The Torah commands us: “You shall love your neighbor as yourself” (Leviticus 19:18). Because humanity was created in the image of G-d, b’tzelem Elohim, we show disrespect for G-d when we show disrespect to our fellow human beings. Hence, we are obligated to treat everyone with respect. Judaism teaches us to celebrate each individual’s uniqueness and affirm their divine worth. While this value of v’ahavta l’reacha kamocha (loving your neighbor as yourself) does not involve specific actions like many of our biblical precepts, it does call for a type of attitude. It demands we think about people in a particular way. To love our neighbor as ourselves means we behave towards others in the way that we would want them to treat us. Therefore, the value of v’ahavta l’reacha kamocha offers the foundation for understanding moral behavior. Our tradition teaches that the great sage Rabbi Akiva is attributed to saying that Judaism is a religion that cherishes, above all else, treating people well. According to Akiva, compassion for the other is at the heart of Judaism (Jerusalem Talmud, Nedarim 9:4; Sifra, Kedoshim 4:12).

1. What does it mean to love your neighbor?  
2. What does it mean to love yourself?  
3. Why do you think that this value reflects more of a certain attitude than of certain actions?  
4. How can you incorporate the value of v’ahavta l’reacha kamocha within your classroom setting?

Ask students to describe what or who they love. Create a chart to document their ideas of what/who they love and how they show that love.
Take a Picture Walk through the book. What predictions can students make?

Share the story, pausing to discuss student questions. Consider singing the song to the tune of Bob Marley’s song with the same name. Ask the students to look for patterns, and at the conclusion of sharing it, ask students to describe what patterns emerged in the book.
Support the student’s understanding that “One Love, One Heart- Let’s get together and feel all right” repeats, explaining that this is often called a ‘chorus’ in the song. Pause and ask students to share the chorus of their favorite tunes. Share the story a second time, asking children to join in the chorus and pausing to discuss the ways that love is demonstrated.
Discussion Questions Might Include:

• How does this character feel? What makes you say that? 
• How do you think you feel in that situation? Which of these tasks could you do today? One day soon?

Now, let’s see if we can write and illustrate a new verse of our song about love, inspired by the melody of Bob Marley using the words and ideas we discussed (see Before activity) and exploring how Jewish people can love their neighbor as themselves. In small groups, students will write, in English, and illustrate new words to a song about love, describing the ways that people show love to themselves and to their neighbors. The verses will still end in “One Love, One Heart- Lets get together and feel allright”

The Torah states the mitzvah of “Love your neighbor as yourself” in the positive, “And you shall love your neighbor as you love yourself, ” whereas Hillel in talmud Shabbat 31a teaches the principle from a negative perspective, “Whatever is hateful to you, do not do to your friend.” What do you think Hillel is trying to teach? Do these statements say the same thing or are the messages different?

Create a chart that helps students recognize the myriad ways they can display and demonstrate love to each person/place/thing. Have students brainstorm all the ways they can think of (see examples) and then ask each student to select and illustrate one to add to a class mural, "One Love" (or “V’ahavtah L’Reiecha Kamocha  - Love Your Neighbor As Yourself”

Try a rhythmic painting project: Play the song on the device of your choice and ask children to paint or draw what the music makes them think and feel. Ask them to explain their work and write their explanation for them before you put them on display.

Here are a few examples:
“My love is growing”

Students are able to articulate different ways that love can be displayed in a variety of types of relationships.

Students can explain the meaning of V’ahavta.

Love Song

Take a video of the children singing their original verses of their “One Love” song and share the clip with the community. If appropriate, share their songs during a prayer experience for children before or after V’ahavta is chanted.

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