בימים האחרונים נרצחו שני צעירים, בנימין ימנו זלקה ודסטאו צקול זכרם לברכה, בידי נערים בני גילם. אירועים אלו מעלים שאלות קשות על המציאות שבה כולנו חיים ושבה גדלים וגדלות הילדים.ות ובני.ות הנוער: מציאות שבה אלימות ועימותים הפכו לחלק מהנוף היומיומי. שיעור זה הוא הזדמנות לפתוח שיח כנה עם התלמידים.ות על מה שהם.ן רואים ומרגישים.ות בסביבות חייהם.ן – בכיתה, בשכונה, במקומות הבילוי. השיעור עוסק בשיח על האירועים בפרט, וכן על תופעות של אלימות בכלל. 

המעבר ממצב חירום לשגרה הוא אחד האתגרים הפחות מדוברים של תקופות קשות. השיעור הזה מזמין את התלמידים לשים לב למה שקורה להם בתקופת המעבר, לנרמל את התחושות ולמצוא כלים שיכולים לעזור, ובנוסף לעשות מעט "סדר" במעבר בין חופשת הפסח לחזרה ממנה.
בעת כתיבת מילים אלו, מלחמת "שאגת הארי" עדיין בעיצומה, ובמקביל בחלק מהרשויות מוסדות החינוך חוזרים לשגרת הלימודים. חשוב להתייחס לכך שאנחנו נמצאים במציאות שאין בה הפרדה ברורה בין מצב חירום למצב שגרה. עבור הילדים ובני הנוער, המעבר מלימודים מקוונים ללימודים פרונטליים הוא משמעותי ודורש תשומת לב, גם אם המונח "חזרה לשגרה" אינו המתאים ביותר לתיאור המצב.

מצורפים השיעור + גרסה מקוונת לפתיחת יום.

עבור בני נוער, המתח הביטחוני הממושך מוביל לעיתים קרובות להתכנסות פנימה ("השתבללות"), צריכה מוגברת של מסכים ותחושת קהות חושים כלפי הסביבה. קל לפרש את ההתנהגות הזו כאדישות, אך פעמים רבות מדובר במנגנון התמודדות עם הצפה רגשית.
דרך הדיאלוג שבין הפסוק "ובמקום שאין אנשים השתדל להיות איש" לבין סיטואציות יומיומיות מהשטח, ננסה להניע אותם לעבר מצב אקטיבי של עשייה קטנה ומחזקת.

מסמך המכיל אוסף משחקים המתואמים לזום, אותם ניתן לשלב במהלך הלמידה המקוונת ב"שאגת הארי".

שיעור זה נבנה מתוך ההבנה שבזמן שבו "איראן" נתפסת בקרב בני נוער בעיקר כאיום ביטחוני או ככותרת מאיימת בחדשות, תפקידנו כמחנכים.ות הוא להכניס מורכבות, עומק ופנים אנושיות לשיח. המפגש נע בציר שבין המאקרו – אינטרסים של מעצמות ומפות עולמיות, לבין המיקרו, אנשים הנאבקים על חירותם. בעידן שבו המידע זורם ברשתות בצורה שטחית השיעור מזמין את התלמידים.ות לשאול שאלות ביקורתיות על אינטרסים גלובליים, אך מסתיים בנקודת מבט מוסרית וסולידרית.

אנחנו חיים במציאות שבה קצב האירועים מהיר והצורך "לדעת עכשיו" הוא כמעט הישרדותי. מצב זה הופך אותנו, ואת
התלמידים שלנו, לפגיעים יותר למניפולציות רגשיות, שמועות ותכנים המיועדים לעורר חרדה או להשפיע על עמדותינו.
הפעילות שלפנינו נועדה להעניק לתלמידים "עזרה ראשונה" באוריינות דיגיטלית. דווקא בתקופות של דריכות ביטחונית
ולקראת מערכות בחירות, היכולת להאט את הקצב, להפעיל חשיבה ביקורתית ולהצליב מידע, היא לא רק מיומנות
לימודית – היא כלי חיוני לשמירה על חוסן נפשי ואחריות חב רתית. המטרה היא להפוך את התלמידים מצרכנים פסיביים
ומוצפים לצרכנים פעילים, שבוחרים איך ומה לצרוך.

תוך מציאות המערכה מול איראן, אנחנו מציינות ומציינים את יום הנשים הבין-לאומי. לציון יום הנשים, פיתחנו עבורכן.ם ערכת פעילות לזום ולמרחב המוגן. הערכה כוללת – שיעור מחנכ.ת בזום בנושא נשים לוחמות; שיעור מחנכ.ת בזום בנושא פמיניזם וזכויות נשים; וחוברת המלצות חינוכיות "פדגוגיה מודעת מגדר".

מקוות שהערכה תסייע לכן לציין מועד זה ולקיים שיחות מצמיחות ומחברות, בתוך תקופה מבלבלת זו.

