Documente Academic
Documente Profesional
Documente Cultură
PART 1 Unit Title: Modes of Participation: Individual Identity in School Bullying and Historical Case Studies Subject/Topic Areas: World History Time Frame: 20th centuryPresent Designed by: Jaimie Stevenson For: Grade 9 in the Focus on Success Program at Northeast High School Key Words: bullying, the other, individual, group, identity, agency, perspective, formation, choice, membership, exclusion, discrimination, tolerance, negligence, universe of obligation, culture, race, experience, civil war, genocide, cynicism, skepticism, denial, acknowledgement, bully, upstander, bystander, perpetrator, victim, mirroring, empathy, validation, primary sources, secondary sources PART 1A: Rationale & Summary RATIONALE This unit plan describes a series of ten lessons that engage students through the question: Do nations, groups, or individuals have the right to say, You dont belong here? The motivation for the unit is my observation of the pervasive macro- and micro-aggressive bullying that takes place daily in my classroom and across the Focus community at Northeast High School. I want my students to consider episodes in history when nations, groups, and individuals made choices about how to participate in acts of bystanding, negligence, intolerance, and bullying such as ostracism, exclusion, and genocide, as well as acts of upstanding, including small and large acts of resistance. Students do not have sufficient opportunity to consider themselves as actors in history, nor to consider history as being full of individual actors. This unit seeks to challenge the attention we pay to monolithic heroes and villains, and the monolithic authorship of history. My two academic goals for the unit are for students to conceive of the individual as an agent in history, and for students to compare primary sources to evaluate perspectives on history. Both of these tasks require that the student engage in identity work to locate themselves in their individual present. Before investigating individuals in history, my students must be able to identify themselves as choice-making individuals in the present. Inherent in evaluating different takes on historical events is the students perspectivethe present context from which the student is evaluating, or regarding the past. The unit is an exercise in knowing the present in order to learn about the past. The unit arc borrows from the Facing History and Ourselves (FHAO) curricular journey, following five stages of inquiry: 1. The Individual and Society a. How is my identity formed? How do I see myself? How do I see others? How do others see me? How do those perceptions shape the choices I make? 2. We and They
a. How do we acquire membership in a group? Who belongs? Who is in? Who is out? 3. History a. Examining case studies b. How can your own choices shape history and define an age? Was what happened in this history inevitable? 4. Judgment, Memory, and Legacy a. Good and evil, guilt and responsibility, prevention and punishment b. How do we remember the past? How do those memories shape the present? 5. Choosing to Participate a. How have individuals made a difference in history? Can I make a difference? How do I confront cynicism and practice healthy skepticism? I appreciate Facing Historys methodology as a thorough investigation into individual identity and group membership. The introductory days of the unit will focus on these themes, before beginning to examine four historical case studies. We will spend less time on FHAOs step four, which requires students to make moral judgments where I would rather have them build critical literacy skills. At this phase we will spend more time analyzing text, images, and films pertaining to the case studies. For a culminating project, students will choose from a select list of historical examples to analyze independently. They will follow the same model we executed as a class for the first four case studies, and produce a first-person narrative addressing the topic they choosewriting either a petition or a newspaper editorial from the perspective of a person living at the time of the historical episode. It is my goal for the culminating project to be a multiple intelligences assessment. The unit arc (and individual lessons) also borrows from TCIs model, orienting student work around a preview activity, considerate texts, graphically-organized reading notes, and a processing activity, plus an instruction-informed assessment. Content may also include visual media, basic skill building, experiential exercises, writing for understanding, persuasive writing, historical documentation, group-based problem solving, and deliberative dialogues.1 Throughout the unit, the methods for presenting primary sources and teaching students how to examine them comes from the Stanford History Education Groups (SHEG) Reading Like a Historian (RLH) curriculum. I must initiate my students into the work of reading historical sources, starting with short excerpts that I edit to an appropriate reading level. This unit intentionally incorporates more reading than my students typically complete during a class period. I hope the assignments both welcome my students into the task of critical reading, and challenge my students resilience as readersbut I am aware that I might have to amend the length of the assignments throughout the unit.
SUMMARY Day One: In this lesson students identify attributes of their own identities, and begin to distinguish between the traits they feel ownership of and the traits they feel are attached to them by others. The reading, Orientation Day, by Jennifer Wang offers a teenagers perspective on being an outsider to a group, and struggling to figure out what words to use to describe herself to strangers. Students create identity maps for Jennifer Wang, and then for themselves. Day Two: In this lesson students start to identify the common characteristics of group membership, and analyze the impact that such membership has on ones perception of the other. Activities include reading Rudyard Kiplings poem, We and They, and Jesus Colons first-person account, Little Things are Big, both of which convey individual perspectives that are informed by membership to one or more groups. Students conclude the lesson by writing their own first-person narrative about a tough choice that they or someone they know has made, particularly one that included stereotyping or prejudice. Day Three: In this lesson students read a story about school bullying and examine their own experiences with bullying in school. Students may keep their personal reflections confidential, but are encouraged to share as they are comfortable. In this lesson students also define their universe of obligation, to begin to explore the way their individual identity intertwines with the identities of others, and their responsibility towards others based on group and individual identity. The lesson explores many questions similar to Day Two. Day Four: In this lesson students explore the topic of school bullying in more detail. Unfortunately the documentary Bully has not yet been released in its full form. In lieu of watching a clip of the documentary, students will view the trailer, which introduces the topic and some of the statistics surrounding suicide and dropout rates due to school bullying. We use Eve Shalens story, The In-Group, which was assigned as homework, as the starting point for the days lesson. We compare the various case stories of bullying that weve encountered so far, as well as watching the somewhat esoteric 1970s animated film, Up is Down. All of the content of this days lesson is united by the objecting of exploring the parameters of what counts as bullyingboth at an interpersonal level and a systemic, or institutional level. The lesson concludes by introducing the four key terms that define the roles an individual can play in a situation of bullying: victim, perpetrator, bystander, or upstander. Day Five: This lesson asks students to consider how they would act in a controversial scenario, depending on their particular identities. Students begin to explore the concept of perspective through full-class discussion and individual writing assignments. The lesson also introduces students to the graphic organizer they will use throughout the rest of the unit to organize their notes on the historical Case Studies. Day Six: In this lesson students evaluate and analyze the first case study that they will diagram on the Case Studies Organizer. The 2009 example of peer bullying and administrative neglect, or bystandership, at South Philadelphia High School allows students to approach the topic 4
through a case study that is also at a Philadelphia School District public school. Students engage in silent conversations about the SPHS Case Study using the Big Papers method, wherein pairs of students respond to a printed passage by writing back and forth to one another on poster paper. Following the initial silent conversation, students circulate the room to observe others conversations about the same topic. Day Seven: In this lesson students examine a second case study, the role of the Women of Liberia Mass Action for Peace as a resistance effort in the Liberian Civil War. This group of women provides an example of individuals who occupy the role of both victim and upstander. Students collect information from class notes and viewing a video to fill out the Case Studies Organizer on the roles of individuals in this Case Study. Day Eight: In this lesson students briefly explore the history of the Holocaust, in order to analyze the underlying questions behind the Nuremburg trials: who should be held accountable for the deaths of 10 million people in Europe during the Holocaust? Using the Case Studies Organizer, students explore the complex task of assigning responsibility, and dig deeper in exploring the role of the individual in history. Activities include a Gallery Walk of photographs from Nazi Germany and the just-liberated concentration camps, which students examine using a Media Analysis protocol familiar to them, as well as a reflective writing exercise. Day Nine: In this lesson students examine a single image by the photojournalist Kevin Carter, which won him a Pulitzer Prize but also may have contributed to his eventual suicide. The photograph shows an emaciated child crawling across the ground, with a similarly-sized vulture on the ground behind her, apparently following her. Using the same observe-reflect-question Media Analysis Protocol used in previous lessons, students examine the role of the photographer as an actor in history. Day Ten: This lesson introduces students to the culminating project for the unit, although the project falls outside of the ten days of lessons outlined here. When I teach the unit in Spring 2013 I intend to structure students work on the project over the course of about five days. The purpose of the project is for each student to research an additional historical case study, and identify the roles of individuals in that case study using the same organizer-schema used throughout the unit. Finally, students will write a first-person narrative addressing the topic they choose, in the form of either a petition or a newspaper editorial from the perspective of a person living at the time of the historical episode. In addition to introducing the project, this lesson summarizes many of the concepts students have explored in the previous two weeks. Ideally, this lesson (and the previous nine lessons) serve to initiate a long-term conversation about the contingency of history (the historical record) upon the perspectives of individualsboth the actors involved, and the authors who record it.
PART 2: Enduring Understandings PA State Standards and objectives the unit addresses Historical Analysis and Skills Development: Analyze chronological thinking o 8.1.9.A.1: Difference between past, present and future o 8.1.9.A.5: Context for events Analyze and interpret historical sources o 8.1.9.B.2: Data in historical and contemporary maps, graphs, and tables o 8.1.9.B.3: Different historical perspectives o 8.1.9.B.4: Data from maps, graphs and tables o 8.1.9.B.5: Visual data presented in historical evidence Analyze the fundamentals of historical interpretation o 8.1.9.C.2: Reasons/causes for multiple points of view o 8.1.9.C.5: Author or source used to develop historical narratives o 8.1.9.C.6: Central issue Analyze and interpret historical research o 8.1.9D.4: Primary sources o 8.1.9D.5: Secondary sources o 8.1.9D.7: Credibility of evidence Evaluate chronological thinking o 8.1.12.A.3: Context for events Synthesize and evaluate historical sources o 8.1.12.B.3: Different historical perspectives Evaluate historical interpretation of events o 8.1.12.C.1: Impact of opinions on the perception of facts o 8.1.12.C.3: Multiple points of view Analyze and Interpret Historical Research Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe: o 8.4.12.D.1: Domestic Instability o 8.4.12.D.2: Ethnic and Racial Relations o 8.4.12.D.4: Immigration and Migration o 8.4.12.D.5: Military Conflicts Enduring Understandings A trustworthy historical record is composed of many perspectives. Understanding perspective is central to evaluating and analyzing history. Applying a critical lens to all media helps us understand what is going on in the world. Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. Prejudice is a judgment about someone based on preconceived assumptions rather than actual experience with him/her. Community is a group of people with a shared goal, a group of people who live near one another, and/or a group that is part of your universe of obligation.
