UNIT 2 - TIKKUN OLAM
We believe that we are God’s partners in perfecting the world by making it more peaceful, just and compassionate. Through gemilut hasadim (acts of kindness) and hands-on service projects, our students make a difference in their own communities and in the world at large.
Big Ideas
1. Tikkun Olam is essential to Judaism but it is not its essence
2. There are multiple ways to partner with God and people to perfect the world.
Essential Question
1. How do we balance Tikkun Olam (helping the world) with helping ourselves (whether as individuals or as a community)?Unit 2-Tikkun Olam-Performance Assessment
In this performance assessment, you will work in assigned pairs to create a Tikkun Olam puzzle. Each puzzle will contain four separate images, representing the four different approaches to Tikkun Olam that we explored in class. Through the assembly of our puzzles, we will symbolically repair the world by making it whole again.
To review, the four approaches are:
1.Improving the physical world (Bereshit/Bereshit Rabbah)
2.Fixing social/legal systems that are broken (Mishnah Gittin)
3.Mending the broken vessels (Kabbalah texts)
4.A Mix of the Previous Approaches/Social Action (HDS Core Jewish Value)
Task 1 – The Puzzle
In this task, you will create your puzzle. Your puzzle will include four distinct images, each representing one of our four approaches to Tikkun Olam.
A good puzzle should be:
☐ A reflection of a thoughtful and thoroughly developed idea
☐ Creative
☐ Visually appealing
Before drawing on the puzzle pieces, each pair must turn in a draft for approval. The draft should be drawn to scale and completed with attention to detail. After your draft is signed by your teacher, you’ll receive your actual puzzle.
Creativity Rubric
Criteria | 5 | 3 | 1 | Score: |
1. Development of Idea | Students created sketches to develop ideas | Students did some planning ahead to develop ideas | Students began working without showing idea development | |
2. Creativity of final product | Puzzle is considered to be unique and unlike anything else | Puzzle is considered to be somewhat unique | Puzzle utilizes existing idea | |
3. Visual appeal | Puzzle is completed with attention to detail Puzzle contains finishing touches | Puzzle is completed but lacks some of the finishing touches | Puzzle is completed but the work looks sloppy |
Task 2 – The Explanation
After creating your puzzle, you realize that not everyone will understand the depth of the artwork simply by looking at the assembled image. You and your partner decide to write an explanation for your puzzle. Your explanation should include:
☐ A description of what your audience sees when they assemble the puzzle (the puzzle as a whole and the four different images)
☐ An explanation of the connection between each image and its respective approach to Tikkun Olam. Each explanation must be supported by at least one text that we studied this unit. This means you will need your packet so that you can paraphrase and/or quote the texts.
☐ A thorough explanation as to how your work demonstrates an understanding of our two Big Ideas
Each pair will turn in one written explanation. The explanation must be written in complete sentences using Arial 12 point font, double spaced.
Criteria | 5 | 3 | 1 | Score |
1. Description of Puzzle | Description thoroughly and accurately identifies the different elements of the puzzle | Description accurately identifies some parts of the puzzle | Description of puzzle is incomplete | |
2. Connection to Tikkun Olam | Work clearly explains how the images relate to Tikkun Olam Jewish texts are utilized appropriately and reflect class discussions | Work explains how the images relate to Tikkun Olam somewhat clearly Jewish texts are utilized and somewhat reflect class discussions | Explanation of how the images relate to Tikkun Olam is unclear Jewish texts are not utilized appropriately | |
3. Connection to Big Idea | Work thoroughly explains the unit’s Big Ideas Work identifies at least 2 places where Big Ideas are present in the puzzle | Work explains the unit’s Big Ideas Work somewhat accurately identifies 2 places where the Big Ideas are present in the puzzle | Work somewhat explains the unit’s Big Ideas Work inaccurately identifies places where Big Ideas are present in the puzzle |
Task 3 – The Review
Once your puzzle is complete, you will trade puzzles with another pair and assemble their puzzle. After assembling the puzzle, you and your partner will write a review of the puzzle. Your review must include:
☐ The names of the creators of the puzzle
☐ A brief description of what you saw when you assemble the puzzle (the puzzle as a whole and the four different images)
☐ A description of what you thought the meaning behind each image was
☐ A brief description (2-3 sentences) of the actual meaning of the puzzle, as told to you by the puzzle’s creators
☐ A thorough explanation as to how the puzzle demonstrates understanding of our two Big Ideas
Criteria | 5 | 3 | 1 | Score |
1. Names of the creators | Names are provided | |||
2. Assembled puzzle | Description of puzzle is accurate | Description of puzzle is somewhat accurate | Description of puzzle is inaccurate | |
3. Meaning behind each image | Work describes thought process behind student speculation | Work attempts to describe thought process behind student speculation | Work describes student speculation | |
4. Actual meaning of puzzle (based on the creators) | Description of meaning behind puzzle is accurate | Description of meaning behind puzzle is somewhat accurate | Description behind meaning is inaccurate | |
5. Connection to Big Ideas | Work identifies at least 2 places where Big Ideas are present in the puzzle | Work somewhat accurately identifies 2 places where the Big Ideas are present in the puzzle | Work inaccurately identifies places where Big Ideas are present in the puzzle |
Collaboration Rubric
Criteria | 5 | 3 | 1 | Score: |
1. Collaboration | Both members contribute equally Ideas and feedback are communicated directly and respectfully | Both members contribute equally Ideas and feedback are communicated | Members do not contribute equally Ideas and feedback are either not communicated or not communicated respectfully | |
2. Use of Time | Students use class time effectively | Students use most of their class time effectively | Students are unable to complete project in class or rush through project because time was not used effectively |