Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable...
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Unit: Investing In Others
Discuss and evaluate personal beliefs and attitudes about the treatment of animals, especially applied to sports and entertainment. We explore how laws and beliefs concerning animal welfare affect personal responses to animal treatment.
Unit: Wall of Philanthropists
After reading about historical figures who have taken philanthropic action related to justice, youth write a narrative about a more recent (young) philanthropist who took action for social justice.
Unit: Philanthropic Behavior
Young people demonstrate that gifts do not need to be purchased with money. The best gifts are things we do with our time and talent for someone else. They brainstorm "kindness" types of gifts, such as a service or a homemade creation. They make a gift of kindness certificates....
This lesson will introduce learners to a number of texts from classical and modern sources on the topic of how the work of tikun olam is to be performed. From these texts, the learners will derive rules for Jewish living and apply those rules, along with input from family members, to...
In this lesson young people learn about the tools of advocacy for the common good. They investigate the characteristics of advocates and develop their own personal advocacy style.
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.
Benjamin Franklin's work was in service to making a better world, and he influenced the nonprofit sector. His book, Poor Richards Almanack, makes connections to the common good through personal virtue and actions. The participants choose quotes to create posters that communicate...