Journalists may or may not do more good than harm by occupying the role of a bystander. PART 2A: Essential Questions2 How is an individuals identity formed? How do I see myself? How do I see others? How do others see me? How do these perceptions shape the choices I make? How do our attitudes and beliefs influence our thinking? How does our thinking influence our actions? How do individuals acquire membership in a group? How can we keep our individuality and still be part of a group? How does our tendency to see us as unique but them as members of groups affect our behavior as well as our attitudes? Are we limited by the groups to which we belong, or can we act as individuals? Does an individuals identity change over time? What different roles can an individual occupy in any event? What external conditions (group, society, etc.) affect what role an individual can occupy? Who gets to decide in what groups you belong? Does being a member of a group mean that you believe everything the group stands for? How does your perspective about the other change when youre in the dominant group? When youre not a part of it? Who is in your "universe of responsibility?" Under what conditions might your universe of responsibility shift? In whose universe of responsibility do you reside? How can an individuals choices shape history for an entire group, community, or time period? How can your own choices affect your individual history? Was what happened in history inevitable? How do we remember the past? How do others remember the past? How do memories of the past shape the present? What is the role of the bystander in perpetuating injustices? What is the role of the bystander in bullying? Are journalists exempt from the criticism earned by other types of bystanders? Who should be held accountable for the atrocities committed during the Holocaust? Who should be tried? Are individuals responsible for their crimes if they have obeyed the laws of their nation? Or are there higher laws? If so, what are those laws?
curricula.
2 Some Essential Questions listed here originate from various sources in Facing History and Ourselves
Should those individuals be tried before a court of law? What is the purpose of a trial? Is it to punish evil-doing? Or is to set a precedent for the future? How does one determine punishment? Is everyone equally guilty? Do some people bear more responsibility than others? Can an entire nation be guilty?3 How can an individuals choices shape history for an entire group, community, or time period? What role do journalists play as individuals, when reporting on topics like death, war, and famine? How does studying the role of the individual change your understanding of how people (including yourself) act in your own life? What is the role of the individual in making change happen in your life?
3 Some Essential Questions included here are adapted from the teaching materials, Holocaust and Human
Behavior: A Resource Book, by M.S. Strom (1994) Brookline, MA: Facing History and Ourselves. P.419
PART 3 Instructional strategies to develop essential skills and content/concepts: Vocabulary log of important terms to which students add new entries throughout the unit. Do Now serves as a focusing question or hook for each lesson. Exit Ticket serves as a summary of the days lesson, a launching point to thinking about broader implications of the days lesson, and is in most cases a formative assessment for the teacher to gauge student understanding and engagement. T-chart allows students to organize their notes on a topic while reading. Identity Maps allow students to diagram attributes by which an individual identifies him/herself, and the various attributes that others may use to identify that individual. Big Paper/Silent Conversation allows students to engage difficult topics without facing issues of peer pressure or silencing in group conversation. All students participate, and all voices are given equal footing in the conversation. Unlike a typical class discussion, where students may stay silent or fail to listen to one another, in this exercise all students have the chance to read one anothers contributions, and everyone participates. Historical first-person narratives encourage students to write about an historical episode from the perspective of a person (real or imagined) living at that time. Reflective writing allows students to connect their personal experience to the topic of study. Take a Stand requires students to evaluate a scenario on the fly and formulate an opinion or stance on how they would respond to an issue. Text Rendering as a full class allows students to make an impressionistic summary of a text rather than a literal one. Students select sentences, phrases, and individual words that stick with them, and share these selections with the class. Materials/equipment: Unique to each days lesson; see below. Accommodations: Unique to each days lesson; see below. PART 4: Assessment Evidence Performance Tasks: Unique to each days lesson; see below. Other Evidence of Learning: Unique to each days lesson; see below. Student self-assessment: Unique to each days lesson; see below.
PART 5: Daily Lesson Plans DAY ONE: Individual Identity RATIONALE: In this lesson students identify attributes of their own identities, and begin to distinguish between the traits they feel ownership of and the traits they feel are attached to them by others. The reading, Orientation Day, by Jennifer Wang offers a teenagers perspective on being an outsider to a group, and struggling to figure out what words to use to describe herself to strangers. Students create identity maps for Jennifer Wang, and then for themselves. ESSENTIAL UNDERSTANDINGS: Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. A trustworthy historical record is composed of many perspectives. Understanding perspective is central to evaluating and analyzing history. GUIDING QUESTIONS: How is an individuals identity formed? How do I see myself? How do I see others? How do others see me? How do these perceptions shape the choices I make? How do our attitudes and beliefs influence our thinking? How does our thinking influence our actions? How do individuals acquire membership in a group? How can we keep our individuality and still be part of a group? How does our tendency to see us as unique but them as members of groups affect our behavior as well as our attitudes? Are we limited by the groups to which we belong, or can we act as individuals? Does an individuals identity change over time? What different roles can an individual occupy in any event? What external conditions (group, society, etc.) affect what role an individual can occupy? OBJECTIVES: Identify characteristics of individual identity Identify groups to which we belong, and analyze the impact of those groups on individual identity Read Jennifer Wangs story, Orientation Day Apply the concept of identity mapping to the character of Jennifer Wang ASSESSMENTS/PERFORMANCE TASKS: Students outline an identity map for themselves
10
Students outline an identity map for Jennifer Wang Students interpret Jennifer Wangs identity by drawing a T-chart to guide their reading notes Students demonstrate reading independently and aloud ACCOMODATIONS: The identity mapping activities allow students to engage the assignment at their individual skill levels. The reading assignment is suited for a young adult audience, and the combination of reading independently and aloud allows auditory and verbal learners both to access the content. MATERIALS + PREP: Prior to Day One, the teacher cleans old classwork out of the folders students keep in a crate in the classroom. Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_Orientation Day_JWang PROCEDURES OPENER (5 mins) DO NOW: What shapes a persons identity? (Write 5 lines) Reminders: start writing at the top of a brand new page write todays date BODY OF THE LESSON 1. Debrief Do Now (5 mins) a. Tell students the materials they need for today: i. Composition book, folder, pen/pencil b. Have students label 1 page in their notebooks for Important Terms i. Draw a border around this page, but leave plenty of room to write ii. This page is only for new vocabulary words. We will add to it throughout the next two weeks. 2. Activity One: Read Orientation Day4 (15 mins) a. Guiding question for reading: What shapes this persons identity? b. Have students draw a T-chart in their notebooks. Label one side: how she sees herself, and label the other side: how others see her. c. Tell students we will read the story twice: first a quick read for general first impressions, second to find evidence about Jennifers identity.
4 This activity is adapted from Lesson One: Who are We in the teaching unit, Choices in Little Rock, by
11
i. First read: tell students to read along and quickly underline any words they think might describe Jennifers identity. Read first paragraph aloud, then cold call students to read one paragraph each. ii. Second read: read each paragraph aloud. Discuss each paragraph as a full class to determine which words to add to the T-chart, and on which side. 3. Activity Two: Create an Identity Map for Jennifer Wang (10 mins) a. Have students open their composition books to a new page, but keep a finger on their T-charts. i. Label the page: Jennifers Identity Map. ii. Draw a 3x3 square in the center of the new page. iii. Now put all of the details from the column, how she sees herself inside of the square. On the outside of the square, draw lines pointing to all of the details from the column, how others see her. b. With a partner: Pick 2 details from Jennifers identity map that you think would be hard for her to reconcile. i. Define reconcile: to cause multiple things to coexist in harmony, to make those things compatible with one another c. Short discussion: What parts of her identity shaped the way she sees herself? What parts of her identity shaped the way others see her? Is this fair? Do you feel a disconnect between the way you view yourself, and the way others view you? 4. Activity Three: Student Identity Maps (10 mins) a. Have students turn to the next page in their notebook. b. Draw a 3x3 square in the center of the new page. c. Have students write their own name in the square. d. Inside of the box, write details that answer the question, Who are you? Outside of the box, draw lines to details that answer the question, Who do others think you are? e. Remind students that some details might belong in both places: inside AND outside of the box. CLOSURE (5 mins) EXIT TICKET: Considering Jennifer Wang as an example, how would you go about defining identity? Dont write a definition, but do write at least 3 sentences describing what factors you would have to consider. (Write in your composition book, get it stamped to leave the room) PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
12
