Post on 11-Apr-2017
YOUNG ADULT LITERATURE THAT TEACHES THE IMPORTANCE OF IDENTITY, HISTORY,
AND CHOICESJanuary 25-26, 2017
Who We Are
We’re Facing History and Ourselves. An organization created in 1976 by educators who believed that instilling intellectual vigor and curiosity goes hand-in-hand with teaching facts and figures.
We provide ideas, methods, and tools that support the practical needs, and the spirits, of educators worldwide who share the goal of creating a better, more informed and more thoughtful society.
@FacingHistoryLALanetwork.facinghistory.org
Facing History and Ourselves: Scope & Sequence
Facing History & Boston Public Schools:Facing History’s Case Studies
•The individual and society•The power of difference
•Difficult moments in history•The fragility of democracy•Choices & human behavior
•Multiple perspectives •Moral & ethical dilemmas•Civic participation today
Facing History Pedagogy
PollEverywhere.com
We have three core pieces of literature for this workshop. What is your familiarity with them?
Get out your cell phone and await instructions.
Contracting
What do you need to fully participate as a learner?
How do we collectively create a safe and reflective space for ourselves and our students?
Dr. Terrence Roberts
Individual Identity
Contracting
Essential Questions- What are the complex factors that contribute to
a person’s identity?- How does our identity affect the way we view
and are viewed by others?
Journal Prompt- Are you “ordinary”? What about yourself is
ordinary or not ordinary? What is “ordinary”?
Circle in a Circle1.Share something about yourself that you
consider “ordinary”2.Share something about yourself that you
consider “not ordinary”3.What is ordinary?
Auggie
The Bear That Wasn’t
Bear Identity• Center Circle: How does
the bear know he's a bear? How does he understand himself? (What is the evidence in the reading?)
• Outer Circle: How do others see the bear? (What is the evidence in the reading?)
Complexity of Identity• Why is it hard for the bear to reject the
pressures from outside telling him who he should be?
• What allowed the bear to reclaim his identity?
• How do you think others who are rejecting him make the bear feel?
• Was anyone willing to accept him for who he was? Would that have made a difference?
Identity Chart: Anne Frank
• Read June 21, 1942 (p. 6-7)• Individually, create an identity chart for
Anne Frank• Share out
- What connections do you think your students might have to Anne Frank’s identity chart?
- Why is it important for us and our students to think about the variety and complexity of identity?
Complexity of Identity
IDENTITY & SOCIETY
• Big Paper
• Close Viewing
• Human Barometer
• Journalling
Contracting
The importance of setting
A SCHOOL'S IDENTITY: RITES & RITUALS
• \
25
Historical Settings
26
Paired jigsaw
Anne Frank: 24 June 1942 pg. 8, 8 July 1942 pg. 13 (and if time allows, 9 July 1942)
Red Scarf Girl: pages 13-17
Create an Identity Chart for your “setting”
What is an Ideal Society?
Anthony Kwame Appiah
TURNING NEIGHBOR AGAINST NEIGHBOR
Essential Questions:
• How does one turn neighbor against neighbor?• What conditions turned neighbor
against neighbor? • What choices did ordinary people
make under those conditions and why?
BIG PAPER SILENT CONVERSATION
Respond to quote with active reading: definition, questions, insights, connections,
(dis)agreement.
We all know we are unique individuals, but we tend to see others as representatives of groups. It’s a natural tendency, since we must see the world in patterns in order to make sense of it;
we wouldn’t be able to deal with the daily onslaught of people and objects if we couldn’t predict a lot about them and feel that we know who and what they are. But this natural and useful ability to see patterns of similarity has unfortunate consequences. It is offensive to
reduce an individual to a category, and it is also misleading.
- Deborah Tannen, Psychologist
THE CULTURAL REVOLUTION: A BRIEF HISTORY
3-2-1
3 - Changes in Chinese society 2 - Examples of moral dilemmas or decisions
that you see made1 - Example of how “we” and “they” shift
Jigsaw: Reading
• Chapter 1: pg 3-12• Chapter 2: pg 19-27• Chapter 3: pg 38-47
As you read, look for dilemmas and decisions that are presented in your section of the text.
Jigsaw: Small Group Discussion • Is Ji-Li part of “we” or part of “they” in
the reading? How do you know?• What conditions turned neighbor
against neighbor in your section of the text?
• What choices did ordinary people make under those conditions and why?
Human Timeline: Holocaust/Anne Frank
Anne Frank ExhibitMuseum of Tolerance
Connections
Obedience and Conformity
What are the pressures influencing behaviors of
obedience and conformity in society?
How can understanding this help us explore prevention?
Choosing Cruelty: The Psychology of PerpetratorsDr. James Waller
Cultural Construction/World View
How we define “the other”
Group Dynamics
Where do we find varying degrees of obedience in our society?
Stanley Milgram
Scripted Prods Given by the Experimenter
1.Please continue.2.The experiment requires that you continue.3.It is absolutely essential that you continue. 4.You have no other choice; you must go on.
