Choices and Consequences

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Choices and Consequences


(.5 credit)
Approved January 2012
Essential Question: How and why do individual choices impact ourselves and others?

Unit 1: The Individual In Society


Essential Understandings:

  1. The identity, behavior, and networks among groups of people influence cultural characteristics, cooperation, interdependence, and conflict with others

  2. Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues

Content Standards:

  1. The characteristics of cultural elements can be both common and distinct across groups of people

  2. People from diverse cultures interact and influence each other’s practices and products

  3. Interpersonal and group process skills enhance our ability to understand and work effectively with others

  4. Critical thinking and problem solving skills allow us to evaluate and analyze information to make informed decisions and draw evidence-based conclusions




Essential Question: How is identify formed?




Benchmarks

Learning Goals: Students will


  • Many different ethnic and religious groups have benefited from or been the target of government policy and programs

  • Many institutions play a role in guiding, transmitting, preserving, and changing culture

  • Governmental policies can enable or disenfranchise individuals of different cultures from participating in a society and its economy

  • Various individuals and groups propose solutions to current issues that are both relevant and logical from their own perspective

  • Communicate feelings, beliefs, content knowledge and perspectives

  • Listen actively and build upon the ideas of others

  • Value and respect the viewpoints of others

  • Compare and contrast ideas and concepts

  • Recognize stereotypes, clichés, bias, and propaganda techniques

  • Hypothesize possible outcomes from an initial event

Examine the factors that contribute to the formation of individual and group identity.

Examine the ways in which society institutionalizes identity in order to include or exclude certain groups. (race and religion)

Analyze how individual and group identity create national identity



Suggested Strategies

  • Identity chart, interpreting literature and film, writing biographical poetry

Suggested Assessments


  • Digital portfolio, Blog posts, presentations, class discussion, silent conversation

Suggested Resources

  • Text: Holocaust and Human Behavior, Race and Membership in American History: The Eugenics Movement

  • Film: The Bear That Wasn’t, The Lunch Date, Jesus Colon, Eye of the Beholder, Masterpiece Society, The Longest Hatred

  • Primary Sources: The House on Mango Street, Part Time Indian, Farewell to Manzanar

  • Websites: Facing History, YouTube

Suggested Tech Integration

  • StoryCorps Podcast on Individual Identity, Blog Posts, Digital Portfolio

Content Vocabulary

  • identity, institutionalization, bureaucracy, inclusion, exclusion, values, beliefs, interests, racism, anti-Semitism

Lifelong Learning/21st Century Skills

  • Productive habits of mind

  • Quality work

  • Read critically

  • Communicate effectively

  • Collaborate and cooperate

  • Access and process information

  • Core Ethical Values



Unit 2: Conformity and Obedience


Essential Understandings:
  1. The study of historical eras, events, trends and themes shapes our understanding of the past, the present, and the future


  2. The identity, behavior, and networks among groups of people influence cultural characteristics, cooperation, interdependence, and conflict with others

  3. Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues

Content Standards:

  1. Events take place in specific historical eras and illustrate enduring themes that transcend time and place

  2. The characteristics of cultural elements can be both common and distinct across groups of people

  3. People from diverse cultures interact and influence each other’s practices and products

  4. Interpersonal and group process skills enhance our ability to understand and work effectively with others

  5. Critical thinking and problem solving skills allow us to evaluate and analyze information to make informed decisions and draw evidence-based conclusions




Essential Question: Why do people go along with the group?




Benchmarks

Learning Goals: Students will:

  • Specific ideas, decisions, beliefs, circumstances and values play an important role in influencing historical events

  • Political, economic, and social oppression and the violation of human rights cause the exploitation of indigenous peoples
  • Many different ethnic and religious groups have benefited from or been the target of government policy and programs


  • Governmental policies can enable or disenfranchise individuals of different cultures from participating in a society and its economy

  • Various individuals and groups propose solutions to current issues that are both relevant and logical from their own perspectives

  • Communicate feelings, beliefs, content knowledge and perspectives

  • Listen actively and build upon the ideas of others

  • Participate in developing group process; work effectively and achieve group goals

  • Identify central issues and formulate appropriate questions

  • Compare and contrast ideas and concepts

Identify and evaluate what it means to belong to a group and what it means to be outside the group

Define and assess the meaning of conformity and obedience within and to a group

Evaluate the role of authority (scientific, political, economic, social) in shaping group behavior

