Note to Teachers This PowerPoint presentation accompanies Lesson 5 The Costs and Benefits of Belonging from the Standing Up for Democracy scheme of work It is important to read the lesson plan in order to understand its rationale and context and to learn more about key vocabulary terms ID: 759136
Download Presentation The PPT/PDF document "facinghistory.org Getting Started:" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
facinghistory.org
Slide2Getting Started: Note to Teachers
This PowerPoint presentation accompanies
Lesson 5: The Costs and Benefits of Belonging
from the
Standing Up for Democracy
scheme of work. It is important to read the lesson plan in order to understand its rationale and context and to learn more about key vocabulary terms and teaching strategies in the Notes to Teachers section.
This presentation includes verbal instructions for the activities in the Notes beneath each slide. Accessing hyperlinks in PowerPoint involves extra steps: select View - Notes Page - right click on the hyperlink - and select Open Hyperlink. Alternatively, you can access the hyperlinks from
Lesson 5: The Costs and Benefits of Belonging
or by viewing the presentation in Google Slides.
While you may need to modify this presentation to meet the needs of your students, please note that Facing History and Ourselves is not accountable for any changes that alter the presentation's content or original layout.
Slide3The Costs and Benefits
of Belonging
Day One
Slide4How can we maintain our own identity and still be part of a group?Why do people so often do nothing even when they know something happening around them is wrong?
Guiding Questions
Slide5It is natural for human beings to form groups that include some and exclude others
STRONGLY DISAGREE
STRONGLY AGREE
Slide6. . . were included in a community or group. How did it make you feel?. . . were excluded from a community or group. How did it make you feel? . . . excluded someone else from a community or group. How did it make you feel? . . . did something that you thought was wrong or stupid because others were doing it. How did it make you feel?
Briefly describe a time when you . . .
Slide7The “In” Group
Slide8Eve Shalen’s OptionsPossible Outcomes
Slide9Think
Write
Readand circle
Write
Read
and box
Write
Slide10Slide11What factors contribute to Eve Shalen’s choice in the story?How do you understand Eve Shalen’s statement at the end of the first paragraph of her story: “It was as if the outcasts were invented by the group out of a need for them. Differences between us did not cause hatred; hatred caused differences between us.”What is the difference between difference causing hatred and hatred causing difference? Why might a group feel the need to invent outcasts? Why do we humans so often divide ourselves into “we” and “they,” or “in” groups and “out” groups? Is the division always negative? When does it become a problem? What are strategies for confronting the problem of “in” and “out” groups? How does our need to be part of a group affect our actions? Why is it so difficult for a person to go against a group? How does the Bear in “The Bear That Wasn’t” (in Lesson 1) help you answer these questions? How does Eve Shalen help you answer these questions? How does your own experience help you answer these questions?
Slide12Slide13What words of advice can you give to Eve Shalen for how she might maintain her identity—stay true to who she is—and still be part of a group?
Imagine that 13-year-old Eve Shalen has come to you for advice. She is struggling to fit in, but in order to do so she has made some choices she now regrets.
Slide14The Costs and Benefits
of Belonging
Day
Two
Slide15How can we maintain our own identity and still be part of a group?Why do people so often do nothing even when they know something happening around them is wrong?
Guiding Questions
Slide16What words of advice did you give to Eve Shalen for how she might maintain her identity—stay true to who she is—and still be part of a group?
Dear Eve Shalen . . .
Slide17Slide18A person carrying out a harmful, illegal, or immoral act.
A person being targeted by the harmful, illegal, or immoral acts of a perpetrator.
A person who is present but not actively taking part in a situation or event.
A person speaking or acting in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.
Slide19Victim of an Injustice
Perpetrator
Upstander
Bystander
Slide20Where do you think our desire to belong to a group or a community comes from? When can it be useful to conform in order to belong to a group?When can conformity be harmful?Why do you think people do nothing even when they know something happening around them is wrong?
Slide21Briefly describe this event. What happened? Identify the victim of injustice or unfairness, the perpetrators, the bystanders, and the upstanders. Respond to the following question for the event that you chose for this response: Why do you think people did nothing even when they knew something happening around them was wrong?
Pick a moment of injustice or unfairness from your own life, from history, or from current events.
Slide22@facinghistory | facinghistory.org