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10th Grade ELA/Social Studies

Massachusetts DESE・2 minutes read

Participants discuss willingness to make sacrifices for country in war, money's inability to compensate for injustices, and analyzing narrative essays, delving into various tones and persuasive elements. They reflect on personal responses to defending rights, bystander effect dynamics, and engage in activities related to propaganda techniques and human rights violations.

Insights

  • Participants in the activity were divided on the willingness to make sacrifices for their country, with some prioritizing family safety over serving in times of war.
  • The class engaged in discussions ranging from the role of money in compensating for injustices to analyzing narrative essays and exploring personal responses to defending rights, culminating in activities focused on propaganda techniques and the bystander effect.

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  • What are students discussing in class?

    Sacrifices for country, money's compensation, narrative essay analysis.

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Summary

00:00

"War Sacrifices, Freedom, and Personal Responses"

  • The activity for today involves standing on either the "Agree" or "Disagree" side based on personal beliefs.
  • Participants are asked about their willingness to make sacrifices for their country in times of war.
  • Responses vary, with some choosing to serve for family and loved ones, while others prioritize staying home to protect their families.
  • The discussion extends to the idea of Americans making sacrifices to preserve freedom, with differing opinions on fighting for other countries.
  • The final topic explores whether money can compensate for injustices, with most participants disagreeing.
  • The class then delves into analyzing a narrative essay, discussing its descriptive and persuasive elements.
  • Students reflect on the tone of the essay, with interpretations ranging from sad and depressing to uplifting and informative.
  • The class considers why the author chose to tell the story in a particular tone, with suggestions of portraying heroism and combining descriptive and persuasive tones.
  • The discussion shifts to personal responses when someone's rights are challenged, with students sharing their tendencies to defend those facing injustice.
  • The class reflects on their roles as defenders, silent bystanders, or participants in situations where rights are challenged.

13:55

Defending Others: Silence, Propaganda, and Psychology

  • People tend to be defenders for friends and family but often stay silent in unusual situations to avoid getting involved.
  • A student defended a boy on Instagram from teasing, showing a commitment to standing up for mistreated individuals.
  • Different perspectives exist on when to defend someone, with some emphasizing the importance of the situation.
  • A historical case involving bystanders failing to intervene in a crime highlights the bystander effect and the psychology behind it.
  • The bystander effect involves a five-step process where individuals notice an event but fail to take action due to various reasons.
  • The phenomenon of pluralistic ignorance leads people to assume nothing is wrong if others are not concerned, contributing to inaction.
  • Students are divided into groups to engage in activities related to propaganda techniques and the bystander effect.
  • Activities at different stations involve analyzing propaganda techniques like fear, plain folks, bad logic, and unwarranted extrapolation.
  • Students discuss political cartoons and photographs that depict Japanese individuals as potential threats during wartime.
  • The lesson involves completing tasks at various stations, with multimedia-oriented activities and discussions on propaganda and the bystander effect.

29:03

Analyzing Human Rights Through Images and Text

  • Uncle Sam depicted with a butterfly catcher addressing the "Enemy alien problem" with various signs.
  • Students discuss their interpretations of different images related to racial division and historical events.
  • Introduction of the United Nations Universal Declaration of Human Rights, focusing on 30 articles.
  • Students select and discuss the most important articles to them personally.
  • Students identify violations of human rights in a reading and discuss the importance of upholding these rights.
  • Students are tasked with creating arguments on the importance of upholding human rights to prevent historical injustices from reoccurring.
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