Teachablemoment https://www.morningsidecenter.org/ en Teachable Instant: A Confederate Controversy https://www.morningsidecenter.org/teachable-moment/lessons/teachable-instant-confederate-controversy <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Teachable Instant: A Confederate Controversy</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>Note:&nbsp; Before you discuss the Confederate flag in your classroom, you may want to review our<a href="http://www.morningsidecenter.org/teachable-moment/lessons/teaching-about-controversial-or-difficult-issues"> guidelines for teaching on controversial issues</a>.</p> <hr> <h4><br> Web</h4> <p>Write the words "Confederate flag" on the board and circle it.&nbsp; Ask students what words they associate with that term.&nbsp; Write students’ responses on the board, and connect their words to "Confederate flag" with a line.&nbsp;</p> <p>Then ask: &nbsp;</p> <ul> <li>What do you notice about the web?</li> <li>Can we make any generalizations about our associations?<br> &nbsp;</li> </ul> <hr> <h4><br> About the Confederate Flag</h4> <p>Ask five volunteers to each read one of the following five paragraphs.<br> &nbsp;</p> <p><strong>1.&nbsp; </strong>Over the 2015 Memorial Day weekend, people in 13 mostly southern states conducted "funerals" for the Confederate flag as part of a project by conceptual artist John Sims. Sims said he hoped the actions would prompt people to "reflect upon and critique the complex nature of the Confederate flag as a lasting symbol of terror."&nbsp; &nbsp;The project also included 13 artists reading eulogies they had written. &nbsp;(See the video here. <a href="https://www.youtube.com/watch?v=N-H5lzW73-g">https://www.youtube.com/watch?v=N-H5lzW73-g</a>)</p> <p>&nbsp;</p> <p><strong>2.&nbsp; </strong>The actions angered groups that defend the Confederate flag.&nbsp; Ben Jones, a spokesman for the Sons of Confederate Veterans, said that the project was "not only terribly offensive but astonishingly idiotic.&nbsp; This sort of thing merely inflames old divisions... For every flag he burns and buries, we will put up ten more."</p> <p>&nbsp;</p> <p><strong>3.&nbsp; </strong>The Confederate flag has been in the news for another reason lately:&nbsp; In March 2015, the Supreme Court heard arguments over the state of Texas’s decision not to allow the Sons of Confederate Veterans to sponsor a state license plate that includes the Confederate battle flag.&nbsp; The court has not yet ruled in the case.</p> <p>&nbsp;</p> <p><strong>4.&nbsp; </strong>Many people are deeply offended by the Confederate flag, which they see as a horrific reminder of slavery, discrimination and racial violence. &nbsp;To them, it celebrates the Confederacy, under which hundreds of thousands of Black people were enslaved and robbed of their wages; many were tortured or killed.&nbsp; They note that the flag is commonly used by hate groups, including the Ku Klux Klan, and they compare it to the Nazi flag, which is banned in Germany.&nbsp;&nbsp; Some also argue that the flag is a symbol of treason.&nbsp;<br> &nbsp;</p> <p><strong>5.&nbsp;</strong> Many defenders of &nbsp;the Confederate flag maintain that it is not intended to represent slavery or racism, but is instead a "symbol of southern pride." Others say the flag is a general statement of rebellion against tyranny, and that the Confederacy was not primarily about slavery, but about state’s rights.&nbsp; However, historical records contradict this claim. For instance, Confederate vice president Alexander Stephens declared that the Confederacy’s "cornerstone" was the principle "that slavery, subordination to the superior race" was the "natural and moral condition" of Black Americans. Defenders of the Confederate flag argue that restricting people from displaying the flag violates their First Amendment right to free speech.</p> <p>Ask students:&nbsp;</p> <ul> <li>What do you think of these opposing views about the Confederate flag?<br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4>Where do Americans stand?</h4> <p><br> In March 2015, the group YouGov polled 1000 adults from around the country about this issue. The survey asked:&nbsp; Do you see the Confederate flag more as a symbol of Southern pride or more as a symbol of racism? &nbsp;(See the survey <a href="http://cdn.yougov.com/cumulus_uploads/document/2lq7ui6prg/tabs_OPI_confederate_flag_20150327.pdf">here</a>.)</p> <p>&nbsp;</p> <p>Ask students to guess what the survey found.&nbsp; Specifically:</p> <p>&nbsp;</p> <p>a. What percentage of Black people surveyed said that the Confederate flag was a symbol of Southern pride? (8%)</p> <p>b. &nbsp;What percentage of Black people said it was a symbol of racism? (55%)</p> <p>&nbsp;</p> <p>c. What percentage of white people said that the Confederate flag was a symbol of Southern pride? (47%)</p> <p>d.