1-2

The lesson will start with questions about the children's neighborhoods. After that, the teacher will split the students into small groups and they will play Quartets. The students will learn about four Jerusalemite neighborhoods and their characteristics via the game. Neighborhoods that represent the variety that is the Jerusalem story: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim. Afterwards, the students, with the help of the teacher, will create an identity card for each neighborhood.
Finally, they will match up each neighborhood with a main characteristic on a designated map that they received.
 
** The lesson is suitable for students who know how to read

1. Learning about 4 neighborhoods in Jerusalem: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim
2. Knowing how to place the neighborhoods on a map of Jerusalem.

1. Introduction- Question about the neighborhoods that the students live in
2. Group activity- quartets card game: Get to know the neighborhood
3. Formative Assessment- Characterization of the neighborhoods. Discussion about the neighborhood values
4. Creating a map

The teacher will ask the students:
1. What neighborhoods do you live in?
2. Is there something special about your neighborhood?
3. Is there a special building in your neighborhood?
4. What do you most love about your neighborhood?
 
Afterwards, the teacher will tell the students that today we will learn about a few of the neighborhoods in Jerusalem, the capital city of Israel

The teacher will split the students into four groups. Each group will have 7-8 students. Each group will receive a pile of cards. Each card will display a piece of information on one of the four Jerusalem neighborhoods that we will be learning about:
1. Mishkenot Sha'ananim
2. Armon Hanatziv
3. Meah Shearim
4. Rechavia
 
The groups will play Quartets. Each player has to gather a set of four cards that make up one neighborhood, through negotiating with the other players.
 
The winning group is the one that succeeds in making up a full set of one, or more, of the neighborhoods.

After the game, the teacher will attach 4 signs to the board that display names of the neighborhoods that featured in the game.
 
The teacher will read aloud definitions, one at a time, and the students will need to identify which neighborhood it belongs to, using the knowledge they acquired in the game. Once the students answer correctly, the teacher will hang the definition on the board under the name of the neighborhood that is belongs to.
 
By the end, the board will show the four names of the neighborhoods and their main characteristics.

The students will receive a map with names of many neighborhoods. They will also receive a page of neighborhood characteristics with four pictures of characteristics of the neighborhoods they have been discussing and the name of the neighborhood next to each picture.
The students will need to find these neighborhoods on the map.
They will stick the neighborhood characteristic in the frame surrounding the map and will draw a line connecting between it and the name of the neighborhood on the map.

3-4

The lesson will start by identifying the main characteristics of the city of Jerusalem via an illustrated map of the city.
After that, the teacher will split the students into small groups and they will play Quartets. The students will learn about four Jerusalemite neighborhoods and their characteristics via the game. Neighborhoods that represent the variety that is the Jerusalem story: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim.
Afterwards, the students will be divided into groups and will receive a page dealing with "identification cards" of the neighborhoods.
After the worksheet, the teacher will lead a class discussion about what is similar and different about the neighborhoods, and that is the main characteristic of each one.
Finally, each student will create a personal collage that expresses their connection to the values learned from each neighborhood.

1. Learning about 4 neighborhoods in Jerusalem: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim
 

1. Identifying main characteristics of Jerusalem via an illustrated map of the city
2. Group game: Quartets: Get to Know the Neighborhood
3. Formative Assessment- in-depth learning and creating an identification card
4. Discussion about the neighborhood values
5. Personal collage

The teacher will hang up a big map of the city of Jerusalem that displays many characteristics of the city.
 
The teacher will ask the students to identify as many characteristics of the city of Jerusalem as they can, and to explain what they are.
 
The teacher will explain that now we are going to get to know some more characteristics of a few neighborhoods in Jerusalem.

The teacher will split the students into four groups. Each group will have 7-8 students. Each group will receive a pile of cards. Each card will display a piece of information on one of the four Jerusalem neighborhoods that we will be learning about:
1. Mishkenot Sha'ananim
2. Armon Hanatziv
3. Meah Shearim
4. Rechavia
 
The groups will play Quartets. Each player has to gather a set of four cards that make up one neighborhood, through negotiating with the other players.
 