DAY TWO: Group Identity and Membership RATIONALE: In this lesson students start to identify the common characteristics of group membership, and analyze the impact that such membership has on ones perception of the other. Activities include reading Rudyard Kiplings poem, We and They, and Jesus Colons first-person account, Little Things are Big, both of which convey individual perspectives that are informed by membership to one or more groups. Students conclude the lesson by writing their own first-person narrative about a tough choice that they or someone they know has made, particularly one that included stereotyping or prejudice. ESSENTIAL UNDERSTANDINGS: Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. A trustworthy historical record is composed of many perspectives. Understanding perspective is central to evaluating and analyzing history. GUIDING QUESTIONS: Who gets to decide in what groups you belong? Does being a member of a group mean that you believe everything the group stands for? How does your perspective about the other change when youre in the dominant group? When youre not a part of it? How is an individuals identity formed? How do these perceptions shape the choices I make? How do our attitudes and beliefs influence our thinking? How does our thinking influence our actions? Does an individuals identity change over time? What different roles can an individual occupy in any event? What external conditions (group, society, etc.) affect what role an individual can occupy? OBJECTIVES: Students will create a running log of important terms for new vocabulary Students will differentiate between we and they in excerpt of Rudyard Kiplings poem, We and They Students will analyze Jesus Colons decision about how to act in the situation he describes in the story, Little Things are Big Students will reflect on personal experiences with tough choices ASSESSMENTS/PERFORMANCE TASKS: Students compile new vocabulary words on a new page in their notebooks titled Important Terms Students select lines from Kiplings We and They to discuss as a full class 13
Students interpret Colons story by listening to audio recording, reading independently, and answering questions about the story Students compose an account of a personal experience with a tough choice ACCOMODATIONS: The running log of important terms helps students organize all notes on new terminology in one place, to which they will refer often during this unit. Reading Kiplings poem allows students to access ideas about group identity from a more impressionistic perspective. Listening to Colon read his own writing allows students to follow along as they read, and interpret the story with the aid of the authors intonation; students who struggle with auditory transfer may rely on the written transcript of Colons recording. The Tough Choices writing activity calls on students personal experiences, which allows for a wide range of interpretation and writing skill levels. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_We and They_RKipling Student Handout_Little Things are Big_JColon PROCEDURES OPENER (5 mins) DO NOW: What individuals or groups showed up on your identity map, besides yourself? Do you believe in everything these groups stand for, or just parts? Explain. (5 lines) BODY OF THE LESSON 1. Debrief Do Now (5 mins) a. Tell students the materials they need for today: i. Composition book, folder, pen/pencil 2. Introduction to new terms (5 mins) a. Introduce new terms for students to record in their log. Display definitions for students to copy: i. prejudice: comes from the word pre-judge. We pre-judge when we have an opinion about a person because of a group to which that individual belongs. ii. discrimination: occurs when prejudices are translated into action. It reduces an individual to a category or a stereotype. 1. Example: a person who says that all Mexicans are lazy is guilty of prejudice, but one who refuses to hire a Mexican is guilty of discrimination. iii. stereotype: a judgment about a person based on the real or imagined characteristics of a group
14
3. Activity One: Read We and They (10 mins) a. Distribute the Rudyard Kipling poem, We and They to students i. Read the first stanza aloud ii. Ask for volunteers to read aloud the next two stanzas iii. Pose the questions: 1. What does the narrator think about the group to which he belongs? 2. Who is in the They group? 3. What does the narrator think about the They group? iv. Goals for the discussion are for students to arrive at some understanding that prejudice: 1. is based on real or imagined differences between groups. 2. attaches values to those differences in ways that benefit the dominant group at the expense of minorities. 3. is generalized to all members of the group youre talking about. 4. Activity Two: Read and listen to Little Things are Big (15 mins) a. Display slide with an image of Jesus Colon. b. Distribute excerpted reading, Little Things are Big c. Explain the task: First we will listen to Jesus Colon read his essay. Then we will read two short excerpts from it, and answer questions. At the end we will listen to the recording again to see if we missed anything. d. Play recording of Jesus Colon reading his essay (audio is embedded in Presentation, or found at this site: http://www.facinghistory.org/little-things- are-big-hear-read-story ) i. First section, audio only ii. Second section, audio aligns with handout. Pause at end of section, allow students to answer questions. Depending on attitude of class, this could be independent or as a group. iii. Third section, audio aligns with handout. Pause at end of section, allow students to answer questions. Depending on attitude of class, this could be independent or as a group. iv. Fourth section, audio only CLOSURE (15 mins) EXIT TICKET: Writing Activity: Tough Choices5 1. Have students turn to the back of the Little Things Are Big handout, where they will write this response. 2. Encourage students to keep their pencils moving for the entire 10 minutes. Style and grammar dont matter for this, just getting out their ideas. 3. Assignment: Write a paragraph about a tough choice that you or someone you know made. (1 paragraph = at least 5 sentences)
5 This activity is adapted from Lesson Two: Little Things are Big in the teaching unit, Choices in Little
15
a. b. c. d. e. f.
Choose a decision that involved stereotyping or prejudice. Explain why the decision was difficult to make. Explain the factors that shaped the decision. Explain the effects of that decision. What lessons did you learn from this decision? Example: A couple of years ago a close friend of mine was suffering from mental illness, but my other friend and I could not figure out exactly what was going on. The girls symptoms were getting worse and worse, and it started to look like she was suffering from psychosis. There are so many stereotypes about mental illness and we knew that the girl who was sick did not want to get medicated if she didnt have to. So we tried to get help from psychiatrists and her family, but things got worse quickly. We decided to take my friend to a psychiatric hospital, even though that was not what she wanted. It was an incredibly difficult decision because it was against my friends wishes, but she was too sick for us to take care of on our own. I learned that once in a while, it is more important to follow my instincts than to make people happyin this case, taking my friend to the psychiatric hospital against her will was the best decision to keep her safe and get her the help she needed.
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
16
DAY THREE: Group Identity, Social Obligation, and Bullying RATIONALE: In this lesson students read a story about school bullying and examine their own experiences with bullying in school. Students may keep their personal reflections confidential, but are encouraged to share as they are comfortable. In this lesson students also define their universe of obligation, to begin to explore the way their individual identity intertwines with the identities of others, and their responsibility towards others based on group and individual identity. The lesson explores many questions similar to Day Two. ESSENTIAL UNDERSTANDINGS: Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. A trustworthy historical record is composed of many perspectives. Understanding perspective is central to evaluating and analyzing history. Prejudice is a judgment about someone based on preconceived assumptions rather than actual experience with him/her. Community is a group of people with a shared goal, a group of people who live near one another, and/or a group that is part of your universe of obligation. GUIDING QUESTIONS: Who gets to decide in what groups you belong? Does being a member of a group mean that you believe everything the group stands for? How does your perspective about the other change when youre in the dominant group? When youre not a part of it? Who is in your "universe of responsibility?" Under what conditions might your universe of responsibility shift? In whose universe of responsibility do you reside? How is an individuals identity formed? How do these perceptions shape the choices I make? How do our attitudes and beliefs influence our thinking? How does our thinking influence our actions? Does an individuals identity change over time? What different roles can an individual occupy in any event? What external conditions (group, society, etc.) affect what role an individual can occupy? OBJECTIVES: Students will examine their own experiences with school bullying Students will examine how discrimination based on bias can escalate into acts of violence
17
Students
will
discuss
the
impact
of
prejudice
on
individuals
and
society
Students
will
identify
the
role
of
individuals
in
interrupting
the
escalation
of
hate
Students
will
practice
critical
reading
independently
ASSESSMENTS/PERFORMANCE
TASKS:
Students
complete
the
Have
You
Ever
questionnaire
Students
analyze
an
account
of
school
bullying
in
Japan
to
discuss
as
a
full
class
Students
apply
terms
from
the
Pyramid
of
Hate
to
their
own
experiences
and
the
account
of
school
bullying
from
Japan
Students
will
read
Eve
Shalens
story
independently
for
homework
and
answer
questions
about
the
choices
made
by
the
author
ACCOMODATIONS:
The
lesson
engages
similar
concepts
through
different
activities,
including
a
personal
questionnaire,
a
full-class
discussion,
teacher-led
reading,
independent
reading,
and
independent
writing.
Students
may
access
the
concepts
through
various
modes
of
learning.
The
activity
also
calls
upon
students
personal
experience,
which
allows
for
a
more
equitable
assessment.
Writing
passages
are
mostly
presented
in
both
written
and
verbal
forms.
MATERIALS
+
PREP:
Student
Composition
Books,
which
reside
in
classroom
Student
Late
Arrival
Book
LCD
Projector
Dry
erase
markers
Teacher
Powerpoint_Modes
of
Participation
Unit
Student
Handout_Have
You
Ever
Questionnaire
Student
Handout_Pyramid
of
Hate
Student
Handout_Example
of
Anti-Gay
Bullying
in
One
School
(1/3
sheets)
Student
Handout_HOMEWORK_The
In
Group_EShalen
PROCEDURES
OPENER
(5
mins)
DO
NOW:
Who
are
some
of
the
people
in
the
world
who
you
would
do
anything
to
support,
protect,
stand
up
for?
Why?
BODY
OF
THE
LESSON
1. No
debrief
of
Do
Nowwill
return
to
it
in
Activity
Two.
(0
mins)
2. Activity
One:
Have
You
Ever?6
(25
mins)
a. Students
complete
questionnaire
(3
mins)
i. Distribute
sheet
printouts
of
the
Have
You
Ever?
Questionnaire
ii. Answer
yes/no
iii. Explain
to
students
that
they
will
not
have
to
share
their
responses
with
anyone.
Write
on
the
sheet,
but
keep
it
to
yourself.