&nbsp; What percentage of white people said it was a symbol of racism? (30%)</p> <p>&nbsp;</p> <p>e.&nbsp; What percentage of young people (aged 18-29) said it was a symbol of Southern pride? (19%)</p> <p>f.&nbsp;&nbsp; What percentage of young people said it was a symbol of racism? (43%)</p> <p>&nbsp;</p> <p>g. What percentage of seniors (65 and over) said it was a symbol of Southern pride? &nbsp;(58%)</p> <p>h. What percentage of seniors said it was a symbol of racism?&nbsp; (26%)</p> <p>&nbsp;</p> <p>Overall, the survey found that:</p> <ul> <li>41% of those surveyed thought the flag was a symbol of Confederate pride</li> <li>31% thought it was a symbol of racism</li> <li>15% said it was neither</li> <li>12% were not sure<br> &nbsp;</li> </ul> <hr> <h4><br> Discussion</h4> <p>Ask students: &nbsp;If these statistics reflect national opinion, what do they tell you about the range of views about the Confederate flag?</p> <p>People’s opinions can change based on new information or changing social values.&nbsp; For instance, public opinion about marriage equality for lesbians and gays has shifted dramatically in the space of just a few years. &nbsp;What do you think people who find the Confederate flag offensive could do to shift public opinion on this issue?</p> <p>Which of the following do you think would be most effective:</p> <ul> <li>organizing actions like the Memorial Day "funerals"</li> <li>calling &nbsp;on the U.S. or states to ban the flag, just as Nazi symbols were banned in Germany &nbsp;</li> <li>educating people about the flag’s history and about why it is offensive&nbsp;</li> </ul> <p>What questions do we have about the Confederate flag or people’s opinions about it? &nbsp;</p> <p>How can we answer them?</p> <hr> <p>&nbsp;</p> <h4>Optional assignments</h4> <ul> <li>Ask students to research the Confederate flag controversy, including arguments for and against display of the flag. Then conduct another classroom discussion on the issue.</li> <li>Ask students to research where Confederate symbols are currently used (eg, in state or local flags, by organizations, on signs, etc), then discuss what impact these uses of the flag might have.<br> &nbsp;</li> </ul> <hr> <h4><br> Sources</h4> <p><a href="http://www.wsj.com/articles/battle-stirs-over-confederate-flag-1432332336?mg=id-wsj">http://www.wsj.com/articles/battle-stirs-over-confederate-flag-1432332336?mg=id-wsj</a></p> <p><a href="http://cdn.yougov.com/cumulus_uploads/document/2lq7ui6prg/tabs_OPI_confederate_flag_20150327.pdf">http://cdn.yougov.com/cumulus_uploads/document/2lq7ui6prg/tabs_OPI_confederate_flag_20150327.pdf</a></p> <p><a href="http://op-talk.blogs.nytimes.com/2014/11/03/why-do-we-still-care-about-the-confederate-flag/?_r=0">http://op-talk.blogs.nytimes.com/2014/11/03/why-do-we-still-care-about-the-confederate-flag/?_r=0</a></p> <p><a href="http://www.politico.com/magazine/story/2015/04/civil-war-american-south-still-loves-confederacy-116771.html#.VWmxKM9Viko">http://www.politico.com/magazine/story/2015/04/civil-war-american-south-still-loves-confederacy-116771.html#.VWmxKM9Viko</a></p> <p><a href="http://www.people-press.org/topics/race-and-ethnicity/">http://www.people-press.org/topics/race-and-ethnicity/</a></p> <p><a href="http://www.theroot.com/articles/culture/2015/04/_the_confederate_flag_represents_treason.html">http://www.theroot.com/articles/culture/2015/04/_the_confederate_flag_represents_treason.html</a></p> <p><a href="http://www.theguardian.com/commentisfree/cifamerica/2010/dec/20/american-civil-war-usa">http://www.theguardian.com/commentisfree/cifamerica/2010/dec/20/american-civil-war-usa</a></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-05-31T08:01:52-04:00" title="Sunday, May 31, 2015 - 08:01">May 31, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 31 May 2015 12:01:52 +0000 fionta 456 at https://www.morningsidecenter.org Teachable Instant: Chicago Makes Amends for Police Violence https://www.morningsidecenter.org/teachable-moment/lessons/teachable-instant-chicago-makes-amends-police-violence <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Teachable Instant: Chicago Makes Amends for Police Violence</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>Print out the following quotes</p> <p><strong>Quote 1</strong></p> <p>"Hopefully it’ll be a beacon for other cities here and across the world for dealing with racist police brutality so prevalent in the past in this country and, we’re unfortunately seeing, continues to this day."</p> <p><br> <strong>Quote 2:</strong></p> <p>"I'm a firm believer that you can buck the system, you know, people power can move mountains, literally. And because of that, I get up every day hoping and praying that I get the opportunity to ... let [people] know what happened and to say, please don't let it happen again. Please stand up and demand that justice prevail in these situations."<br> &nbsp;</p> <hr> <h4>A historic decision by Chicago</h4> <p><br> Give a volunteer Quote 1 and ask him or her to read it out loud.</p> <p style="margin-left:.5in;">"Hopefully it’ll be a beacon for other cities here and across the world for dealing with racist police brutality so prevalent in the past in this country and, we’re unfortunately seeing, continues to this day."</p> <p>Tell students that this quote is from Chicago civil rights attorney Flint Taylor, who was part of a 30-year struggle to win reparations for over 100 people (nearly all Black men) who had been tortured and abused by a group of Chicago police officers from 1972 to 1991 under the supervision of police commander Jon Burge.&nbsp; Police suffocated their victims with plastic bags, beat them with phone books, and shocked them with cattle prods, trying to force them to confess to crimes.</p> <p>Over the past decade, the City of Chicago has spent more than $500 million on legal settlements and other costs related to police misconduct.</p> <p>But on May 6, 2015, Chicago became the first city in the country to pay <strong>reparations</strong> to the victims of police abuse. Elicit or explain that the word "reparation" stems from the word "repair." It refers to actions that are intended to make amends for a wrong that has been done.</p> <p>The City Council unanimously agreed that the city would:</p> <ul> <li>provide $5.5 million in reparations to those who had been tortured by the police officers</li> <li>formally apologize to the victims</li> <li>create a permanent memorial recognizing them</li> <li>begin teaching public school students about the police torture in 8th- and 10th-grade history classes</li> <li>provide counseling for the victims and their immediate families</li> </ul> <p><br> Ask students: &nbsp;</p> <ul> <li>What do you think about Chicago’s decision to make amends to these torture victims?</li> <li>Do you think the measure will make a difference in Chicago or elsewhere? How?<br> &nbsp;</li> </ul> <hr> <h4>'People power can move mountains'</h4> <p><br> Give another volunteer quote 2 and ask him or her to read it aloud:</p> <p style="margin-left:.5in;">"I'm a firm believer that you can buck the system, you know, people power can move mountains, literally. And because of that, I get up every day hoping and praying that I get the opportunity to ... let [people] know what happened and to say, please don't let it happen again. Please stand up and demand that justice prevail in these situations."</p> <p>Tell students that this quote is from Darrell Cannon, who was brutally tortured by Chicago police in 1983, and forced to confess to murder. He served 24 years in prison for a crime he says he did not commit. He’s been out of prison for seven years now, and has been fighting for reparations. Cannon is now 64 years old. &nbsp;On May 6, he said:</p> <p>"Today is a historic day. It’s a historic day because we’re about to do something that’s never been done in any other city in the United States. I’m proud to be a part of this."</p> <p>Ask students: &nbsp;</p> <ul> <li>What does Darrell Cannon's statement tell you about how Chicago's recent decision came about?<br> &nbsp;</li> </ul> <hr> <h4>The reparations question</h4> <p><br> Tell students that the U.S. has paid reparations to several Native American tribes, and also paid reparations to Japanese-Americans who were held in "internment camps" during World War 2. &nbsp;</p> <p>Ask:</p> <ul> <li>Are there other injustices you think we should pay reparations for? If so, what are they?</li> <li>Who do you think should pay the reparations?&nbsp;</li> <li>Are there better ways to address injustice than reparations? If so, what are they?<br> &nbsp;</li> </ul> <hr> <h4>Optional additional activities<br> &nbsp;</h4> <ul> <li>Have students view and discuss this <a href="http://www.nytimes.com/2015/05/07/us/chicago-to-pay-5-million-to-victims-of-police-abuse.html?_r=0">3-minute NY Times video</a> about Chicago police torture victim Anthony Holmes.</li> <li>Ask students to research the debate over reparations for slavery and reparations for Native Americans, then discuss in class.