4 supporting pluralism on jsl ps-lesson plan and ub_d

Pluralism on Jewish Service Programs!Lesson 4 Included in GLTI Combined Training ResourcesLength: 90 minutes • Pluralism Self-Reflection Questionnaire • Living Pluralism on Our Programs • Supporting Pluralism on Jewish Service-learning Programs • Tools for Supporting Pluralistic GroupsMaterials Prepare before Session• Combined Resources Manual • Four Corners signs (Strongly Agree, Somewhat Agree, Somewhat Disagree,• Pens Strongly Disagree)• Defining Pluralism handouts • Stick figure poster• Copies of the Pluralism Self-Reflection • Post-its prewritten with applicable words in order to demonstrate "no writing" Questionnaire (found in manual but copied for facilitation methods distribution)• HatEstablished Outcomes• GLs understand and can articulate Jewish pluralism as one of their organization’s values.• GLs understand and can articulate the relationship between Jewish pluralism and social justice.• GLs understand and can articulate the role of Jewish pluralism on service programs.• GLs present pluralism to their participants according to their organization’s values and philosophy, verbally and through role modeling.• GLs are aware of their own biases and limitations in knowledge regarding Jews who are different from themselves and mitigate both by acting as an advocate for all participants (and their needs) on their programs.• GLs facilitate group discussions and dynamics that allow for honesty, sharing, productive discomfort and a feeling of belonging and acceptance of Jewish diversity.• GLs are aware of the diversity of values, experience, knowledge and practices their groups may present.• GLs help individual participants positively communicate their needs, practice their traditions, respect the values/needs/practices of others and stay engaged with the group and program.Flow 1. Opening 2. Know Thyself and Know Each Other 3. Defining Pluralism on Jewish Service Programs 4. Defining Expectations for “Successful” Pluralistic Programs 5. Facilitation Tools (Rotations) 6. ClosingThis material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs! Lesson/Activity Plan Time/Materials Content Opening (Note: Do not assume GL feelings or knowledge around this topic. Also, avoid framing pluralism as a touchy topic.) 4 min. 1. Say: a. “The Jewish people are diverse. This diversity benefits our work and programs. b. Jewish diversity makes learning sessions, discussions and group dynamics much richer. It can also be more challenging for your participants to navigate and may involve extra logistic work, both of which can be facilitated and made easier by GL planning and role modeling. c. We firmly believe that how we live together on our programs is an integral part of our learning and work. d. This session is about exploring the value of Jewish pluralism on our programs and the practice of facilitating it as a part of learning about and practicing social justice. Our goal is to be aware of what is inherent in our programs, both by design and by population, and to have the tools to facilitate teachable moments and connect them to our social justice philosophies and missions.”Know Thyself 1. Present self-reflection survey with the explanation below. Wait to distribute it until after explaining steps a-d and Know below. Each Other a. Explain that GLs will mark their questionnaire according to their own beliefs. 25 min. b. Explain that when GLs are finished filling out the questionnaire, they will be collected and redistributed to another person. Pluralism Self- c. Each of the four corners of the room is assigned as the “headquarters” of “Strongly Agree, Somewhat Reflection Agree, Somewhat Disagree and Strongly Disagree.” When one of the survey statements is read aloud, GLsQuestionnair will move (without any talking) to the appropriate corner according to the completed survey they received. e, The purpose of this is to get a sense of the group’s beliefs without putting anyone on the spot or creatingFour Corners obvious distinctions between participants based on their responses. Signs, d. Explain the four goals for this activity: Pens i. Demonstrate an activity they can use with their participants. ii. Reflect on our own personal opinions and values. There are no right or wrong answers. iii. Reveal and realize the diversity of opinions and values on this topic within our own group. iv. Take a perspective outside of oneself. To aid in this goal, we are asking that GLs do not write their names on their surveys so the recipient only considers the information on the paper. GLs may, of course, choose to share more about themselves after the activity is complete. (Note: This activity will be done silently except for a few questions you will ask the GLs directly.)This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs! 2. Distribute the surveys and pens and let GLs complete them. 3. Collect surveys as GLs finish them. When you have them all, shuffle and redistribute at random. If someone gets his/her own, ask him/her to select another. 4. Clarify the labels for each corner of the room and read the first statement from the survey. 5. Read the four statements below, one at a time. a. Question 4: I believe in an active and present G-d that listens to and watches us. b. Question 5: Jewish texts are thought provoking, but they don’t hold more weight for me than other philosophies or literature. c. Question 7: I have felt excluded, left out or alienated from other groups of Jews before. d. Question 9: I believe, because of our covenant with God, that Jews are fundamentally different from others. 6. For each question, after everyone moves, choose one of the following: a. Ask each corner group to discuss (among themselves) the possible perspective and values of someone who wrote the answer on their survey. b. Ask how a GL can support and integrate minority motivations and values in a group. c. Ask if they think the needs would be different if their opinion were the majority or minority opinion in their program group? (Note: If you have representatives share from their discussions, avoid the appearance of a debate by not selecting “opposite” corners to respond. Instead, ask for a response from the corner representing the majority and one representing the smallest minority.) 7. Ask if they would like to see the group move in response to any other questions on the survey. 