Unit+2+-+Membership+We+and+They

=Unit 2 - Membership: We and They=

**Background:** In unit one we thought about the factors that shape our identity, in Unit Two we move to questions of membership. Here, the terms that we explored in Unit 1 such as labeling, stereotyping, inclusion, and exclusion will take on deeper meaning. We will evaluate how these terms are used to characterize who belongs in a nation, who is accorded citizenship, and who is defined as "the other." This unit will develop an understanding of Helen Fein’s concept of a "universe of obligation.” Fein’s belief is based on the circle of individuals and groups "toward whom obligations are owed, to whom rules apply, and whose injuries call for [amends]."1 In this unit the idea is placed in a historical context. We will examine how notions of racial differences were justified by prominent scientists in the 19th century and then learn how anti-Judaism became embedded into centuries of Christian thought. The readings and visuals in this unit will illustrate the way we think about who is in our "universe of obligation."


 * Essential Questions: **
 * How does our identity influence our view of others?
 * How does a society decide who belongs and who does not? What part do science and religion play in those decisions?


 *  Key Content The me s **
 * Personal and group identities shape the way we think and act
 * The Role of the Church in the development of Anti-Semitism
 * The concept of Nationalism as a devisive force that led to World War
 * The use of war an an excuse for prejudice
 * "Universe of obligation," how we define our circle of responsibility to others

**Materials and Resources **

The Facing History online module, [] OpenDocumentVideo Clip, “The Longest Hatred” Web session 2 – Dialectal Journal This video can be borrowed from The Facing History Lending Library: []


 * The following readings are from Chapter Two of the book, __Holocaust and Human Behavior:__**

Reading 10, “Citizenship and African Americans” Reading 12, “Nationalism, Race, Empires” Reading 14, “Creating Enemies of the State: The Armenians” Clip from the DVD, “Memories of Marash: The legacy of Memories of Marash”


 * Benchmark Activity

Think/Write:** View and take notes on the video clip "The Longest Hatred" using Dialectical Journal Format

//Open the document://


 * Pair/Share**: left-side notes on Anti-Semitism.
 * Revise:** In red, record additions and revisions.
 * Think/Write:** right side add comments, links, questions on the role of the church in the development of Anti-Semitism.
 * Pair/Share:** right-side notes on Anti-Semitism.
 * Revise:** In red, answer questions, respond to comments and connections.


 * Assessment:** In paragraph form, write a reflection on the role of the chuch in the development of Anti-Semitism from the video and discussions.

**Massachusetts Curriculum Frameworks**:

USI.19: Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)

WHII.18: Summarize the major events and consequences of World War I. (H, E)
 * 1) physical and economic destruction
 * 2) post-war economic and political instability in Germany
 * 3) the Armenian genocide in Turkey