<br> &nbsp;</li> </ul> <hr> <h4><br> Sources</h4> <p><br> The news from Chicago:&nbsp;</p> <ul> <li><a href="http://chicago.suntimes.com/chicago-politics/7/71/581848/hold-city-council-approves-5-5-million-reparations-burge-torture-victims">http://chicago.suntimes.com/chicago-politics/7/71/581848/hold-city-council-approves-5-5-million-reparations-burge-torture-victims</a></li> <li><a href="http://www.bettergov.org/beyond_burge/">http://www.bettergov.org/beyond_burge/</a></li> <li><a href="http://www.theguardian.com/us-news/2015/may/07/chicago-police-brutality-reparations">http://www.theguardian.com/us-news/2015/may/07/chicago-police-brutality-reparations</a></li> <li><a href="http://write.amnestyusa.org/case/chicago/">http://write.amnestyusa.org/case/chicago/</a></li> </ul> <p><br> Reparations:</p> <ul> <li><a href="http://www.nytimes.com/roomfordebate/2014/06/08/are-reparations-due-to-african-americans/who-would-pay-for-reparations-and-why">http://www.nytimes.com/roomfordebate/2014/06/08/are-reparations-due-to-african-americans/who-would-pay-for-reparations-and-why</a></li> <li>http://www.washingtonpost.com/posteverything/wp/2014/06/10/why-native-americans-dont-want-reparations/</li> <li>http://www.theatlantic.com/features/archive/2014/05/the-case-for-reparations/361631/</li> <li>http://www.nationalreview.com/article/378737/case-against-reparations-kevin-d-williamson</li> </ul> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-05-09T08:40:50-04:00" title="Saturday, May 9, 2015 - 08:40">May 9, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 09 May 2015 12:40:50 +0000 fionta 459 at https://www.morningsidecenter.org Earth Day Activity: Climate Change in Photos https://www.morningsidecenter.org/teachable-moment/lessons/earth-day-activity-climate-change-photos <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Earth Day Activity: Climate Change in Photos</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Objectives:</h4> <ul> <li>Introduce students to the impact of climate change and develop their understanding of climate justice.</li> <li>Gain understanding of resilience of the people who are most affected by climate change.</li> <li>Understand the social and environmental movements that have been formed to address climate change. &nbsp;<br> &nbsp;</li> </ul> <hr> <h4>Materials:</h4> <ul> <li>Photographs (see the links below). Print out 1 copy of each photo. Keep them in order and number them (1-12).&nbsp; For photos 1-8: Tape each photo to the center of a sheet of paper that leaves margin around the image for students to write on.</li> <li>Board or chart paper</li> <li>Markers<br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4>Web: The Impact of Climate Change</h4> <p>Ask the students:</p> <ul> <li>What do you already know about the impact of climate change, in the United States and around the world?</li> </ul> <p>Guide students in creating a web of their free associations with the words "impact of climate change."</p> <p>Write the words "impact of climate change" in the middle of the board or chart paper, then draw a circle around it. Ask students what words they associate with "impact of climate change." Write down the words students come up with and then draw a line that connects the words to the circle.</p> <p><strong>Summarize:</strong></p> <p>Note that often when we think about climate change, we think about the destruction of the environment.</p> <p>Today, we will be discussing the impact of climate change on people, and what people are doing to address this issue and to build "resilience."</p> <p>Ask:</p> <ul> <li>Does anyone have any thoughts about what the word resilience means?</li> </ul> <p>Give students the opportunity to respond, and then provide them with the definition of resilience. Write the definition on the board:</p> <p>Resilience is the ability to bounce back and return to the original state after something difficult or challenging happens. It can also mean having a strategy to resist damage, remain in control, and recover quickly from difficulties or disturbances.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Visual Understanding 1:<br> Impact of Climate Change</h4> <p>Tell students that "climate change" refers to ongoing changes in our climate because of the earth's warming. The planet is warming because of human activities, especially our burning of fossil fuels (coal, oil, gas), which emit greenhouse gases that trap heat in our atmosphere.&nbsp; Rising global temperatures make the weather more unpredictable and violent: more floods, droughts, or intense rain, as well as more frequent and severe heat waves. Our oceans are warming and becoming more acidic, ice caps and glaciers are melting, and sea levels are rising. All this presents challenges to many plant and animal species and to people.</p> <p>We're now going look at photographs that illustrate the impact of climate change in the United States and around the world.