The classroom is matched up with another classroom (or any group of people) in the country or the world. The students communicate by letter or e-mail and compare characteristics of place such as methods of transportation, weather, resources, and culture. Students will eventually work with their...
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?
The learners explore the building grounds or neighborhood, looking for places that need extra attention and stewardship. When they find a spot to care for, they must find out who the stakeholders are and interview them. Listening to different perspectives before making a plan of action shows...
Learners recognize that our valuable natural resources are maintained and cared for by government, business, nonprofits, and individuals. The three sectors (and individuals) work together to accomplish what any one of them cannot do alone.
This lesson will teach the basic ideas of Shemittah and the practical reasons behind the commandment and the learners will understand the connection between respecting the Earth and respecting themselves.
This lesson will teach learners G-d’s appreciation for trees and the importance of planting and preserving trees for our future. The learners will identify these concepts in Biblical verses, Talmudic passages and modern Jewish associations. They will also develop an understand of and an...
A read-aloud book teaches about George Washington Carver and his contributions to science. Students gain an understanding of a famous person of the past and the importance of his actions for the common good.
Learners acknowledge that aligning with groups can promote belonging as well as conflict and power struggles. They discuss and write about ways to include and show respect for people with different identity traits.
The purpose of this lesson is to examine the tradition of giving and sharing in Indigenous communities and to learn about philanthropy in other cultures.
On their own, learners take a stand on several statements about the nature of promises. Then in a group, they argue and discuss a point of view about each statement.