1. What is Jewish about Social Justice?
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Lesson 6 Included in GLTI Combined Training Resource
Length: 100 minutes n/a
Materials Prepare before Session
• None • Set up room with tables and chairs
• If possible, speak with confirmed speakers in advance about the types of
questions that will be asked of them by the facilitator on the panel.
Established Outcomes
• GLs can answer the question: "What is Jewish about Social Justice?" concisely, concretely and in their own words.
• GLs can answer the question: “What is Jewish about Social Justice?” in a way that is representative of their organization.
• GLs can articulate a basic summary of the of the modern American Jewish social justice movement, including: organizations involved,
major actors, variety of work being done
• GLs view themselves as actors within the Jewish social justice movement.
• GLs feel inspired and excited to be part of the Jewish social justice movement.
Flow
1. Opening
2. Initial Remarks
3. Triads
4. Question/Answer Session
5. Panel Closing
6. Single Organization Encounter
This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim
Institute with support from Repair the World.

2. What is Jewish about Social Justice?
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Lesson/Activity Plan
Time/Materials Content
Opening 1. Facilitator introduces self and the panel members, including: name, organization, title and number of years at their
organization.
5 min. 2. Indicate that there is a diversity of issues, actors and approaches to Jewish social justice in American history.
3. Explain the purpose of the panel.
Initial 1. Ask panel members one question at a time and allow each panelist to answer:
Remarks
a. Share your personal story about why you are drawn to the Jewish social justice field.
40 min. b. How do you answer the question, “What is Jewish about Social Justice?”. How does your organization answer
this question?
c. How do you connect the work of service-learning programs to a greater Jewish social justice movement?
d. What particular Jewish texts or other Judaic framing resonate with you and help you to relate to your social
justice work?
Triads 1. Say to the GLs: “In groups of three, come up with a succinct, concrete, clear answer to the question ‘What is Jewish
about Social Justice?’ that would be appropriate for participants on the program you will lead.”
5 min.
Question/ 1. Start the question/answer session by asking GLs to share any questions or challenges that arose during their triad
Answer discussions that they would like to have the panel discuss.
Session 2. Ideally, the entire Q&A will be driven by GL questions. If the conversation stagnates, ask some of the following
questions:
25 min.
a. How does your organization decide which issues to focus on? How do you decide where to focus your
efforts/resources?
b. What would it take to make your organization even more effective?
c. What do you think is not well-known or understood about the history of or current shape of Jewish social
justice?
d. What do you envision as the next stage of the Jewish social justice movement?
e. What would you categorize as a game-changing development in the Jewish social justice movement?
f. What most excites you in your work? What frightens or depresses you?
g. What is on your “to do” list this week?
h.
This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim
Institute with support from Repair the World.

3. What is Jewish about Social Justice?
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Panel Closing 1. Ask panelists to offer a final statement about their organization’s vision and an inspiring thought for GLs and their work.
10 min.
Single 1. Introduce the organization-specific meetings with the respective panelists. Say: “Each panelist will now move to sit in a
Organization circle solely with GLs from their organization. This is an opportunity to have a more intimate interaction and to address
Encounter ideas more specific to their organization’s mission, work, approach, programs, etc. At a minimum, GLs should have the
opportunity to introduce themselves to their organization’s leader. Each group should sit sufficiently far away from each
other in order to limit distraction.
15 min.
This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim
Institute with support from Repair the World.

4. UbD, Lesson 7: What is Jewish about Social Justice?
Stage 1 – Desired Results
Established Outcomes
• GLs can answer the question: "What is Jewish about Social Justice?" concisely, concretely and in their
own words.
• GLs can answer the question: “What is Jewish about Social Justice?” in a way that is representative of
their organization.
• GLs can articulate a basic summary of the of the modern American Jewish social justice movement,
including: organizations involved, major actors, variety of work being done.
• GLs see themselves as actors within the Jewish social justice movement.
• GLs feel inspired and excited to be part of the Jewish social justice movement.
Concepts to be Covered During the Session Key Questions to Ask Learners
Big Ideas presented: 1. How will you answer the core question for
1. Social justice is Jewish participants on your programs?
2. Jewish social justice is a movement
3. Our service-learning programs are a part of the
Jewish social justice movement
Specific ideas/concepts to learn/remember:
1. How does your organization define Jewish social
justice?
2. How do you define Jewish social justice?
3. Major events, organizations, actors and funders
in the Jewish social justice movement.
4. The mission of your organization.
Stage 2 – Assessment
How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods
Ask Direct Questions: 1. Program debrief with supervisor
1. What is your personal answer to the core 2. Cohen Center report
question?
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 for
Justice and BBYO Panim Institute with support from Repair the World.
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