6
This
activity
is
adapted
from
the
teaching
materials,
Pyramid
of
Hate,
from
the
Anti-Defamation
League
18
iv. Students complete the questionnaire independently. Show students that teacher is completing it too. v. Have students place the questionnaire in their folders when they are finished. b. Students examine Pyramid of Hate (3 mins) i. Distribute the diagram Pyramid of Hate ii. Ask students to read the diagram from the bottom to the top, and put an x next to any behavior they have seen or heard about in their own lives. Dont include things that youve seen on TV/internet, but do include things that youve heard about in your family or seen at school. c. Short discussion on prejudice (57 mins) i. Explain to students that we will have a short discussion. Teacher will pose questions while students listen silently. Think about the question while you are listening, and raise your hand when you have an idea about how to answer the question. If you want to respond to what someone else has said, raise your hand. Teacher will call on people to make sure everyones voice is heard. ii. Why do you think people tell ethnic jokes about other groups, insult others, or exclude them socially? iii. Why would these differences cause a person to put down someone else? iv. Where do people learn to disrespect people who seem different? v. Give an example of a prejudice you have learned through the media d. Case study: an example of school bullying (10 mins) i. Display case study on board, have students read it silently ii. Also distribute small slips of paper with case story printed 1. In one school, a group of four boys began whispering and laughing about another boy in their school that they thought was gay. They began making comments when they walked by him in the hall. Soon, they started calling the boy insulting anti-gay slurs. By the end of the month, they had taken their harassment to another level, tripping him when he walked by and pushing him into a locker while they yelled slurs. Some time during the next month, they increased the seriousness of their conduct they surrounded him and two boys held his arms while the others hit and kicked him. Eventually, one of the boys threatened to bring his fathers gun into school the next day to kill the boy. At this point another student overheard the threat and the police were notified. iii. Pose questions to discuss as a full class: 1. Could something similar to this have happened at this school? 2. How do you think a situation like this could affect the entire Focus community? 3. What could have been done to stop the situation from escalating? 19
4. Who should have stopped it? iv. Tell the students that they have been discussing a situation that started out as whispering and laughing and became more intense, escalating to violence. 1. Have students refer back to the Pyramid of Hate handout 2. Pose questions: a. Where would you place whispering and laughing on the Pyramid (Level I)? b. Why do you think that something which, at first, seemed harmless, progressed into violence? (Answers might include: nobody stopped it, the perpetrators gained confidence that they could continue without interference or consequences, the victim did not seek help, etc.) c. Even if it seemed harmless to the perpetrators and bystanders, do you think it felt harmless to the victim? How do you think he felt? d. At what level of the pyramid do you think it would be easiest for someone to intervene? e. What would be some possible ways to intervene? 3. Activity Two: Universe of Obligation (20 mins) a. Have students refer back to the Do Now. Add to/make a list of all of the individuals or groups of people to whom they feel responsible: i. Who relies on you? Who do you rely on? Who do you feel obligated to help or make happy? ii. Remind students that we have talked a lot about what makes us who we are as individuals, but what about the way that relate to other people in the world? 1. (Make sure to include both individuals and groups, including family members, coworkers, distant cousins, neighbors, people concerned with Gay Rights, strangers of the same religion as me, etc.) iii. Have each student share 3 people from their list, and encourage other students to add to their own lists if they hear good ideas from their peers. b. Next, have students make a list of the communities to which they belong i. Ask clarifying question, What do we mean by community? 1. Narrow responses down to: a. A group of people with a shared goal b. A group of people who live near one another c. A group that is part of your universe of obligation 2. Have students ADD this term to their log of Important Terms ii. Students compose their lists (encourage them to come up with at least 7 items for this, so they stretch their conception of community) 20
c. Model the drawing of a universe of obligation i. Have students label a page in their notes, My Universe of Obligation ii. Have students draw 3 concentric circles, writing their name at the center 1. Teacher models this on board, using themselves as an example a. You have two lists to pull from: 1) the people to whom you feel responsible; 2) the communities to whom you feel responsible. b. Place the names of people or communities at each level of your universethose closer to you, at the center, are the ones that are most important to you/youre most obligated to d. Have students ADD this term to their log of Important Terms: i. universe of obligation: the circle of persons toward whom obligations are owed, to whom rules apply, and whose injuries call for [amends] by the community. 4. Assign Homework: Read The In-Group by Eve Shalen a. Distribute Eve Shalens story, The In-Group i. Students should answer Stop and Reflect questions on the page. ii. On the back of the same page, students should draw a diagram of Eves universe of obligation. iii. Write one paragraph answering these questions (1 paragraph = at least 5 sentences): 1. Who is in Eves universe of obligation? 2. Is the answer the same at the end of the story as at the beginning? 3. What factors cause her universe of obligation to change? CLOSURE EXIT TICKET: Can you imagine yourself interrupting an incident of bullying in school? Why/why not?
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
21
DAY FOUR: Bullying & Choosing to Participate RATIONALE: In this lesson students explore the topic of school bullying in more detail. Unfortunately the documentary Bully has not yet been released in its full form. In lieu of watching a clip of the documentary, students will view the trailer, which introduces the topic and some of the statistics surrounding suicide and dropout rates due to school bullying. We use Eve Shalens story, The In-Group, which was assigned as homework, as the starting point for the days lesson. We compare the various case stories of bullying that weve encountered so far, as well as watching the somewhat esoteric 1970s animated film, Up is Down. All of the content of this days lesson is united by the objecting of exploring the parameters of what counts as bullyingboth at an interpersonal level and a systemic, or institutional level. The lesson concludes by introducing the four key terms that define the roles an individual can play in a situation of bullying: victim, perpetrator, bystander, or upstander. ESSENTIAL UNDERSTANDINGS: Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. GUIDING QUESTIONS: What counts as bullying? What is the role of the bystander in bullying? Who gets to decide in what groups you belong? Does being a member of a group mean that you believe everything the group stands for? How does your perspective about the other change when youre in the dominant group? When youre not a part of it? What different roles can an individual occupy in any event? What external conditions (group, society, etc.) affect what role an individual can occupy? Who is in your "universe of responsibility?" Under what conditions might your universe of responsibility shift? In whose universe of responsibility do you reside? OBJECTIVES: Students will describe bullying at both the institutional and interpersonal levels. Students will respond orally to discussion questions and make space to hear one another in full-class discussions. Students will memorize the terms victim, perpetrator, bystander, and upstander. ASSESSMENTS/PERFORMANCE TASKS: Students evaluate multiple examples of school bullying in an independent writing activity 22
Students respond to teacher and to one another in a respectful and timely manner during full-class discussion. Students add new terms to their log of important terms ACCOMODATIONS: In this lesson students do a lot of processing, both verbally and in writing. The short discussions and short writing assignments will help all students to synthesize the large amount of material through tightly directed questioning by the teacher. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_School Bullying in Japan ( sheet) Student Handout_Up is Down Viewing Guide ( sheet) PROCEDURES OPENER DO NOW: What did you think of Eve Shalens experience being an outsider and an insider to bullying? Explain a situation in your life that is similar, either for you or someone you know. BODY OF THE LESSON 1. Activity One: Debrief Homework (15 mins) a. Have students take out the handout, The In-Group by Eve Shalen i. Teacher circulates room to stamp homework ii. Teacher lets students know that they will have time to catch up on the work in class if they didnt finish it for homework, but wont get full credit for homework if they werent prepared with the assignment before class. b. Orally review the stop and reflect questions as a full class (this time will allow students who didnt do the homework to scan to catch up) c. Draw the universe of obligation diagram on board and have students contribute to constructing that diagram d. Writing review: students who completed the paragraph writing in the homework assignment should review what they wrote and make changes based on what we discussed as a full class; students who did not complete the homework should write the assignment now. 1. Who is in Eves universe of obligation? 2. Is the answer the same at the end of the story as at the beginning? 3. What factors cause her universe of obligation to change? e. Collect homework sheets at end of activity. 2. Transition Activity: Watch movie trailer for Bully (5 mins) a. Show students the trailer (2:21) as a transition to the next activity.
23
b. http://youtu.be/W1g9RV9OKhg 3. Activity Two: What counts as bullying? (10 mins) a. Display case study on board, have students read it silently i. Also distribute small slips of paper with case story printed ii. In Japan, students labeled as itanshi odd or different are often subject to bullying by classmates. In 1992, the Japanese reported at least thirteen bullying-related murders at junior and senior high schools. Children bully other children everywhere, of course, said Masatoshi Fukuda, head of the All-Japan Bullying Prevention Council. But in Japan it is worse because the system itself seems to encourage the punishment of anyone who does not conform to social norms. A fifteen-year-old girl, for example, was beaten to death in Toyonaka City after months of enduring insults for wearing hand-me-down public school uniforms. The person who attacked her told police, She was an irritation in our faces... she dressed poorly when all other students have new uniforms every year. b. Pose question: What is the difference between Eve Shalens experience of bullying, and the Japanese students experience of bullying? Who were the perpetrators? Who were the bystanders? Were there any upstanders? i. Note: This will be the first time that students have heard these terms, but the purpose of introducing them here is to have students infer their meaning in context. They will encounter the terms a few times before being asked to add them to their logs of important terms. ii. At this point it is important for students to recognize that individuals AND institutions are capable of bullying behavior. b. Have students write responses in their composition books: i. Put todays date and the title: Example of bullying in Japan in 1992 1. What does the girls attacker mean when he says, She was an irritation in our faces? 2. Who is most likely to be a victim of bulling in our society? 5. Activity Four: Watch video, Up is Down (10 mins) a. Students watch video (5:39) http://youtu.be/eyS29Y0mXmw b. Answer questions on the sheet handout, Up is Down Viewing Guide, during the film, while pausing periodically: i. What makes the boy different? ii. What are the strengths of his difference? iii. What are the weaknesses of his difference? c. Answer questions after the film, going back to replay parts as needed: i. Who is being punished for their differences? Who is the victim in this story? ii. Who is doing harm to the victim? Who are the perpetrators in this story? iii. Is there anyone in this story who just stands by watching as the perpetrators do harm to the victim? 24
iv. Is
there
anyone
in
this
story
who
stands
up
for
the
victim,
in
opposition
to
the
perpetrator?
d. Teacher
says:
Bullying
typically
involves
others
besides
the
tormentor
and
his
or
her
target.
Numerous
peers
are
often
aware
of
the
bullying,
and
they
must
choose
how
to
respond.
The
choice
comes
down
to
playing
one
of
three
roles:
perpetrator,
bystander,
or
upstander.7
6. New vocabulary (5 mins) a. Have students add these to their log of important terms i. victim: a person harmed, injured, or killed as a result of an event or action ii. perpetrator: join in the bullying, escalate the harassment, or initiate new attacks on the target later. iii. bystander: attempt to remain uninvolved in the situation, often by looking on silently or finding an excuse to walk away. iv. upstander: take action to oppose the bullying/other offense in some way. They might intervene directly and tell the perpetrators to stop, but they need not put themselves at risk in order to be helpful. Upstanders might also respond in other ways such as making friends with the targeted student or seeking help from adults. v. NOTE: These three roles are fluid, or not permanent: everyone can be a perpetrator, bystander, or upstander at different times and in different situations. CLOSURE EXIT TICKET: In the video, Up is Down, should the adults have forced the boy to conform to their point of view? Why/why not?
