Analyse and interpret the meaning and grammar of seen and unseen passages of Classical Hebrew text.
Instructions for teachers:
Unseen texts of 10 to 15 verses should be chosen from the Early Prophets: Joshua, Judges, Samuel and Kings. Since cantillation marks are crucial to understanding the text and to being able to justify vocalisation changes, teachers should use the text library tool in the Hebrew word processor DavkaWriter, or an online platform such as Sefaria.org to gain access to Hebrew texts with cantillation marks for these practice questions.
Questions should be written that address both content and grammar. Content questions on unseen texts should be based on the plain meaning of the text and should not rely on general knowledge or commentary. One extended response that requires some analysis or interpretation should also be included.
Any words in the unseen text that are not found in Weingreen’s list of common vocabulary or in the prescribed text for that year may be translated for the student. At times, providing the meaning of the root of the word may be enough.
Analyse aspects of language use and literary technique and evaluate their impact in passages of Classical Hebrew text.
The prescribed chapters in the Prophets are ideal for analysing aspects of language use and literary technique. While the literary devices as listed in the VCE Classical Hebrew Study Design should be identified as they appear in the texts, students should be given the opportunity to analyse the device for its purpose, effectiveness and impact.
The effectiveness of a particular literary device should be considered in terms of the impact it was meant to have on the characters within the narrative or on the reader of the narrative. Students should be able to evaluate whether this goal was met.
Teachers:
Choose a group of verses and allow the students to identify the context of the passage, the purpose of the passage, the names of literary devices found, and the Hebrew words that reflect those devices and the purpose of the device or devices.
Students:
Identify key themes, and analyse and interpret the historical context, ideas and practices implicit in passage/s of Classical Hebrew text.
An essential skill that is frequently required is the ability to analyse and interpret texts for themes, historical contexts, cultural practices, values and beliefs. Teachers and students must use the prescribed texts as the basis for identifying potential themes.
When students are able to identify their own themes, they become more comfortable with analysing texts.
Themes could include but are not limited to: