Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.
Duration:
One - Fifty Minute Class Period
Objectives:
The learner will:
- review and articulate an understanding of tolerance skills/characteristics.
- identify where and how these tolerance skills/characteristics can and are to be used in their daily life.
- identify a home, school, social group/friends, and world situation that call for tolerance and provide a plan, using tolerance skills/characteristics, to address one of those situations.
Service Experience:
Each learner is required to select one area from among the four he/she has identified on their completed Attachment Two: Tolerance Identification Sheet and work individually, using the knowledge gained in this unit, to promote tolerance in their selected area.
Materials:
- Attachment One: Opening Scenario
- Attachment Two: Tolerance Identification Sheet
- Attachment Three: Writing Reflection Rubric
Instructional Procedure(s):
Anticipatory Set:
Teacher Note: Prior to class, assign four students (three male and one female) to reenact the Attachment One: Opening Scenario. Following the reenactment have the class respond to the reenacted scenario sharing their reactions and feelings toward it. Have them identify some of the tolerance skills that could be used to deal effectively with this situation.
- Provide each learner with a copy of the Attachment Two: Tolerance Identification Sheet and ask them to identify a tolerance need in each of the four identified areas.
- Once completed, ask for volunteers to share some of the identified situations calling for tolerance.
Teacher Note: Since this request to share may be of a sensitive nature for some, do not make participation in this portion of the activity mandatory.- As these situations are being shared, have the class discuss what tolerance skills/characteristics (knowledge, listening, education, patience, care, understanding, compassion, objectivity, etc.) are needed to deal with each of these shared situations.
- Encourage those who share their situations to compare their list of required tolerance skills/characteristics to those that are being offered by the class and jot down any new ideas on their Attachment Two: Tolerance Identification Sheet.
- Ask each student to select one area from among the four he/she has identified on their completed Attachment Two: Tolerance Identification Sheet and work individually using the knowledge gained in this unit to plan and implement the plan to promote tolerance in their selected area.
- Determine a time of completion for this project and require each learner to provide a follow-up two-page reflection on the results of their project based on the requirements found in the Attachment Three: Writing Reflection Rubric.
Assessment:
The learner’s involvement in class discussion, the observed seriousness of the thought process in selecting and developing a project to promote tolerance, and the quality and depth of personal reflection evident in the final required writing will form the basis for the assessment of this lesson.
Cross-Curriculum Extensions:
Consideration could be given to having the class identify one school situation in need of tolerance, develop a project plan of action utilizing the tolerance skills/ characteristics, implement the project plan, and recruit others in the school to also participate in the project plan.
Lesson Developed By:
Avital WeisbrodAreyvut
http://www.areyvut.org
Bergenfield, NJ 07621
Handouts:
Handout 1Print Handout 1
Opening Scenario
Three of you are living in a dorm room. Male Actor One walks into the room with his girl friend- Female Actor One. By dorm rules this is permissible. While it doesn’t appear to bother Male Actor Two, Male Actor Three is obviously upset because this is something that is happening more and more often. He begins to show his unsettled emotions and share his feelings with his roommate while everyone is standing there.Handout 2Print Handout 2
Tolerance Identification Sheet
In the space below, identify a home, school, social group/friends, and world situation that calls for tolerance and provide a plan using tolerance skills/characteristics and the Torah values to meet these identified situations.
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Home:
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School:
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Social group/Friends:
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World:
Handout 3Print Handout 3
Writing Reflection Rubric
- State the identified/selected area (Home, School, Social Group/Friends, World) in which you chose to promote tolerance.
- Identify the tolerance skills/characteristics (knowledge, listening, education, patience, care, understanding, compassion, objectivity, etc.) and Torah Values you used to promote tolerance in your selected area.
- Briefly share your plan of action.
- Briefly evaluate the results of your implemented plan.
- Reflect on how you felt about the results of your implemented plan.
Unit Contents:
Overview:Tolerance (Private-Religious) Summary
Lessons:
- 1.
- Towards a Definition (Private-Religious)
- 2.
- What Does Judaism Say About Tolerance? (Private-Religious)
- 3.
- Using Our Skills (Private-Religious)
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