explore the role of art in self-expression. Unit Essential Question: What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today? Exploring Identity. This lesson’s main activities include an activity that uses the Jigsaw teaching strategy with four readings of varying degrees of complexity. EXPLORING IDENTITY IN POETRY I am a parrot. Framing Material Overview. Students are introduced to the Nazis’ idea of a “national community” and examine how the Nazis used the Nuremberg Laws to define who belonged. images (b). Adaptable. Procedures for teachers is divided into two sections: Prep-- Preparing for the lesson Steps-- Conducting the lesson Extension-- Additional Activities Students analyze images and film that convey the richness of Jewish life across Europe at the time of the Nazis’ ascension to power. the elements and principles of art to create art works for public Students identify the social and cultural factors that help shape our identities by analyzing firsthand reflections and creating personal identity charts. To what extent are we defined by our talents, tastes, and interests? At Facing History, we begin each journey of investigation with a study of identity, focusing on how both individual and national identities are formed, as well as how these identities influence behavior and decision-making. Students think about the responsibilities of governments as they consider how countries around the world responded to the European Jews trying to escape Nazi Germany. Jews around the world define what it means to be Jewish in a variety of ways, just as the members of other groups often debate what makes one part of the group. Students begin the unit's historical case study by exploring the brutal realities of World War I and the impact of the armistice and the Treaty of Versailles. The worksheets on PsychPoint are to only be used under the supervision of a licensed mental health professional. Students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s. It cannot be defined by a “single story” or stereotype. Students start to gather evidence that supports or challenges their initial thinking about the writing prompt. They will then create self-portraits made up of objects, symbols and/or imagery that represent various parts of their identities. Then divide the class into new “teaching” groups. Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible. Teaching and Learning Activities Time (Approx) Starter In pairs or small groups, ask students to write a list of things that someone might use to describe their identity (eg gender, age, country of birth/residence, religion, culture, sexuality, hobbies, their look, their friends, music they listen to). These activities give young people the opportunity to reflect upon their identity, explore the similarities and differences that they share with others from all backgrounds, and consider the multi-faceted and fluid nature of identity. By the nation in which we live? dealt with the issue of identity. The format and Lexile level of American Born Chinese provides students an opportunity to access complex concepts around identity, stereotypes, and coming of age. Students learn about the experiences of people in Nazi Germany through a variety of firsthand accounts and identify the range of choices that they faced. They provide starting points for young people to discuss Add these words to your Word Wall, if you are using one for this unit, and provide necessary support to help students learn these words as you teach the lesson. Created: Jul 6, 2014 | Updated: Jan 14, 2015. If you are willing to share your own experiences, the children are more likely to feel open and willing to share their own. Preschool children are beginning to learn who they are and to form a sense of identity. Students might then create an. 1. This resource was revised on 8.26.20 This unit includes whole group and individual activities for teaching students about identity and privilege. l. Unit Overview. The resources suggested in this lesson include some of these influences—such as race, sexual orientation, and personal interests—but not others. 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