8. Ask for any observations or clarifying questions. Living 1. Ask everyone to sit in groups of three. Pluralism on Jewish 2. Define the Hebrew terms in the “Living Pluralism on Our Programs” article. Highlight the importance and Service significance of doing so in pluralistic groups. Programs 3. Have groups read the “Living Pluralism on Our Programs” article in the manual aloud within their group and answer the reflection questions that follow in the manual. 15 min. 4. Present the categories from the article’s spectrum of pluralism (“a framework not a hierarchy”). This concept is Manuals the meat of this section and deserves the greatest emphasis. a. Diversity—tolerance for difference. (We are aware of it in our groups and we recruit with diversity in mind.) b. Co-existence—curiosity about differences and similarities. (Who are you? Who am I? How do we functionThis material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs! together?) c. Generative—curiosity in each other which leads to creating something new together. (We are challenged to change perspectives.) 5. Present that our target goal of supporting a pluralistic experience on immersive Jewish service-learning programs lies on the spectrum between co-existence and generative because it is practical for a short-term immersion program and matches organizational values. 6. Explain that we are intentionally not discussing what came up in the small group discussions or what we just presented because we want leaders to think about it and bring it to the Shabbat conversations we will have tonight. Supporting 1. Lead the group in Seder-style reading from the manual: “What a Group Leader Needs to DO to Support a Pluralism on Positive Jewishly Pluralistic Experience on Service-learning Programs.”(This is found in the manual’s table of Jewish contents as “Supporting Pluralism on Jewish service-Learning Programs.”) Explain that by reading this together service- we hope to clarify expectations and get on the same page about GLs’ role. Learning Programs 15 min. Manuals Facilitation 1. Create three stations around the room. Each station needs a facilitator who will describe the tool, ask GLs to Tools identify pros and cons as applicable and indicate when to use or not use the tool specifically with respect to (Rotations) pluralism. (Note: Briefly mention that these tools can be applied elsewhere in the program, of course, and that similar pros/cons apply.) 30 min. 2. Invite group leaders to divide themselves into three even groups and move toward one of the stations. After Stick figure approximately eight to nine minutes, facilitators should rotate to a different group and start their presentation poster, again. Text 101, a. Writing on Shabbat Post-its, Manual, Hat i. Say: “Some participants do not write on Shabbat and would feel uncomfortable if their actions caused others to write (e.g., if a participant were to answer a question and a GL wrote down his/her answer). As a result, GLs should be prepared to modify their activities on Shabbat.” ii. Review techniques: See “Writing on Shabbat” section of “Tools for Supporting Pluralistic Groups.” iii. Ask participants for pros/cons on the pre-written Post-it approach. Answers might include: • Con: If there are many participants who don’t write on Shabbat, this would require a lot of Post- its and could be a challenge to write all possible words to make it feel complete.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs! • Con: If only one person doesn’t write on Shabbat, it may make this person stand out. In that case, it may be better to have everyone do the same thing (e.g., a drama activity). • Pro: Using Post-it notes levels the playing field because everyone is communicating in the same way and also can force people to communicate more succinctly. b. Committees i. Say: “We will be talking about committees and using committees to plan our Shabbat together. We think it’s a great method to use in terms of pluralism because it: • Helps those with quieter voices to be part of the conversation. • Encourages engagement and ownership through accountability. • Supports our goal on the spectrum of diversity, co-existence and generative pluralism. For less observant groups consider open ended committee titles such as: • Jewish and Friday night ritual. • Separation and Meaning on Saturday afternoon. • Community and Group Bonding on Saturday morning. • Beautifying the Mitzvah (decorations, songs and senses throughout Shabbat. ii. Say: “We will be planning our Shabbat for training tomorrow.” c. Stick Figures and Question Hat (Note: There will not be time to demonstrate the activities in full. The facilitator should explain and discuss each activity, and if possible, demonstrate a short version.) i. Stick figures: (See description of this activity in Lesson 4 Resources below.) • Pro: These activities can help display diversity in the group, not only with people’s choices themselves but also with how differently we interpret and talk about the same thing. • Con: If there is not enough time to debrief this activity, it can leave people feeling exposed but not supported. ii. Question Hat/Bowl: Give everyone two small strips of paper. Ask them to write one personal question on each strip of paper that they want someone else to answer—one question related to Jewish practice/belief and one other personal question. (Note: Before participants write their questions, give them “off limits” questions—e.g., no questions related to sex, partying, over- personal sharing, etc.) Collect the “Jewish” questions in one hat and the other question in the other hat. Pass one hat around the circle and ask each GL to randomly pull out a question, read it and answer it, before passing the hat on to the next person. Repeat with the second hat.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs! (Note: The facilitator should be prepared to monitor, and if necessary veto, questions if they fall into the “off limits” category.) • Pro: People can air their questions anonymously and in a safe space. • Con: If there is not a mood of trust, questions could devolve to inappropriate arenas. Closing 1. Ask GLs to complete “Professional Commitments to Supporting Pluralism on Jewish Service-Learning Programs” on their own time as part of their own reflective process around the issue of pluralism. 1 min 2. Remind GLs that there will be a table at dinner on Thursday night for those who want to learn more about Manual traditional Shabbat practices. See “Common Shabbat Practices and Observances” in the manual to help structure the discussion.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