</p> <p>Break the class into four separate groups. Give each group one photograph (from #1 to #4). Each group is in charge of critiquing that photograph, and they will tell the story of this photograph.</p> <p>Ask each group to respond to the following questions.&nbsp; Students should write their responses down on the paper around the photograph. &nbsp;Ask students to decide on a presenter.</p> <ol> <li style="margin-left: 0.25in;">What is the first thing that came to mind while looking at this photograph?</li> <li style="margin-left: 0.25in;">Where is the photograph taken?</li> <li style="margin-left: 0.25in;">In what ways are the people in the photograph affected by climate change?</li> <li style="margin-left: 0.25in;">What is their source of livelihood? Are the people rich or poor, and why?</li> </ol> <p>When each group has responded to the questions and is ready to present, form a circle with all of the groups. The presenter from each group should keep the paper with their photo face down on&nbsp; their lap until they are ready to present.</p> <p>Ask each group to present their photograph to the larger group based on the questions above.</p> <p>&nbsp;Afterwards, discuss all four photos with these <strong>processing questions:</strong></p> <ol> <li style="margin-left: 0.25in;">How do these photographs connect to one another?&nbsp;</li> <li style="margin-left: 0.25in;">What effects of climate change do they show?&nbsp; &nbsp;</li> <li style="margin-left: 0.25in;">What groups of people and countries in the world are most affected by climate change?</li> </ol> <p><strong>Summarize:</strong></p> <p>Based on the photographs that we looked at, climate change most severely affects communities in the southern hemisphere. People in this part of the world are disproportionately poor. They generally use the least amount of resources. And in general, they have contributed only a small amount to climate change, because they and their &nbsp;communities don't have the resources to burn a lot of fossil fuel for heat, cooling, transportation, or manufacturing.</p> <p>It is important to mention that many of the communities we saw in the pictures are organizing to resist the impact of climate change</p> <p>&nbsp;</p> <hr> <h4><br> Visual Understanding 2:<br> Responding to Climate Change</h4> <p>Break the class into four separate groups and give each group another photograph to critique (photographs 5 - 8) This time the photographs will illustrate what people are doing to build resilience and address climate change.</p> <p>Once again, each group is in charge of one photograph, and they will tell the story of the photograph. Ask each group to respond to the following questions.&nbsp; Students should write their responses down on the paper around the photograph.&nbsp; Ask students to decide on a presenter.</p> <ol> <li style="margin-left: 0.25in;">What is the first thing that comes to mind while looking at this photograph?</li> <li style="margin-left: 0.25in;">Where do you think the people in the photograph are from?</li> <li style="margin-left: 0.25in;">What are people doing in this photograph to address climate change?</li> <li style="margin-left: 0.25in;">How do these photographs related to resilience?</li> </ol> <p>When this process is completed, form a circle with all of the groups. Again, each presenter keeps their sheet of paper on their lap, with the photograph face down.</p> <p>Ask each group to present their photograph to the larger group based on the questions above.</p> <p>When everyone has finished presenting, ask students:</p> <ol> <li class="rteindent1">How do all these photographs connect to one another?</li> <li class="rteindent1">What do these pictures make you think about "resilience"?</li> </ol> <p>&nbsp;</p> <hr> <h4><br> Climate Justice&nbsp;</h4> <p>Tell students: There is movement around the world to address climate change. On September 22, 2014, some 400,000 people, from all over the world came to New York City to march in solidarity as part of that movement.</p> <p>Ask the students:</p> <ul> <li>Why do you think 400,000 people came together to march?</li> </ul> <p>Show students the last four photos, which depict the diversity of people who joined the march, which was the largest climate protest in U.S. history.</p> <p>Ask students to volunteer their observations about each photo in turn.</p> <p>Explain that one reason people were marching was to tell world leaders (who were in New York at a climate meeting) that there is huge popular support for action on climate change.</p> <p>In December, 2015, world leaders will come together again for one of the most important climate meetings in years.