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Mrs. Leary January 24, 2012 Mrs. Lindberg Do Now:: Bystander Activity

This document appears to be notes from a classroom lesson plan focused on discussing bystander behavior and propaganda. It includes discussion questions about defining victims, oppressors, and bystanders. Students are asked to reflect on times they have been bystanders and how bystander actions could impact events. The lesson also involves students working in pairs to create a propaganda poster and analyzing the propaganda techniques used. Upcoming assignments include reading more of The Diary of Anne Frank.

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613 views9 pages

Mrs. Leary January 24, 2012 Mrs. Lindberg Do Now:: Bystander Activity

This document appears to be notes from a classroom lesson plan focused on discussing bystander behavior and propaganda. It includes discussion questions about defining victims, oppressors, and bystanders. Students are asked to reflect on times they have been bystanders and how bystander actions could impact events. The lesson also involves students working in pairs to create a propaganda poster and analyzing the propaganda techniques used. Upcoming assignments include reading more of The Diary of Anne Frank.

Uploaded by

teresaleary
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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January 24, 2012

Mrs. Leary Mrs. Lindberg


Do Now:

January 24, 2012

Writer's Notebook- Choose one of the quotes from MLK, Jr. What does this quote mean? How is this quote connected to today? How are you connected to the past?

AGENDA Bystander Activity

January 24, 2012

Thou shalt not be a victim. Thou shalt not be an oppressor. But most of all, thou shalt not be a bystander.
- Yehuda Bauer, Jewish historian

January 24, 2012

What is a victim? What is an oppressor? What is a bystander? Why does Bauer think being a bystander is the worst role to take?

January 24, 2012

1. In these scenes, who were the bystanders? 2. Did these bystanders harm or help others, or were they neutral? How so? 3. How might different actions of the bystanders have changed the events in each scene, or changed Gerdas experience?

January 24, 2012

1. How might our roles or choices shift, given the context or situation? Are we, as individuals, more likely to be subject to, participate in or ignore some forms of bullying over others? For example, do you feel a greater need to speak up, or be quiet, if someone is being bullied because of a characteristic that you share with him or her (e.g., weight, race, sexual orientation, religion)? 2. What forces, internal and external, keep us from taking action in such moments? Are some more excusable than others? What can be done to diminish the forces that keep us from taking action?

January 24, 2012

Independently, reflect on 3 instances in which you felt that you were a bystander. You do not need to put your name on the handout.
I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. -Holocaust Survivor, Elie Wiesel

January 24, 2012

Mrs. Leary Mrs. Lindberg

January 24, 2012

Do Now: Read in your SSR silently.

AGENDA Propaganda Project

January 24, 2012

Propaganda Project In teams of two, you will create a fictitious company, product, or campaign and a propaganda poster to spread your message. Your project will consist of an image, a slogan, a symbol, and a reflection describing the propaganda techniques you used.

January 24, 2012

Upcoming Due Dates: Thursday, 1/26: Read entries 9-12 (numbered in your Anne Frank packet) in The Diary of Anne Frank.

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