Israel at War Lesson Plans
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The Beloved Land

Grade Level: 9-12
Time:  40-120 minutes

Introduction

In this lesson, students will explore texts demonstrating the importance of the earth and our relationship to it in general, as well as the unique status of the ground itself in Israel. Both of these concepts will be connected to Tu B’Shvat. Students will also have the opportunity to consider and propose ways that they can integrate these concepts and understandings into their lives.

Objectives:

Students will…

  • read texts having to do with our relationship to the earth.
  • read texts having to do with the unique status of the land in Israel.
  • answer questions on the texts to demonstrate their understanding.
  • consider how our relationship with the earth is integrated into Judaism in both philosophy and practice. 
  • consider how the unique status of the land in Israel is integrated into Judaism in both philosophy and practice.
  • connect these concepts with Tu B’Shvat.
  • propose ways that they can integrate these concepts within their Jewish practice

Essential Questions:

  • Why is a sense of responsibility regarding the earth important, particularly for us as Jews?
  • How do our Judaism and the special status of the land of Israel interact, influence, and impact each other?
  • How can Jewish texts inspire us in terms of our actions and our attitudes regarding the caretaking of the Earth?
  • Why is humility so important?
  • Why are “trees” such a powerful and popular metaphor in Judaism?
  • How do we put our understandings, attitudes, and ideas into practice?

Materials Needed:

Lesson Sequence:

  1. The teacher can use one of the following options as an optional trigger or lesson opener:
    a. The teacher will begin by asking students how environmental consciousness fits into Judaism. The teacher can either ask the students for their answers, have the students share their answers with a peer (Turn and Talk), have them write down their answers, and/or inform the students that their answers will be explored later.
    b. The teacher will begin by asking the students the (famous) Rashi question on Bereshit 1:1 – Why does the Torah begin with the creation of the world (or universe)?
    c. The teacher will provide one or two text prompts (Bereishit 2:15 and Tehillim 115:15-16) and ask students to consider how this prompt connects the concept of environmental consciousness with a Jewish text. The teacher can ask the students for their answers, have students share their answers with a peer (Turn and Talk), have them write down their answers, and/or inform the students that their answers will be explored later. The first prompt is more direct; the second text demands some extended thinking.
  2. The teacher will then ask students to list what they know about Tu B’Shvat. This list can either be collated as a group or the teacher can write on a board/shared doc. 
  3. The teacher will ask the students what they think the connection is between Tu B’Shvat, environmental consciousness, and Jewish ethics.
  4. The teacher will ask the student what makes the actual land of Israel “special” or “blessed.”
  5. The teacher will then provide the students with different texts, each with comprehension questions. The teacher can choose whether to use all or only some of the texts. However, the teacher should choose at least one of the Tanakh texts and at least one of the Torah She’baal Peh sources. These texts and their corresponding questions can be done:
    a. as a whole class – with the teacher reading the text and the students reading along and then answering the questions.
    b. individually, with each student reading the text and answering the questions.
    c. in hevrutah pairs or small groups, read the texts and answer the questions. 
  6. (Optional) The teacher can include songs – their music and their lyrics – as part of the lesson, as part of the assessment, or as a “fun extra.” Select (or have your students find) songs about how special the land of Israelis is, nature in Israel, the seven species, God’s love for Israel, etc.
  7. The teacher can then lead a discussion about the texts and what we learn from them about:
    a. Judaism’s perspective on caretaking the Earth.
    b. how the land in Israel is itself special.
    c. how that perspective connects to Tu B’Shvat.
    d. how we derive ethics and values from both text and ritual.
  1. The teacher can conclude the lesson with:
    a. an exit ticket that is either comprehension-based, reflective, or both.
    b. a writing assignment that is reflective and/or journal-style that addresses the Essential Questions.
    c. a video or audio assignment (create a TikTok video, create an audio file) that incorporates the Essential Questions.
    d. an authentic project – either as a class or by each student – on how to practically implement the new awarenesses and understandings of both the texts and the driving questions.

See some examples in the assessments document linked above.