Three to Four Fifty-Minute Class Periods
The learner will:
Explain to the students that there is a belief that whatever happens to you early in life will affect your actions for the rest of your life. For example, people who lived during the Great Depression were frugal all their lives while people who grew up in a time of prosperity spent money easily because they believed they would be able to get what they needed without great difficulty. Ask students to close their eyes and form a mental image of any previous event or situation in their lives that they believe will make an impression on their future behavior. Ask one or two volunteers to share their experience.
FOCUS QUESTION: When an individual is willing to take private action for public good, what social conditions can be the force that pushes him/her into action to realize his or her full potential as a leader?
The discussion is entirely student-directed and teacher participation should be minimal. Group B members are each assigned to evaluate their partners. Group B members may pass notes for possible discussion topics to the person in front of them. Time allotted: 10 minutes per group; after the first 10 minutes, the two groups switch.
If student discussion lags or the teacher wishes to provide idea-starters for the groups, any of the following questions may be used:
PBS Video: Ida B. Wells, A Passion for Justice. Available at Amazon on VHS (ASIN: B001RIS26S) or see the following website for ordering DVD version: http://newsreel.org/nav/title.asp?tc=CN0166
Lesson Developed By:Kristine Grunwald
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