lashon hara - the power of words םילימ לש ןחוכ - … · lashon hara - the power of words...

TEACHER’S GUIDE – LESSON PLANS

Lashon HaRa - The Power of Wordsלשון הרע - כוחן של מילים

מקור בתורה שבכתב )תנ"ך(

A Source from the Written Torah

מקור בתורה שבעל פה

Sources from the Oral Law (Mishna and Gemara)

מקור ממפרשי התלמוד הראשונים, ופסקי השלחן ערוך

Sources From The Rishonim (Early Commentaries on the Gemara) and the Rulings of the Shulchan Aruch

מקור ממפרשי השלחן ערוך ומהאחרונים

Sources From the Commentaries on the Shulchan Aruch and the Later Commentators

מקור מפוסקי זמנינו

Sources From the Contemporary Poskim (Halakhic Decisors)

In order to be able to quickly identify

the nature of the various sources

that appear in this work, the sources

are color coded based on the time

period in which they were written.

This colorful codification system will

hopefully help us trace the halakhic

process from the source in the Torah

to the practical halakhic rulings of

contemporary Poskim.

The Color Key For Identifyingthe Source of The Sources

מדריך ללימוד בחברותא A Guide to Chavruta Learning

The following are some simple points to help achieve effective chavruta learning:

1. Students should take turns reading and translating the sources.

2. After each source is read and translated, study partners should try to analyze the source and discuss what the key elements of the text are. The chavruta pair should look within the text for the unique ideas contained within. The guided questions on the source sheet should be used to help direct the discussion

3. Students should take the necessary time to uncover the full meaning of each source. The goal is to analyze, understand, and connect the material to what is being taught.

4. The choice of words in the source is precise and thus requires great attention to detail when analyzing.

5. Students should feel free to ask their teacher for guidance in their learning. The teacher will lead students into deeper understanding without giving away too much.

לשון הרע - כוחן של מילים T h e P o w e r o f W o r d s

Lashon Hara - Forbidden Speech

IntroductionUnit OverviewThe following unit is an introduction to the laws and values regarding lashon hara-evil speech in Judaism. The classes introduce and explore the topic using an episode from the show “The Facts of Life” as a primary trigger. The ensuing learning draws upon traditional sources, in-class discussions, stories, activities, worksheets and various other teaching tools to flesh out the topic. The unit aims to connect students to the topic, confirming its relevance in their daily lives and inspiring them towards greater sensitivity to their choice of words.

The unit will explore the following general sub-topics:

What are the various categories and definitions of 1. lashon hara?

What type of day-to-day language and use of communication is included in 2. lashon hara?

What is the degree of severity of this prohibition according to traditional sources?3.

What type of damage can 4. lashon hara cause both to the victim and the speaker that has led it to be considered such a serious prohibition in Judaism?

What are some practical steps one can take to be more careful in this area?5.

Aims of the UnitKnowledge-Based Aims:

Students will complete the unit with an understanding of the different categories of 1. lashon hara as defined by traditional sources.

Students will understand the reasons why 2. lashon hara is considered so severe a prohibition in Judaism.

Students will be aware of the various types of damage that 3. lashon hara causes.

Students will learn techniques to avoid 4. lashon hara.

Skill-Based Aims: Students will become familiar with traditional Jewish texts and contextualize them historically. 1.

Students will apply analytic skills to comprehend traditional Jewish texts. 2.

Students will use cooperative learning and 3. chavruta learning techniques in analyzing primary Jewish texts.

Students will extrapolate theoretical constructs to novel situations both fictional and real.4.

1La s h o n H a r a - T h e P o w e r o f Wo r d sLa s h o n H a r a - T h e P o w e r o f Wo r d s


What are the various categories and definitions of

What type of day-to-day language and use of communication is included in

What is the degree of severity of this prohibition according to traditional sources?

What type of damage can cause both to the victim and the speaker that has led it to be considered such a serious prohibition in Judaism?

What are some practical steps one can take to be more careful in this area?

Aims of the UnitKnowledge-Based Aims:

Students will complete the unit with an understanding of the different categories of


What are the various categories and definitions of

What type of day-to-day language and use of communication is included in

What is the degree of severity of this prohibition according to traditional sources?

What type of damage can cause both to the victim and the speaker that has led it to be considered such a serious prohibition in Judaism?


Aims of the Unit

Students will complete the unit with an understanding of the different categories of

lashon hara cause both to the victim and the speaker that has led it to be considered such a serious prohibition in Judaism?


Not For Distribution

Lesson 1Introduction to the Power of Words

Summary: Students will view the first part of a trigger video introducing a dilemma regarding the spreading of a damaging rumor. The class will review the facts of the video and launch into a ‘Courtroom Activity’ to creatively analyze and explore the dilemma in depth.

Detailed Outline1. Introduction (5 min):

The teacher should inform students that they will be spending the next several lessons delving into one of the most fundamental Jewish concepts that define us as human beings. Before we reveal the identity of this important topic, we will watch a classic American sitcom television show from the early 1970’s to introduce the unit.

Note: To help students view the show with an analytical eye, the teacher should tell them that they are going to be called upon to carefully scrutinize the actions of the characters, and as such, they must pay close attention to detail while viewing.

Also, point out in advance to students that the setting of this sitcom is the early 70’s and therefore hair, clothing and language styles – even the television production quality –are dated. None of this will deter from the relevance of the message that we ultimately intend to draw from the film.

2. Facts of Life: Front Page - Trigger Sitcom TV Episode from Facts of Live (Part 1) (15 min):

Description of Trigger Episode:

In this episode of Facts of Life, we see Jo’s great desire to become a newspaper reporter. She makes a great effort to please her teacher in journalism class, Mr. Gideon. Jo does her assignments beyond what is required by the other students in the class. Despite her efforts, Jo is constantly being belittled publicly by Mr. Gideon, and therefore grows to hate him with a passion. When she finds out that Mr. Gideon was arrested at a cocaine party, Jo writes a headline story for the school newspaper exposing the arrest. Jo claims that this is important school news, and pushes to get it printed, even though she is warned that she is writing the story “only to get back at the teacher”. As soon as the school newspaper is published and Jo becomes an instant campus celebrity among the students, Jo is told that although Mr. Gideon was arrested at a cocaine party, he was immediately released after found not to have taken any cocaine.When Jo realizes her lack of thoroughness and the damage she may have needlessly caused Mr. Gideon, she goes to apologize to him. She finds him packing his classroom possessions, since he has been forced to resign as a result of the story, although he was not actually arrested and did nothing illegal.

Value/Faith-Based Aims: Students will be imbued with sensitivity, respect and thoughtfulness concerning their choice of 1. words and communication.

Students will internalize the ramifications and potential damaging effect of misused 2. communication.

Students will be inspired to better themselves through use of positive speech.3.

Students will develop projects to limit 4. lashon hara and develop positive modes of communication.

Students will internalize how Jewish Law holds relevance to their life. 5.

Note:

1. Length of Lessons - Lesson designations do not necessarily correspond to single class sessions. Some lessons are longer than others. The design of each lesson is to complete a sustained sub-topic within the larger unit. Also, depending on the individual teacher – more or less time may be designated for individual sections within a lesson. This is especially true for the amount of time the teacher allows students to work through source texts. The time designations provided in this Teacher’s Guide are meant merely as estimations.

2. Assessments – Throughout the unit suggested assessment activities are offered. Of course, the teacher may choose to use the student answers to questions on source study for

assessment purposes. If so, the teacher should inform students of such and explain how marks for that work will be assigned.

Additionally, Lesson Assessments for Lessons 1-5 focusing primarily on the textual sources are separately available.

La s h o n H a r a - T h e P o w e r o f Wo r d s2 La s h o n H a r a - T h e P o w e r o f Wo r d s

Lesson designations do not necessarily correspond to single class sessions. Some lessons are longer than others. The design of each lesson is to complete a sustained sub-topic within the larger unit. Also, depending on the individual teacher – more or less time may be designated for individual sections within a lesson. This is especially true for the amount of time the teacher allows students to work through source texts. The time designations provided in this Teacher’s Guide are meant merely as estimations.

Throughout the unit suggested assessment activities are offered. Of course, the teacher may choose to use the student answers to questions on source study for


Additionally, Lesson Assessments for Lessons 1-5 focusing primarily on the textual sources are

Lesson designations do not necessarily correspond to single class sessions. Some lessons are longer than others. The design of each lesson is to complete a sustained sub-topic within the larger unit. Also, depending on the individual teacher – more or less time may be designated for individual sections within a lesson. This is especially true for the amount of time the teacher allows students to work through source texts. The time designations provided in this Teacher’s Guide are meant merely as estimations.



Additionally, Lesson Assessments for Lessons 1-5 focusing primarily on the textual sources are









Summary: Students will view the first part of a trigger video introducing a dilemma regarding the spreading of a damaging rumor. The class will review the facts of the video and launch into a ‘Courtroom Activity’ to creatively analyze and explore the dilemma in depth.



Note: To help students view the show with an analytical eye, the teacher should tell them that they are going to be called upon to carefully scrutinize the actions of the characters, and as such, they must pay close attention to detail while viewing.


2. Facts of Life: Front Page - Trigger Sitcom TV Episode from Facts of Live (Part 1) (15 min):


In this episode of Facts of Life, we see Jo’s great desire to become a newspaper reporter. She makes a great effort to please her teacher in journalism class, Mr. Gideon. Jo does her assignments beyond what is required by the other students in the class. Despite her efforts, Jo is constantly being belittled publicly by Mr. Gideon, and therefore grows to hate him with a passion. When she finds out that Mr. Gideon was arrested at a cocaine party, Jo writes a headline story for the school newspaper exposing the arrest. Jo claims that this is important school news, and pushes to get it printed, even though she is warned that she is writing the story “only to get back at the teacher”. As soon as the school newspaper is published and Jo becomes an instant campus celebrity among the students, Jo is told that although Mr. Gideon was arrested at a cocaine party, he was immediately released after found not to have taken any cocaine.When Jo realizes her lack of thoroughness and the damage she may have needlessly caused Mr. Gideon, she goes to apologize to him. She finds him packing his classroom possessions, since he has been forced to resign as a result of the story, although he was not actually arrested and did nothing illegal.


3La s h o n H a r a - T h e P o w e r o f Wo r d s

he has been forced to resign as a result of the story, although he was not actually arrested and

La s h o n H a r a - T h e P o w e r o f Wo r d s


To help students view the show with an analytical eye, the teacher should tell them that they are going to be called upon to carefully scrutinize the actions of the characters, and as such, they must pay close attention to detail while viewing.


Trigger Sitcom TV Episode from Facts of Live





Trigger Sitcom TV Episode from Facts of Live


To help students view the show with an analytical eye, the teacher should tell them that they are going to be called upon to carefully scrutinize the actions of the characters, and as such, they must pay






Jo’s apologies mean nothing at this point. Only now, in dialogue with Mr. Gideon, he reveals that he pushed Jo so hard and held her to higher standard just because he knew that she was truly talented. At the end of the show, Jo again tries to apologize and offers to help, but there is nothing she can do at his point.

In this first part of the episode Jo and her friends are arguing over whether to print the story. At this point the students will be left in the dark as to what will ensue in the remainder of the episode. This gives them a better chance to objectively analyze the dilemma facing the characters. The remainder of the episode will be shown next lesson.

3. Review Video (5 min)

Call on students to answer various fact-based questions to review the video so far. This will clarify the basic order of events and ensure all students understand the storyline. The teacher should call on various students to respond, and not only those with raised hands.

Possible fact-based questions for the teacher to pose:Q1 Why does Jo care so much about her journalism class?

She aspires to become a professional newspaper reporter.

Q2 Why does she hate Mr. Gideon, her journalism teacher?She thought that he picked on her unfairly, embarrassed her publicly, and did not appreciate her work.

Q3 How does Jo hear about the “scoop” and what is it?A boy that likes Jo wants to impress her and tells her that Mr. Gideon had been arrested at a cocaine party. The boy has access to this inside information through his police officer brother that was involved in the bust.

Q4 What does Jo do when she hears this “news” and why?She makes a phone call to check the details and decides to write a story in the school newspaper exposing the teacher and the incident. Jo insists that this is for the good of the school, but it is clear that she is fueled by revenge.

Q5 What are her friends’ reactions?Blair is adamant that she should not print the story. The newspaper editor, who is Jo’s friend, is also against printing it, but Jo puts pressure on her and she gives in.

Now that the basic facts of this part of the video are clear, the class is ready to proceed to analyze the actions of Jo and her friends in the episode. Is it right to publish this article?



Possible fact-based questions for the teacher to pose: Why does Jo care so much about her journalism class?


Why does she hate Mr. Gideon, her journalism teacher?She thought that he picked on her unfairly, embarrassed her publicly, and did not appreciate her

How does Jo hear about the “scoop” and what is it?A boy that likes Jo wants to impress her and tells her that Mr. Gideon had been arrested at a cocaine party. The boy has access to this inside information through his police officer brother that

What does Jo do when she hears this “news” and why?


Possible fact-based questions for the teacher to pose: Why does Jo care so much about her journalism class?



How does Jo hear about the “scoop” and what is it?A boy that likes Jo wants to impress her and tells her that Mr. Gideon had been arrested at a cocaine party. The boy has access to this inside information through his police officer brother that


Why does she hate Mr. Gideon, her journalism teacher?She thought that he picked on her unfairly, embarrassed her publicly, and did not appreciate her She thought that he picked on her unfairly, embarrassed her publicly, and did not appreciate her










4. ‘Courtroom’ Activity (25 min):

Introduction:• In this activity, there are 4 stages.Stage 1: Students will act as attorneys, objectively compiling the reasons to either defend or attack a decision to print the story.

Stage2: Chosen students will act as the Chief Prosecutor and Defending Attorney giving over thearguments, while the remainder of the students will act as the jury, hearing the various summarized arguments.

Stage 3: Students will discuss the case, as if in a jury chamber, with the teacher as a moderator, developing and fueling the discussion.

Stage 4: The entire class, acting as a jury, will vote as to what is the right thing to do. This will be based on their own subjective opinions.

