Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
Duration:
Three Sixty-Minute Class Periods
Objectives:
The learner will:
- research examples of prejudice in countries around the world.
- identify the Core Democratic Values represented in song lyrics.
- locate, on a map, countries identified as intolerant.
Materials:
- Copies of the lyrics to We Shall Be Free (Attachment One)
- Brooks, Garth. Chase. "We Shall Be Free." Emd/Capitol, November 21, 2000. Audio CD - ASIN B00005176C. Audio Cassette - ASIN B000002V16.
- If access to computers is not possible, print copies of articles downloaded from the Internet. (See Bibliographical References.)
- Poster or copies of the Core Democratic Values (Attachment Two)
- Poster or copies of the Core Democratic Values for Elementary Students (Attachment Three)
- 3" X 5" note cards
- Multicolored pushpins
- Yarn or String
- Wall maps of the World or Continents
Instructional Procedure(s):
- Anticipatory Set:
- Play the recording or read the lyrics to "We Shall Be Free" (Attachment One) by Garth Brooks and Stephanie Davis. Ask the students to reflect on the meaning of the words of the song and share with two other students.
- Ask for volunteers to share the results of the homework assignment from the previous day. (See Lesson One: Stereo What?). Be sure students have received parental permission to share.
- Review and/or instruct students how to conduct information searches using the Internet. Have students brainstorm a list of key words to use in their searches for information about discrimination in other countries around the world. Note: You may wish to direct the students' attention to the Core Democratic Values (Attachment Two) or Core Democratic Values for Elementary Students (Attachment Three). You also may have to suggest some terms such as ethnicity, apartheid, or nationalism. Post the list of words generated on an overhead, white board, or chalk board.
- Students should begin their searches using the Internet. Depending on the availability of computers, students may work in teams of two or three. In the event that computers are not available, some Web sites are listed in the Bibliography for this lesson. The teacher may print out some of the information for students to use. Ask the students to locate two examples of intolerance and record brief notes on a 3" X 5" note card. The examples should be from two different countries, e.g., the ethnic cleansing in Kosovo and the treatment of Roma (Gypsies) in Bulgaria. Be sure to include the United States in this assignment. This is important for comparison purposes.
- Have the students construct a three columned recording chart that will look similar to the following:
Country/Type of Gov't Problem Identified Freedom/Value Denied - Tell students to locate their countries on a world or continental map using a pushpin. Using a piece of yarn or string, have students connect their pushpin to the note card that describes the events in that country. After locating the country and placing the note card, students should orally identify the country and the example of discrimination they found. The class will fill in the first two columns of the recording chart as each student reports out.
- Ask students to return to the words of We Shall Be Free. Discuss with students the types of freedoms in the song. Ask which Core Democratic Values are addressed in the song. (Lyrics that are italicized indicate clues to connections to the Core Democratic Values.) Compile a class list of the results of the discussion.
- Tell students to look at their own examples from the map/Internet activity. Ask, "How does the information you gathered connect to the meaning of the lyrics?" As a class, discuss each country's problem area and identify the freedom being denied to the people or the core democratic value that is missing. Each student should add this information to his or her recording sheet.
Assessment:
- Students will be evaluated on the completeness of their note cards. Note cards should include the following information:
- Name of the country
- A written description of events or conditions that indicate discrimination or intolerance in the selected country.
- Students will also be required to hand in their recording charts for full credit.
- Teacher observation.
Bibliographical References:
- Amnesty International Library: Working to Protect Human Rights Worldwide <http://web.amnesty.org/library/engindex>.
- Brooks, Garth. Chase. "We Shall Be Free." Emd/Capitol, November 21, 2000. Audio CD - ASIN B00005176C. Audio Cassette - ASIN B000002V16.
- One World Home Page <http://www.oneworld.org/>.
- The New York Times Learning Network Home Page, <http://www.nytimes.com/learning/>. Search Student and Teacher Resources.
- The Peace Corps Home Page, <http://www.peacecorps.gov>
- The Southern Poverty Law Center Home Page, <http://www.tolerance.org/>.
Lesson Developed and Piloted by:
Thomas WebbFulton Schools
Fulton Middle School
Middleton, MI 48856
Handouts:
Handout 1Print Handout 1
We Shall Be Free
Garth Brooks and Stephanie Davis
This ain't comin' from no prophet
Just an ordinary man
When I close my eyes I see
The way this world shall be
When we all walk hand in hand.
When the last child cries for a crust of bread
When the last man dies for just words that he said
When there's shelter over the poorest head
We shall be free.
When the last thing we notice is the color of skin
And the first thing we look for is the beauty within
When the skies and the oceans are clean again
Then we shall be free.
We shall be free
We shall be free
Stand straight, walk proud
'Cause we shall be free.
When we're free to love anyone we choose
When this world's big enough for all different views
When we all can worship from our own kind of pew
Then we shall be free
We shall be free.
We shall be free
Have a little faith
Hold out
'Cause we shall be free.
And when money talks for the very last time
And nobody walks a step behind
When there's only one race and that's mankind
Then we shall be free.