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
7 This statement comes from the teaching materials, A Guide to the Film Bully: Fostering Empathy and Action
in Schools by Facing History and Ourselves & The Bully Project (2012). Pg. 28. http://safeschools.facinghistory.org/content/about-facing-history-and-bully
25
DAY FIVE: Intro to Case Studies Organizer & Big Ideas RATIONALE: This lesson asks students to consider how they would act in a controversial scenario, depending on their particular identities. Students begin to explore the concept of perspective through full-class discussion and individual writing assignments. The lesson also introduces students to the graphic organizer they will use throughout the rest of the unit to organize their notes on the historical Case Studies. ESSENTIAL UNDERSTANDINGS: Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. perspective is a particular attitude or way of viewing something, based on physical location, personal experience, or other factors unique to an individual. GUIDING QUESTIONS: How can an individuals choices shape history for an entire group, community, or time period? How can your own choices affect your individual history? Was what happened in history inevitable? What counts as bullying? What is the role of the bystander in bullying? Who gets to decide in what groups you belong? Does being a member of a group mean that you believe everything the group stands for? How does your perspective about the other change when youre in the dominant group? When youre not a part of it? Who is in your "universe of responsibility?" Under what conditions might your universe of responsibility shift? In whose universe of responsibility do you reside? How do your perceptions as an individual shape the choices you make? OBJECTIVES: Students will analyze their own agency in affecting history. Students will Take a Stand on a scenario presented to the entire class, and be able to explain their stance in terms of individual identity and the concept of perspective. ASSESSMENTS/PERFORMANCE TASKS: Students construct and defend a stance in the Take a Stand activity Students apply their conception of individual identity in the Take a Stand activity Students compose a written explanation of their stance following the Take a Stand activity Students compose a written explanation of how their own perspective differs from the
26
perspective of another person in their life ACCOMODATIONS: Like all the previous lessons, this lesson asks students to draw on personal experience. Since there are no right or wrong answers, students may access the activities from a variety of skill levels. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_Take A Stand Scenario ( sheets) Student Handout_Case Studies Organizer PROCEDURES OPENER DO NOW: What do you think is the role of the bystander in bullying? BODY OF THE LESSON 1. Debrief Do Now & Review Agenda (5 mins) 2. Activity One: Take a Stand (20 mins) a. Explain that were going to talk about a very controversial situation, and that everyone will have very different responses to it. b. The activity has two rules: be silent unless called on by the teacher; dont judge other peoples responses. c. Have students line up in a row at the center of the back of the room. d. Explain that students will receive a small slip of paper describing the scenario. Read it, then fold it in half and face the front of the room when you are finished. e. Hand out small slips of paper describing the scenario. i. You are walking out of a corner store at night and see two white cops approaching a black man down the sidewalk from where you are. You see the cops lunge at the guy without any explanation. He loses his footing, and is on the ground before a word escapes your mouth. The cops are throwing their nightsticks, both have mace on their belts, and one looks like he has a tazer. You cant quite make out what the guy on the ground looks likehe might be a junkie, but he kindof just looks like a guy who is tired on his way home from work. All you can tell is that he is young. What do you do? f. After students have read it, tell them to take a stand on the spectrum between two options: i. One: Do nothing, get out of the situation as quickly as possible ii. Two: Do something, get into the situation as quickly as possible g. Once students have situated themselves on the spectrum, tell them that each one will explain why they chose what they chose.
27
h. Ask each student to explain what they would do. Push students to identify what it is about their own identity that informs their perspective on this situation. i. Make sure each student has a chance to talk. j. Pose question, What else would you want to know about this situation in order to make a more informed decision about what you would do? k. Have students return to seats. l. Reflective writing: have students write 1 paragraph (at least 5 sentences) in response to the question, Where is the victim of the situation in your universe of obligation? What part(s) of your identity affected the way you think you would respond to the situation? m. Have a few students share their answers. 3. Distribute Case Studies Organizer (10 mins) a. Explain to students that we are going to fill in this log for the scenario we just discussed, and also use it throughout the next week while looking at case studies of bullying at the personal and institutional level. b. Take out your folder and use the 3 holes in the paper to attach the log to the 3- hole divider in the folder. You will add more pages when this one fills up. c. Pose question to students, Considering your response to Take a Stand, where would you put yourself on this chart? d. Have students label the chart, White cops/black victim scenario e. Have students put themselves on the chart, then fill in the other roles. 4. Discussion: Perspective/Points of View (15 mins) a. Pose questions: What did the scenario show us about points of view? b. What causes us, as individuals, to have different points of view? i. Collect student responses on board during discussion ii. Have students take notes on what the teacher writes on the board, but keep the emphasis on the discussion. c. Could we call the differences in our points of view differences in perspective? d. Add word to log of important terms i. perspective: a particular attitude or way of viewing something, based on physical location, personal experience, or other factors unique to the individual e. Do you the adults in your household have the same perspective on topics like, what time you should come home at night? i. Why are the perspectives different? ii. Make sure students are getting to answers like personal experience, generational gap, the responsibility of a different role (being a parent), etc. f. Have students open their composition books to write a short response to the following prompt: Describe a situation in your life in which you realized that your perspective was different from another persons. Describe how your identity and the other persons identity made the difference in the perspectives. i. Write 1 paragraph, at least 5 lines 28
CLOSURE EXIT TICKET: Show Ms. Stevenson your paragraph, get it stamped to leave the room. PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
29
DAY SIX: Case StudySouth Philly High School (2009) RATIONALE: In this lesson students evaluate and analyze the first case study that they will diagram on the Case Studies Organizer. The 2009 example of peer bullying and administrative neglect, or bystandership, at South Philadelphia High School allows students to approach the topic through a case study that is also at a Philadelphia School District public school. Students engage in silent conversations about the SPHS Case Study using the Big Papers method, wherein pairs of students respond to a printed passage by writing back and forth to one another on poster paper. Following the initial silent conversation, students circulate the room to observe others conversations about the same topic. ESSENTIAL UNDERSTANDINGS: Like individuals, institutions can be bystanders in acts of injustice History is not inevitable, but rather individuals make choices about how to act, and so individuals and the groups/systems they inhabit are what make history happen. Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. GUIDING QUESTIONS: How do we remember the past? How do others remember the past? How do memories of the past shape the present? How can an individuals choices shape history for an entire group, community, or time period? How can your own choices affect your individual history? Was what happened in history inevitable? What counts as bullying? What is the role of the bystander in bullying? Does being a member of a group mean that you believe everything the group stands for? Under what conditions might your universe of responsibility shift? How do your perceptions as an individual shape the choices you make? OBJECTIVES: Students will engage one another in a silent conversation about the case study Students will observe and respect their peers contributions to the silent conversation Students will consider the idea that history is not inevitable Students will gain a basic understanding of the contemporary issue of bullying at South Philadelphia High school ASSESSMENTS/PERFORMANCE TASKS: Students question the case study and their peers through silent conversation
30
Students collect and sort information on their Case Studies Organizer ACCOMODATIONS: The silent conversation/Big Paper activity encourages all students to engage in the conversation at the same volume: shy students can participate without having to compete with louder voices, and more outgoing students must communicate in writing rather than with their voices. The activity positions all students in a slightly different social orientation than they are used to, which opens up opportunities for students of various skill levels to perform differently than usual. MATERIALS + PREP: Prior to the period, teacher hangs large pieces of poster paper (Big Papers) around the room, enough for each pair of students to have their own sheet. Print and attach a copy of Helens quotation from the article, South Philly High_StoryCorps Blog, to each Big Paper Pens/markers for students Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_Case Studies Organizer Student Handout_South Philly High_Story Corps Blog PROCEDURES OPENER DO NOW: When students are bullying one another at school, do you think teachers and administrators should intervene, or let the students work it out on their own? BODY OF THE LESSON 1. Introduce first Case Study (15 mins) a. Explain to students the idea of a case study: We have been talking about issues of bullying and the 4 different roles that people play in acts of bullying on a small scale. Today were going to start to look at bigger examples of this kind of intolerance, and analyze who plays what role, and why. b. Display map of Philadelphia, with South Philadelphia High School pinpointed. c. Explain scenario: Three years ago, in December 2009, tension among students of different races at South Philadelphia High School erupted into actual violence. In the weeks after the violence the issue got attention from local, national, and international news media. The target group was Asian American studentsin the years and weeks leading up to the violence, they had documented lots of examples of the school administration ignoring complaints of bullying by students of different racial groups. When the violence happened, the big question on everyones minds was, Why didnt the school do anything sooner? Today we are going to read some more about the background, and listen to the perspectives of students who were there.
31
d. Have
students
take
out
their
Case
Study
Organizers
e. Distribute
South
Philly
High_StoryCorps
Blog
i. Read
first
paragraph
aloud,
then
have
students
read
subsequent
paragraphs
aloud
to
whole
group.
2. Add
SPHS
Case
Study
to
the
Organizer
(5
mins)
a. Who
are
the
victims
in
this
story?
(We
call
this
the
outsider
group)
i. SPHS
Asian
American
and
Asian
immigrant
students
b. Who
are
the
perpetrators
in
this
story?
i. Other
students
at
SPHS,
predominantly
African
American
c. Who
do
the
victims
say
are
the
bystanders
in
this
story?
i. SPHS
lunchroom
staff,
security
guards,
school
administration
d. And
who
are
the
upstanders?
i. SPHS
Asian
American
and
Asian
immigrant
students
who
testified
in
front
of
the
district,
plus
many
community
activist
groups
at
the
local
and
state
levels
3. Activity:
Big
Papers/Silent
Conversation8
(20
mins)
b. Explain
to
students
that
they
are
going
to
get
into
pairs
to
have
a
conversation
about
the
story
of
what
happened
at
South
Philadelphia
High
School
in
2009.
The
catch
is
that
the
conversation
will
be
silent.
c. Explain
the
parameters:
i. All
communication
will
be
in
writing.
ii. You
and
your
partner
will
respond
to
this
photograph
from
1960s
school
integration
in
the
US
South,
and
this
quote
from
the
article:
1. Helen
explained
that
the
events
in
December
2009
were
inevitable
because
of
the
rupture
in
the
schools
social
fabric discrimination
was
normalized
and
left
to
escalate
into
violence
towards
Asian
students.
She
compared
the
events
at
South
Philly
High
to
racial
integration
of
the
1960s,
where
African
American
students
were
also
mocked,
harassed,
and
attacked
by
their
peers.
iii. Begin
with
a
comment
or
a
question
in
response
to
what
Helen
said,
then
let
your
partner
respondalso
in
writing.
iv. All
comments
and
questions
must
be
on
the
topic
of
the
reading,
the
photograph,
or
the
conversation,
and
under
no
circumstances
may
you
cross
out
or
insult
what
someone
else
has
written
on
a
Big
Paper.
v. You
will
have
about
10
minutes
to
go
back
and
forth
with
your
partner,
then
you
will
walk
around
the
room
to
read
other
conversations.
vi. As
you
read
the
conversations
on
other
posters,
you
may
add
comments
in
writing.