Describe the historical context of the eugenics movement in the world

Assess the consequences of the eugenics movement in shaping public policy

Conduct an inquiry of a current scientific research and its potential effects on public policy using a decision-making model



Suggested Strategies

  • Role play ‘victims, bystanders, perpetrators’, differentiation of topic and roles for Science and Public Policy Podcast

Suggested Assessments

  • Science and Public Policy Podcast, Blog posts, digital portfolio, class discussion


Suggested Resources

  • Text: Holocaust and Human Behavior, Race and Membership in American History: The Eugenics Movement

  • Primary Sources: Buck v. Bell, The New Civic Biology, Loving v. Virginia, Laughlin’s Model Sterilization Law

  • Film: A Class Divided, Rabbit Proof Fence, Stanley Milgram’s “Obedience”, Race: The Power of Illusion

  • Websites: Facts on File, iConn, Facing History Pathway on Eugenics, Eugenics Records Office Archive - http://www.eugenicsarchive.org/html/eugenics/static/themes/14.html

Suggested Tech Integration

  • Science and Public Policy Podcast, Blog Posts, digital portfolio, Facing History Pathway

Content Vocabulary

  • Universe of Obligation, prejudice, stereotype, discrimination, racism, victim, perpetrator, bystander, rescuer, eugenics, IQ test, “unfit,” “feeble-minded,” “moron,” “imbecile,” sterilization, obedience, blind obedience, conformity, Social Darwinism

Lifelong Learning/21st Century Skills

  • Productive habits of mind

  • Quality work

  • Read critically

  • Communicate effectively

  • Collaborate and cooperate

  • Access and process information

  • Core Ethical Values

Unit 3: The Role of Individuals and Groups in a Democratic Society (Case Study: Weimar Germany)



Essential Understandings:

  1. The study of historical eras, events, trends and themes shapes our understanding of the past, the present, and the future

  2. People establish structures including governments to provide an organization to meet the needs of its citizens and define the rights and responsibilities of its citizens

  3. The identity, behavior, and networks among groups of people influence cultural characteristics, cooperation, interdependence, and conflict with others

  4. Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues

Content Standards:

  1. Events take place in specific historical eras and illustrate enduring themes that transcend time and place

  2. Governments allocate power and authority to protect the rights of individuals and to promote the common good

  3. The characteristics of cultural elements can be both common and distinct across groups of people

  4. People from diverse cultures interact and influence each other’s practices and products

  5. Information and inquiry skills allow us to collect, organize, synthesize, and communicate information from multiple sources

  6. Interpersonal and group process skills enhance our ability to understand and work effectively with others

  7. Critical thinking and problem solving skills allow us to evaluate and analyze information to make informed decisions and draw evidence-based conclusions


Essential Question: How can individual choice compromise a democracy?





Benchmarks

Learning Goals: Students will:

  • Specific ideas, decisions, beliefs, circumstances and values play an important role in influencing historical events

  • Democracy is fragile and is dependent on other structures in a society

  • The media influences common values and government; governments use the media to inform and influence

  • Many institutions play a role in guiding, transmitting, preserving, and changing culture

  • Many different ethnic and religious groups have benefited from or been the target of government policy and programs

  • Governmental policies can enable or disenfranchise individuals of different cultures from participating in a society and its economy

  • Various individuals and groups propose solutions to current issues that are both relevant and logical from their own perspectives

  • Paraphrase, summarize, synthesize, organize data

  • Listen actively and build upon the ideas of others

  • Create an appropriate product that uses social studies content to support a thesis or communicates a position on an issue

  • Use appropriate persuasive techniques

  • Work cooperatively and productively within a group while displaying the District Core Ethical Values

  • Compare and contrast ideas and concepts

  • Recognize stereotypes, clichés, bias and propaganda techniques

  • Examine and explain own thinking

Evaluate how individual and groups beliefs, values, and interests drive decision-making


Describe and analyze the culture and politics of Weimar Germany

Evaluate the problems in the structure of the Weimar Republic

Describe and analyze the Nazi party’s rise to power and the creation of a fascist state

Use primary and secondary sources to analyze the role and impact of the individual in the ‘final solution’



Suggested Strategies

  • Reader’s theater, literary circles, Choices Role Play – Weimar Germany and the 1932 Elections,