Procedure: • The teacher tells the students that they have been given the privilege and honorable task of being lawyers and the jury in the dilemma facing Jo and her friends. What is the right thing to do?

a. (8 min) STAGE 1. You be the attorney: The teacher should divide students into 2 groups of attorneys:

1. Group 1 - THE DEFENSE: have the task of putting together an argument as to why Jo SHOULD print the story.

(Even if the students personally disagree with this, they are to think objectively here, as if they were hired as attorneys to defend her decision).

2. Group 2 - THE PROSECUTION: have the task of putting together an argument as to why Jo SHOULD NOT print the story.

(Even if the students personally disagree with this, they are to think objectively here, as if they were hired as attorneys to attack the position).

The teacher should instruct the groups to begin by appointing a scribe, and writing a list of the main points of their argument. Once they have their list, they can proceed to develop their ideas into full arguments.

b. (5 min) STAGE 2. You Be the Jury: The teacher should divide the board into 2 parts as below:

PROPrint

CONDo Not Print

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Once the attorneys are ready with their arguments, they should choose a Chief Attorney to present the case to the rest of the class who are now serving as the jury.


Once the attorneys are ready with their arguments, they should choose a Chief Attorney to present the case to the rest of the class who are now serving as the jury.


based on their own subjective opinions.

The teacher tells the students that they have been given the privilege and honorable task of being lawyers and the jury in the dilemma facing Jo and her friends. What is the right thing

a. (8 min) STAGE 1. You be the attorney:The teacher should divide students into 2 groups of attorneys:

1. Group 1 - THE DEFENSE: have the task of putting together an argument as to why Jo


2. Group 2 - THE PROSECUTION:have the task of putting together an argument as to why Jo (Even if the students personally disagree with this, they are to think objectively here, as if they were hired as attorneys to attack the position).

based on their own subjective opinions.

The teacher tells the students that they have been given the privilege and honorable task of being lawyers and the jury in the dilemma facing Jo and her friends. What is the right thing

a. (8 min) STAGE 1. You be the attorney:The teacher should divide students into 2 groups of attorneys:

1. Group 1 - THE DEFENSE: have the task of putting together an argument as to why Jo


2. Group 2 - THE PROSECUTION:have the task of putting together an argument as to why Jo (Even if the students personally disagree with this, they are to think objectively here, as if they were hired as attorneys to attack the position).

1. Group 1 - THE DEFENSE: have the task of putting together an argument as to why Jo have the task of putting together an argument as to why Jo have the task of putting together an argument as to why Jo have the task of putting together an argument as to why Jo have the task of putting together an argument as to why Jo have the task of putting together an argument as to why Jo


Lesson 2What is Considered Forbidden Speech?

Summary: Students will view the remainder of the episode and analyze the outcome in light of the previous lesson’s courtroom activity. The class will then explore classical Jewish sources in depth, defining the basic categories of lashon hara in Judaism. Students will relate these sources to the trigger video.


The teacher should review the basic elements of the previous lesson and the conclusion of the vote. Students will get to view the remainder of the episode and see what actually happened with Jo’s article. The majority of the lesson will focus on what our Jewish sources have to teach us regarding the show’s dilemma.

2. Show the remainder of the episode and discuss (20 min):

(15 min) • Show (Part 2) of Facts of Life Sitcom Episode

(5 min) Review and Discuss:•

a. The teacher should review the basic facts of what happened in this second segment.

b. During the review, the teacher should draw upon how the opinions of the students in the class were in line or not in line with the conclusion in the show. If, for example, there were students who noted that printing the article would cause irrevocable damage, then the teacher should point out how this had indeed been the case. If, for example, a student had expressed that perhaps Jo’s knowledge of the facts was incomplete, the teacher should note that this had indeed been the case.

With this, the teacher can now proceed to the next stage of the unit, using the Torah sources to shed light on the issues raised in the dilemma in the show.

3. Chavruta Learning Session (40 min):

Introduction: • The teacher should divide students into chavruta pairs (learning partners). The teacher should be very explicit with students as to what is expected of them during chavruta learning to ensure the maximum benefit and productivity during this designated cooperative learning period. A basic guide on effective chavruta study may be found in the Student Workbook to this unit and is reproduced above at the beginning of the unit.

Procedure:• a. Introductory Questions: The teacher should introduce the learning with the following key

questions:

Is what Jo did an actual sin in Judaism?1.

If so, what sin did Jo transgress? 2.

Note: Choosing someone with acting skills can add to the fun of this activity, while the class is hearing the closing arguments of the Chief Attorney in court

As students present their points, the teacher should summarize them on the board using the headings above. Students can copy this information into their Student Workbook. Once the arguments have been presented, the discussion can begin.

c. (8 min) STAGE 3. The Jury Chamber Discussion: Here the teacher should lead a discussion in the class as if they are a jury deciding on the case. They now have all the arguments presented and it is up to the students themselves to express their personal opinions as to what they feel is the right thing to do.

It is important that the teacher fuel the discussion asking questions to ensure that students are pushed to think about their opinions and those of others and also build a degree of conflict in the opinions of the class.

Note: If the opinions of the class are not in conflict:Since at this point the students do not yet know the conclusion of the episode (the students do not know that Mr. Gideon is innocent, or the damage the article will cause) the teacher is at an advantage to fuel the discussion with various alternative potential outcomes to the

dilemma. For example; if the majority of students feel that Jo should not print the article because of the damage it could cause Mr. Gideon, then the teacher can continue the discussion by painting a scenario where Mr. Gideon turns into a negative influence on students at the school by teaching or modeling for them negative values. Thus Jo may be doing the students a great favor by exposing this potentially dangerous man. The key factor for the lesson is to maintain a degree of conflict in the dilemma as this will open students up to the dilemma.

d. (4 min) STAGE 4. The Vote: Finally, the jury (the class) should vote. This can be done secretly, by handing out ballots upon which the students can write either PRO or CON. Alternatively, the teacher can ask for a show of hands.

5. ‘Cliffhanger’ Conclusion (3 min):

Once the vote has been taken, the teacher can give the final verdict of the jury and then explain that in Lesson 2 the class will begin with the rest of the episode to see what actually occurred. The teacher can also explain that after watching the remainder of the episode, the class will take a deep look into the Torah to see what Judaism teaches us regarding this dilemma.


It is important that the teacher fuel the discussion asking questions to ensure that students are pushed to think about their opinions and those of others and also build a degree of conflict in the opinions of the class.

If the opinions of the class are not in conflict:Since at this point the students do not yet know the conclusion of the episode (the students do not know that Mr. Gideon is innocent, or the damage the article will cause) the teacher is at an advantage to fuel the discussion with various alternative potential outcomes to the

dilemma. For example; if the majority of students feel that Jo should not print the article because of the damage it could cause Mr. Gideon, then the teacher can continue the discussion

turns into a negative influence on students at the school by teaching or modeling for them negative values. Thus Jo may be doing the students a great favor by exposing this potentially dangerous man. The key factor for the lesson is to maintain a degree of conflict in the dilemma as this will open students up to the dilemma.

d. (4 min) STAGE 4. The Vote: Finally, the jury (the class) should vote. This can be done secretly, by handing out ballots

students are pushed to think about their opinions and those of others and also build a degree of conflict in the opinions of the class.

If the opinions of the class are not in conflict:Since at this point the students do not yet know the conclusion of the episode (the students do not know that Mr. Gideon is innocent, or the damage the article will cause) the teacher is at an advantage to fuel the discussion with various alternative potential outcomes to the

dilemma. For example; if the majority of students feel that Jo should not print the article because of the damage it could cause Mr. Gideon, then the teacher can continue the discussion

turns into a negative influence on students at the school by teaching or modeling for them negative values. Thus Jo may be doing the students a great favor by exposing this potentially dangerous man. The key factor for the lesson is to maintain a degree of conflict in the dilemma as this will open students up to the dilemma.

d. (4 min) STAGE 4. The Vote:

is at an advantage to fuel the discussion with various alternative potential outcomes to the dilemma. For example; if the majority of students feel that Jo should not print the article because of the damage it could cause Mr. Gideon, then the teacher can continue the discussion








Summary: Students will view the remainder of the episode and analyze the outcome in light of the previous lesson’s courtroom activity. The class will then explore classical Jewish sources in depth, defining the basic categories of lashon hara in Judaism. Students will relate these sources to the trigger video.


The teacher should review the basic elements of the previous lesson and the conclusion of the vote. Students will get to view the remainder of the episode and see what actually happened with Jo’s article. The majority of the lesson will focus on what our Jewish sources have to teach us regarding the show’s dilemma.


(15 min) • Show (Part 2) of Facts of Life Sitcom Episode

(5 min) Review and Discuss:•


b. During the review, the teacher should draw upon how the opinions of the students in the class were in line or not in line with the conclusion in the show. If, for example, there were students who noted that printing the article would cause irrevocable damage, then the teacher should point out how this had indeed been the case. If, for example, a student had expressed that perhaps Jo’s knowledge of the facts was incomplete, the teacher should note that this had indeed been the case.

With this, the teacher can now proceed to the next stage of the unit, using the Torah sources to shed light on the issues raised in the dilemma in the show.

3. Chavruta Learning Session (40 min):

Introduction: • The teacher should divide students into chavruta pairs (learning partners). The teacher should be very explicit with students as to what is expected of them during chavruta learning to ensure the maximum benefit and productivity during this designated cooperative learning period. A basic guide on effective chavruta study may be found in the Student Workbook to this unit and is reproduced above at the beginning of the unit.

Procedure:• a. Introductory Questions: The teacher should introduce the learning with the following key

questions:

Is what Jo did an actual sin in Judaism?1.

If so, what sin did Jo transgress? 2.



The teacher should review the basic elements of the previous lesson and the conclusion of the vote. Students will get to view the remainder of the episode and see what actually happened with Jo’s article. The majority of the lesson will focus on what our Jewish sources have to teach us regarding the show’s


Show (Part 2) of Facts of Life Sitcom Episode

(5 min) Review and Discuss:


b. During the review, the teacher should draw upon how the opinions of the students in the class were in line or not in line with the conclusion in the show. If, for example, there were students who noted that printing the article would cause irrevocable damage, then the teacher should point out how this had indeed been the case. If, for example, a student had expressed that

The teacher should review the basic elements of the previous lesson and the conclusion of the vote. Students will get to view the remainder of the episode and see what actually happened with Jo’s article. The majority of the lesson will focus on what our Jewish sources have to teach us regarding the show’s


Show (Part 2) of Facts of Life Sitcom Episode

(5 min) Review and Discuss:


b. During the review, the teacher should draw upon how the opinions of the students in the class were in line or not in line with the conclusion in the show. If, for example, there were students who noted that printing the article would cause irrevocable damage, then the teacher should point out how this had indeed been the case. If, for example, a student had expressed that

Show (Part 2) of Facts of Life Sitcom EpisodeShow (Part 2) of Facts of Life Sitcom EpisodeShow (Part 2) of Facts of Life Sitcom EpisodeShow (Part 2) of Facts of Life Sitcom Episode


Is writing an article in a newspaper the same thing as saying or speaking about others in a 3. negative way? If there are differences, what are they?

If Jo was really trying to protect the students from a cocaine user, would that make what she 4. did acceptable?

If the information is factually true, is sharing it with others no longer sinful? 5.

The teacher may decide to let some students offer their initial opinions but should, for the most part, leave these questions unanswered for now, allowing the source learning to address the key issues.

b. Study Sources - “The Power of Words Part 1”: The sources may be found in the Student Workbook. The sources contain texts accompanied by leading and thought questions to help guide student learning. Students should spend 40 minutes learning the sources and answering the questions. After regrouping, the teacher should review the material with the entire class. The final summary and question on the last page should be left blank as students will use this during class while summarizing the material together with the teacher.

4. Reviewing the Sources (40 min):

Introduction: • After students regroup, the teacher should review the text material. The teacher should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to offer their answers to the questions in their Student Workbook and by discussing each one briefly as described below in detail.The sources deal with the basic definitions of the different types of forbidden speech according to Jewish Law. The 4 main categories are:

Rechiluta. (Gossiping):Greg tells Sam that Bob did something to or said something about Sam.

Lashon Harab. (truthful negative speech):Greg says something negative which is true about Sam to Bob.

Motzi Shem Ra c. (false negative speech):Greg says something negative which is false about Sam to Bob.

Ona’at Devarim d. (hurtful words):Greg speaks harshly or in a hurtful way to Bob. Greg embarrasses Bob.

Procedure: • According to the sources and questions, the following key points should be made explicit. Everyday examples of forbidden speech are provided below for the teacher’s benefit:

Section 1: Rechilut (Gossiping)

1. Leviticus 19:16

Do not peddle gossip among your people … I am God. א תל רכיל בעמי ... אני ה'.


learning. Students should spend 40 minutes learning the sources and answering the questions. After regrouping, the teacher should review the material with the entire class. The final summary and question on the last page should be left blank as students will use this during class while summarizing the material together with the teacher.


After students regroup, the teacher should review the text material. The teacher should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to offer their answers to the questions in their Student Workbook and by discussing each one briefly as described below in detail.The sources deal with the basic definitions of the different types of forbidden speech according to Jewish Law. The 4 main categories are:

Greg tells Sam that Bob did something to or said something about Sam.

learning. Students should spend 40 minutes learning the sources and answering the questions. After regrouping, the teacher should review the material with the entire class. The final summary and question on the last page should be left blank as students will use this during class while summarizing the material together with the teacher.


After students regroup, the teacher should review the text material. The teacher should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to offer their answers to the questions in their Student Workbook and by discussing each one briefly as described below in detail.The sources deal with the basic definitions of the different types of forbidden speech according to Jewish Law. The 4 main categories are:

Greg tells Sam that Bob did something to or said something about Sam.

should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to offer their answers to the questions in their Student Workbook and by discussing each one briefly

should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to should review the key points and how they relate to the dilemma in the video, summarizing in a table on the board and in the Student Workbook. This can be done by calling upon students to


2. Rabbi Yosef Karo1, Kesef Mishneh, De’ot 7:1

One who “peddles gossip” (rechilut)[Leviticus 19:16] refers to a person who says, “So-and-so said such-and-such about you”, or “So-and-so did the following to you …” even though the information is not necessarily intrinsically negative [but can nevertheless provoke arguments between parties] … since he carries the information around from one person to another, he is called a “peddler” [a traveling salesman of gossip].

