Learners will examine the ethical foundations of tolerance from the Torah and understand what it means in both the religious and social context.
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Students define community and recognize that a class or after-school group is a community because the members share interests and goals and work together. Focus Questions: What is a community and what is my role? What is health and why is it important?...
Unit: Grow Involved 3-5
Students listen and respond to a nonfiction literature book The Librarian of Basra by Jeanette Winter. They discuss serving others and working for the good of the community. Students create book covers and donate them to a community organization.
Unit: Bullying Prevention Plan
Students define bullying and observe and describe some of the consequences to victims, bystanders, and the whole community. Students recognize that bullying behavior is a civil rights issue that must be addressed for their community to be fair and safe for all. They create a survey and poll...
Unit: Take a Stand on Bullying
In the first lesson of this three-lesson unit, the students define bullying and identify the effects of bullying behavior on the individuals involved and the larger community. The students create a survey or use another method to collect and report on the perceived status of bullying behavior at...
In this lesson, students examine their typical diet for 24 hours. They analyze the nutritional content and discuss why diets differ by culture, region, and economics.
Students reflect on questions related to global health and then brainstorm possible service projects related to food insecurity or global health. They plan and carry out a service project.
Students explore the distance that food travels and compare the nutritional value, cost, and environmental sustainability of buying locally compared to buying foods that travel a long distance. They identify hunger as an issue of the common good.