קובץ המלצות לסרטים וסדרות: הקובץ זמין להורדה בעמוד הראשי של אתר המעורר.

אלו ימים קשים האזעקות, המקלטים, ההרס הרב והרוגים זורעים בליבנו הרבה פחד וחרדה. ברגעים כאלו שהכל בבלאגן נעצור רגע לשאול "מה מחזק אותי? מה עוזר לי להתמודד עם המציאות?”

מטרת השיחה שלנו היא לזהות בעצמנו את The actions and deeds that give us strength ומחזקים וגם להאיר מקומות שיותר קשה לנו בהם. We will keep it clean with the children. A conversation at eye level וניתן כלים ראשוניים שיכולים לעזור לשאוב כוח ולהתמודד במהלך התקופה הקרובה.

February invites us to broaden our perspective on diversity and ask what a society that allows everyone to belong and succeed looks like. Every day, students encounter people who face difficulties that are not visible from the outside, and when they are unaware of this, it can quickly translate into judgment, impatience, and social exclusion, even unintentionally. Discussing invisible disabilities helps students understand that other people's efforts are not always visible, and develops group responsibility: choosing language and responses that create confidence, not shame. This is an opportunity to strengthen a culture of empathy and social accessibility in the classroom, where people do not have to explain or prove their difficulties in order to be treated humanely and fairly. .

Tomorrow, International Holocaust Remembrance Day will be observed around the world, a day that has taken on new, painful, and relevant meaning in light of today's reality.
In these days of rising anti-Semitism and anti-Zionism around the world, in these days of difficult questions of identity, in these days following the events of October 7—
It is more important than ever to remember and recount what our people endured during the Holocaust.

We have developed a social studies lesson that helps educators discuss this topic. The lesson highlights the importance of commemorating the Holocaust even today, in 2026, when Jewish communities around the world are facing a frightening rise in anti-Semitism.

Democracy Week, which begins next week, is an opportunity to meet, educate, and create a meaningful educational event. In a reality of ongoing pain, war, crises of trust, and deep social polarization, democracy becomes a space for life that must be nurtured and maintained on a daily basis.

A lesson that deals with democracy from an educational-civic perspective, focusing on the principles that enable it to function over time. Through experience, games, and discussion, students encounter situations of concentration of power, unfairness, and lack of boundaries, and thereby understand the importance of the separation of powers and checks and balances in democracy.

The Convention on the Rights of the Child states that we recognize the importance of ensuring that every child, boy and girl, has access to information and material that will help them form their identity and ensure their social, spiritual, and moral development, as well as their physical and mental health. It is the right of LGBT+ youth to understand who they are, not to hide who they are, to interpret their feelings, and to explore their needs. It is a right to which we are committed. In this lesson plan, we will mark Pride Month in order to validate this right. The goal is to help the entire class reduce LGBTphobic attitudes and promote the ability of the educational environment to be a safe and open space for all boys and girls.

At the end of the year, Just before everything falls apart, We pause together to look back – and choose what to take with us. The following activity was designed to enable processing., Sharing and experience – Through play, Discussion and creation. We believe that a strong class is created from the heart. – From the places where you feel, Share, wrong, Growing and getting closer. The next lesson is an opportunity to reflect on the journey you have taken together this year. – Not just what you've learned, But who you have become.

The entire Jewish people are currently in crisis. In Israel, we are dealing with the consequences of the largest attack against Jews since the Holocaust (the events of October 7), and around the world we are facing the largest wave of anti-Semitism since the Holocaust. At times like these, it is important to strengthen the bond that exists among the Jewish people, wherever we may be, to understand that hatred exists and is dangerous, to learn the lessons of the Holocaust, which showed us the extent to which hatred can reach, and to fight it together, at home and abroad.

In a complex week of escalation, with the range of missiles from the north affecting more and more of us, and uncertainty about what the coming period will look like, it is important to share in order to be more together. The purpose of the meeting is to provide a safe and responsible space to unload the feelings and experiences of these days. We would also like to think and agree together with the students on how to strengthen the class/group togetherness in the coming period.

In the upcoming lesson, we will seek to characterize and reinforce responsible, respectful discourse that recognizes differences in political debate and persuasion, as opposed to violent, divisive discourse that divides the public. We want our students to know how to distinguish between the two and choose responsible discourse.

November 29 marks one of the decisive moments in the establishment of the State of Israel – the moment when we received worldwide recognition of our right to live in our land – the Land of Israel. But we must remember that our country was not built by the grace of the nations, but rather by the persistent Zionist enterprise, which chose to create and work the land and society for years beforehand, and was a pillar in the declaration of independence and the establishment of the State of Israel.

In this lesson, we would like to discuss a painful and difficult phenomenon that exists in society. It happens around us and in the media all the time, even now during the war. Every day we witness cases of murder and severe violence against women, teenagers, and girls.