אמר "פלוני האומר הינו שרכיל

"כ ל "עשה או "וכ כ עלי

אף על פי שאותו דבר אינו גנות...

כיון שטוען דברים מזה והול לזה

רכיל מיקרי.

Q1 Using the definition from this source explain how rechilut provokes arguments between people.Rechilut provokes arguments between people by creating distrust and tension, as well as hatred and anger. For example: Jenny hears Alex tell a group of friends that Shani is so annoying. When Shani one day annoys Jenny, Jenny says to her “Alex was right when he said you can be so annoying sometimes”. This is Rechilut (as well as ona’at devarim) and would create major tension between Shani and Alex.

Section 2: Lashon Hara (Derogatory Speech)

3. Rambam2, Mishneh Torah, De’ot 7:2

There is a transgression that is much worse than rechilut, also included in the prohibition of “do not peddle gossip.” This is known as lashon hara, or derogatory speech.This refers to someone who speaks in a derogatory manner about someone else – even though what he says is true …

Someone who speaks lashon hara will say negative and derogatory things like, “So-and-so did the following …” or “So-and-so’s parents did the following …” or “I heard the following about So-and-so …” …

יש עוון גדול מזה עד מאד, והוא בכלל

לאו זה והוא לשון הרע, והוא המספר

בגנות חברו אף על פי שאומר אמת...

ואומר יושב שהוא זה הרע לשון בעל

וכ היו אבותיו עשה פלוני כ וכ כ

וכ וכ שמעתי עליו ואומר דברי גנאי.

Q2 According to Rambam, what is the difference between lashon hara and rechilut? Lashon hara is statements by person A about person B to person C.

Rechilut is person A telling person B what person C did to them or said about them.

An example of lashon hara would be: Arny said to James “Mr. Simon is such a boring teacher”.

An example of rechilut would be: James tells Mr. Simon “Arny said you were a boring teacher”. Lashon Hara spreads negativity and rechilut creates negativity between people.

Q3 We see from this source that lashon hara is saying negative TRUTHFUL statements about people. Why do you think many people mistakenly assume that if the information is true

1 Rabbi Yosef Karo (Toledo, Spain, 1488-Sefad, Israel, 1575) was the author of the Shulchan Aruch – the most important and basic Jewish legal code to this day.

2 Rambam or Rabbi Moshe ben Maimon or Maimonides (Cordoba, Spain, 1135- Egypt, 1204) was a great Rabbi, Jewish Philosopher and Halachist. Among other things, he authored the 14 volume Mishneh Torah - codifying all of Jewish Law whether applicable today or only relevant in the future.


Rambam or Rabbi Moshe ben Maimon or Maimonides (Cordoba, Spain, 1135- Egypt, 1204) was a great Rabbi, Jewish Philosopher - codifying all of Jewish Law whether applicable


provokes arguments between people by creating distrust and tension, as well as hatred Jenny hears Alex tell a group of friends that Shani is so annoying. When

Shani one day annoys Jenny, Jenny says to her “Alex was right when he said you can be so annoying Rechilut ( and would create major tension between

Lashon Hara

Mishneh Torah

There is a transgression that is much worse than also included in the prohibition of “do not peddle gossip.”

lashon haraThis refers to someone who speaks in a derogatory manner about someone else – even though what he says is true …

lashon hara will say negative and derogatory things like, “So-and-so did the following …” or




ואומר יושב שהוא זה הרע לשון בעל

provokes arguments between people by creating distrust and tension, as well as hatred Jenny hears Alex tell a group of friends that Shani is so annoying. When

Shani one day annoys Jenny, Jenny says to her “Alex was right when he said you can be so annoying Rechilut ( and would create major tension between

Lashon Hara (Derogatory Speech)

Mishneh Torah

There is a transgression that is much worse than also included in the prohibition of “do not peddle gossip.”

lashon hara, or derogatory speech.This refers to someone who speaks in a derogatory manner about someone else – even though what he says is true …

will say negative and derogatory things like, “So-and-so did the following …” or




, De’ot 7:2

There is a transgression that is much worse than יש עוון גדול מזה עד מאד, והוא בכללrechilutThere is a transgression that is much worse than

, De’ot 7:2

There is a transgression that is much worse than


then it is permitted to share it with others?Perhaps because once it is determined to be true they feel no responsibility for the negativity associated with it. Rather it is the subject of the lashon hara who is responsible. The Torah teaches us that it is forbidden to talk badly about people even if it is true as there is no constructive purpose in sharing the information whatsoever. For example: Greg says, “Did you hear that Joey just got the new Ipad? His parents indulge him so much, he gets whatever he wants from them!” Even though this may be true, it is said with no constructive purpose and is therefore lashon hara and completely forbidden. The speaker of lashon hara rationalizes that what he is saying is permissible because it is true, but in fact the reason he is saying it is often coming from a very negative place; often lashon hara is driven by a desire to to belittle the other person, or out of revenge, or because of a jealousy he might have of this person, or because of the enjoyment he gets from putting others down – all veiled negative motives underlying his speaking of lashon hara.

Section 3: Motzi Shem Ra (Slander)

4. Rambam, Mishneh Torah, De’ot 7:2

[The previous cases refer to someone who speaks negative information that is true.] Someone who speaks derogatory or harmful information about someone that is untrue is called a slanderer (motzi shem ra).

אבל האומר שקר נקרא מוציא

שם רע על חברו.

Q4 What is the key difference between lashon hara and motzi shem ra? The key difference between lashon hara and motzi shem ra is that lashon hara is true while motzi shem ra is a lie. Which is more severe? The latter is considered even more severe. Here you have the serious Torah prohibition of lying on top of the derogatory speech. Why would someone spread a negative lie about another person? Here there is also no possible rationalization of “but it is true!” Rather, the motives of the speaker are deeply negative – jealousy, hatred, anger or the like.

Q5 According to the sources so far, what type of sin did Jo commit: lashon hara, motzi shem ra or rechilut? Does it make a difference that Jo thought she was telling the truth?That which Jo did was considered lashon hara because, although what she wrote about Mr. Gideon was in fact false, she, at the time, thought it to be true. Thus, from her perspective, Jo had not knowingly lied. One could add that if her article involved sensationalizing and exaggerating the story in order to sound more exciting, then, it would be considered lying and motzi shem ra. In addition, from Mr. Gideon’s perspective, it made no difference that Jo thought it was true. He was left having a false rumor being spread about him.

Q6 If you found out that someone had spread a negative rumor about you, which would you feel more hurt by: motzi shem ra (a lie) or lashon hara (something true) ? Why? Think of Mr. Gideon.From Mr. Gideon’s perspective, it made no difference that Jo thought it was true; it is still so painful to know a false rumor has been spread about you.


veiled negative motives underlying his speaking of lashon hara

(Slander)

Mishneh Torah, De’ot 7:2

[The previous cases refer to someone who speaks negative information that is true.] Someone who speaks derogatory or harmful information about someone that is

motzi shem ra


What is the key difference between motzi shem raThe key difference between lashon hara and motzi shem ra is that lashon hara is true while motzi shem ra is a lie. Which is more severe? The latter is considered even more severe. Here you have the serious Torah prohibition of lying on top of the derogatory speech. Why would someone spread a negative lie about another person? Here there is also no possible rationalization of “but it is true!” Rather, the motives of the speaker are deeply negative – jealousy, hatred, anger or the like.

According to the sources so far, what type of sin did Jo commit: lashon hara, motzi shem

veiled negative motives underlying his speaking of

(Slander)

, De’ot 7:2

[The previous cases refer to someone who speaks negative information that is true.] Someone who speaks derogatory or harmful information about someone that is

motzi shem ra).


What is the key difference between motzi shem raThe key difference between lashon hara and motzi shem ra is that lashon hara is true while motzi shem ra is a lie. Which is more severe? The latter is considered even more severe. Here you have the serious Torah prohibition of lying on top of the derogatory speech. Why would someone spread a negative lie about another person? Here there is also no possible rationalization of “but it is true!” Rather, the motives of the speaker are deeply negative – jealousy, hatred, anger or the like.


Section 4: Does it Matter How the Information is Communicated?

Q7 Does the fact that Jo wrote the article instead of spreading it verbally make it any less forbidden? Can you think of a quote that Jo herself said in the show as a proof to your answer? (Think first and then see the next source).The man most responsible for bringing sensitivity to lashon hara to the Jewish community was Rabbi Yisrael Meir Kagan (1838-1933), known also as the Chofetz Chaim, the name of the first book he wrote. That book was about the laws of lashon hara-forbidden speech, which he wrote together with another book entitled Sefer Shemirat HaLashon, intended to inspire people to be more careful with their speech. In it he writes that it makes no difference if the words are spoken or written. Both forms of communication violate this sin. The fact that Jo wrote her lashon hara instead of speaking it didn’t make it any less of a transgression. Jo herself says in the episode “the pen is mightier than the sword” showing how she understood the power of the written word. Hinting negative things about others is also considered a transgression of lashon hara. For example: When Jenny walked into the room, Sally rolled her eyes to Alex indicating their dislike for Jenny.

5. Rabbi Yisrael Meir Kagan3, Sefer Chofetz Chaim, Hilchot Lashon Hara1:8

The prohibition against communicating lashon hara applies whether one conveys the information verbally or in writing. There is also no difference between relating lashon hara explicitly or through hinting.

אסור זה של לשון הרע הוא בין אם הוא מספר עליו

בפיו ממש או שהוא כותב עליו דבר זה במכתבו. וגם

עליו הלשון הרע שלו בין אם הוא מספר אין חלוק

בדר הרע הלשון עליו מספר הוא אם ובין בפרוש

רמז. בכל גוני בכלל לשון הרע הוא.

Q8 Can you think of some examples in today’s world where it is easy to fall into the trap of lashon hara, rechilut or motzi shem ra through writing?In today’s world with YouTube, texting, WhatsApp, Facebook, email and other internet social media, it has become very easy to see the power of negative forbidden communication through writing and images. With the click of a finger, thousands of people can read negative, embarrassing forms of lashon hara instantly. The amount of cyber bullying that takes place among young people is staggering. It has lead to numerous suicides, especially among girls. We need to think carefully before pressing the ‘send’ button on an email or upon the uploading of a video to social media.

Q9. Why do you think people might find it easier to engage in language through writing rather than direct speech?It is often easier to ‘write’ lashon hara than speak it directly. When it comes to writing one can remain anonymous. Anonymous lashon hara is by nature less direct, as one can simply write the lashon hara without having to confront the person. Doing so might have the effect of making one feel guilty or negatively judged for speaking badly about others. As an example, people who are shy and timid in person can be quite vocal and aggressive on social media portals. Behind the mask of a username, people feel less ‘watched’ and thus they feel freer to be unkind to others.

3 Rabbi Yisreal Meir Kagan is also known as Chofetz Chaim for a major work on the ills of engaging in lashon hara (1838-1933, Radun, Lithuania). Rabbi Kagan wrote a major commentary to the first section of the Shulchan Aruch and was the first to write a comprehensive legal code on the laws of lashon hara by the title Safer Chafetz Chaim.


(1838-1933, and was the first to write


it didn’t make it any less of a transgression. Jo herself says in the episode “the pen is mightier than the sword” showing how she understood the power of the written word. Hinting negative things about others is also considered a transgression of lashon hara. For example: into the room, Sally rolled her eyes to Alex indicating their dislike for Jenny.

5. Rabbi Yisrael Meir Kagan , Sefer Chofetz Chaim, Hilchot Lashon Hara1:8

The prohibition against communicating applies whether one conveys the

information verbally or in writing. There is also no difference between relating explicitly or through hinting.






Can you think of some examples in today’s world where it is easy to fall into the trap of lashon hara, rechilut or motzi shem ra through writing?In today’s world with YouTube, texting, WhatsApp, Facebook, email and other internet social media, it has become very easy to see the power of negative forbidden communication through writing

the sword” showing how she understood the power of the written word. Hinting negative things about others is also considered a transgression of lashon hara. For example: into the room, Sally rolled her eyes to Alex indicating their dislike for Jenny.

5. Rabbi Yisrael Meir Kagan , Sefer Chofetz Chaim, Hilchot Lashon Hara1:8

The prohibition against communicating applies whether one conveys the

information verbally or in writing. There is also no difference between relating explicitly or through hinting.






Can you think of some examples in today’s world where it is easy to fall into the trap of lashon hara, rechilut or motzi shem ra through writing?In today’s world with YouTube, texting, WhatsApp, Facebook, email and other internet social media, it has become very easy to see the power of negative forbidden communication through writing

applies whether one conveys the information verbally or in writing. There is also no difference between relating lashon hara










applies whether one conveys the information verbally or in writing. There is also

lashon hara

applies whether one conveys the information verbally or in writing. There is also

lashon hara


Section 5: Ona’at Devarim (Hurtful words)

6. Rambam, Sefer HaMitzvot, Negative Mitzvah 251

We are instructed not to cause emotional distress to each other with our words [ona’at devarim]. This includes statements that cause another person pain, anger, or embarrassment…The source in the Torah is, “Do not aggrieve your fellow, and you shall fear your God” [Leviticus 25:17]. The Talmud tells us that the verse is referring to causing emotional distress with our words [ona’at devarim].

קצתנו את קצתנו מהונות שהזהירנו

מאמרים לו שנאמר והוא בדברים.

לעמד יוכל וא ויכעיסוהו יכאיבוהו

מפני שיתביש מהם... והוא אמרו )בהר

פ' יז( וא תונו איש את עמיתו ויראת

מאהי. אמרו זו אונאת דברים )ב"מ

נח ב(.

Q10 How is ona’at devarim, different from the 3 other categories of forbidden speech? Ona’at devarim applies when the person is speaking directly to the victim in hurtful ways. Surprisingly, this is the most common form of forbidden speech as it can be very subtle and often unintentional. For example: Joey is feeling frustrated and is in a rush to get somewhere when George, his friend comes to ask him a question and takes his time in asking it. Joey says “ Are you blind?! I don’t have all the time in the world, you know. Can’t you see I’m in a rush?” Ona’at devarim can be a daily occurrence if people are not careful to think before they speak and ask themselves, “How will these words or this manner of speech make the other person feel?”. Often, it is also the people we love the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is very difficult to control, but it is possible.