We shall be free
We shall be free
Stand straight, walk proud, have a little faith, hold out
We shall be free.
We shall be free
We shall be free
Stand straight, have a little faith
We shall be free.
Handout 2Print Handout 2
Core Values of American Constitutional Democracy
Core democratic values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches, and writings of the nation. Below are some examples of core democratic values.
| Fundamental Beliefs | Constitutional Principles |
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Source: CIVITAS: A Framework for Civic Education, a collaborative project of the Center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86,1991.
Life The individual's right to life should be considered inviolable except in certain highly restricted and extreme circumstances, such as the use of deadly force to protect one's own or others' lives.
Liberty The right to liberty is considered an unalterable aspect of the human condition. Central to this idea of liberty is the understanding that the political or personal obligations of parents or ancestors cannot be legitimately forced on people. The right to liberty includes personal freedom: the private realm in which the individual is free to act, to think and to believe, and which the government cannot legitimately invade; political freedom: the right to participate freely in the political process, choose and remove public officials, to be governed under a rule of law; the right to a free flow of information and ideas, open debate and right of assembly; and economic freedom: the right to acquire, use, transfer and dispose of private property without unreasonable governmental interference; the right to seek employment wherever one pleases; to change employment at will; and to engage in any lawful economic activity.
Core Values of American Constitutional Democracy
The Pursuit of Happiness It is the right of citizens in the American constitutional democracy to attempt to attain-to "pursue"-happiness in their own way, so long as they do not infringe upon rights of others.
Common Good The public or common good requires that individual citizens have the commitment and motivation-that they accept their obligation-to promote the welfare of the community and to work together with other members for the greater benefit of all.
Justice People should be treated fairly in the distribution of the benefits and burdens of society, the correction of wrongs and injuries, and in the gathering of information and making of decisions.
Diversity Variety in culture and ethnic background, race, lifestyle, and belief is not only permissible but desirable and beneficial in a pluralist society.
Truth Citizens can legitimately demand that truth-telling as refraining from lying and full disclosure by government be the rule, since trust in the veracity of government constitutes an essential element of the bond between governors and governed.
Popular Sovereignty The citizenry is collectively the sovereign of the state and holds ultimate authority over public officials and their policies.
Patriotism Virtuous citizens display a devotion to their country, including devotion to the fundamental values and principles upon which it depends.
Rule of Law Both government and the governed should be subject to the law.
Separation of Powers Legislative, executive, and judicial powers should be exercised by different institutions in order to maintain the limitations placed upon them.
Representative Government The republican form of government established under the Constitution is one in which citizens elect others to represent their interests.
Checks and Balances The powers given to the different branches of government should be balanced, that is roughly equal, so that no branch can completely dominate the others. Branches of government are also given powers to check the power of other branches.
Core Values of American Constitutional Democracy
Individual Rights Fundamental to American constitutional democracy is the belief that individuals have certain basic rights that are not created by government but which government should protect. These are the right to life, liberty, economic freedom, and the "pursuit of happiness." It is the purpose of government to protect these rights, and it may not place unfair or unreasonable restraints on their exercise. Many of these rights are enumerated in the Bill of Rights.
Freedom of Religion There shall be full freedom of conscience for people of all faiths or none. Religious liberty is considered to be a natural inalienable right that must always be beyond the power of the state to confer or remove. Religious liberty includes the right to freely practice any religion or no religion without governmental coercion or control.
Federalism Power is shared between two sets of governmental institutions, those of the states and those of the central or federal authorities, as stipulated by the Constitution.
Civilian Control of the Military Civilian authority should control the military in order to preserve constitutional government.
Reprinted by: Michigan Council for the Social Studies 6/10/98
Handout 3Print Handout 3
The Core Democratic Values for Elementary Students
Life Each citizen has the right to the protection of his or her life.
Liberty Liberty includes the freedom to believe what you want, freedom to choose your own friends, and to have your own ideas and opinions, to express your ideas in public, the right for people to meet in groups, the right to have any lawful job or business.
The Pursuit of Happiness Each citizen can find happiness in their own way, so long as they do not step on the rights of others.
Justice All people should be treated fairly in getting advantages and disadvantages of our country. No group or person should be favored.
Common Good Citizens should work together for the good of all. The government should make laws that are good for everyone.
Equality Everyone should get the same treatment regardless of where their parents or grandparents were born, race, religion or how much money you have. Citizens all have political, social and economic equality.
Truth The government and citizens should not lie.
Diversity Differences in language, dress, food, where parents or grandparents were born, race, and religion are not only allowed but accepted as important.
Popular Sovereignty The power of the government comes from the people.
Patriotism A devotion to our country and the core democratic values in word and deed.
To learn more about the core values of American constitutional democracy please consult "Civitas: A Framework for Civic Education, a collaborative project of the center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86, 1991." This document may be ordered from the Center for Civic Education by calling 1-800-350-4223.
Unit Contents:
Overview:We Are One World Summary
Lessons:
- 1.
- Stereo What?
- 2.
- Violations and Dreams
- 3.
- What's the Difference?
- 4.
- Freedoms We Enjoy
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