This beautiful documentary The Gift of All: a Community of Givers shares the motivations and attributes of the generous people interviewed. In response, the learners create their own short biographies of philanthropists in their community.
Learners will develop an understanding of the differences between the secular concepts of charity and philanthropy and the Jewish concept of tzedakah.
This lesson will help students learn the value of taking care of the world. It will help them form a connection with nature and want to protect the things that G-d created.
Even the person viewed as the most powerful person in the world does not have unlimited power. Constitutionally, the president of the United States is limited by the "advise and consent" rule (and other checks and balances). The learners look at the importance...
The purpose of this lesson is to teach learners how to give charity, to whom one should give charity, and to what extent/amount of charity is to be given. The lesson follows the examples and teachings of Maimonides (the Rambam) as well as interpretations and extensions of ancient Biblical laws...
It would seem that contradictions abound in the Bible! Finding interpretations that allow these contradicting texts to coexist is both a traditional religious concern and a contemporary dynamic enterprise. It is also a pursuit that will determine how one comes to understand the role of Biblical...
We are commanded to “master the earth”. How one elects to do that, is a product of one’s understanding of the concept of mastery. This lesson enables learners to create a personally meaningful model and action plan of mastery/stewardship based upon their interpretation of traditional texts.
Students read and analyze different leadership types and then create a visual presentation about a "servant leader" who puts the needs of those served first. They may explore the rich Our State of Generosity website to read about...
We learn a little history of the painters Van Gogh and Gauguin who were driven by a need to give of themselves to others through art. Participants study the techniques and draw their own portraits. They make a gift of the portrait to someone.
Through observation of the water cycle, we discuss the importance of water as a nonrenewable resource. Why is being a good steward of this resource an example of acting for the Common Good?