Q11 Is the manner in which Mr. Gideon “pushed” Jo forbidden according to the Torah? What could he have done differently to “push” her to suceed?Was Mr. Gideon completely free of guilt? After all, his method of pushing Jo is considered ona’at devarim (forbidden hurtful words) and if he had been more sensitive in his approach, the whole dilemma may have been avoided. While this does not take away from Jo’s guilt in the matter, it is important to point out the part that Mr. Gideon played.

Q12 In her final conversation with Mr. Gideon, Jo asked Mr. Gideon why he criticized her and made her feel stupid. How can we give criticsm without causing pain with our words?We must be very careful in giving any form of criticism as it can often lead to ona’at devarim and embarrassment, which is a severe Torah transgression. As a result, there are many details in Jewish law as to how to give criticism softly, gently, and in private and only in a very specific constructive manner by the right person at the right time. Being too quick to criticize is one of the most common forms of ona’at devarim. Some examples: “You are so lazy, you know!” or “Why are you so annoying?” or “Why do you always say such stupid things?” etc.

Summarize: • Students should summarize the main points of the sources in the final table in their Student Workbook. If time does not permit it may be assigned as homework.


How is ona’at devarim, different from the 3 other categories of forbidden speech? applies when the person is speaking directly to the victim in hurtful ways. Surprisingly,

this is the most common form of forbidden speech as it can be very subtle and often unintentional. Joey is feeling frustrated and is in a rush to get somewhere when George, his friend

comes to ask him a question and takes his time in asking it. Joey says “ Are you blind?! I don’t have all the time in the world, you know. Can’t you see I’m in a rush?” Ona’at devarim occurrence if people are not careful to think before they speak and ask themselves, “words or this manner of speech make the other person feel?”. Often, it is also the people we love the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is very difficult to control, but it is possible.

Is the manner in which Mr. Gideon “pushed” Jo forbidden according to the Torah? What could he have done differently to “push” her to suceed?Was Mr. Gideon completely free of guilt? After all, his method of pushing

(forbidden hurtful words) and if he had been more sensitive in his approach, the whole dilemma may have been avoided. While this does not take away from Jo’s guilt in the matter, it is

applies when the person is speaking directly to the victim in hurtful ways. Surprisingly, this is the most common form of forbidden speech as it can be very subtle and often unintentional.

Joey is feeling frustrated and is in a rush to get somewhere when George, his friend comes to ask him a question and takes his time in asking it. Joey says “ Are you blind?! I don’t have all the time in the world, you know. Can’t you see I’m in a rush?” Ona’at devarim occurrence if people are not careful to think before they speak and ask themselves, “words or this manner of speech make the other person feel?”. Often, it is also the people we love the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is very difficult to control, but it is possible.

Is the manner in which Mr. Gideon “pushed” Jo forbidden according to the Torah? What could he have done differently to “push” her to suceed?Was Mr. Gideon completely free of guilt? After all, his method of

(forbidden hurtful words) and if he had been more sensitive in his approach, the whole dilemma may have been avoided. While this does not take away from Jo’s guilt in the matter, it is

words or this manner of speech make the other person feel?”the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is

. Often, it is also the people we love the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is words or this manner of speech make the other person feel?”the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is words or this manner of speech make the other person feel?”the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is words or this manner of speech make the other person feel?”the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is words or this manner of speech make the other person feel?”the most, that we hurt the most with our words (family members, friends etc.). Admittedly, this is


Summary of Main Points

Type of Forbidden Speech Definition Examples from VideoIn English:

In Hebrew:

In English:

In Hebrew:

In English:

In Hebrew:

In English:

In Hebrew:

Note: Time permitting, the teacher should also point out that it was not only Jo and Mr. Gideon who violated the laws of forbidden speech in the show. The teacher may pose the question if any other characters in the show also transgressed violations of lashon hara or ona’at devarim? The answer is that from the very moment that Jo spoke to her friends about

Mr. Gideon and how much she dislikes him, she was already speaking lashon hara. So too, the boy who was trying to ask Jo on a date spoke lashon hara and Jo spoke ona’at devarim to him in her trying to palm him off. If we actually go back and analyze the way the characters interacted, we will find instances of forbidden speech throughout the show.


Time permitting, the teacher should also point out that it was not only Jo and Mr. Time permitting, the teacher should also point out that it was not only Jo and Mr.


5. Conclusion and Assessment Activity (5 min):

Concluding Question:• After we have seen the various forms of forbidden speech, it seems clear that what Jo did was forbidden by Jewish law. What if, however, Jo’s intentions were pure, and her publishing the article was a genuine attempt to save the school from the influence of a drug-using teacher? Is it still lashon hara if you are trying to benefit others or save them from some harm? Surely there must be times when one must speak up?

The final question at the bottom of the last page of the source materia deals with this and should be completed for homework. This important element will be dealt with in the next lesson.

Assessment ActivityThe teacher can assign students to make a list of the types of forbidden speech that they learned about in this lesson and provide 3 everyday examples for each (using fictitious scenarios of course). The examples can be short and to the point.This will enable students to review and apply what they learned in this lesson.

Lesson 3When is Lashon Hara Allowed?

Summary: This lesson will explore the conditions that need to be in place in order to relate negative information about another person.These conditions, discovered in the forthcoming sources, will be applied to the case in the trigger film to better understand where the character went wrong and what the

correct course of action would have been.


The teacher should review the points discussed in the last lesson. This lesson will begin with the topic of permissible lashon hara.

2. What conditions did Jo and her friends come up with to justify their actions? (10 min)

Introduction: • The teacher should remind the students of the key question they were given for homework:

In what circumstances and under what conditions do you think lashon hara should be allowed? Did Jo’s case meet any of these conditions?

Procedure: • The teacher should allow a few students to read their responses. The teacher can write down the conditions that students have come up with on the board as shown in the example below:

When mightlashon hara

be permitted?


The teacher can assign students to make a list of the types of forbidden speech that they learned about in this lesson and provide 3 everyday examples for each (using fictitious scenarios of course). The examples can be short and to the point.This will enable students to review and apply what they learned in this lesson.

The teacher can assign students to make a list of the types of forbidden speech that they learned about in this lesson and provide 3 everyday examples for each (using fictitious scenarios of course). The examples can be short and to the point.This will enable students to review and apply what they learned in this lesson.


WHEN... WHEN...

WHEN...WHEN...

Lesson 3When is Lashon Hara Allowed?

Summary: This lesson will explore the conditions that need to be in place in order to relate negative information about another person.These conditions, discovered in the forthcoming sources, will be applied to the case in the trigger film to better understand where the character went wrong and what the

correct course of action would have been.


The teacher should review the points discussed in the last lesson. This lesson will begin with the topic of permissible lashon hara.


Introduction: • The teacher should remind the students of the key question they were given for homework:

In what circumstances and under what conditions do you think lashon hara should be allowed? Did Jo’s case meet any of these conditions?

Procedure: • The teacher should allow a few students to read their responses. The teacher can write down the conditions that students have come up with on the board as shown in the example below:

When mightlashon hara

be permitted?

Lesson 3


The teacher should review the points discussed in the last lesson. This lesson will begin with the topic


The teacher should remind the students of the key question they were given for

In what circumstances and under what conditions do you think be allowed? Did Jo’s case meet any of these conditions?

The teacher should allow a few students to read their responses. The teacher can write down the conditions that students have come up with on the board as shown in the example

The teacher should review the points discussed in the last lesson. This lesson will begin with the topic


The teacher should remind the students of the key question they were given for

In what circumstances and under what conditions do you think be allowed? Did Jo’s case meet any of these conditions?

The teacher should allow a few students to read their responses. The teacher can write down the conditions that students have come up with on the board as shown in the example

The teacher should remind the students of the key question they were given for The teacher should remind the students of the key question they were given for The teacher should remind the students of the key question they were given for The teacher should remind the students of the key question they were given for The teacher should remind the students of the key question they were given for The teacher should remind the students of the key question they were given for


3. In-Class Source Learning (15 min):

Procedure:• a. Learning of sources for Lesson 3: Once a number of student responses have been recorded on

the board, the teacher should direct students to the lengthy sources in the Student Workbook for Lesson 3. These sources provide a description of the conditions that must be met in order to allow lashon hara. These sources are presented in Hebrew and in an adapted English translation divided into 3 different scenarios.

b. Match it up: The teacher can allow for chavruta study of the sources or use a frontal approach in studying the sources together with students. The teacher should point out if there are matches between what students came up with and what is stated in the halacha. If there is a match, place a check next to the students’ condition. Conditions that students came up with which do NOT coincide with the halacha can be marked as such (with an X, for example).

Adapted Translation:Situation 1:

Sefer Chofetz Chaim, Hilchot Isurei Rechilut 10:1

1. If a person (Greg) sees that his fellow (Bob) wants to join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely cause Bob harm (financial, emotional, physical etc.), then Greg must tell Bob in order to save him from this danger. However, he must meetthe following 5 conditions in order to relate anything bad about Sam:

1. He must be careful not to be too quick to assume that the case is going to result in danger for Bob. Rather, he must first carefully considerwhether it will actually be bad for Bob.

2. When telling Bob the information, he must take care not to exaggerate and describe the case as being worse than it really is.

3. Greg must be telling Bob only for the constructive purpose of preventing harm from coming to Bob and should not have any outside motivations, such as hatred towards Sam, a desire to belittle him or a desire to seek revenge from him.

4. If Greg can think of a different way to achieve the desired purpose without telling Bob anything negative about Sam, then he must do so and not speak badly about Sam.

באיזה אפן מתר לספר לשון הרע, אם אחד

אדם דבין בענינים, כשורה שא התנהג

לחברו, והמספר הזה מכון רק לתועלת...

להשתתף רוצה שחברו רואה, אחד אם .1

באיזה דבר עם אחד, והוא משער שבודאי

יסבב לו על ידי זה ענין רע, צרי להגיד

ההוא, הרע הענין מן להצילו כדי לו

שאבארם פרטים חמשה לזה צרי א

בסמו: ואלו הן:

הענין את תכף יחליט שא מאד, יזהר א(

היטב יתבונן רק רע, לענין בדעתו

מתחלה, אם הוא בעצם רע:

שא יגדיל בספורו את הענין לרע יותר ב(

ממה שהוא:

שיכון רק לתועלת, דהינו, לסלק הנזקין ג(

מזה, וא מצד שנאה על השכנגדו:...

הזו, התועלת את לסבב יכול הוא אם ד(

לרע, עניניו לפניו לגלות שיצטר מבלי

אין לספר עליו:

כל זה אינו מתר, רק אם א יסבב על ידי ה(

הספור רעה ממש לנדון, דהינו, שא ירעו

זה ידי על ממנו שתוסר רק ממש, עמו

השכנגדו, אף עמו עושה שהיה הטובה,

דממילא דבר זה הוא רעה לו, מכל מקום

מתר. אבל אם יגיע לו על ידי ספורו רעה

ממש, )ז( אסור לספר עליו, כי יצטר לזה

)ח( עוד פרטים, ויבארו לקמן אם ירצה


can be marked as such (with an X, for example).

, Hilchot Isurei Rechilut 10:1

1. If a person (Greg) sees that his fellow (Bob) wants to join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely cause Bob harm (financial, emotional, physical etc.),

tell Bob in order to save him from this danger. However, he must meetthe following 5 conditions in order to relate anything bad about

1. He must be careful not to be too quick to assume that the case is going to result in danger for Bob. Rather,




להשתתף רוצה שחברו רואה, אחד אם .







can be marked as such (with an X, for example).

, Hilchot Isurei Rechilut 10:1

1. If a person (Greg) sees that his fellow (Bob) wants to join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely cause Bob harm (financial, emotional, physical etc.),

tell Bob in order to save him from this danger. However, he must meetthe following 5 conditions in order to relate anything bad about

1. He must be careful not to be too quick to assume that




להשתתף רוצה שחברו רואה, אחד אם .







join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely







join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely join another fellow (Sam) in some partnership, and Greg figures that a partnership with Sam will definitely


5. All this is only allowed if it will not cause Sam to be harmed in any way. Sam’s only loss is some potential good (in this case a partnership with Bob). Sam should suffer any actual damage or evil.

ה' בסעיף ה' ו'. וכל שכן אם הוא רואה,

שיסבב על ידי ספורו לנדון רעה רבה )ט(

יותר מכפי הדין, דאסור לספר עליו. ועין

לקמן בסעיף ה', מה שכתבנו שם:

Sefer Chofetz Chaim, Hilchot Isurei Lashon Hara 10:1

Situation 2:from Sefer Chofetz Chaim, Hilchot Isurei Lashon Hara 10:1

In a situation where Greg sees or knows with certainty that Sam has already harmed Bob in some way (for example, Sam stole from Bob) Greg is allowed to relate this information to Bob to ensure it is corrected(for example, the stolen item is returned) or to tell others in order to show people how bad such acts are, but he must fulfill all 7 conditions (5 above and 2 below): 6. Greg, as the speaker of the negative information,

must have witnessed the incident himself, and not have heard about it from someone else, unless he is able to verify its truthfulness.

7. Greg must first attempt to approach Sam the offender, if possible, and gently rebuke him for his misdeed and urge him to set things right. (This condition does not necessarily apply when the speaker is sure he won’t be listened to.)

אם אחד ראה אדם שעשה עולה לחברו כגון

קו או הזיקו... ונודע לו בברור שגזלו או עש

שא השיב את הגזלה... יכול לספר הדברים

לבני אדם כדי לעזר לאשר אשם לו, ולגנות

יזהר א הבריות. בפני הרעים המעשים

שנבארם פרטים השבעה אלו יחסרו שא

.בסמו

ידי על וא בעצמו, זה דבר שיראה א(

לו שנתברר א אם מאחרים שמיעה

אחר כ שהדבר אמת.

שיוכיח את החוטא מתחלה ובלשון רכה ג(

אולי יוכל להועיל לו...

Situation 3: Adapted from Guard your Tongue, by Rabbi Zelig Pliskin, pp 57-58If Greg sees Sam committing an offense between him and God only (e.g. taking drugs) and it is a one-time offense, rather than something ongoing:

If possible, Greg must first give Same the benefit of the doubt andjudge him favorably.• If there is no doubt as to what Sam was doing, Greg still may not relate this information, rather he must kindly and gently approach Sam to help him not repeat this negative action.

If Greg is certain that Sam will not accept his help and will likely repeat the offense, then if the • above conditions are met, Greg should contact an authority or Sam’s relatives, if they will be able to help him stop.


that Sam has already harmed Bob in some way (for example, Sam stole from Bob) Greg is allowed to relate this information to Bob to ensure it is corrected(for example, the stolen item is returned) or to tell others in order to show people how bad such acts are, but he must fulfill all 7 conditions (5 above and 2 below): 6. Greg, as the speaker of the negative information,


7. Greg must first attempt to approach Sam the offender, if possible, and gently rebuke him for his misdeed and urge him to set things right. (This condition does not necessarily apply when the speaker is sure he won’t




שיוכיח את החוטא מתחלה ובלשון רכה ג(

אולי יוכל להועיל לו...

that Sam has already harmed Bob in some way (for example, Sam stole from Bob) Greg is allowed to relate this information to Bob to ensure it is corrected(for example, the stolen item is returned) or to tell others in order to show people how bad such acts are, but he must fulfill all 7 conditions (5 above and 2 below): 6. Greg, as the speaker of the negative information,


7. Greg must first attempt to approach Sam the offender, if possible, and gently rebuke him for his misdeed and urge him to set things right. (This condition does not necessarily apply when the speaker is sure he won’t




שיוכיח את החוטא מתחלה ובלשון רכה ג( 6. Greg, as the speaker of the negative information,

must have witnessed the incident himself, and not have heard about it from someone else, unless he is

שיוכיח את החוטא מתחלה ובלשון רכה שיוכיח את החוטא מתחלה ובלשון רכה ג( ג( 6. Greg, as the speaker of the negative information,

must have witnessed the incident himself, and not have heard about it from someone else, unless he is

6. Greg, as the speaker of the negative information, must have witnessed the incident himself, and not have heard about it from someone else, unless he is

6. Greg, as the speaker of the negative information, must have witnessed the incident himself, and not have heard about it from someone else, unless he is


4. Summarize and Compare to Jo’s case (10 min):

Procedure:• a. Summary table: The teacher should summarize the correct conditions into a table with the 7 key

points and a column for Jo’s case (See sample below). Students should copy this table into their Student Workbook.

b. What about Jo? Ask the class to think which of the conditions did Jo not fulfill? The teacher should go through each condition with the class, discussing how Jo did or did not fulfill the condition, marking a check or X in the table. As seen below:

Summary ● When Is Lashon Hara Allowed?Necessary Condition Jo’s Case

1. One must have witnessed the event or be absolutely sure it is truthful.

2. One must determine that what happened is definitely negative. One must not be too quick to decide.

3. One must first try to approach the offender himself if possible.

4. One must not exaggerate.

5. One’s intent must be ONLY for constructive benefit – and not from any ulterior motive.

6. If one can achieve the same results without saying anything negative, then one must do so instead.

7. One must make sure that what he will say does not cause further harm to the offender than what he would face were he to be brought to Bet Din [Jewish court of law].

When we look at the conditions of lashon hara, we see how Jo’s case is a classic example of what not to do. She fulfilled none of the seven conditions.


One must have witnessed the event or be absolutely sure it is

One must determine that what happened is definitely negative. One must not be too quick to decide.

One must first try to approach the offender himself if possible.

One must not exaggerate.

One’s intent must be ONLY for constructive benefit – and not from

If one can achieve the same results without saying anything negative,

One must have witnessed the event or be absolutely sure it is

One must determine that what happened is definitely negative. One must not be too quick to decide.

One must first try to approach the offender himself if possible.

One must not exaggerate.

One’s intent must be ONLY for constructive benefit – and not from

If one can achieve the same results without saying anything negative,

One must first try to approach the offender himself if possible.One must first try to approach the offender himself if possible.One must first try to approach the offender himself if possible.One must first try to approach the offender himself if possible.One must first try to approach the offender himself if possible.One must first try to approach the offender himself if possible.


5. How should Jo have acted? (5 min)

Concluding Question: • What should Jo have done?Students can be given quiet time to write what they think the answer is before the teacher reviews the answer with the class.

Answer:• Jo should have listened to her friends who warned her that she was acting out of hatred and a. revenge rather than with pure motives.

She should have put more effort into finding out the facts.b.

If it had turned out that Mr. Gideon had indeed been involved in something which would c. render him unfit to serve as a teacher in the school, then Jo should have approached him first before anyone else if she thought this would help.

If approaching him would not have beeen possible then she should have considered whether d. there was another way to deal with the situation without speaking badly about him.

If not, she could quietly go to a superior in the school with the ability to deal with the situation e. with Mr. Gideon personally without anyone else finding out.This option is only appropriate if:

1. Mr. Gideon would be treated fairly according to what he did and would not be harmed beyond reason.

2. Jo would take care not to exaggerate in the process of relating the information to the superior, and only have the benefit of others in mind.

Note: It is important that in cases of suspected teacher abuse, students are encouraged to seek the guidance of adults in how best to come forward with the details. We do not want to burden students with thinking they should conceal their knowledge or suspicions for fear that they may be transgressing laws of lashon hara. As a general rule, students

should share their initial concerns with their parents and then share the information with superiors and authorities as the case warrants. In most cases it is ill advised for the student to confront the teacher directly and independently as this may place them in unnecessary risk for reprisals on the part of the accused.


before anyone else if she thought this would help.

If approaching him would not have beeen possible then she should have considered whether there was another way to deal with the situation without speaking badly about him.

If not, she could quietly go to a superior in the school with the ability to deal with the situation with Mr. Gideon personally without anyone else finding out.This option is only appropriate if:



It is important that in cases of suspected teacher abuse, students are encouraged to seek the guidance of adults in how best to come forward with the details. We do not want to burden students with thinking they should conceal their knowledge or suspicions for fear that they may be transgressing laws of lashon hara

If approaching him would not have beeen possible then she should have considered whether there was another way to deal with the situation without speaking badly about him.

If not, she could quietly go to a superior in the school with the ability to deal with the situation with Mr. Gideon personally without anyone else finding out.This option is only appropriate if:



It is important that in cases of suspected teacher abuse, students are encouraged to seek the guidance of adults in how best to come forward with the details. We do not want to burden students with thinking they should conceal their knowledge or suspicions for fear that they may be transgressing laws of

1. Mr. Gideon would be treated fairly according to what he did and would not be harmed

2. Jo would take care not to exaggerate in the process of relating the information to the












There was once a man named Reb Alexandry. He lived in a little village in Israel in the days when the Temple still stood in Jerusalem. Reb Alexandry worked as a pharmacist. He would produce and mix medicines for people who were ill and help them back to recovery. One morning, it was a regular market day, and the town square was filled with the usual salespeople selling their wares. Something was different, though. There was a large crowd of people all starting to gather around one salesman’s table. More and more people rushed over to see what the commotion was about. One young boy, interested to see what was happening, made his way through the throngs of people and caught sight of what was going on. It was very strange– there in the middle of all those people was the wise Reb Alexandry shouting out at the top of his lungs “WHO WANTS LIFE? WHO WANTS LIFE?”

“What is Reb Alexandry talking about?” thought the young boy.“What does he mean?”

The young boy decided to ask one of the older men standing there in the crowd. The man explained that Reb Alexandry was a pharmacist and he must have developed some new wonder drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry had concocted and ready to pay whatever fee he asked.

The young boy was puzzled. “Medicine that gives you longer life? How could that be?”Suddenly, the crowd was hushed by Reb Alexandry who wanted to say something.“ Ladies and Gentlemen, do you want life?!” asked Reb Alexandry.The crowd roared with a resounding “Yes!”

“Well,” explained Reb Alexandry, “Who is the one who desires life and loves days of seeing good? Guard your tongue from evil and your lips from speaking deceit(Psalms 34)!”

The crowd finally understood. Reb Alexandry hadn’t developed any new wonder drug.The “medicine” he was offering was the wisdom of King David in Psalms. Guarding your tongue from lashon hara leads to longer life in this world and the next. Reb Alexandry was reminding the crowds of people that just as they might be willing to run and pay for some wonder drug to give them long life, so too they should be eager to work on putting an end to speaking negatively about others.

(1 min) Concluding Message:• Holding back from speaking lashon hara earns a person untold reward in this world and the next. Additionally, as we have seen, speaking lashon hara can be extremely destructive. In the next lesson we will endeavor to learn about the severity of the sin of lashon hara and why it is so damaging.

Lesson 4 Part 1:

Is Lashon Hara Really So Bad?

Summary:This lesson explores the severity of lashon hara and the immense irretrievable damage it causes. The lesson uses fun interactive trigger games, source learning, and powerful messages to help students internalize the learning.

Detailed Outline1. Introduction “The Scale Game” (10 min):

Procedure:• The teacher should paste sheets of paper with numbers 1-5 (one number each) in large writing on a classroom wall prior to the lesson.

On another 5 sheets of paper, the teacher should write 5 transgressions that are known to be severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Worshipping Idols, and Lashon Hara.

The teacher should explain to students that they are to place the sheets of paper with the transgressions written on them on the scale of severity - with 1 being the least severe and 5 being the most severe. The class may argue over the order, but must come to some conclusion within 5 minutes. Encourage discussion. After the students have come up with an order, they can return to their seats for the next stage of the lesson.

Lashon hara will most likely have been placed near to the least severe of the group. This will serve as an introduction to the sources that will be studied in this lesson which will show the surprising severity of the transgression of lashon hara.

2. Chavruta Source Learning (30 min):

(5 min) Introduction: • As students commence learning about how bad lashon hara really is, the teacher should begin by asking them the following question: There is the famous children’s rhyme, “Sticks and stones may break my bones but words will never hurt me.” Is this really true?

The students should consider in what ways words can sometimes be even more damaging than weapons. During this discussion, the following points might be made:

One person alone cannot physically cause as much damage as words or speech can. In the a. show for example, Mr. Gideon’s career may be damaged for the rest of his life, as the rumor of his arrest in a drug bust (which turned out not to be accurate) may haunt him and follow him from job to job.

A murderer can kill limited people with a physical weapon, but the words of tyrants have b. inspired millions of people to kill scores of innocent people and attempt to create world domination. On the other hand, the words of inspiring world leaders such as Mahatma Gandhi

6. A Story: “Who Wants Life?” (5 min)

The teacher may conclude the lesson with the following inspirational story, adapted from the Talmud, Avoda Zarah 19b with the comments of Rabbi Yisrael Meir Kagan HaCohen – The Chofetz Chaim.


way through the throngs of people and caught sight of what was going on. It was very strange– there in the middle of all those people was the wise Reb Alexandry shouting out at the top of his lungs “WHO WANTS LIFE? WHO WANTS LIFE?”





way through the throngs of people and caught sight of what was going on. It was very strange– there in the middle of all those people was the wise Reb Alexandry shouting out at the top of his lungs “WHO WANTS LIFE? WHO WANTS LIFE?”





explained that Reb Alexandry was a pharmacist and he must have developed some new wonder drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry had concocted and ready to pay whatever fee he asked.drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry had concocted and ready to pay whatever fee he asked.drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry had concocted and ready to pay whatever fee he asked.drug to increase people’s life span. Everyone was gathered waiting to see what Reb Alexandry had concocted and ready to pay whatever fee he asked.


Lesson 4 Part 1:

Is Lashon Hara Really So Bad?

Summary:This lesson explores the severity of lashon hara and the immense irretrievable damage it causes. The lesson uses fun interactive trigger games, source learning, and powerful messages to help students internalize the learning.

Detailed Outline1. Introduction “The Scale Game” (10 min):

Procedure:• The teacher should paste sheets of paper with numbers 1-5 (one number each) in large writing on a classroom wall prior to the lesson.

On another 5 sheets of paper, the teacher should write 5 transgressions that are known to be severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Worshipping Idols, and Lashon Hara.


Lashon hara will most likely have been placed near to the least severe of the group. This will serve as an introduction to the sources that will be studied in this lesson which will show the surprising severity of the transgression of lashon hara.

2. Chavruta Source Learning (30 min):

(5 min) Introduction: • As students commence learning about how bad lashon hara really is, the teacher should begin by asking them the following question: There is the famous children’s rhyme, “Sticks and stones may break my bones but words will never hurt me.” Is this really true?

The students should consider in what ways words can sometimes be even more damaging than weapons. During this discussion, the following points might be made:

One person alone cannot physically cause as much damage as words or speech can. In the a. show for example, Mr. Gideon’s career may be damaged for the rest of his life, as the rumor of his arrest in a drug bust (which turned out not to be accurate) may haunt him and follow him from job to job.

A murderer can kill limited people with a physical weapon, but the words of tyrants have b. inspired millions of people to kill scores of innocent people and attempt to create world domination. On the other hand, the words of inspiring world leaders such as Mahatma Gandhi

Lesson 4

(5 min) Introduction: •


inspired millions of people to kill scores of innocent people and attempt to create world domination. On the other hand, the words of inspiring world leaders such as Mahatma Gandhi


1. Introduction “The Scale Game” (10 min):

The teacher should paste sheets of paper with numbers 1-5 (one number each) in large writing on a classroom wall prior to the lesson.

On another 5 sheets of paper, the teacher should write 5 transgressions that are known to be severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Worshipping Idols, and


will most likely have been placed near to the least severe of the group. This will serve

1. Introduction “The Scale Game” (10 min):

The teacher should paste sheets of paper with numbers 1-5 (one number each) in large writing on a classroom wall prior to the lesson.

On another 5 sheets of paper, the teacher should write 5 transgressions that are known to be severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Worshipping Idols, and


will most likely have been placed near to the least severe of the group. This will serve

severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Lashon Hara

severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, severe in Judaism. For example, the teacher can use: Murder, Adultery, Eating on Yom Kippur, Lashon Hara


or Martin Luther King, Jr. have inspired millions of people to fight for what they believed was right, even when unpopular, thereby changing and improving society.

