The group collaborates to plan, carry out, and reflect on an authentic service project that meets the health and safety needs of the community. This is based on the needs assessment conducted through surveying community members in previous lessons.
Using texts and experiential learning experiences, this lesson emphasizes the reasons why giving tzedakah, or charity, is a fundamental concept in Judaism.
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.
Learners identify and investigate local and national nonprofit organizations by researching their histories, services, and target populations, as well as job opportunities using the Idealist.org web site.
Participants analyze the essential qualities of the Core Democratic Values and how these values are evident in relationships and behavior in a classroom/group and in the community/nation.
The young people create a video by compiling recordings of the songs and acting they did as a group to communicate the meaning of acting for the common good. They share their video with a local hospital, retirement community, or preschool as entertainment.
Learners develop an understanding of the seven principles of Kwanzaa through artistic applications. They are challenged to apply the principles to their everyday lives in a way that enhances the communities to which they belong.
Continuing from the previous lesson, the young people learn the next four of the seven principles of Kwanzaa. They are challenged to apply the principles to their everyday lives in a way that enhances the communities to which they belong.
Learners describe good nutritional practices and make a plan to eat healthy.
Young people read about Jewish role models who partake in tikkun olam. They reflect on how they can use their behavior as a model for their own philanthropy to perfect the world.