MILGRAM: 60 Minutes Interview, March 31, 1974"I would say on the basis of having observed a
thousand people in the experiments and having my own intuition shaped and informed by those experiments, that if a system of death camps were set up in the United States of the sort we had seen in Nazi Germany, one would be able to find sufficient personnel for those camps in
any medium-sized American town"
As you watch, identify every circumstance or pressure which could contribute to obedience or
conformity.
Family v state loyalty
Document 8 P. 52
Obedience and Conformity
“Costumes” pg. 73
“Bleeding Scream” pg. 76
P. 156 Document 16 Schooling for democracy
5 May 1945(4) pg. 224
7 May 1945 (4) pg. 226
Anne Frank on conformity3 May 1945 (1944)
How do words and images
convey ideas?How do they shape a society?How do they shape our sense of identity & belonging?
Creating a Working Definition:
1. Draft your own definition2. In pairs, come to consensus3. In groups of four, come to consensus
Joseph Goebbels
“That propaganda is good which leads to success, and that is bad which fails to achieve the desired result. It is not propaganda’s task to be intelligent, its task is to lead
to success.”
Red Scarf Girl: Image Analysis
The Power of Language: Playing
with Words • How is language used in your book
to change perceptions? • Create a poster of “interesting”
language in your book.• Include page #
The Power of Language
“Weird Kids” pg. 119
“The Plague” pg. 120
“The Halloween Party” pg. 121
Document 15 (p. 87 in guide)
“Graduation” (p. 72-79)
P. 309 in HHB17 November
1942 pg.5019-20 November
1942 (if time) pg. 52-55
Author voiceWhat difference does it make to have
multiple voices in Wonder?Who gets to tell or retell history?How is our understanding shaped by
learning history through a single voice, a person who lived during that history?
Holocaust Survivor
Memory, Legacy and Justice
Facing History and Ourselves: Scope & Sequence
Personal Journal: We have all wronged others and been wronged. Write about a situation in which you were wronged.• What was the situation?• How did it make you feel?• What did you want to happen so that
that wrong was “set right”? (whether or not that actually did happen)
What did you want or need to “set things right”?Acknowledgment
Honesty
Empathy & understanding
Karmic Justice
Consequences
Shame
Change behavior
Own Voice
Conversation & explanation
Empathy & validation from everyone
Exposure to what happened
Be rescued
Allie
Closure
Hug
Honesty & ownership
Trusting myself
Forgiving myself / self acceptance / reflection
Equity & treatment
YELL!!
An Apology “I’m sorry”
You’re not crazy I’m not crazy
Forgiveness
Enduring same situation
Banishment / erasure
Students
Revenge
Money
Restitution
Transitional Justice toolbox
• Institutional Reform• Education• Judicial Responses• Restitution and Reparations• Truth-Seeking• Reconciliation• Cultural Responses
What are other examples from history or literature of the transitional justice toolbox?
Which tools were or would be helpful in
these cases?
Agency, Empathy & Universe of Obligation
Understanding the power of an individual in making choices and shaping society. How do young people
have agency in times of transition?
THE "IN" GROUP• What can we learn
about Eve Shalen's moral development from The "In" Group (Pg. 29 HHB)
• Strategy : Save the last word for me
THE SUMMER TABLE
WONDER BY R.J. PALACIOPages 51-53
I KNOW / I DON'T KNOW WHAT TO DO WHEN I WITNESS BULLYING...
• At my school• When visiting another
school• In my community • Outside my community
READING:"BULLYING AT SCHOOL"
• How did students at Central and Orange High School respond to bullying?
• How were they common/different?
• How might these responses affect victims, perpetrators or bystanders?
Watcher of the Sky video
Ben Ferencz
• Big Paper
• Close Viewing
• Human Barometer
• Journalling
The Role of Image
Essential Questions
• How do we enable our students to see their own beauty?
• What societal standards can and should we change?
Empathy v. Sympathy
Reading: Wonder - Via, “Seeing August” p. 85-87
Define “empathy” and “sympathy”
Framing Discussion
Reflect on, “Seeing August” - Are Via’s responses to Auggie rooted in sympathy or empathy?How do we enter into this exhibit from a space of empathy or sympathy?
Reflection Questions
1. How do you define “beauty”?2. Where does that definition come from?3. Who does that definition privilege?
Fire Writing Protocol
1 minute quiet thought3 minutes to write1 minute to read & circle 3 main ideas (words or
phrases)2 minutes to write (about those – or keep writing)30 seconds to read your writing & put a square around 1 word or phrase 1 minute to write (on that selected word or phrase – or just keep writing)
Understanding the power of the individual in making choices and
shaping society
•AGENCY•EMPATHY •UNIVERSE OF
OBLIGATION
LITTLE THINGS ARE BIG
Human Barometer Activity
The process of deciding happens long before the moment of decision.
Jesus Colon
Eve Shalen“The ‘In’ Group
How does his memory of an uncomfortable
moment impact his future actions?
Small Steps Matter: The Summer Table