Chavruta• Learning (25 min): Students should pair off into chavrutot (plural for chavruta) to learn new sources in the Student Workbook demonstrating the true scale of severity with which our tradition views lashon hara. At this point, students should learn up to and including Section 2.

After 25 min of learning, the students should regroup in order to discuss.

3. Reviewing the sources: (30 min)

Introduction: • The Sources in this part of the unit are divided into 3 sections as follows:

Section 1: The Severity of I. Lashon Hara

Section 2: How does II. Lashon Hara Damage the Speaker

Section 3: III. Lashon Hara is like an Arrow (This part will be addressed in the next lesson)

Procedure: • After students have been given ample time to learn through the sources with a chavruta, the teacher should review the sources with the entire class, calling upon students to offer their answers to the questions they completed in their Student Workbook. The teacher should endeavor to point out the key messages detailed below. This can be done by discussing each source and question briefly. According to the sources and questions the following key points should be made:

Part 2:

The Damage of Lashon Hara Section 1: The Severity of Lashon Hara

1. Jerusalem Talmud, Pe’ah 1:1

There are four transgressions for which one pays in this world and in the next: idolatry, immoral sexual relationships, and murder. And lashon hara is equal in severity to them all.

ארבעה דברים שהן נפרעין מן האדם בעולם

הן ואלו הבא לעולם קימת לו והקרן הזה

דמים ושפיכות עריות וגלוי זרה עבודה

ולשון הרע כנגד כלן

Q1 The sins of Murder, Adultery and Idolatry are the 3 sins one should rather give up his life than transgress. Why do you think lashon hara is considered as severe as all three cardinal sins combined?The three worst sins in Judaism are murder, adultery and idol worship. How do we know? These are the only sins that if someone points a gun at the head of a Jew and asks him or her to violate the Torah with this sin or be killed, Jewish law requires the Jew to forfeit his life rather than transgress. The other 610 commandments should be violated in a similar situation according to Jewish law. And yet, both the Jerusalem Talmud and the Rambam also bring as part of Jewish law that while a person who violates these three cardinal sins of Judaism is punished both in this world and the Next World, a person who violates lashon hara is equal in severity to all three of these sins combined! This seemingly makes lashon hara the worst sin in the entire Torah!


is like an Arrow (This part will be addressed in the next lesson)

After students have been given ample time to learn through the sources with a , the teacher should review the sources with the entire class, calling upon students to

offer their answers to the questions they completed in their Student Workbook. The teacher should endeavor to point out the key messages detailed below. This can be done by discussing each source and question briefly. According to the sources and questions the following key points



There are four transgressions for which one pays in

is like an Arrow (This part will be addressed in the next lesson)

After students have been given ample time to learn through the sources with a , the teacher should review the sources with the entire class, calling upon students to

offer their answers to the questions they completed in their Student Workbook. The teacher should endeavor to point out the key messages detailed below. This can be done by discussing each source and question briefly. According to the sources and questions the following key points



There are four transgressions for which one pays in

each source and question briefly. According to the sources and questions the following key points


2. Talmud, Bava Metzia 59a

…But one who embarrasses another in public has no share in Olam Haba ( the Afterlife)

לו אין ברבים חברו פני את המלבין אבל

חלק לעולם הבא

3. Talmud, Arachin 15b

Regarding anyone who speaks lashon hara, God says: “He and I cannot coexist in the same world.” The verse says, “He who slanders his friend in secret … him I cannot bear” [Tehillim 101:5]…

כל המספר לשון הרע, אמר הקב"ה: אין אני

והוא יכולין לדור בעולם, שנאמר: "מלשני

תקרי אל אוכל", א אתו ... רעהו בסתר

אתו א אוכל, אלא "אתו א אוכל".

(Discussion on SOURCE 2) While something as serious as murder does not result in a loss in the murderer’s share in the next world, we see here that embarrassing someone in public (whether through lashon hara or ona’at devarim) will result in their share in the next world being lost. This implies that embarrassing someone in public is worse than murder! Try and discuss why lashon hara is seen as so severe? (The later sources will expand upon this.)

Q2 What could it mean when it says that Hashem cannot coexist with a person who speaks lashon hara? Why not?God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” with such a person. It is as though lashon hara is the antithesis of anything Judaism stands for as it ‘pushes’ God out of one’s life so to speak.

4. Psalms 34:13-14

Which man desires life, who loves days of seeing good? [If you so desire:] Guard your tongue from evil, and your lips from speaking deceit.

לראות ימים אהב חיים החפץ האיש מי

טוב. נצר לשונ מרע ושפתי מדבר מרמה.

5. Rabbi Yisrael Meir Kagan, Sefer Shmirat HaLashon, 1:1

The commentaries explain that the phrase “who desires life” refers to eternal life in the World to Come. And the phrase “who loves days of seeing good” refers to this world, which is only a matter of days in comparison to the eternal life. It seems rather baffling that the verse advises one to avoid this specific sin of speaking negatively. [Why is life in this world and the next contingent on the prohibition of lashon hara?] After all, there are 248 positive commandments and 365 negative commandments.Why does the verse stress this particular offense?

שאמר דמה המפרשים, ופרשו

חיים הינו חיים" "החפץ הכתוב,

ימים ו"אהב הבא, בעולם הנצחיים

לראות טוב" הינו בעולם הזה, שהוא

רק בחינת ימים לגבי חיי הנצח.

ולכאורה יפלא מאד: מה זה יחד לנו

הכתוב בפרט שנשמר מן העוון הזה?

עשה רמ"ח בתורה נצטוינו הא

ושס"ה א תעשה...


murderer’s share in the next world, we see here that embarrassing someone in public (whether through ) will result in their share in the next world being lost. This implies that

embarrassing someone in public is worse than murder! Try and discuss why severe? (The later sources will expand upon this.)

What could it mean when it says that Hashem cannot coexist with a person who speaks lashon hara? Why not?God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” with such a person. It is as though lashon hara is the antithesis of anything Judaism stands for as it ‘pushes’ God out of one’s life so to speak.

Which man desires life, who loves days of seeing good? [If you so desire:] Guard your tongue from evil, and your



murderer’s share in the next world, we see here that embarrassing someone in public (whether through ) will result in their share in the next world being lost. This implies that

embarrassing someone in public is worse than murder! Try and discuss why severe? (The later sources will expand upon this.)

What could it mean when it says that Hashem cannot coexist with a person who speaks lashon hara? Why not?God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” with such a person. It is as though lashon hara is the antithesis of anything Judaism stands for as it ‘pushes’ God out of one’s life so to speak.

Which man desires life, who loves days of seeing good? [If you so desire:] Guard your tongue from evil, and your



God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together” God cannot co-exist with a speaker of lashon hara. This source shows the damaging effect of speaking lashon hara on one’s relationship with God so much so that God cannot “live together”


Q3. Without looking ahead to the next source, how would you answer the Chofetz Chaim’s question above? What do you think is so bad about lashon hara that refraining from it was chosen as the key to good life in this world and the next?Psalms 34 teaches that one who “wants life and days of seeing good” should guard their tongue from evil. We related to this in the previous lesson with the story of Reb Alexandry. But why is guarding from this particular sin the key to a good life in this world and the next as described in Source 5? In source 6 we see that lashon hara undermines the very fabric of society – it creates hatred and distrust, it causes fights, and it can cause people to lose their self-esteem or their livelihood as in the case with Mr. Gideon. The negativity is really endless. Corresponding to the evil that lashon hara causes, is the goodness that holding back from lashon hara produces.

6. Rabbeinu Yonah of Gerona4, Gates of Repentance 3:222

The damage that can be brought about by gossip-mongering is incalculable. It brings hatred between people, and therefore causes them to transgress the prohibition of “Do not hate your brother in your heart” [Leviticus 19:16]. The world continues to exist only based on peace, and one who peddles gossip causes the world to fall apart.

ונזק הרכילות חדל לספר כי אין מספר,

כי הוא מרבה שנאה בעולם, ומכשיל

שכתוב מה על לעבר אדם בני את

."בלבב א תשנא את אחי" בתורה

ומפני השלום על קים העולם והנה

השנאה נמוגים ארץ וכל יושביה.

Q4 How do you think speaking lashon hara affects the speaker herself? See the next two sources:7. Genesis 2:7, with Onkelos5 and Rashi6

And God formed man of dust from the ground, and He blew into his nostrils the soul of life; and man became a living soul.Onkelos’s translation: “Man became a living soul” – He became a speaking soul.Rashi: “Man became a living soul”– Animal and beast too were called “living soul” [Genesis 1:24, 30], but this soul of man is the most alive of them all, for there was added to this soul the faculties of reasoning and speech [which animals lack].

וייצר ה' אקים את האדם עפר מן האדמה

ויהי האדם לנפש ויפח באפיו נשמת חיים

חיה.

אונקלוס

...והות באדם לרוח ממללא:

רש"י

נפש נקראו וחיה בהמה אף – חיה לנפש

חיה, א זו של אדם חיה שבכלן, שנתוסף

בו דעה ודבור:

Answer to Question 4 based on SOURCE 7: We learn from the creation of mankind that the neshama-soul is called the “speaking soul” according to the great sage Onkelos. Rashi explains that this ability to speak (communicate ideas and wisdom verbally) makes us different from any other living being. When we abuse this faculty of speech we are therefore undermining that which makes us human.

4 Rabbeinu Yonah or Rabbi Yonah ben Abraham Gerondi (1200-1263, Spain) was best known for his ethical work Gates of Repentance. In Gates of Repentance, Rabbeinu Yonah makes numerous references to the laws of lashon hara.

5 Onkelos is a famous Talmudic-era convert to Judaism (35-120 CE). He is considered the author of Targum Onkelos the Aramaic translation of the Torah included in many editions of the Torah with commentaries.

6 Rashi or Rabbi Shlomo Yitzchaki (1040-1105, Troyes, France) was the greatest commentator of the Talmud and Torah.

La s h o n H a r a - T h e P o w e r o f Wo r d s24

5 Onkelos is a famous Talmudic-era convert to Judaism (35-120 CE). He is considered the author of translation of the Torah included in many editions of the Torah with commentaries.

6 Rashi or Rabbi Shlomo Yitzchaki (1040-1105, Troyes, France) was the greatest commentator of the Talmud and Torah.


, Gates of Repentance 3:222

The damage that can be brought about by gossip-mongering is incalculable. It brings hatred between people, and therefore causes them to transgress the prohibition of “Do not hate your brother in your heart” [world continues to exist only based on peace, and one who peddles gossip causes the world to fall apart.

ונזק הרכילות חדל לספר כי אין מספר,






How do you think speaking lashon hara affects the speaker herself? See the next two sources:

2:7, with Onkelos

And God formed man of dust from the ground, and He blew into his nostrils the soul of life; and man became

“Man became a living soul” – He



The damage that can be brought about by gossip-mongering is incalculable. It brings hatred between people, and therefore causes them to transgress the prohibition of “Do not hate your brother in your heart” [world continues to exist only based on peace, and one who peddles gossip causes the world to fall apart.






How do you think speaking lashon hara affects the speaker herself? See the next two sources:

2:7, with Onkelos

And God formed man of dust from the ground, and He blew into his nostrils the soul of life; and man became

“Man became a living soul” – He



peddles gossip causes the world to fall apart.

How do you think speaking lashon hara affects the speaker herself? How do you think speaking lashon hara affects the speaker herself? How do you think speaking lashon hara affects the speaker herself? How do you think speaking lashon hara affects the speaker herself?


How do you think speaking lashon hara affects the speaker herself?


How do you think speaking lashon hara affects the speaker herself?


Q5 A rabbi once said “You can tell a person by how and what he chooses to say” – how would you explain this idea using the sources above?

This is so because his soul, his very essence, is expressed through his faculty of speech.

7. Maharal of Prague7, Chidushei Agadot, Arachin 15a

This power of speech in man does not only come from the physical organs of speech [but rather, it comes from the soul too] … Therefore, the essence of man is a living being that speaks [for his power of speech combines his physical and soul aspects] … Therefore, someone who speaks lashon hara … sins with his speech, which is his essence. [On the other hand, if he speaks properly] he perfects his essence.

על רק הדבור שיהיה אפשר ואי

צורת וזהו ... גשמיים כלים ידי

ולכ מדבר. חי שהוא האדם

המוציא שם רע ... שחטא בדבור

ידו ועל האדם, צורת הוא אשר

הוא אדם שלם.

Q6 According to Maharal, in what rests the ‘power’ of man’s speech”?According to the above source, our speech comes from our soul and is an expression of the core of who we are. With this, we can understand the damage of speaking lashon hara to the speaker himself as he is sinning with his very essence. This is different from other sins which might be the result of some external desire or moment of weakness.

The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make the tool of speech impure and when we then come to pray and do positive things with our speech we have ‘blunted’ the power of the tool.

7 Maharal or Rabbi Judah ben Betzalel Loew (1520-1609, Prague Czechoslovakia) was known as a great Talmud scholar and Kabbalist.


Maharal or Rabbi Judah ben Betzalel Loew (1520-1609, Prague Czechoslovakia) was known as a great Talmud scholar and


According to Maharal, in what rests the ‘power’ of man’s speech”?According to the above source, our speech comes from our soul and is an expression of the core of who we are. With this, we can understand the damage of speaking himself as he is sinning with his very essence. This is different from other sins which might be the result of some external desire or moment of weakness.


According to Maharal, in what rests the ‘power’ of man’s speech”?According to the above source, our speech comes from our soul and is an expression of the core of who we are. With this, we can understand the damage of speaking himself as he is sinning with his very essence. This is different from other sins which might be the result of some external desire or moment of weakness.


The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make The Chofetz Chaim adds that when a person uses a sharp tool in the wrong way he may blunt it and damage its ability to be used properly. So too with speech, when we use it for harm, we make


Lesson 5The ‘Arrow’ and Practical Ways to Avoid Lashon Hara

Summary:This lesson explores the irreparable nature of the damage of lashon hara in depth, relating sources to the trigger video. The lesson also concludes the unit with an attempt to articulate practical methods to employ to work on improving our speech.

