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”

Brené Brown on Empathy

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?

THE UNIVERSE OF OBLIGATION

Small Steps Matter: The Summer Table