Remember
that
it
is
OK
for
people
to
interpret
the
quote
and
8
This
activity
is
adapted
from
Lesson
Four:
The
Choices
Students
Made
in
the
teaching
unit,
Choices
in
Little
Rock,
by
Facing
History
and
Ourselves
(2009).
P.98;
as
well
as
A
Guide
to
the
Film
Bully:
Fostering
Empathy
and
Action
in
Schools
by
Facing
History
and
Ourselves
&
The
Bully
Project
(2012).
Pg.
50.
http://safeschools.facinghistory.org/content/about-facing-history-and-bully
32
d. e. f. g.
h.
i.
photograph differently than you. Respect these differences, because we can learn from others perspectives. Give students time to ask questions before the activity begins to minimize interruptions later. Assign partners, and then assign each pair to a Big Paper already hanging around the room. Start timer for 10 mins, and circulate the room to help students get started. When time is up, ask students to leave their partner and silently walk around the room reading the other Big Papers. Allow enough time for students to not only read all of the other papers but also to comment on them in writing if they wish to do so. After about 5 minutes, ask students to return to their own Big Paper. Tell students to spend 2 minutes talking aloud with their partners using these sentence starters (displayed on the board): i. One thing that surprised me about what you wrote is ii. One thing that you wrote that I really agree with is iii. One that that you wrote that I dont completely agree with is iv. Did you see the comment on Big Paper #___? I really liked it because Have students take their seats to debrief as a class. i. How did it go? ii. Do you think you were more or less comfortable with sharing your real opinion during the silent conversation than if you were talking out loud? iii. Did you come to any conclusions about how Jennifer should navigate her identity?
CLOSURE EXIT TICKET: Do you think you were more or less comfortable sharing your real opinion during the silent conversation than if you were talking out loud? What did you NOT say?
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
33
DAY SEVEN: Case StudyLiberian Civil War (2004) RATIONALE: In this lesson students examine a second case study, the role of the Women of Liberia Mass Action for Peace as a resistance effort in the Liberian Civil War. This group of women provides an example of individuals who occupy the role of both victim and upstander. Students collect information from class notes and viewing a video to fill out the Case Studies Organizer on the roles of individuals in this Case Study. ESSENTIAL UNDERSTANDINGS: Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. Like individuals, institutions and governments can be bystanders in acts of injustice History is not inevitable, but rather individuals make choices about how to act, and so individuals and the groups/systems they inhabit are what make history happen. Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. GUIDING QUESTIONS: How can an individuals choices shape history for an entire group, community, or time period? How can your own choices affect your individual history? Was what happened in history inevitable? What is the role of the bystander in perpetuating injustices? Does being a member of a group mean that you believe everything the group stands for? How do your perceptions as an individual shape the choices you make? OBJECTIVES: Students will examine a case study in which individuals occupy multiple roles at once Students will gain a basic understanding of the Liberian Civil War Students will analyze the Liberian Civil War in the context of their case studies organizer ASSESSMENTS/PERFORMANCE TASKS: Students collect information about the roles of individuals during the Liberian Civil War on their Case Studies Organizer Students compose a written reflection about the roles of individuals in the case study ACCOMODATIONS: In this lesson students collect notes on the background of the Liberian Civil War by copying or paraphrasing slides presented to the full class. Watching a video about the womens resistance movement allows different types of learners to access the information as well. Teacher stops video periodically to ask comprehension questions to the class, and summarize what theyve just seen. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector 34
Dry erase markers DVD: Pray the Devil Back to Hell Teacher Powerpoint_Modes of Participation Unit Student Handout_Case Studies Organizer
PROCEDURES OPENER Do Now: Explain a moment in your life when you stood up against an individual or a system that was doing wrong to you. (Write 1 paragraph= at least 5 lines) BODY OF THE LESSON 1. Debrief Do Now & Agenda (5 mins) 2. Introductory Notes (10 mins) a. Students take notes on these slides: i. Background: 1. Liberia was founded as a country by African slaves who returned there from America. 2. Liberian Civil War was a power struggle among different social classes, and resulted in brutal murder, mutilation, and rape. 3. In 2003, a group of womencalled Women of Liberia Mass Action for Peaceunited their efforts despite Christian/Muslim religious differences, to create a resistance movement. 4. The womens resistance movement was NONVIOLENT, and became very political. ii. Key Players: 1. Leymah Gbowee is a female Liberian social worker who organized the women 2. Charles Taylor was the dictator in charge at the time of the civil war 3. Many other warlords, including Taylors opposition, were responsible for heinous crimes (evil existed on both sides of the war) 4. Child soldiers, whom the warlords kidnapped, gave drugs to, and trained to kill without regret iii. Display a map for students to see the location of Liberia 3. Activity One: Watch selection of video, Pray the Devil Back to Hell (25 mins) a. Before watching, have students take out their Case Study Organizers. b. Add Liberian Civil War, (2004) to the list c. Play film from 0:00 to 16:03 d. While watching, students collect notes from the film on who are the victims, perpetrators, bystanders, and upstanders i. **remember, the same people/groups/institutions can play multiple different roles
35
e. Pause film periodically to ask students how to categorize the role of a character weve just seen on screen. f. Following the viewing, give students 2 minutes to fill in their organizers independently. g. Rejoin as a full class to discuss the graphic organizerdisplay the organizer and take notes on board during discussion, so students can see the accumulation of their responses h. Give students time to copy/fill in as needed 4. Activity Two: Written reflection (10 mins) a. Have students write 1 paragraph (at least 5 sentences) in their composition books in response to the questions i. How did the women change their role from victims to upstanders? ii. Are you surprised that they changed their role? Explain what youre thinking. CLOSURE EXIT TICKET: What do you think about the idea of nonviolent resistance? How does the Liberian womens nonviolent political resistance compare to standing up to bullying at school?
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
36
DAY
EIGHT:
Case
StudyHolocaust
and
WWII
(1940s)
RATIONALE:
In
this
lesson
students
briefly
explore
the
history
of
the
Holocaust,
in
order
to
analyze
the
underlying
questions
behind
the
Nuremburg
trials:
who
should
be
held
accountable
for
the
deaths
of
10
million
people
in
Europe
during
the
Holocaust?
Using
the
Case
Studies
Organizer,
students
explore
the
complex
task
of
assigning
responsibility,
and
dig
deeper
in
exploring
the
role
of
the
individual
in
history.
Activities
include
a
Gallery
Walk
of
photographs
from
Nazi
Germany
and
the
just-liberated
concentration
camps,
which
students
examine
using
a
Media
Analysis
protocol
familiar
to
them,
as
well
as
a
reflective
writing
exercise.
ESSENTIAL
UNDERSTANDINGS:
Choosing
to
participate
means
that
individuals
may
act
in
4
different
roles:
victim,
bystander,
upstander,
or
perpetrator;
an
individual
may
occupy
more
than
one
role.
An
individual
may
occupy
multiple
roles
at
once.
Like
individuals,
institutions
and
governments
can
be
bystanders
in
acts
of
injustice
History
is
not
inevitable,
but
rather
individuals
make
choices
about
how
to
act,
and
so
individuals
and
the
groups/systems
they
inhabit
are
what
make
history
happen.
Identity
describes
both
individuals
and
groups.
Groups
are
composed
of
individuals
and
individuals
are
usually
members
of
multiple
groups.
Individuals
have
the
agency
to
act
independently
or
in-line
with
group
values.
GUIDING
QUESTIONS:
Who
should
be
held
accountable
for
the
atrocities
committed
during
the
Holocaust?
Who
should
be
tried?
Are
individuals
responsible
for
their
crimes
if
they
have
obeyed
the
laws
of
their
nation?
Or
are
there
higher
laws?
If
so,
what
are
those
laws?
Should
those
individuals
be
tried
before
a
court
of
law?
What
is
the
purpose
of
a
trial?
Is
it
to
punish
evil-doing?
Or
is
to
set
a
precedent
for
the
future?
How
does
one
determine
punishment?
Is
everyone
equally
guilty?
Do
some
people
bear
more
responsibility
than
others?
Can
an
entire
nation
be
guilty?9
How
can
an
individuals
choices
shape
history
for
an
entire
group,
community,
or
time
period?
How
can
your
own
choices
affect
your
individual
history?
Was
what
happened
in
history
inevitable?
What
is
the
role
of
the
bystander
in
perpetuating
injustices?
Does
being
a
member
of
a
group
mean
that
you
believe
everything
the
group
stands
for?
How
do
your
perceptions
as
an
individual
shape
the
choices
you
make?
OBJECTIVES:
Students
will
view
photographs
from
Nazi
Germany
and
just-liberated
concentration
camps
as
an
example
of
the
horror
that
individuals
can
do
to
one
another.
Students
will
use
the
observe-reflect-question
Media
Analysis
Protocol
to
form
initial
impressions
and
analyses
of
photographs
in
the
Gallery
Walk.
