Unit+7+-+Choosing+to+Participate

**Background:**
==== In this last unit students will have an opportunity to reflect on the impact of the Holocaust on history and to make the necessary connections to their lives. This lesson provides an opportunity for students to apply their learning to real-life situations in the world today. Students will use their new understanding of the Holocaust to think about how they can positively shape the world they live in. Students will have an opportunity to examine actual case studies of individuals who fought injustice and to delve deeper by analyzing the motivation of these individuals and their sense of civic obligation that led to their desire to change their world, "one small step at a time." After identifying the factors that foster a "habit of caring" and a conceptual framework of one's universe of obligation, students will explore ways of creating caring behavior in their own school and community. Using the Community Service Learning model, each class will research an issue, identify the problem, and create a plan to initiate change. ====

** Essential Questions: **
· How does history and its legacies shape the choices we make today? · What influences people to act on behalf of others? What obstacles do they face , and how do you think they overcome them? · What are the ways individuals and groups can participate in promoting social, economic and political justice? · To whom do you feel responsible? How do you define your universe of obligation? · What change do you wish to see in the world or your community? How might you participate in making this change happen?

**Key Content The me s **

 * Applying historical lessons of democracy
 * Civic Responsiblity
 * Moral and ethical responsibility
 * Universe of Obligation
 * Choosing to Participate

· identify ways that people protect and nurture human rights today.
· analyze the factors that motivate people to “choose to participate." · make a personal connection to the theme, "choosing to participate."

**Materials and Resources **




 * The following readings are from Chapter Eleven of the book, __Holocaust and Human Behavior__**

“Taking a Stand” – Text pgs. 554-555 “Breaking Bonds of Hate” Text pgs. 544-545 “Finding Alternatives to Violence: - pgs. 548-551.

[] The Facing History online module, []


 * Benchmark Activity **


 * __Activity 1 -__ Opener **


 * Do Now:

Think/Write:** Think about a time when you helped someone and answer the following questions:
 * 1) What did you do?
 * 2) Why did you do this?
 * 3) What or who motivated your actions?

Share your responses to the above questions with your partner.
 * Pair/Share:**



**__Activity 2__ - Analyze the Quote Below:**

//"Be the change you wish to see in the world." -Gandhi//

 * ====open the document below====

[[file:It Says-It Means-Gandhi.doc]]

 * ====read and mark-up the text, Highlight and insert Comments====
 * ====complete the **"I Say/It Means"** chart====
 * Do you agree or disagree with this quote, why?


 * ====Pair/Share and revise as needed====
 * Describe one change you wish to see in this world
 * Who has the power to make this change happen?
 * Who is responsible for making this change happen?


 * ====pairs will share information with the entire class and revise as needed====
 * ====print your completed document====

**__Activity 3__ -** Preview website

Frayer Model on ​ ** upstanders **

Refer to the directions and example in Unit 1 if necessary Complete the Frayer Model on the term upstanders

[|Frayer Model.doc]

Click on the link below for access to the "Be the Change" website.

[]

Preview the main page by skimming the pictures, reading the captions, quotes, and various menus Annotate the title: "Be the Change: Upstanders for Human Rights." Compare your definition of upstander above to the one on the home page of the website Predict what you think this website is about
 * __Think/Write__**

Compare responses with your partner Discuss how you think the website connects to Gandhi's quote Debrief as a class Reflect and revise your work based on class discussion
 * __Pair/Share__**

**__Activity 4__ -** Jigsaw

1. Each group will read, mark-up, and take Content/Response notes on one of assigned human rights activists from the website In your notes you should identify the ** key concepts ** and points in the reading that address...


 * [[file:Two-column+Notes+with+column+for+symbols.doc]]

Content Side**
 * who is the upstander?
 * how does this person identify his/her universe of obligation?
 * what is the violation of hman rights this individual is trying to address?
 * what tools does this upstander use to make a difference?
 * what motivated this individual to participate as an activist for human rights?


 * Response Side**
 * why do you think this upstander made the decision to "be the change"?
 * what surprised you about this individual's ideas or actions?
 * what is one important idea about activism that is worth remembering and you would share with others


 * Reading Groups:**


 * Reading Groups:**
 * 1) A - Vanita Gupta
 * 2) B - Yinka Jegede-Ekpe
 * 3) C -Ernest Guevarra
 * 4) D - Martin O'Brien
 * 5) E - Arn Chorn Pond

2. Re-group with others, **expert group**, who read about the same human rights activitist. Share notes, respond to each other's CCQ's and reach **consensus** on the **content** questions above.

3. Go back to your original group, **home group**, and share your findings about each activist.

4. The home group should vote on which activist they thought had the most profound impact in helping other.

5. Each group will present the activist they voted for and explain the reasons for their choice.

**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)