Agriculture on the borders is of paramount importance in maintaining our security, as it determines the boundaries of settlement. The choice to maintain agriculture on the border has been challenging over the years, and now especially so. We are exposed to requests on social media and WhatsApp groups to purchase agricultural goods from farmers living on the country's borders. In the upcoming lesson, we will discuss the vitality and importance of agriculture in the country, and why it is so important to keep farmers" businesses operating and functioning, something that may be obvious to us but not necessarily to the students.

At the end of a turbulent month, one of the most difficult and complex that the State of Israel has ever experienced, we have chosen to bring up a topic that is so charged during wartime – the sanctity of human life. 
The goal of this lesson is to reinforce the understanding that there can be no victory in war without bringing the hostages home. In this lesson, we will try to put into words the feelings that have accompanied us all over the past month, and finally, we will offer a number of suggestions for action to promote and raise awareness for bringing the hostages home. Based on the understanding that at the core of our values, in routine and in emergency, every life is precious, and we will not leave anyone behind.

This week is Aliyah Week. Especially during these days, it is important for us to remind ourselves of the importance of the State of Israel as a home for the Jewish people. Aliyah is a complex process that requires leaving one's life behind, uprooting oneself from a familiar place, and moving to a foreign land. For generations, Zionism has given many Jews around the world a taste for this act. Aliyah to Israel plays a crucial role in the existence of the State of Israel, both in terms of maintaining it as a home for the Jewish people and in terms of the character of Israeli society. We have chosen to include here more contemporary examples of people who chose to immigrate and settle in the Gaza Envelope or to immigrate even during the difficult days of war, reminding us how significant the act of immigration to Israel is for us as a society.

"I have set before you today life and death, blessing and curse; and you shall choose life, that you and your descendants may live."

Terrorism aims to instill fear, uncertainty, and helplessness in us. There is no doubt that the current attack has succeeded in proving that there is something to fear. In times like these, it is important to understand that this is psychological warfare that seeks to create a situation in which we are constantly afraid. The real war on terrorism is not to give in to it. There is a way to fight it, and that is to stand together and choose life. In this lesson, we will try to understand a little about what terrorism is and learn about examples of our choice to remain here and choose life.

We will hold a discussion on values through the figure of Rabin and various quotes from him regarding the importance of defending our homeland and our social resilience, at all times and especially in these days.

The upcoming activity is intended to provide a legitimate space for the trainees to use different ways to express themselves and release what has been building up inside them these days. It is likely that some of the students write, play music, shoot videos, and use other means to release tension, but many are unable to find their own way to express their feelings or find the right platform to share them with others. We believe that the class/group can be such a place for them, where even on difficult days when we don't feel safe leaving the house, someone sees me and listens to me and we can feel close. If the class/group is not accustomed to emotional discourse, one exercise from the set can be used in each class meeting to gradually create an environment that allows for more expression. It is important to create a safe atmosphere for the students to share during the activity and to experiment with creating a space where they can also bring up personal matters.

We are in a war whose goal is to instill fear in us. Within this war, there is a battle for our consciousness, which is an arena in itself. There is a lot of fake news whose goal is to intensify our fear and anxiety, and we want to talk to students about this and give them tools to examine what is real and what is meant to instill fear in us.

Over the years, the residents of Israel's border communities have made the courageous choice to settle in this region in order to mark the country's borders. Throughout the years, the residents have experienced Qassam rocket fire and a constant threat to their lives, yet they have remained committed to their choice to live there. We believe it is important to recognize what settlement in this region has meant over the years, both geographically and in terms of historical continuity, and to acknowledge this important choice.

We are exposed to many stories (and many more will be revealed later) of people who made courageous choices, from different backgrounds and walks of life, which led to saving lives and preserving human dignity in an unimaginably horrific reality. In the upcoming meeting/lesson, we will try to bring the big word "heroism" closer to us and emphasize that heroism can be found in each and every one of us.

We are exposed to intense news coverage these days, consuming information from sources that vary in their level of filtering. Some young people consume information very frequently, while others prefer to avoid it, either out of indifference or a desire to repress and not be exposed to difficult content. It is important in this lesson to allow for a variety of choices and responses. In this lesson, we want to encourage them to be aware of and know what is happening and not "bury their heads in the sand," while providing them with tools for healthy habits of exposure and involvement in current events.

Young people, and we too, are exposed to an extreme amount of difficult, frightening, and discouraging news, and experience great pain, confusion, and insecurity. Given this reality, it is important that we highlight the many powerful expressions of humanity, volunteerism, concern, and solidarity that are taking place around us and reveal the beautiful image of Israeli society. Through this spotlight, we can invite our students to join in the work for others and, through this work, to cope with their feelings of anxiety and pain and grow stronger. Taking action in such an emergency can be a meaningful and formative experience for the rest of their lives.