9
Some
Essential
Questions
included
here
are
adapted
from
the
teaching
materials,
Holocaust
and
Human
Behavior: A Resource Book, by M.S. Strom (1994) Brookline, MA: Facing History and Ourselves. P.419
37
Students will gain a basic understanding of the events of the Holocaust within WWII. Students will reflect on the concepts of responsibility, culpability, and the exaction of punishment. ASSESSMENTS/PERFORMANCE TASKS: Students complete a Media Analysis Worksheet for the Gallery Walk Students collect notes on the basic history of the Holocaust and WWII Students compose written responses to big-picture questions about responsibility, culpability, and the exaction of punishment ACCOMODATIONS: In this lesson the Gallery Walk allows students to access the main concepts non-verbally. Captions offer some context for the images, but much of the Media Analysis Protocol is based on students observations, impressions, and inferences. The lesson includes more lecture than is typical for this class, which is complemented by presentation slides with some of the same information, so students may read if they cannot transfer the information auditorily. MATERIALS + PREP: Prior to class, print Holocaust Gallery Walk Exhibits and hang them around the room Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_HOMEWORK_SSontag_On Photography Excerpt Student Handout_Media Analysis Worksheet Student Handout_Case Studies Organizer PROCEDURES OPENER Do Now: What do you know about World War II? What names and events come to mind? BODY OF THE LESSON 1. Debrief Do Now & Review Agenda (5 mins) a. Distribute homework for the next day, excerpt from Susan Sontags On Photography b. Explain to students that they must read it and answer the brief questions on the same sheet. Due tomorrow. 2. Introduction: World War II Notes (10 mins) a. Lasted from 19391946 b. About 80 million people died in the war, including 10 million as a result of the Holocaust c. WWII was fought between 2 sides: Axis Powers and Allied Powers i. Axis: Germany, Italy, Japan ii. Allied: United States, United Kingdom (Britain), Russia, France, Poland 38
d. The
war
affected
life
for
people
around
the
world:
i. Massive
discrimination
against
people
by
national
leaders/governments
1. In
the
US:
discrimination
against
Japanese
2. In
Germany
and
Europe:
discrimination
against
Jews,
Polish,
Russians,
and
other
non-Aryans
e. Main
events
include:
Japan
attacks
the
US
at
Pearl
Harbor,
the
US
drops
the
Atomic
Bomb
at
Nagasaki
&
Hiroshima,
fascism
in
Italy
and
Nazi
Germany,
the
Holocaust
3. Activity
One:
Gallery
Walk
(25
mins)
a. Students
go
on
a
gallery
walk
to
observe
photographs
of
concentration
camps
in
Nazi
Germany.
Of
all
topics
we
could
cover
for
WWII,
focusing
on
the
human
responsibility
for
the
human
toll
during
the
Holocaust
is
the
focus
of
the
lesson.
These
images
are
intentionally
graphic
so
that
students
might
feel
some
of
the
emotional
weight
of
the
damage
done
during
the
Holocaust,
in
preparation
for
considering
the
moral
responsibility
of
those
tried
at
the
Nuremburg
trials.
i. Images
and
captions
can
be
found
in
the
document,
Holocaust
Gallery
Walk
Exhibits.10
b. Teacher
introduces
the
photographs
with
some
variation
on
this
summary:
i. The
leader
of
Nazi
Germany,
Adolf
Hitler,
believed
that
only
pure
Germanspeople
he
called
Aryansdeserved
to
live
in
Europe.
His
solution
to
removing
people
of
other
ethnic
origin
was
first
to
force
them
out
of
their
homes
and
neighborhoods
into
concentrated
ghettos,
then
to
kill
them.
He
called
this
the
final
solution.
He
murdered
civilians
en
masse,
targeting
Russians,
Polish,
and
especially
Jews.
It
began
with
death
squads
and
massacres,
and
continued
in
concentration
camps
where
prisoners
were
actively
denied
proper
food
and
health
care.
It
culminated
in
the
construction
of
extermination
campsgovernment
facilities
whose
entire
purpose
was
the
systematic
murder
and
disposal
of
massive
numbers
of
people.
When
soldiers
from
the
US
and
Europe
entered
Germany
in
1945
they
found
hundreds
of
thousands
of
starving
and
sick
prisoners
locked
in
with
thousands
of
dead
bodies.
They
encountered
evidence
of
gas
chambers
and
high-volume
crematoriums,
as
well
as
thousands
of
mass
graves,
documentation
of
awful
medical
experimentation,
and
much
more.
The
Nazis
killed
more
than
10
million
people
in
this
manner,
including
6
million
Jews.11
ii. This
gallery
walk
shows
you
images
of
what
the
Allied
troops
found
in
those
camps,
as
well
as
some
familiar
and
unfamiliar
images
from
other
parts
of
the
war.
You
may
feel
disturbed
by
what
you
seeif
so,
take
a
seat
near
the
exhibit
and
write
on
your
organizer
about
the
response
10
Image
and
captions
come
from
The
Atlantics
20-week
photographic
retrospective
of
World
War
II.
World
War
II
in
Photos:
A
retrospective
in
20
parts.
The
Atlantic
Monthly
Online.
http://www.theatlantic.com/infocus/2011/10/world-war-ii-the-holocaust/100170/
11
This
statement
adapted
from
World
War
II
in
Photos:
A
retrospective
in
20
parts.
The
Atlantic
Monthly
Online.
http://www.theatlantic.com/infocus/2011/10/world-war-ii-the-holocaust/100170/
39
youre having. You can always raise your hand if you want to talk with me about what youre seeing, but please stay silent. c. Explain expectations for the activity to students: i. As with all previous gallery walks, this gallery walk is silent. ii. Follow the Media Analysis protocol, Observe, Reflect, Question, when you get to each exhibit. iii. List all of the exhibits on the same sheet, just draw a line across the columns to separate your notes on each exhibit. iv. You will have about 2 minutes at each exhibit. Teacher will announce the time to switch. v. If you arent finished when it is time to switch, put a mark next to the exhibit, and I will give you time at the end to return to previous stations. d. Distribute handout to students: Media Analysis Worksheet for Images i. This is a media analysis worksheet students will have used in previous lessons on media analysis (outside of this unit plan). ii. For each exhibit, students write down the title of the image, then record initial observations, explore connected reflections, and pose questions for what more they would need to know in order to better analyze the image. e. During gallery walk, display a list of terms students will see in the captions, mostly the names of concentration camps: i. Auschwitz: a concentration camp ii. Dachau: a work camp and concentration camp iii. Warsaw Ghetto: a neighborhood where Jews were forced by the German military to live, but lacked food, supplies, and other basic rights iv. Bergen-Belsen: a concentration camp v. SS: the German Secret Service, part of the German military under Hitler vi. emaciated: abnormally thin due to an illness or lack of food 4. Activity Two: Discussion about the Trials at Nuremburg: Who is responsible? (10 mins) a. Pose question: The photographs in the Gallery Walk have shown us a small fraction of the extent of the damage done by the Holocaust. How do you think the rest of the world reacted? i. Students respond out loud b. Teacher adds detail: In the second half of 1945, about six months after the Allied powers liberated the concentration camps, the U.S. and other countries held international trials to prosecute Germans involved in mass murder during the Holocaust. But who did they try? Even if the whole thing was Hitlers idea, what about the thousands of people up and down the chain of command who followed his orders? Who is more responsible, the guy in charge of turning on the gas in the gas chamber, or the commander overseeing an entire concentration camp? i. Students respond out loud c. Have students write independently in their composition books: i. Write 1 paragraph for each question (at least 5 lines for each paragraph):
40
1. Who should be tried? Are individuals responsible for their crimes if they have obeyed the laws of their nation? Or are there higher laws? If so, what are those laws? 2. How does one determine punishment? Is everyone equally guilty? Or do some bear more responsibility than others? Can an entire nation be guilty? 5. Activity Three: Add Holocaust and Nuremburg Trials to Case Studies Organizer a. Due to a lack of time, this will happen on following day. CLOSURE Exit Ticket: Show Ms. Stevenson your 2 paragraphs, get a stamp to exit the room.
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
41
DAY
NINE:
Case
StudyFamine
in
Sudan
(1993)
RATIONALE:
In
this
lesson
students
examine
a
single
image
by
the
photojournalist
Kevin
Carter,
which
won
him
a
Pulitzer
Prize
but
also
may
have
contributed
to
his
eventual
suicide.
The
photograph
shows
an
emaciated
child
crawling
across
the
ground,
with
a
similarly-sized
vulture
on
the
ground
behind
her,
apparently
following
her.
Using
the
same
observe-reflect-question
Media
Analysis
Protocol
used
in
previous
lessons,
students
examine
the
role
of
the
photographer
as
an
actor
in
history.
ESSENTIAL
UNDERSTANDINGS:
Journalists
may
or
may
not
do
more
good
than
harm
by
occupying
the
role
of
a
bystander.
Choosing
to
participate
means
that
individuals
may
act
in
4
different
roles:
victim,
bystander,
upstander,
or
perpetrator;
an
individual
may
occupy
more
than
one
role.
An
individual
may
occupy
multiple
roles
at
once.
Like
individuals,
institutions
and
governments
can
be
bystanders
in
acts
of
injustice
History
is
not
inevitable,
but
rather
individuals
make
choices
about
how
to
act,
and
so
individuals
and
the
groups/systems
they
inhabit
are
what
make
history
happen.
Identity
describes
both
individuals
and
groups.
Groups
are
composed
of
individuals
and
individuals
are
usually
members
of
multiple
groups.
Individuals
have
the
agency
to
act
independently
or
in-line
with
group
values.
GUIDING
QUESTIONS:
What
role
do
journalists
play
as
individuals,
when
reporting
on
topics
like
death,
war,
and
famine?
Are
journalists
exempt
from
the
criticism
earned
by
other
types
of
bystanders?
Who
should
be
held
accountable
for
the
atrocities
committed
during
the
Holocaust?
Who
should
be
tried?
Are
individuals
responsible
for
their
crimes
if
they
have
obeyed
the
laws
of
their
nation?
Or
are
there
higher
laws?
If
so,
what
are
those
laws?
Should
those
individuals
be
tried
before
a
court
of
law?
What
is
the
purpose
of
a
trial?
Is
it
to
punish
evil-doing?
Or
is
to
set
a
precedent
for
the
future?
How
does
one
determine
punishment?
Is
everyone
equally
guilty?
Do
some
people
bear
more
responsibility
than
others?
Can
an
entire
nation
be
guilty?12
How
can
an
individuals
choices
shape
history
for
an
entire
group,
community,
or
time
period?
How
can
your
own
choices
affect
your
individual
history?
Was
what
happened
in
history
inevitable?
OBJECTIVES:
Students
will
finish
adding
the
Holocaust
and
Nuremburg
Trials
to
the
Case
Study
Organizer
from
the
previous
days
lesson.
Students
will
use
the
Media
Analysis
Worksheet
to
analyze
Kevin
Carters
photograph.
Students
will
evaluate
the
role
of
the
photographer/photojournalist
in
history.
