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...
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...
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?
Learners discuss the fair use of copyrighted music. They explore how downloading music and movies affects the artists and producers who created the pieces. Learners write a statement of fair use.
Learners role-play familiar scenarios in ways that follow the rules and support straightforward communication and also in ways that do not support honesty. They discuss the value of rules or expectations for promoting the common good.
This lesson challenges learners to think of their personal responsibility to act when they observe unfair treatment. They respond to a scenario and work in small groups to make a plan of action in a specific situation of their choosing.