Pluralism on Jewish Service Programs!ResourcesStick Figures Activity1. Break into pairs or trios and post a poster of different stick figures and their relationship to a circle representing Judaism on one wall so that all can see.2. Ask participants to look at the poster and identify which picture best describes their Jewish identity. There are no right or wrong answers or interpretations. If none of the pictures describes their Jewish identity, people can choose the blank space and make up their own picture.3. Give each person a few minutes to share what they chose with their partners.4. Debrief: Ask people if any feelings, positive or negative, came up for them around choosing the figure. Inclusion? Exclusion? Empowered? Struggle? Comfort? Longing? You may need to probe a bit to get some meaty answers.5. The point: We bring our own history, lens, feelings to the table and we don’t want to ignore them. When such simple drawings can inspire such depth and complexity, we know this is fertile ground for learning and experience. How can you imagine such feelings and diversity of perspectives might impact living together, discussing text or creating ritual together?6. If there isn’t a lot of time, consider using this variation: a. Ask everyone to hold up fingers signifying which figure they chose. b. Allow a moment for looking around. c. Ask for four volunteers to share how they made their choice. d. Ask if anyone chose a different figure for the same reason, or the same figure for a different reason.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.

UbD, Lesson 4: Pluralism on Jewish Service Programs Stage 1 – Desired Results Established Outcomes • GLs understand and can articulate Jewish pluralism as one of their organization’s values. • GLs understand and can articulate the relationship between Jewish pluralism and social justice. • GLs understand and can articulate the role of Jewish pluralism on service programs. • GLs present pluralism to their participants, according to their organization’s values and philosophy, verbally and through role modeling. • GLs are aware of their own biases and limitations in knowledge regarding Jews who are different from themselves and mitigate both by acting as an advocate for all participants (and their needs) on their programs. • GLs facilitate group discussions and dynamics that allow for honesty, sharing, productive discomfort, a feeling of belonging and acceptance of Jewish diversity. • GLs are aware of the diversity of values, experience, knowledge and practices their groups may present. • GLs help individual participants positively communicate their needs, practice their traditions, respect the values/needs/practices of others and stay engaged with the group and program. Concepts to be Covered During the Session Key Questions to Ask Learners Big ideas presented: 1. What does a pluralistic community look like? 1. Pluralism is a part of social justice. 2. What does a pluralistic community do? Expectations for creating welcoming, inclusive and 3. What is socially just about pluralism? safe Jewish service-learning programs Predictable misunderstandings: 1. Pluralism is about compromising your needs. 2. Pluralism depends on consensus. 3. I am in the majority/minority in this group. Stage 2 – Assessment How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods Discuss: 1. GL Post-program report 1. Process questions on Living Pluralism 2. Program debrief with supervisor questionnaire 3. GL log book or in-field tracking 2. What was someone else thinking when they filled 4. Co-leader debrief out their survey? 5. Cohen Center report Ask direct questions: 6. Participant survey 1. Rephrase in your own words, the items on “What a Group Leader Needs to DO…” Stage 3 – Lesson Plan Checklist • Materials and pre-session prep list. • Use 2-3 different modalities (not just • Each part of lesson has an assigned time limit. talk/listen/discuss; reflection/writing, small group presentations/poster making, theater games, • The presentation is significantly different from partners/smaller groups, art). past versions in order to maintain returning GL’s interest. • Check for understanding (e.g., ask direct questions, use group discussion to gauge, have • Taps into learners’ previous learners practice/demonstrate. knowledge/experience • Provides new content/information.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership forJustice and BBYO Panim Institute with support from Repair the World.!

4 supporting pluralism on jsl ps-lesson plan and ub_d

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