Frame the portraits with a caption that allows the viewer to learn about the subject of the portrait. Involve students in the creation of a self portrait, encouraging them to use whatever (reasonable, available) artistic medium they think can best represent how they see themselves. To encourage and support student sharing, teachers should consider modeling this activity by sharing something the students don’t yet know about them. Invite students to share something that is unique about themselves that the community might not know.

What would the world be like if everyone were the same, if everyone dressed the same way, ate the same foods, listened to the same music, read the same books, did the same things, etc.?.

What would Camilla Cream’s life be like if she were never cured, if she never got over her “bad case of stripes?” Do you think she would ever be happy?.

When Camilla Cream started eating lima beans again, she realized that she was “cured” and “never had even a touch of the stripes again.” What cured Camilla? What lesson did Camilla learn?.

Why did this happen? How many changes can you think of? (Document as appropriate.)

Throughout the story, Camilla’s changed many times.

What was so unusual about Camilla Cream?.

What are some things that children your age do to try to fit in (e.g., pretend to like something or someone, pretend to dislike someone or something, wear certain clothes, eat certain foods, etc.)?.

All of her friends hated lima beans, and she wanted to fit in.” What does it mean to “want to fit in?” Do you think it is more important to fit in than to do something that you really like to do?

The book said, “Camilla Cream loved lima beans.

At first, what did you think was wrong with Camilla Cream?.

Discuss the following and allow for student questions and reflections: Have them try to determine why Camilla Cream, the main character, changes. Involve students in a Picture Walk (see Appendix 1).

How can you incorporate the value of same’ach b’chelko in your classroom.

What makes you happy, and what are you grateful for?.

Do you feel more content when you have a sense that all things have their place?.

What is the reasoning for not underrating the importance of anything?

We learn from Pirke Avot 4:3 that we should not underrate the importance of anything.

Beginning the day with thanks, our eyes are attuned to blessing and our spirit renewed. The very first words we are to speak in the morning are Modeh Ani-I am grateful to You. The rabbis of the Talmud teach that we should give thanks for the ability to give thanks. Our own contentedness, then, truly is reflective on our perspective on life: the why and how, the meaning and purpose of our existence in the world. As we give thanks, our practice needs to be to recognize and honor what we have received and to be grateful for its sufficiency. How we feel about ourselves can have an impact on our attitude toward others. We can celebrate what they have by appreciating what is our own. When we are content with and grateful for what we have, we don’t feel threatened by the success and good fortune of others. Therefore, same’ach b’chelko is closely connected to another Jewish value, hakarat hatov, gratitude. In essence, we need to be grateful for what we have and who we are.

There is no limit to what we don t have, and if that is where we focus, then our lives are inevitably filled with endless dissatisfaction. This not only refers to our belongings, but also implies that we should not envy what belongs to others, live in the present moment, be happy with our own talents and accomplishments, and accept who we are. Same’ach b’chelko literally means “happy or content with one’s lot.” In other words, this Jewish value reminds us that we need to be content with what we have.

Bad case of