Detailed Outline1. Introductory Discussion (10 min):

The teacher can begin by reviewing the message of the “Toothpaste Race” from the previous lesson and use it to lead into a short discussion on the following question: How does it make you feel when others speak badly about you?

Some points of discussion can be as follows:If each student remembers the last time someone else’s words really hurt them, they will also a. remember that the hurt does not go away so fast or, for some, at all. If someone is hurt physically, the pain eventually subsides and the wound heals. But the emotional wounds can be far worse and sometimes never heal. Unlike a physical pain, there is no pill that a person can take to make the emotional pain disappear.

Knowing that a rumor about you is spreading like wild fire is very painful because you feel it is out b. of your control. There is nothing you can do to stop it.

It is also so painful because you know that when c. you have heard something negative about someone else, it is very hard to forget about it. Each time you see them it might pop into your head. As a result, when someone spreads something negative about you, you know that now they might look at you differently and always remember what they heard about you even in years to come and there is nothing you can do about it.

For most actions in the world, there is a way to undo something negative. If someone steals, for d. example, he or she can return the lost object (It does not take away the feeling of being robbed, but at least the person robbed lost nothing in the end). While this is true for most actions, hurtful words are different as they can never be undone. Even if the person apologizes, once those words circulate publically they can never be returned - just as in the case of the toothpaste. Mr. Gideon’s response to Jo’s apologies in the show is a perfect example.

Today with YouTube, Facebook, messaging and the like, it is so easy to spread rumors or pictures of e. others that may cause embarrassment or hurtfulness. How does it make one feel when someone posts an embarrassing comment about them? Ask students to consider the ramifications of one click of a button. With the internet today, everyone has the power of a newspaper journalist, where 1000’s of people can read their ‘news story’ within seconds of it being ‘released’.

4. You Cannot Take Back Lashon Hara: “The Toothpaste Race”(10 min)

Conclude with the following trigger as an introduction to the final section of the sources which will be studied in the next lesson. This is a fun way to end the class after the more intense source.

Procedure for Toothpaste Race: •

Ask for two volunteers who feel they would like a challenge of speed and skill.a.

At the front of the class, place 2 plastic bowls and 2 small tubes of toothpaste on tables (1 in b. front of each of the chosen students).

The students are to race each other to see who can be the first one to empty the toothpaste c. completely into the bowl.

Once the toothpaste tube is empty, the second part of the race, and requiring far more skill, d. is for the students to race each other in putting the toothpaste back into the tube where it came from.

This is a fun and messy exercise and will create a fun atmosphere. The students will give up e. after a short while (don’t let it run for too long) as it is impossible to return the toothpaste.

The Message• : Sometimes we do things quickly without thinking too much about the consequences and the result is that we can never take back what we let out. It just spreads and gets messier as time goes on. This is the case with lashon hara as we saw in the video with Jo and Mr. Gideon. This lesson we have seen how damaging lashon hara can be. In the next lesson we will see some final sources that teach us more about how this damage is often impossible to undo.

Assessment AssignmentStudents are to design a poster (actual or on computer) teaching some of the negative effects of lashon hara studied in this lesson. The poster should contain a mix of images and text. If possible the teacher can display the posters to inspire more sensitivity to negative speech at school.


to race each other in putting the toothpaste back into the tube where it

This is a fun and messy exercise and will create a fun atmosphere. The students will give up after a short while (don’t let it run for too long) as it is impossible to return the toothpaste.

: Sometimes we do things quickly without thinking too much about the consequences and the result is that we can never take back what we let out. It just spreads and gets messier as time goes on. This is the case with as we saw in the video with Jo and Mr. Gideon. This lesson we have seen how damaging can be. In the next lesson we will see some final sources that teach us more about how this damage is often impossible to undo.

Assessment AssignmentStudents are to design a poster (actual or on computer) teaching some of the negative effects of

studied in this lesson. The poster should contain a mix of images and text. If possible the teacher can display the posters to inspire more sensitivity to negative speech at school.

to race each other in putting the toothpaste back into the tube where it

This is a fun and messy exercise and will create a fun atmosphere. The students will give up after a short while (don’t let it run for too long) as it is impossible to return the toothpaste.

: Sometimes we do things quickly without thinking too much about the consequences and the result is that we can never take back what we let out. It just spreads and gets messier as time goes on. This is the case with as we saw in the video with Jo and Mr. Gideon. This lesson we have seen how damaging can be. In the next lesson we will see some final sources that teach us more about how this damage is often impossible to undo.

Assessment AssignmentStudents are to design a poster (actual or on computer) teaching some of the negative effects of

studied in this lesson. The poster should contain a mix of images and text. If possible the teacher can display the posters to inspire more sensitivity to negative speech at school.

as time goes on. This is the case with This lesson we have seen how damaging

as we saw in the video with Jo and Mr. Gideon. can be. In the next lesson we will see some

as we saw in the video with Jo and Mr. Gideon. can be. In the next lesson we will see some

lashon hara as we saw in the video with Jo and Mr. Gideon. lashon hara

lashon haraThis lesson we have seen how damaging lashon haraas time goes on. This is the case with This lesson we have seen how damaging



Summary:This lesson explores the irreparable nature of the damage of lashon hara in depth, relating sources to the trigger video. The lesson also concludes the unit with an attempt to articulate practical methods to employ to work on improving our speech.

Detailed Outline1. Introductory Discussion (10 min):


Some points of discussion can be as follows:If each student remembers the last time someone else’s words really hurt them, they will also a. remember that the hurt does not go away so fast or, for some, at all. If someone is hurt physically, the pain eventually subsides and the wound heals. But the emotional wounds can be far worse and sometimes never heal. Unlike a physical pain, there is no pill that a person can take to make the emotional pain disappear.

Knowing that a rumor about you is spreading like wild fire is very painful because you feel it is out b. of your control. There is nothing you can do to stop it.

It is also so painful because you know that when c. you have heard something negative about someone else, it is very hard to forget about it. Each time you see them it might pop into your head. As a result, when someone spreads something negative about you, you know that now they might look at you differently and always remember what they heard about you even in years to come and there is nothing you can do about it.

For most actions in the world, there is a way to undo something negative. If someone steals, for d. example, he or she can return the lost object (It does not take away the feeling of being robbed, but at least the person robbed lost nothing in the end). While this is true for most actions, hurtful words are different as they can never be undone. Even if the person apologizes, once those words circulate publically they can never be returned - just as in the case of the toothpaste. Mr. Gideon’s response to Jo’s apologies in the show is a perfect example.

Today with YouTube, Facebook, messaging and the like, it is so easy to spread rumors or pictures of e. others that may cause embarrassment or hurtfulness. How does it make one feel when someone posts an embarrassing comment about them? Ask students to consider the ramifications of one click of a button. With the internet today, everyone has the power of a newspaper journalist, where 1000’s of people can read their ‘news story’ within seconds of it being ‘released’.



1. Introductory Discussion (10 min):


Some points of discussion can be as follows:If each student remembers the last time someone else’s words really hurt them, they will also remember that the hurt does not go away so fast or, for some, at all. If someone is hurt physically, the pain eventually subsides and the wound heals. But the emotional wounds can be far worse and sometimes never heal. Unlike a physical pain, there is no pill that a person can take to make the emotional pain disappear.

Knowing that a rumor about you is spreading like wild fire is very painful because you feel it is out of your control. There is nothing you can do to stop it.

It is also so painful because you know that when have heard something negative about , it is very hard to forget about it. Each time you see them it might pop into your head. As a


Some points of discussion can be as follows:If each student remembers the last time someone else’s words really hurt them, they will also remember that the hurt does not go away so fast or, for some, at all. If someone is hurt physically, the pain eventually subsides and the wound heals. But the emotional wounds can be far worse and sometimes never heal. Unlike a physical pain, there is no pill that a person can take to make the emotional pain disappear.

Knowing that a rumor about you is spreading like wild fire is very painful because you feel it is out of your control. There is nothing you can do to stop it.

It is also so painful because you know that when you have heard something negative about , it is very hard to forget about it. Each time you see them it might pop into your head. As a

If each student remembers the last time someone else’s words really hurt them, they will also remember that the hurt does not go away so fast or, for some, at all. If someone is hurt physically, the pain eventually subsides and the wound heals. But the emotional wounds can be far worse and







2. Source Learning: The Tongue is like an Arrow (30 min)

Procedure:• a. (10 min) Introduce the concept of ‘the pen is mightier . . .”

In the show, Jo recited the famous expression that the “pen is mightier than the sword” i.e. that the published word can cause more damage and hold more influence than a sword.

Ask the class if they can think of an example of this in history:

Some positive examples are:1. Writers of words have often inspired the imaginations of thousands or millions to act en

masse. Theodore Hertzl wrote “The Jewish State” and fueled the imagination of a people in exile for 2000 years to reclaim its national and religious homeland.

2. The words of the Torah, dictated by God and written by Moses, have also inspired millions of people from different religions for thousands of years.

A negative example is: The antisemitic writings of the Nazi regime were used as propaganda to convince millions of people that the Jews were subhuman and worthy of annihilation.

Long before the expression “the pen is mightier than the sword” was coined, Judaism compared words not to a sword, but, rather, to an arrow. Our lesson will explore why.

b. (10 min) Chavruta Source Learning: Ask students to take out the Student Workbook for lesson 5 which includes textual sources of Section Three of Part 2: The Damage of Lashon Hara. Our Lesson 5 is a continuation of the previous lesson. Students should spend the next 10 minutes learning the sources with their chavruta and answer the accompanying questions.

c. (10 min) Teacher-Led Review of Sources:The teacher should review the sources with the entire class. Along with the sources and the questions, the following key points should be made:

Section 3: Lashon Hara is Like an Arrow

8. Jeremiah 9:7

Their tongue is like a drawn arrow, speaking deceit…

שלום בפיו דבר מרמה לשונם [שחוט] שוחט חץ

את-רעהו ידבר ובקרבו ישים ארבו

9. Proverbs 18:21

Death and Life are in the hand of the tongue מות וחיים ביד-לשון...

Q8 In the show Jo mentioned “the pen is mightier than the sword”. An arrow and a sword are both weapons to kill. What can a tongue kill?

The prophet Jeremiah likens the tongue to an arrow and King Solomon in Proverbs teaches that death and life are in the hands of the tongue. What is similar about an arrow and a sword? They are both weapons used to kill. How can a tongue kill? It can kill the person’s reputation through evil rumors (as we saw with Mr. Gideon), their self-esteem through harsh criticism and bullying,

La s h o n H a r a - T h e P o w e r o f Wo r d s28

are both weapons used to kill. How can a tongue kill? It can kill the person’s reputation through evil rumors (as we saw with Mr. Gideon), their self-esteem through harsh criticism and bullying,



A negative example is: The antisemitic writings of the Nazi regime were used as propaganda to convince millions of people that the Jews were subhuman and worthy of annihilation.


ChavrutaAsk students to take out the Student Workbook for lesson 5 which includes textual sources of Section Three of Our Lesson 5 is a continuation of the previous lesson. Students should spend the next 10 minutes learning the sources with

and answer the accompanying questions.

(10 min) Teacher-Led Review of Sources:The teacher should review the sources with the entire class. Along with the sources and the


The antisemitic writings of the Nazi regime were used as propaganda to convince millions of people that the Jews were subhuman and worthy of annihilation.


Chavruta Source Learning: Ask students to take out the Student Workbook for lesson 5 which includes textual sources of Section Three of Our Lesson 5 is a continuation of the previous lesson. Students should spend the next 10 minutes learning the sources with

and answer the accompanying questions.

(10 min) Teacher-Led Review of Sources:The teacher should review the sources with the entire class. Along with the sources and the

compared words not to a sword, but, rather, to an arrow. Our lesson will explore why.

Source Learning:

compared words not to a sword, but, rather, to an arrow. Our lesson will explore why. compared words not to a sword, but, rather, to an arrow. Our lesson will explore why. compared words not to a sword, but, rather, to an arrow. Our lesson will explore why. compared words not to a sword, but, rather, to an arrow. Our lesson will explore why. compared words not to a sword, but, rather, to an arrow. Our lesson will explore why.

Source Learning:


their faith in themselves through belittling comments, their good name through evil gossiping, their friendships and relationships with others by causing arguments – the list goes on. How can speech give life? All the above things can be built through the positive use of speech. We are taught in the Mishna in Avot that God created the world through speech (Avot5:1). Speech can both create and destroy.

Q9 What is the reason the prophet chose to refer to lashon hara as an arrow as opposed to a sword? Can you think of 2 differences between these two weapons?

10. Midrash Tehillim 120:1

So too, this evil person who kills people with his tongue. Just as an arrow comes without the victim’s knowledge (from far and as a surprise), so too with lashon hara, the arrows of the wicked person come to the victim without his knowledge.

...וכן הרשע הזה הורג בני אדם בלשון.

עד בו יודע אינו הזה שהחץ כשם

שהגיע אליו, כ לשון הרע אינו יודע

בו עד שחציו של אדם רשע באין

11. Midrash Tehillim 120:4

The tongue is compared to an arrow (and not a sword or other), why? Because if one draws his sword to kill someone, and the victim appeals and pleads mercy from him, the attacker can change his mind and return his sword to its place. But once an arrow has been shot, even if the attacker wishes to take it back, he cannot take it back.

ישף ולמה? שאם לחץ נמשל הלשון

חברו את להרג שבידו החרב האדם

רחמים הימנו ומבקש לו מתחנן הוא

מתנחם ההורג ומחזיר החרב לנרתיקו

אבל החץ כיון שירה אותו והל אפלו

מבקש להחזיר אינו יכול להחזיר

The Midrash (SOURCE 10 and 11) points out two differences between the use of these weapons and thus teaches us why the prophet chose an arrow for Lashon Hara:

The first difference (SOURCE 10) is that when someone kills with a sword the victim always knows that the weapon is coming because the murderer kills the person up close. The victim of an arrow is different. Someone who shoots an arrow does so from afar and the victim does not see it coming until it hits him. So too the speaker of the lashon hara spreads the evil gossip from afar, behind the victims back. The victim has no idea someone has shot the arrow until he finds out one day that terrible rumors have been spread about him.