Suggested Assessments

  • Blog Posts, digital portfolio, class discussion, literary circles, role play

Suggested Resources

  • Text: Holocaust and Human Behavior, Race and Membership in American History: The Eugenics Movement, Choices: Weimar and the Rise of Hitler

  • Primary Sources: Elie Wiesel’s Night

  • Film: Cabaret, The Seduction of a Nation, The World At War: Germany, 1932, Schindler’s List, Third Reich: Rise and Fall, The Democrat and the Dictator, Hitler Youth, America and the Holocaust
  • Websites: Facing History Pathway on the Weimar Republic


Suggested Tech Integration

  • Facing History Pathway

Content Vocabulary

  • Anti-Semitism, Fascism, Holocaust, Coalition Government, euthanasia, “Final Solution,” propaganda, “Righteous Among the Nations”

Lifelong Learning/21st Century Skills

  • Productive habits of mind

  • Quality work

  • Read critically

  • Communicate effectively

  • Collaborate and cooperate

  • Access and process information

  • Core Ethical Values



Unit 4: Judgment and Participation


Essential Understandings:

  1. The study of historical eras, events, trends and themes shapes our understanding of the past, the present, and the future

  1. People establish structures including governments to provide an organization to meet the needs of its citizens and define the rights and responsibilities of its citizens

  2. The identity, behavior, and networks among groups of people influence cultural characteristics, cooperation, interdependence, and conflict with others

  3. Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues

Content Standards:
  1. Events take place in specific historical eras and illustrate enduring themes that transcend time and place


  2. Events in the global community have an impact on the security and well being of all of us

  3. People from diverse cultures interact and influence each other’s practices and products

  4. Critical thinking and problem solving skills allow us to evaluate and analyze information t make informed decisions and draw evidence-based conclusions




Essential Question: How can individuals, groups, and nations help themselves make ethical choices?




Benchmarks

Learning Goals: Students will:

  • Patterns of continuity and change can be seen throughout history and help us understand the present and prepare for the future

  • Events in the national and global community have an impact on everyone

  • Supranational organizations seek to coordinate global efforts to maintain security, protect human rights, improve living standards and resolve conflicts peacefully

  • Legal protections prevent and reduce discrimination and often address the causes of prejudice

  • Various individuals and groups propose solutions to current issues that are both relevant and logical from their own perspective

  • Hypothesize possible outcomes from an initial event

  • Reconstruct and express multiple points of view; assess the validity of alternative perspectives
  • Compare present events with past events


  • Examine and explain your own thinking

Describe and evaluate the Nuremberg trials within their historical and political context and determine their bias and credibility

Research and examine current day situations involving human rights violations, war crimes and genocide (UN UDHR, ICJ, ICC, Truth and Reconciliation Commission)

Research and interpret current events dealing with violations of human rights

Investigate examples of individuals and groups within society who exemplify good citizenship



Suggested Strategies

  • Online Webquest – Nuremberg, Primary Source Analysis – Nuremberg Trials, Choices Role Play – Competing Visions of Human Rights, Current Issues in Human Rights Inquiry Project

Suggested Assessments

  • Blog Posts, digital portfolio, class discussion, online quest, inquiry project, role play

Suggested Resources

  • Text: Holocaust and Human Behavior, Race and Membership in American History: The Eugenics Movement, Choices: Competing Visions of Human Rights

  • Film: Tyranny on Trial: Nuremburg War Crimes, Two Towns of Jasper, Eyes on the Prize: America’s Civil Rights Years, Judgment at Nuremberg

Suggested Tech Integration
  • The Avalon Project at Yale University - http://avalon.law.yale.edu/subject_menus/imt.asp


  • Harvard Law School Library Nuremberg Trials Project - http://nuremberg.law.harvard.edu/NurTranscript/TranscriptPages/1_01.html

  • Famous World Trials - http://law2.umkc.edu/faculty/projects/ftrials/nuremberg/nuremberg.htm

  • U.S. Holocaust Memorial Museum - http://www.ushmm.org/research/doctors/

Content Vocabulary

  • Nuremberg Trials, military tribunal, human rights, United Nations Universal Declaration of Human Rights, International Court of Justice, International Criminal Court, Truth and Reconciliation Commission

Lifelong Learning/21st Century Skills

  • Productive habits of mind

  • Quality work

  • Read critically

  • Communicate effectively

  • Collaborate and cooperate

  • Access and process information

  • Core Ethical Values




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