12
Some
Essential
Questions
included
here
are
adapted
from
the
teaching
materials,
Holocaust
and
Human
Behavior: A Resource Book, by M.S. Strom (1994) Brookline, MA: Facing History and Ourselves. P.419
42
Students will gain a basic understanding of the early 1990s famine in Sudan. ASSESSMENTS/PERFORMANCE TASKS: Students will assess the case study of the Holocaust and add it to the Case Study Organizer Students will assess the case study of the famine in Sudan and add it to the Case Study Organizer Students will complete a Media Analysis Worksheet for Kevin Carters photograph. ACCOMODATIONS: Students will access the content of this lesson through basic notetaking skills, as well as the analysis of Kevin Carters photograph. The combination of individual analysis and full-class discussion to debrief the individual work will allow students with varying ranges of comfort with Media Analysis to access the activity through the modeling of their peers. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit Student Handout_Case Studies Organizer Student Handout_Media Analysis Worksheet PROCEDURES OPENER DO NOW: Write a job description for a journalist. Explain the goals and responsibilities of a person in that job. (5 lines) BODY OF THE LESSON 1. Debrief Do Now & Review Agenda (5 mins) 2. Wrap up from previous day: Add Holocaust and Nuremburg Trials to Case Studies Organizer (10 mins) a. Have students take out their Media Analysis Worksheets from the Holocaust Gallery Walk, their composition books, and their Case Studies Organizer b. With teacher modeling on board (since well be doing this a day after the activity), add the Nuremburg Trials to the Case Studies Organizer, with the Holocaust in parentheses nearby. Just one entry for the topic. c. Have students generate ideas aloud, with teacher taking notes for the class on the board. 3. Activity One: Photographing famine in Sudan (15 mins) a. Instruct students to turn to their Media Analysis Worksheets from the Holocaust Gallery Walk, or distribute new sheets if students need more space. b. Explain that we will analyze one photograph of the widespread famine that took place in Sudan, East Africa, in the early 1990s. We will do some steps of the media analysis process as a group, and some independently.
43
c. Display Kevin Carters 1994 photograph of a starving Sudanese child on the ground being followed by a vulture. d. First 2 minutes, students work independently to take notes in the observe column e. Have students circle 3 things from their list of observations i. Have students stand up at their seats ii. Remind students that many of them might have noticed the same details. If someone says the detail that you planned to share, pick the second from your list. iii. One-by-one, have students walk to the board to point to the details they observed. After showing one, they should return to their seats, but stay standing. iv. Have students continue to share until students have collectively shared all of their top 3s. f. Read through prompting questions in the Reflect column i. Time 5 mins for students to write independently. ii. Have students share out their reflections. Make sure to address: 1. Topic (via the caption) 2. Authors perspective 3. Audience 4. Viewers perspective 5. Possible context g. Move on to Question i. Point out to students that with the image alone, we dont know everything about what is happening in, and around, photo. ii. What questions remain unanswered? iii. What else would we need to know in order to analyze this image? 1. Who? 2. What? 3. Where? 4. When? 5. Why? 4. Activity Two: Notes on the famine in Sudan (5 mins) a. Sudan is a country in East Africa b. Famine affected Sudan throughout the 1990s, killed at least 70,000 people c. One cause was drought, another cause was government spending on military machinery instead of investing in agricultureas a result, very little food was available d. Civil war has affected Sudan and South Sudan for the past 3 decades, since the early 1980s e. In cases of widespread famine, the international community (other nations) often take some role in providing supplies or intervening with aid. 5. Activity Three: What is the role of the photojournalist? (15 mins) a. Have students take out their Case Studies Organizer 44
b. Display Kevin Carters photograph again. c. Pose question to the class, What is the role of the photojournalist in this situation? d. After students situate the photographer in their own schema, tell students that this photographer both: i. received the Pulitzer Prize (biggest photojournalism prize) for this image ii. and ended up committing suicide within a year after taking this photo e. Pose question, Does that information change your thinking about what others thought his role was? About what he thought his role was? f. Now that students have added the role of the photojournalist to their schema, have them fill in information for the rest of the roles for the 1990s famine in Sudan. They can use general titles to describe the roles for victims (the famished), perpetrators (including the Sudanese national government), bystanders (also may include the Sudanese national government, the international community, etc). The focus here is for students to think critically about the role of the photojournalist as a bystander. CLOSURE EXIT TICKET: Do you agree with what the class decided about the role of the photojournalist? If he were still alive, what would you say to Kevin Carter about his infamous photograph of the starving girl and the vulture?
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
45
DAY TEN: Introduction to Culminating Project RATIONALE: This lesson introduces students to the culminating project for the unit, although the project falls outside of the ten days of lessons outlined here. When I teach the unit in Spring 2013 I intend to structure students work on the project over the course of about five days. The purpose of the project is for each student to research an additional historical case study, and identify the roles of individuals in that case study using the same organizer-schema used throughout the unit. Finally, students will write a first-person narrative addressing the topic they choose, in the form of either a petition or a newspaper editorial from the perspective of a person living at the time of the historical episode. In addition to introducing the project, this lesson summarizes many of the concepts students have explored in the previous two weeks. Ideally, this lesson (and the previous nine lessons) serve to initiate a long-term conversation about the contingency of history (the historical record) upon the perspectives of individualsboth the actors involved, and the authors who record it. ESSENTIAL UNDERSTANDINGS: Choosing to participate means that individuals may act in 4 different roles: victim, bystander, upstander, or perpetrator; an individual may occupy more than one role. An individual may occupy multiple roles at once. Like individuals, institutions and governments can be bystanders in acts of injustice History is not inevitable, but rather individuals make choices about how to act, and so individuals and the groups/systems they inhabit are what make history happen. Identity describes both individuals and groups. Groups are composed of individuals and individuals are usually members of multiple groups. Individuals have the agency to act independently or in-line with group values. GUIDING QUESTIONS: How does studying the role of the individual change your understanding of how people (including yourself) act in your own life? What is the role of the individual in making change happen in your life? How can an individuals choices shape history for an entire group, community, or time period? How can your own choices affect your individual history? Was what happened in history inevitable? OBJECTIVES: Students will select their top 3 topics for the culminating project. Students will read an excerpt from Cynthia Ozicks Prologue to Rescuers. Students will reflect on their conception of the role of the individual in making, and recording, history. ASSESSMENTS/PERFORMANCE TASKS: Students submit preferences for top 3 topics for the culminating project Students participate in a Text Rendering of Cynthia Ozicks Prologue to Rescuers Students compose written responses to summary questions on the topic of the unit 46
ACCOMODATIONS: In this lesson students may determine their own topics for the culminating project, or select from a list. In the culminating project, the teacher provides research packets to guide student research and ensure the inclusion of certain information, but also accepts student-generated research. In this lesson, students also spend time reflecting on their learning from the previous two weeksthis input is valuable for the teacher, and allows students to articulate their concerns or growth on their own terms. MATERIALS + PREP: Student Composition Books, which reside in classroom Student Late Arrival Book LCD Projector Dry erase markers Teacher Powerpoint_Modes of Participation Unit 3x5 index card for each student Student Handout_COzick_Prologue to Rescuers PROCEDURES OPENER DO NOW: What is the role of the individual in making history? (Hint: use the terms victim, perpetrator, bystander, upstander in your response) BODY OF THE LESSON 1. Debrief Do Now & Review Agenda (5 mins) a. Remind students that they have done a great job working through some very big concepts in the past two weeks. Encourage them that they are going to have the chance to use these ideas in their own projects, which well introduce today and continue in the following week. 2. Activity One: Introduce Final Project (15 mins) a. Distribute Final Project Planning Worksheet to students b. Explain to students that they will spend the next week working independently to create a Case Study. It will follow the same format as all of the case studies we have examined in the previous week. Teacher will provide Research Packets, but students will also have the opportunity to research on the internet during class. They will also produce a first-person narrative about the Case Study they choosethey will write either a petition or a newspaper editorial from the perspective of a person living at the time of the historical Case Study. c. Review the checklist of items students must complete for the project d. Answer students initial questions e. Direct students to the back of the Planning Worksheet, where they will find a list of possible topics. i. Tell students that they must select a topic today. ii. Give students 34 minutes to read through the proposed ideas. iii. Distribute 3x5 index cards to students. iv. Have students write their top 3 choices from the list or new ideas.
47
v. Before the next class, teacher will review students index cards, confirm topics making sure that no more than two students are covering the same topic, and distribute research packets to each student the next day. 3. Activity Two: Reading from Cynthia Ozicks Prologue to Rescuers (15 mins) a. This reading serves to initiate a summary discussion to wrap up the first two weeks of the unit. Teacher has excerpted and amended the reading to better meet student reading levels. b. Distribute reading, Cynthia Ozicks Prologue to Rescuers c. Display image of a hillside covered in sheep, with one stag or otherwise misfitted form in the frame. Avoid explaining the image to students until, at least until they have read through the passage once. d. Explain to students that we will read it as a class for the first pass, then they will read through independently to look for details. e. Teacher reads through of the first paragraph, then selects a student to finish. At start of 2nd paragraph, teacher selects 3 students to read the next 3 paragraphs. f. Sub-Activity: Text Rendering i. Have students re-read Prologue independently, underlining one sentence, one short phrase (about 5 words), and two single words that stick with them (2 mins) ii. Have students do a quick whiparound: from their seats, each student reads aloud their chosen sentence, moving quickly from one person to the next. Remind students that it is normal for multiple people to choose the same sentence: repetition is a good thing! iii. Repeat the whiparound, this time reading aloud the short phrases iv. Repeat the whiparound, this time reading aloud the two single words g. Pose the discussion question: What does Cynthia Ozick think about the role of the bystander? What words does she use to describe it? i. Explore this question in a full-class discussion. Make sure the discussion continues to refer back to Ozicks ideas by encouraging students to back up what they are saying with examples from the text. 4. Activity Three: Reflective Writing (10 mins) a. Have students open their composition books to a new page, and title it Thoughts on the individual in history b. Refer back to Do Now. c. Pose question, How does studying the role of the individual change your understanding of how people (including yourself) act in your own life? What is the role of the individual in making change happen in your life? (Hint: use the terms victim, perpetrator, bystander, and upstander in your answer) CLOSURE EXIT TICKET: This unit is all new material for Ms. Stevensondo you think she should teach it again next year? Why/why not? (Write two comments about the unit, and 1 question) 48
PERSONAL REFLECTIONS / NOTES Insert notes on same day after teaching the lesson.
49