A Quick Fix (Private-Religious)
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark HS.2 Give examples from history of how intolerance of ideas, religion, and minorities contributed to social disintegration.
    3. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.10 Discuss the results of private citizen voluntary action intended for the common good on public policy changes.
    4. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.2 Discuss a public policy issue affecting the common good and demonstrate respect and courtesy for differing opinions.

Learners will identify, define, and demonstrate an understanding of the Hebrew phrase tikkun olam from a moral and religious standpoint.

PrintOne - Fifty Minute Class Period

The learner will:

  • define and demonstrate a deeper understanding of the Hebrew phrase tikkun olam in its broadest sense.
  • identify the various aspects of creation and articulate an understanding as to why the Creator created the world imperfect.

The Torah

  1. Anticipatory Set:Have the Hebrew phrase tikkun olam written on the display board as the learners enter the room.Solicit learner input as to the meaning of the phrase and ways in which it is applicable to today’s world. Propose this group discussion question: “Why do you think the Creator created the world imperfect?” Following this discussion offer this “what if” question: "If you were creating the world that we live in, what would you do differently?" Record the learners’ recommendations on the display board and by class consensus, narrow the recorded responses to the “top five” recommendations, (i.e. possible options: (a) no evil (b) no world hunger (c) no waste – records, documents, garbage, paper etc. (d) no wild beasts (e) no homeless people, etc.).



  2. Arrangethe class into five groups and present each group with one of the “top five” recommendations for doing things differently.

  3. Askeach group to discuss/debate/ and ultimately fill in the Attachment One: World Changes sheet for their assigned recommendation.

  4. Give each group an opportunity to share their group response to the questions asked on the Attachment One: World Changes.

  5. Allow time for the entire group to share their individual opinions concerning the share group responses to the questions.

  6. Conclude this lesson by assigning the learners a brief written reflection about how the Hebrew phrase tikkun olam applies or does not apply to the discussion and activities of this lesson’s focus on the imperfections of this world.


Learner participation in the class discussions and the depth of knowledge and understanding evident in the assigned written reflection will form the basis of the learner’s assessment for this lesson.