The second difference (SOURCE 11) is that if the murderer draws his sword, the victim can appeal for mercy and the sword bearer can return the sword to its sheath. An arrow, however, once it is shot cannot be taken back (like a gun). Similarly, once evil words are spoken, they cannot be withdrawn to avoid hurting someone. Recall the toothpaste race example. One only has to imagine having said something that really hurt someone and the feeling of wanting to somehow be able to take it back. In the show, Jo wanted to undo her words which got Mr. Gideon fired, but she could not. She thought of a variety of options to help - writing a petition, appealing to the school, writing a new article with the truth. She desperately wanted to fix what she did, but as Mr. Gideon said, “This isn’t something you can fix.” In the end the only way she could help Mr. Gideon was to “. . .help me pack”.


lashon hara, the arrows of the wicked person come to the victim without his knowledge.

120:4








SOURCE 10 and 11) points out two differences between the use of these weapons and thus teaches us why the prophet chose an arrow for

(SOURCE 10) is that when someone kills with a sword the victim always knows that the weapon is coming because the murderer kills the person up close. The victim of an arrow

, the arrows of the wicked person come to the victim without his knowledge.








SOURCE 10 and 11) points out two differences between the use of these weapons and thus teaches us why the prophet chose an arrow for Lashon Hara:

(SOURCE 10) is that when someone kills with a sword the victim always knows that the weapon is coming because the murderer kills the person up close. The victim of an arrow

and the victim appeals and pleads mercy from him, the attacker can change his mind and return his sword to its place. But once an arrow has been shot, even if the attacker









Pillow FeathersA person spoke lashon hara and wanted to fix what he had done. The rabbi he had turned to for advice told him to take a pillow and scatter the feathers in the street. The man did as he was instructed and returned to the rabbi a little puzzled as to how this could help. The rabbi then told the man to go and collect all the feathers. The man could not understand the rabbi. Of course he could not retrieve all the scattered feathers. The wind would have taken them all over the city by now. The rabbi explained that the same is true of the lashon hara that is spread, it flies far and wide in every direction and it is impossible to retrieve. All the man can do is to try his best never to do this again and if possible ask for forgiveness from the person he hurt.

3. Apple Nibble Theory (10 min):

To conclude this part of the lesson, the teacher may use this powerful visual activity:Procedure: •

Teacher should take an apple in hand and speak a. lashon hara about it to the class and to the apple. Some examples to use are: “This apple was picked way too early” or “This apple is so mushy” or “You are so sour.”

After each insult, take a small bite out of the apple. b.

Hand out 2-3 apples to the students and instruct them to insult the apples and take a bite c. before passing it on to the next person.

After a few minutes, the teacher should point out the following message:d. When we speak badly about others, we take a “bite” out of them. Often we do this in order to fill some void in ourselves. This was the case with Jo who just wanted to get back at Mr. Gideon. She felt inadequate, and used lashon hara, taking a bite from Mr. Gideon, thinking it would fill that void and make her feel better. We can never return that bite. Even if we tried the apple would not be the same. In addition, after a while the apple starts to go brown, so too, the bites we take from people also cause them to suffer long after the bite is taken. We must be so careful with how we speak or write as “Death and Life are in the control of the Tongue.”

At this point the lesson shifts attention to practical ways in improving how we speak.

Optional Activity:If time permits, as a concluding activity to this section, the teacher may again screen the final scene of the Facts of Life episode (the last 5 minutes), as it is very powerful and will solidify the message, bringing the learning and the show together in full circle.

An additional concluding message can be made by sharing the famous story of the pillow feathers:


instructed and returned to the rabbi a little puzzled as to how this could help. The rabbi then told the man to go and collect all the feathers. The man could not understand the rabbi. Of course he could not retrieve all the scattered feathers. The wind would have taken them all over the city by now. The rabbi explained that the same is true of the that is spread, it flies far and wide in every direction and it is impossible to retrieve. All the man can do is to try his best never to do this again and if possible ask for forgiveness from the person he hurt.


To conclude this part of the lesson, the teacher may use this powerful visual activity:

Teacher should take an apple in hand and speak about it to the class and to the apple. Some examples to use are: “This apple was picked way too early”

“You are so sour.”

After each insult, take a small bite out of the apple.

Hand out 2-3 apples to the students and instruct them to insult the apples and take a bite

the man to go and collect all the feathers. The man could not understand the rabbi. Of course he could not retrieve all the scattered feathers. The wind would have taken them all over the city by now. The rabbi explained that the same is true of the that is spread, it flies far and wide in every direction and it is impossible to retrieve. All the man can do is to try his best never to do this again and if possible ask for forgiveness from the person he hurt.


To conclude this part of the lesson, the teacher may use this powerful visual activity:

Teacher should take an apple in hand and speak about it to the class and to the apple. Some examples to use are: “This apple was picked way too early”

“You are so sour.”

After each insult, take a small bite out of the apple.



4. Using Language in Our Daily Lives – How Can We Improve It? (15 min)

(10min) Brainstorm: • Guarding against lashon hara – What can I do to help?

The teacher now leads a brainstorm activity on the board, where students can try and come up with different practical ideas of how to improve their speech and guard themselves from engaging in lashon hara.

The teacher can use the following questions as triggers for this discussion while writing down good suggestions on the board in the brainstorm for the students to copy down in their Student Workbook on the “Practical Ideas to Improve Our Speech” diagram. See diagram below.

a. What can you do if you hear your friends and classmates speaking or about to speak badly about someone?

Change the subject1.

Encourage them to not talk about other people2.

Wait until the 3. lashon hara speaker leaves and then explain to the group how the situation can be viewed from a positive angle.

If you can’t influence the conversation in any way – leave the group. 4.

If you can’t leave - at least don’t approve or join the conversation and try not to believe 5. what you are hearing.

b. What do you do if a friend is talking to you alone and you sense they are about to speak lashon hara?

Kindly ask the friend if there is a real necessity in sharing this information. If so, then ensure 1. the conversation is within the “permitted” category (see the conditions above and learn them well).

If need be, try and change the subject. 2.

c. What can you do if you find yourself about to speak lashon hara?Have a 1. lashon hara ‘Guardian friend’: this is a friend with whom you have a prior agreement with to help each other point out when either of you are about to speak lashon hara. You can have a code to use when either of you is about to say something negative.

Remind yourself of one of the many sources we studied that liken 2. lashon hara to an arrow.

Think of the apple nibble theory.3.

Think of the toothpaste tube.4.

d. What if a parent or sibling speaks lashon hara at the dinner table?You should politely try and change the subject.

Some Other Scenarios:What if you are on Facebook and someone has posted a negative comment about another 1. person?

What if you are in a group of friends and one friend is belittling the other?2.

What if you are working on a school committee or club and in the meetings there is 3. lashon hara spoken?


lashon


Encourage them to not talk about other people

lashon hara speaker leaves and then explain to the group how the situation can be viewed from a positive angle.

If you can’t influence the conversation in any way – leave the group.

If you can’t leave - at least don’t approve or join the conversation and try not to believe what you are hearing.

What do you do if a friend is talking to you alone and you sense they are about to speak

Kindly ask the friend if there is a real necessity in sharing this information. If so, then ensure the conversation is within the “permitted” category (see the conditions above and learn

If need be, try and change the subject.

What can you do if you find yourself about to speak

Encourage them to not talk about other people

lashon hara speaker leaves and then explain to the group how the situation can be viewed from a positive angle.

If you can’t influence the conversation in any way – leave the group.

If you can’t leave - at least don’t approve or join the conversation and try not to believe what you are hearing.

What do you do if a friend is talking to you alone and you sense they are about to speak

Kindly ask the friend if there is a real necessity in sharing this information. If so, then ensure the conversation is within the “permitted” category (see the conditions above and learn

If need be, try and change the subject.

What can you do if you find yourself about to speak

what you are hearing.

What do you do if a friend is talking to you alone and you sense they are about to speak What do you do if a friend is talking to you alone and you sense they are about to speak What do you do if a friend is talking to you alone and you sense they are about to speak What do you do if a friend is talking to you alone and you sense they are about to speak What do you do if a friend is talking to you alone and you sense they are about to speak What do you do if a friend is talking to you alone and you sense they are about to speak


Note: All of these cases are difficult to deal with when in the situation, but it is still incumbent upon us to try our best to improve our speech and not just let these situations arise without prior thought as to what is the right thing to do.

(5 min) Final Commitment: •

After going through a number of these difficult scenario questions and writing some suggestions on the board, the teacher can challenge students to put their words into action. If the students now truly understand the severity of talking negatively about others, and want to minimize this sin in their lives, they should discuss a practical plan that can minimize lashon hara in their class. If students cannot come up with a feasible plan, the teacher may help them with one or more of the suggestions below, if it is realistically possible to accomplish.

The teacher should stress that, as with all growth, we must take realizable “baby steps” rather than try to take on too much too soon.

Some suggestions of commitments:One hour once a week (chosen by the class and during school time) all agree that no one in the a. class will talk about anyone at all (no exceptions!). If it works for 3 weeks, make it one hour a day. After another month, expand it to 3 mornings or afternoons a week (in addition to an hour the rest of the week), etc.

Ta’anit Dibburb. – 10 minutes a week of no talking at all during that time. This is a healthy way to build sensitivity to what comes out of our mouth. You cannot speak badly about others if you are not speaking at all.

The teacher should ask students to think of someone each of them hurt with words during the c. past year. Within the next week, each student should quietly go over to that individual and then seriously and sincerely apologize for hurting this person.

The teacher should instruct each student to think of someone in the school who hurt them during d. the past year, and understand that the person may not even know it or realize it, or may have forgotten. Some time in the next week, each student should go over to that person privately and with a loving heart tell him or her how much those words hurt. The hurt student should be open to a discussion or explanation if the other student wishes to talk about it. This should only be done if the goal is to create peace and this goal is achievable.

Students should write down whatever they chose to commit to on the bottom of their page in the Student Workbook.


The teacher should stress that, as with all growth, we must take realizable “baby steps” rather than try to take on too much too soon.

Some suggestions of commitments:One hour once a week (chosen by the class and during school time) all agree that no one in the class will talk about anyone at all (no exceptions!). If it works for 3 weeks, make it one hour a day. After another month, expand it to 3 mornings or afternoons a week (in addition to an hour the rest of the week), etc.

– 10 minutes a week of no talking during that time. This is a healthy way to build sensitivity to what comes out of our mouth. You cannot speak badly about others if you are not speaking at all.

The teacher should ask students to think of someone each of them hurt with words during the past year. Within the next week, each student should quietly go over to that individual and then seriously and sincerely apologize for hurting this person.

The teacher should instruct each student to think of someone in the school who hurt them during

than try to take on too much too soon.

Some suggestions of commitments:One hour once a week (chosen by the class and during school time) all agree that no one in the class will talk about anyone at all (no exceptions!). If it works for 3 weeks, make it one hour a day. After another month, expand it to 3 mornings or afternoons a week (in addition to an hour the rest of the week), etc.

– 10 minutes a week of no talking during that time. This is a healthy way to build sensitivity to what comes out of our mouth. You cannot speak badly about others if you are not speaking at all.

The teacher should ask students to think of someone each of them hurt with words during the past year. Within the next week, each student should quietly go over to that individual and then seriously and sincerely apologize for hurting this person.

The teacher should instruct each student to think of someone in the school who hurt them during

– 10 minutes a week of no talking build sensitivity to what comes out of our mouth. You cannot speak badly about others if you

during that time. This is a healthy way to during that time. This is a healthy way to – 10 minutes a week of no talking at all – 10 minutes a week of no talking – 10 minutes a week of no talking


Final Assessment:Some options for a final assessment for this unit include:

Make a short TV Commercial for guarding against 1. lashon hara: This should be done using video. Marks will be awarded for both creativity and content. The commercial should be entertaining and informative, including as many of the laws and ideas that were studied in class as possible.

Make a website:2. Using Google website maker, Webs or other free and easy to use website builders, build a website that teaches all about lashon hara. The website can include information, sources, stories, fictitious example scenarios, pictures, games and other creative additions to make it interesting and informative.

Follow up article: 3. Imagine you are Jo in the video; write a follow-up apology article about what really happened with Mr. Gideon and use the article to also teach the readers all about the laws of lashon hara. In the article, include as many of the laws as possible, the conditions for permitting lashon hara and why you (as Jo) fell short of meeting these conditions. The article should be convincing of Mr. Gideon’s innocence and informative about the dangers and damage that lashon hara can cause.

Write a play:4. The play should include a scenario which teaches as many of the laws and ideas about lashon hara as possible. The play should be 20 minutes in length and involve a degree of tension and drama or humor.

This concludes the unit on Lashon Hara.

May we all succeed in fulfilling the verse from Psalms 34

“Guard your tongue from speaking eviland your lips from deceit”


really happened with Mr. Gideon and use the article to also teach the readers all about the laws . In the article, include as many of the laws as possible, the conditions for permitting

and why you (as Jo) fell short of meeting these conditions. The article should be convincing of Mr. Gideon’s innocence and informative about the dangers and damage that

The play should include a scenario which teaches as many of the laws and ideas as possible. The play should be 20 minutes in length and involve a degree of

tension and drama or humor.



“Guard your tongue from speaking evil

really happened with Mr. Gideon and use the article to also teach the readers all about the laws . In the article, include as many of the laws as possible, the conditions for permitting

and why you (as Jo) fell short of meeting these conditions. The article should be convincing of Mr. Gideon’s innocence and informative about the dangers and damage that

The play should include a scenario which teaches as many of the laws and ideas as possible. The play should be 20 minutes in length and involve a degree of

tension and drama or humor.



“Guard your tongue from speaking evil

as possible. The play should be 20 minutes in length and involve a degree of tension and drama or humor.

as possible. The play should be 20 minutes in length and involve a degree of as possible. The play should be 20 minutes in length and involve a degree of as possible. The play should be 20 minutes in length and involve a degree of as possible. The play should be 20 minutes in length and involve a degree of as possible. The play should be 20 minutes in length and involve a degree of


Guarding Against Lashon Hara – What Can I Do?

PracticalIdeas To Improve

our Speech

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