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Modes of Participation:

Individual Identity in School Bullying and Historical Case Studies

2 Week Unit Plan Jaimie Stevenson Fall 2012

Day 1, Individual Identity

Do Now
What shapes a persons identity?
Write 5 lines Start writing at the top of a brand new page Write todays date

Review Do Now Read Orientation Day Identity Maps



Mapping your identity:

Read: Orientation Day by Jennifer Wang

What shapes this persons identity?

Identity Map: Jennifer Wang


Details about HOW OTHERS SEE HER

Identity Map: YOU


Details about HOW OTHERS SEE YOU

Considering Jennifer Wang as an example, how would you go about defining identity? Dont write a definition of identity, but DO write at least 3 sentences describing what factors you would have to consider.

Day 2, Group Identity + Membership

Do Now
What individuals or groups showed up on your identity map, besides yourself? Do you believe in everything these groups stand for, or just parts? Explain. (Write 5 lines)

Review Do Now New Terms Read We and They Listen to Little Things are Big Tough Choices


Add these to your log of Important Terms

prejudice: comes from the word pre-judge. We prejudge when we have an opinion about a person because of a group to which that individual belongs. discrimination: occurs when prejudices are translated into action. It reduces an individual to a category or a stereotype. stereotype: a judgment about a person based on the real or imagined characteristics of a group

Read We and They by Rudyard Kipling

Listen to Little Things are Big by Jesus Colon

Audio embedded in speaker.

EXIT TICKET (15 minutes)

Write a paragraph about a tough choice that you or someone you know made.
Write 2 paragraphs = at least 10 lines

Choose a decision that involved stereotyping or prejudice Explain why the decision was difficult to make Explain the factors that shaped the decision Explain the effects of making the tough choice What lessons did you/they learn from this decision?

Day 3, Group Identity, Social Obligation, and Bullying

Do Now
Who are some of the people in the world who you would do anything to support, protect, stand up for? Why?

Have You Ever? The Pyramid of Hate prejudice School bullying in Japan Universe of Obligation

Homework due tomorrow: Read The In Group by Eve Shalen (10 points)

Have You Ever?

(fill out the questionnaire)





Case Study: An example of Anti-Gay Bullying in School

Part 1: In one school, a group of four boys began whispering and laughing about another boy in their school that they thought was gay. They began making comments when they walked by him in the hall. Soon, they started calling the boy insulting anti-gay slurs. By the end of the month, they had taken their harassment to another level, tripping him when he walked by and pushing him into a locker while they yelled slurs. (continued)

Case Study: An example of Anti-Gay Bullying in School

Part 2:

Some time during the next month, they increased the seriousness of their conduct they surrounded him and two boys held his arms while the others hit and kicked him. Eventually, one of the boys threatened to bring his fathers gun into school the next day to kill the boy. At this point another student overheard the threat and the police were notified.

Universe of Obligation

Can you imagine yourself interrupting an incident of bullying at school? Why/Why not?

Day 4, Bullying + Choosing to Participate

Do Now What did you think of Eve Shalens experience being an outsider and an insider to bullying? Explain a situation in your life that is similar, either for you or someone you know.

Debrief Homework Movie trailer, Bully Up is Down New terms


Watch Movie Trailer: Bully


Case Study: An example of school bullying in Japan

Part 1: In Japan, students labeled as itanshi odd or different are often subject to bullying by classmates. In 1992, the Japanese reported at least thirteen bullying-related murders at junior and senior high schools. Children bully other children everywhere, of course, said Masatoshi Fukuda, head of the All-Japan Bullying Prevention Council. (continued)

Case Study: An example of school bullying in Japan

Part 2: But in Japan it is worse because the system itself seems to encourage the punishment of anyone who does not conform to social norms. A fifteen-yearold girl, for example, was beaten to death in Toyonaka City after months of enduring insults for wearing handme-down public school uniforms. The person who attacked her told police, She was an irritation in our faces... she dressed poorly when all other students have new uniforms every year.

Watch Animated Film, Up is Down


Add these to your log of Important Terms

victim: a person harmed, injured, or killed as a result of an event or action perpetrator: join in the bullying, escalate the harassment, or initiate new attacks on the target later. bystander: attempt to remain uninvolved in the situation, often by looking on silently or finding an excuse to walk away. upstander: take action to oppose the bullying/other offense in some way. They might intervene directly and tell the perpetrators to stop, but they need not put themselves at risk in order to be helpful. Upstanders might also respond in other ways such as making friends with the targeted student or seeking help from adults.

In the video, Up is Down, should the adults have forced the boy to conform to their point of view? Why/why not?

Day 5, Intro to Case Studies Organizer + Big Ideas

Do Now What do you think is the role of the bystander in bullying? Agenda
Review Do Now Take a Stand Case Studies Organizer perspective


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Activity: Take a Stand

Case Studies Organizer

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Add term to your log:

perspective: a particular attitude or way of viewing something, based on physical location, personal experience, or other factors unique to the individual

Show Ms. Stevenson your paragraph, get it stamped to leave the room.

Day 6, Case Study: South Philadelphia High School (2009)

Do Now
When students are bullying one another at school, do you think teachers and administrators should intervene, or let the students work it out on their own?

Review Do Now South Philadelphia High School (2009) Big Papers/Silent Conversation


Map: NEHS & South Philadelphia High School

Have a Silent Conversation (listen for instructions)

Do you think you were more or less comfortable sharing your real opinion during the silent conversation than if you were talking out loud? What did you NOT say?

