Ibsc Fhao Presentation
- 1. Neal Kamsler Upper School Head Steven Cohen Asst. Upper School Head Facing History and Ourselves International Boys School Conference June 2007 The Allen-Stevenson School New York City
- 2. Facing History and Ourselves A course in… Racism Discrimination Citizenship Democracy Heroism … that uses the Holocaust as a case study
- 3. Initial Reasons for Introducing Supported Diversity Work Kept “Seniors” Engaged Intriguing for Boys
- 4. Why It Works For Boys Issues of Power Leadership & Heroism Moral Questions Drama / Action Technology Talking & Moving Real
- 5. Structure Interdisciplinary English, History, Art Evolution a Process Pass / Fail Meets ≈ 10 hours/week for 7 Weeks Mentors
- 6. Structure Case Studies from history Holocaust Armenian Genocide Rwanda
- 7. Structure Case Studies from “Ourselves” Current Events Darfur, Child Soldiers, Gay Marriage School Issues Leadership Bullying / Social Cruelty
- 8. Requirements Coursework Readings, films, trips, speakers, discussions, journal responses, papers. Blogs Art Project Faculty Presentation
- 9. Pedagogy Case Study Method Socratic / Constructivist Discussion, Observation, Action “ Complicating simple answers to complex questions”
- 10. Course Outline Identity Us v. Them Rise of the Nazis Holocaust Judgment & Memory Choosing to Participate
- 11. Unit 1: Identity Essential Questions Who am I? How do I see myself? How do others see me? What factors influence how I think and behave?
- 12. Unit 1: Identity Sample Activities / Texts The Bear That Wasn’t After the First “ If the World Were a Village of a 1,000 People” Ladder of Inference / Stereotyping “ Stolen Bicycle” Eye of the Storm
- 13. Identity Charts a Basic Tool Shows how we and others label ourselves Shows points of commonality and difference Exposes our lenses
- 14. If the World Were a Village of a 1000 people… How many would be… Christians? Muslims? Jews? Buddhists? Secular / Nonreligious?
- 16. If the World Were a Village of a 1000 people… How many would be… Christians? 330 Muslims? 215 Jews? 2 Buddhists? 59 Secular / Nonreligious? 140 Source: World Bank, World Development Indicators 2002
- 17. Unit 2: Us v. Them Essential Questions Where do I belong? Why are some people included and others excluded? How can I belong to a group and still be true to myself? For whom am I responsible?
- 18. Unit 2: Us v. Them Sample Activities / Texts Fires in the Mirror “ Harrison Bergeron” Educating Peter Study of Antisemitism
- 19. Universe of Obligation Those people to whom we feel some obligation, to whom rules apply, whose injuries deserve a response 1 2 3 4
- 20. Unit 3: The Rise of the Nazis Essential Questions: Why did this happen? How does prejudice become law? Why didn't people stop it? What could have been done?
- 21. Unit 3: The Rise of the Nazis Sample Activities / Texts The Wave / “You Will Do As Directed” Friedrich Propaganda Study What could have been done? “ The Hangman,” Maurice Ogden
- 22. Unit 4: The Holocaust Essential Questions How could it have happened in the 20th Century in the heart of Europe? What does resistance mean in a world of diminished choices? What factors contributed to the choices the perpetrators, victims, bystanders, and rescuers made?
- 23. Unit 4: The Holocaust Sample Activities / Texts Milgram Experiment “ Police Battalion 101 Night Schindler’s List Weapons of the Spirit What Makes a Rescuer?
- 24. Unit 5: Judgment and Memory Essential Questions Who is responsible for History? Are some people more to blame than others? How do we judge and/or punish those who participated? Is forgiveness, or even reconciliation, possible? How do we remember?
- 25. Unit 5: Judgment and Memory Sample Activities / Texts Confessions of a Hitler Youth The Sunflower Nuremberg
- 26. Unit 6: Choosing to Participate Essential Questions Does one individual matter? How can I make a difference? Where do I begin?
- 27. Unit 6: Choosing to Participate Sample Activities / Texts Kitty Genovese “ The Ones Who Walk Away from Omelas, ” Ursula Le Guin “ The Road Not Taken” Art Projects Blogs
- 28. Save Two Million Project
- 29. Save Two Million Project
- 30. Art Project Crystallizing Activity Political Art Personally Relevant Current Event or Issue Any Medium Sculpture Film Painting
- 34. Child Slavery and the Chocolate Trade in the Sudan
- 35. “ It all happened so suddenly. At 11 o’clock Graciela Alatorre had an appointment to review her working permit. She was taken into another room where she was was was handcuffed like a criminal. She had never committed a crime or broken any law. All she did was work to support her family. In tears she was forced to board a plane. She was ripped away from her family so unexpectedly.” Illegal Immigration
- 37. Faculty Presentation Culminating Performance Brings together much of what the boys have worked on over their time with us Each boy presents to 1/3 of the Faculty Presents Topic Presents Art Piece Answers Questions
- 38. Trips Public Art Washington, DC Archives Hero
- 39. Moral Vocabulary in Upper School Perpetrator Victim Bystander “ We want an Upper School of heroes.”
- 40. From Students What are important themes of the course? “ Achieving a sense of identity, realizing one’s responsibilities as part of a privileged society, and to study human behavior from many different angles.” “ The worst person in a situation of crisis is the person who stands by and does nothing…” “ The theme of the course is… through self-control, analysis, thoughtfulness, we as people can make the world a better place.”
- 41. “The course does a good job in forcing kids to re-evaluate themselves and become more involved. You start asking yourself questions such as: ‘Was I partly responsible for not calling for help for that woman on the subway?’”
- 42. FHAO Web Site www.facinghistory.org