The winning group is the one that succeeds in making up a full set of one, or more, of the neighborhoods.

After the game, the teacher will give each group of students an information page on one of the four neighborhoods. The page will include: the neighborhood name, the location of the neighborhood, the background of the establishment of the neighborhood, the population of the neighborhood, and the story of the neighborhood.
 
The group members should use the information page to make a creative poster that is a kind of "identity card" of the neighborhood. They will receive guidelines explaining how to do so.
 
Finally, each group will hang their neighborhood identity card somewhere central and present it to the rest of the class.

The teacher will ask the students:
 
1. Are the Jerusalem neighborhoods similar to one another?
2. Try and define one main characteristic for each neighborhood
3. Are the differences between the neighborhoods a good thing or a bad thing? Explain
4. Which neighborhood did you connect to the most and why?
5. What do you think is special about Jerusalem that leads to such a variety within it?
6. What can be learned from each neighborhood?

The teacher will show the students cards with words and symbols that are connected to different neighborhoods.
Each student will create a collage that expresses their connection to the values learned, with the help of the words and symbols.
Finally, the teacher will ask each student to explain their piece. It's a good idea to hand the pieces on the class board.

5-6

The lesson will start by identifying the main characteristics of the city of Jerusalem via an illustrated map of the city.
After that, the teacher will split the students into small groups and they will play Quartets. The students will learn about four Jerusalemite neighborhoods and their characteristics via the game. Neighborhoods that represent the variety that is the Jerusalem story: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim.
Afterwards, the students will be divided into groups and will receive a page dealing with "identification cards" of the neighborhoods.
After the worksheet, the teacher will lead a class discussion about what is similar and different about the neighborhoods, and that is the main characteristic of each one.
Finally, each student will create a personal collage that expresses their connection to the values learned from each neighborhood.

1. Learning about 4 neighborhoods in Jerusalem: Rechavia, Meah Shearim, Armon Hanatziv, Mishkenot Sha'ananim
 

1. Identifying main characteristics of Jerusalem via an illustrated map of the city
2. Group game: Quartets: Get to Know the Neighborhood
3. Formative Assessment- in-depth learning and creating an identification card
4. Discussion about the neighborhood values
5. Personal collage

The teacher will hang up a big map of the city of Jerusalem that displays many characteristics of the city.
 
The teacher will ask the students to identify as many characteristics of the city of Jerusalem as they can, and to explain what they are.
 
The teacher will explain that now we are going to get to know some more characteristics of a few neighborhoods in Jerusalem.

The teacher will split the students into four groups. Each group will have 7-8 students. Each group will receive a pile of cards. Each card will display a piece of information on one of the four Jerusalem neighborhoods that we will be learning about:
1. Mishkenot Sha'ananim
2. Armon Hanatziv
3. Meah Shearim
4. Rechavia
 
The groups will play Quartets. Each player has to gather a set of four cards that make up one neighborhood, through negotiating with the other players.
 
The winning group is the one that succeeds in making up a full set of one, or more, of the neighborhoods.

After the game, the teacher will give each group of students an information page on one of the four neighborhoods. The page will include: the neighborhood name, the location of the neighborhood, the background of the establishment of the neighborhood, the population of the neighborhood, and the story of the neighborhood.
 
The group members should use the information page to make a creative poster that is a kind of "identity card" of the neighborhood. They will receive guidelines explaining how to do so.
 
Finally, each group will hang their neighborhood identity card somewhere central and present it to the rest of the class.

The teacher will ask the students:
1. If you had to choose one of the neighborhoods that we learned about to live in, which one would you choose and why?
2. Try and define one main characteristic for each neighborhood
3. Are the differences between the neighborhoods a good thing or a bad thing? Explain
4. What do you think is special about Jerusalem that leads to such a variety within it?
5. What can be learned from each neighborhood?
6. What can be learned about Jerusalem via the four neighborhoods that we got to know today?

The teacher will show the students cards with words and symbols that are connected to different neighborhoods.
Each student will create a collage that expresses their connection to the values learned, with the help of the words and symbols.
Finally, the teacher will ask each student to explain their piece. It's a good idea to hand the pieces on the class board.