the Israelite people are much too numerous for us.”
Distribute the worksheet "What do we know about Joseph?" to the students.
Ask: Why does the Torah mention the fact that the 'new king' did not know Joseph?
Ask students to consider: What caused Joseph's exalted status? What could be the reason for the change in attitude regarding the Israelites? This can be seen as a turning point in the story. Explain why.
Is the status of the people of Israel guaranteed based on Joseph's status? Should it surprise us that the attitude towards the Israelites is changing?
How do the Israelites feel now that Joseph no longer influences their lives?
The deterioration in the status of the Israelites is affected by the death of Joseph and the rise of a new king over Egypt.
If the Torah chose to begin the story of slavery with the descent into Egypt, (and not from the decrees themselves), it indicates that this is a turning point in the overall process. The narrative sequence allows us to understand the divine plan.
The students will study verses 9-12 together in Hevruta. Pharaoh's decrees and slavery
We will note that after the change in the people’s status, starts a gradual process of enslavement. The four stages of slavery (the decrees) stem from Pharaoh's attempt to overwhelm the Israelites, but from the perspective of the people, they have to deal with increasingly difficult decrees. The transition from stage to stage lowers their morale and affects them in many ways, while, at the same time, it becomes clear that freedom is being taken away from them.
We can return to the idea that big changes start with small steps, and that we – as individuals and as a society – have a responsibility to show sensitivity and choose when and how to react.
Ask:
- Can you give examples of such historical periods where, over time, incremental changes for people led to an overall significant change in their status?
- How do you think people in such situations feel?
At this point we will broaden our look at the historical background of the story.
Once again we will present to the students the verses that open Exodus, but this time we will return to the verses in Genesis, which describe God's promise to Abraham in Berit Bein haBetarim. The students will suggest a title for the story, considering that the starting point of the story lies in Berit Bein haBetarim.
Students will work in hevrutas and discuss their conclusions in a class discussion.
Attached is a worksheet "Zoom out – Broad historical view"
In the classroom, we will ask, in what way has our view of the slavery in Egypt changed, now that we start the story from the Berit Bein haBetarim?
We will emphasize that, with the help of the verses in Genesis, we can frame the story in a religious context. The promise made to Abraham so many years before suggests God's oversight over historical events.
The existence of a divine plan may offer hope for liberation and redemption.
Concluding discussion:
As a transition to the next lesson - we will ask the students: What possible reactions might the people of the time have to the difficult situation?
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