Day 7, Case Study: Liberian Civil War (2004)

Do Now Explain a moment in your life when you stood up against an individual or a system that was doing wrong to you. (Write 1 paragraph= at least 5 sentences)

Review Do Now Background on Liberia Watch Pray the Devil Back to Hell


Notes: Background
Liberia was founded as a country by African slaves who returned there from America. Liberian Civil War was a power struggle among different social classes, and resulted in brutal murder, mutilation, and rape. In 2003, a group of womencalled Women of Liberia Mass Action for Peaceunited their efforts despite Christian/Muslim religious differences, to create a resistance movement. The womens resistance movement was NONVIOLENT, and became very political.

Notes: Key Players

Leymah Gbowee is a female Liberian social worker who organized the women Charles Taylor was the dictator in charge at the time of the civil war Many other warlords, including Taylors opposition, were responsible for heinous crimes (evil existed on both sides of the war) Child soldiers, whom the warlords kidnapped, gave drugs to, and trained to kill without regret

Map: Liberia

What do you think about the idea of nonviolent resistance? How does the Liberian womens nonviolent political resistance compare to standing up to bullying at school?

(Write 1 paragraph = at least 5 sentences)

Day 8, Case Study: Holocaust + World War II (1940s)

Do Now What do you know about World War II? What names and events come to mind? Agenda
Review Do Now Background on WWII Gallery Walk: Media Analysis The Nuremburg Trials

Announcements Homework due tomorrow: Read On Photography by Susan Sontag (10 points)

Notes: WWII and the Holocaust

Lasted from 19391946 About 80 million people died in the war, including 10 million as a result of the Holocaust WWII was fought between 2 sides: Axis Powers and Allied Powers
Axis: Germany, Italy, Japan Allied: United States, United Kingdom (Britain), Russia, France, Poland


Notes: WWII and the Holocaust

The war affected life for people around the world:
Massive discrimination against people by national leaders/governments
In the US: discrimination against Japanese In Germany and Europe: discrimination against Jews, Polish, Russians, and other non-Aryans

Main events include:

Japan attacks the US at Pearl Harbor the US drops the Atomic Bomb at Nagasaki & Hiroshima fascism in Italy and Nazi Germany the Holocaust

Gallery Walk: The Holocaust

The Nuremburg Trials

Who should be held accountable for the atrocities committed during the Holocaust? Are individuals responsible for their crimes if they have obeyed the laws of their nation? Or are there higher laws? What is the purpose of a trial? To punish or set a precedent? Is everyone equally guilty?

Written Reflection (this is your Exit Ticket):

Write 1 paragraph (at least 5 sentences) in response to EACH question:
1. Who should be tried? Are individuals responsible for their crimes if they have obeyed the laws of their nation? Or are there higher laws? If so, what are those laws?

1. How does one determine punishment? Is everyone equally guilty? Or do some bear more responsibility than others? Can an entire nation be guilty?

Day 9, Case Study: Famine in Sudan (1993)

Do Now What responsibility does the bystander have for the events they witness, but dont intervene in? Agenda
Finish WWII & Holocaust Media Analysis Sudan background The role of the photojournalist?


Use yesterdays notes to finish adding WWII & Holocaust to your Case Studies Organizer

Famine in Sudan (Kevin Carter, 1993)

Map: Sudan

Notes: Famine in Sudan

Sudan is a country in East Africa Famine affected Sudan throughout the 1990s, killed at least 70,000 people One cause was drought, another cause was government spending on military machinery instead of investing in agricultureas a result, very little food was available Civil war has affected Sudan and South Sudan for the past 3 decades, since the early 1980s In cases of widespread famine, the international community (other nations) often take some role in providing supplies or intervening with aid.

What is the role of the photographer/photojournalist?

Famine in Sudan (Kevin Carter, 1993)

Add the Case Study, Famine in Sudan (1993) to your Organizer

Do you agree with what the class decided about the role of the photojournalist? If he were still alive, what would you say to Kevin Carter about his infamous photograph of the starving girl and the vulture?

Day 10, Introduction to Culminating Project

Do Now What is the role of the individual in making history? (Hint: use the terms victim, perpetrator, bystander, upstander in your response)

Review Do Now Introduce Culminating Project Read Prologue to Rescuers Wrap up 1st two weeks


Culminating Project
You will select a new case story to research on your own, and write a first person narrative (either a newspaper editorial or a petition) from the perspective of a person living at that time in history.

Culminating Project
In the next week you will: Complete Planning Worksheet Check Out a Research Packet Complete a Case Studies Organizer for your topic Write a 1-page handwritten analysis about the role of an individual in the Case Study Write a 2-page typed newspaper editorial or a petition from the perspective of the individual presented in your 1-page analysis Present your Case Study to the class Return Research Packet Self-Evaluation ____________________ Total: 100 points

Culminating Project
Read the handout. Read the list of topic ideas, and/or create your own. On your index card, write your top 3 choices for a research topic. Hand the card to Ms. Stevenson for approval.

Read Prologue to Rescuers by Cynthia Ozick

Writing Reflection:
How does studying the role of the individual change your understanding of how people (including yourself) act in your own life? What is the role of the individual in making change happen in your life? (Hint: use the terms victim, perpetrator, bystander, and upstander in your answer)

* Write 1 paragraph = at least 5 sentences

This unit is all new material for Ms. Stevensondo you think she should teach it again next year? Why/why not?
(write 2 comments about the unit, and 1 question)