Jewish+Values

=JEWISH VALUES = ELEMENTARY Elementary aged children love a good story and "Shhhh" is filled with ones that all include secrets from ancient and modern times. Each of the people and groups shared in this curriculum faced challenges that they could never solve completely, or tackle by themselves. But each of these people mustered up courage, thus embodying the text from Pirke Avot 2:21, “It’s not upon you to complete the work, but neither are you free to desist from it.” Originally developed for Fourth Grade.
 * **__ Shhhhh! __**


 * __Learning to Live with Others __** ||
 * MIDDLE SCHOOL (not UbD) ||
 * One of Judaism’s basic tenets is that we can only reach our fullest potential through social interaction. This unit examines Jewish beliefs, customs, laws and traditions governing the relationship of people to each other. Topics include “Protecting Oneself – Relating to Others,” “Being a Jewish Parent,” “Honoring Parents,” and “Friendship.” ||
 * [[file:curriculumjecc/JV.1 - Learning to Live with Others.pdf|JV.1 - Learning to Live with Others.pdf]] ||


 * __**Our Bodies**__ ||
 * HIGH SCHOOL **(not UbD)** ||
 * An exploration of the concept B’tzelem Elohim (being created in God’s image) as it relates to the respect of self (alcohol and drug abuse, eating disorders, etc.), respect for others (learning differences, physical differences, etc.) and health and healing. Sections may be used for mini-units, or the entire curriculum as a year’s focus of study. ||
 * [[file:curriculumjecc/JV.2 - Our Bodies.pdf|JV.2 - Our Bodies.pdf]] ||


 * **__ Problem-Based Learning (PBL) Curriculum __** ||
 * UPPER ELEMENTARY SCHOOL ||
 * Four annual problem-based learning units flow around a given theme [//dere__h__ eretz// (appropriate behavior), //k’dushah// (holiness), //eem ain ani li// (if I am not for myself) and //tikkun olam// (repairing the world)]. Lots of teacher direction is given to help with facilitation of the problems. Developed for an afternoon school with grades 4-7, this PBL curriculum is easily adaptable to higher grade levels and/or a day school setting. Local teachers may borrow resource boxes filled with the hands-on materials pre-developed to facilitate preparation time. ||
 * [[file:curriculumjecc/JV.3a - PBL Introduction and Alef.pdf|JV.3a - PBL Introduction and Alef.pdf]]







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 * __**Study Leads to Action: Understanding and Living Jewish Values Curriculum **__ ||
 * MIDDLE SCHOOL ||
 * This values/middot curriculum is a compendium of half and full-year curricula on a variety of Jewish “big ideas.” There are three half-year courses: mitzvot, God, and justice (tzedek, tzedek tirdof). There are two courses that each cover a full year: one focuses on dereh eretz (appropriate behavior) and the other is on the values behind each section of Hillel’s famous quote, “If I am not for myself, who will be for me? If I am only for myself, what am I? If not now, when?” Each unit includes background on the values, Jewish text resources and copy-ready resource sheets for student use. Originally developed for a Reform supplementary school setting, the activities will also be successful in other religious settings, as well as in a day school. ||
 * [[file:curriculumjecc/JV.4a - Study Leads to Action part 1.pdf|JV.4a - Study Leads to Action part 1.pdf]]

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 * __**Tikkun Olam: Advocates of Change **__ ||
 * HIGH SCHOOL ||
 * Our collective memory as a Jewish people informs our responsibility to advocate for others. In this course, students explore the meaning of collective memory through events in our history whose message for our time pushes us to be advocates for others. The final assessment, one that applies learning to real life, asks students to encourage their school and/or congregation to participate in a //tikkun olam// project. ||
 * [[file:curriculumjecc/JV.5 - Tikkun Olam, Advocates of Change.pdf|JV.5 - Tikkun Olam, Advocates of Change.pdf]] ||


 * __**Tikkun Olam: Fix the World **__ ||
 * HIGH SCHOOL ||
 * In this “hands on” unit of study, students use Hillel’s quote “do not separate yourself from the community” (//Pirke Avot// 2:4) as a lens on their responsibility to the community, and conversely, how the community provides for its members. Students learn how they can incorporate small actions of //g’milut __h__asadim// into their everyday lives. [Note: The curriculum pays special attention to homelessness and relationship violence.] ||
 * [[file:curriculumjecc/JV.6 - Tikkun Olam, Fix the World.pdf|JV.6 - Tikkun Olam, Fix the World.pdf]] ||


 * **__//Tikkun Olam// Projects__- A JECC “Best Seller”** ||
 * MIDDLE AND HIGH SCHOOL (not UbD) ||
 * This short guide offers a structure for individual //Tikkun Olam// projects of middle to high school students, complete with Judaic text study for many of the more common //mitzvot//, a project planning sheet, and final student reflection sheet. ||
 * [[file:curriculumjecc/JV.7 - Tikkun Olam Projects.pdf|JV.7 - Tikkun Olam Projects.pdf]] ||