&nbsp; Each nation is supposed to bring a proposal for how much they will cut the greenhouse gases that cause climate change.&nbsp; The U.S. will propose cuts, but they are not nearly as big as scientists say are needed to reduce the damage caused by climate change.<br> &nbsp;</p> <hr> <h4><br> Reading: Letter from Birmingham Jail</h4> <p>&nbsp;</p> <p class="rteindent1">Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.<br> <strong>(</strong>Martin Luther King Jr., April 16, 1963)</p> <p>Read the quote out loud a couple of times, and break the quote into small sections so that students understand the content of the quote.</p> <p>Then ask:</p> <ul> <li>How does this quote relate to climate change, and how is it connected to what we discussed today?<br> &nbsp;</li> </ul> <hr> <h4><br> Closing</h4> <p>Ask students: What is one thing that we ourselves can do to address climate change or build resilience in our community?</p> <h4><br> Alternative closing:<br> Web of Interdependence</h4> <p>(Material needed: ball of string)</p> <p>Ask students to form a circle.</p> <p>Then tell the students that we are going to create a web.</p> <p>Hold the ball of string and tell students that each person should toss the ball of string to another person.&nbsp; Each time someone catches the ball, they should say one thing that we can do to address climate change or build resilience in our community. Remind students to hold on tightly to the ball of string so we don't lose it.</p> <p>Take the loose end of string and loosen some string from the ball so that there is enough to reach a student across the circle. Ask that person to share his or her response to the question. Continue the process until the web of string connects everyone in the circle.</p> <p>Then ask the participants to take a step back to tighten the web and observe the web of connections that we have created. Ask:</p> <ul> <li>How has this movement affected the web?</li> </ul> <p>Ask everyone to come two steps forward, and ask them how this movement has affected the web.</p> <p>Then ask the group to take two steps back so the web is tight again.</p> <p>Once the web is complete ask the following processing question:&nbsp;</p> <ul> <li>How does the web illustrate the significance of collective efforts to address the issue of climate change, in your community and around the world?</li> </ul> <p>Then ask the students to place the web, on the ground, gently. Finally, ask one student to roll up the ball of string.<br> &nbsp;</p> <hr> <h4>Photos:</h4> <p><strong>Image 1: </strong></p> <p><a href="http://www.cbc.ca/news/technology/climate-change-draft-report-predicts-war-heat-waves-starvation-1.2350352">http://www.cbc.ca/news/technology/climate-change-draft-report-predicts-war-heat-waves-starvation-1.2350352</a></p> <p>&nbsp;</p> <p><strong>Image 2:</strong></p> <p><a href="http://www.catholicnewsagency.com/news/catholic-charities-works-to-assess-relieve-damage-from-hurricane-sandy/">http://www.catholicnewsagency.com/news/catholic-charities-works-to-assess-relieve-damage-from-hurricane-sandy/</a></p> <p>&nbsp;</p> <p><strong>Image 3: </strong></p> <p><a href="http://www.thehindu.com/news/national/drought-price-rise-being-monitored-manmohan/article1820.ece">http://www.thehindu.com/news/national/drought-price-rise-being-monitored-manmohan/article1820.ece</a></p> <p>&nbsp;</p> <p><strong>Image 4:</strong></p> <p><a href="http://brokelyn.com/keeping-an-eye-on-brooklyn-our-favorite-sandy-pics/">http://brokelyn.com/keeping-an-eye-on-brooklyn-our-favorite-sandy-pics/</a></p> <p>&nbsp;</p> <p><strong>Image 5: </strong></p> <p><a href="http://bit.ly/1DoBL3g">http://bit.ly/1DoBL3g</a></p> <p>&nbsp;</p> <p><strong>Image 6:</strong></p> <p><a href="http://www.whatscontemporary.com/occupysandy/index.html#&amp;panel1-12">http://www.whatscontemporary.com/occupysandy/index.html#&amp;panel1-12</a></p> <p>&nbsp;</p> <p><strong>Image 7:</strong></p> <p><a href="http://takvera.blogspot.com/2014/10/tokelau-and-pacific-warriors-fighting.html">http://takvera.blogspot.com/2014/10/tokelau-and-pacific-warriors-fighting.html</a></p> <p>&nbsp;</p> <p><strong>Image 8:</strong></p> <p><a href="https://www.flickr.com/photos/126015850@N02/15128683288/">https://www.flickr.com/photos/126015850@N02/15128683288/</a></p> <p>&nbsp;</p> <p><strong>Image 9:</strong></p> <p><a href="http://www.emergentdiplomacy.org/400000-people-marched-end-climate-change/">http://www.emergentdiplomacy.org/400000-people-marched-end-climate-change/</a></p> <p>&nbsp;</p> <p><strong>Image 10: (scroll down to photo):</strong></p> <p><a href="http://www.cnn.com/2014/09/21/opinion/sutter-peoples-climate-march/">http://www.cnn.com/2014/09/21/opinion/sutter-peoples-climate-march/</a></p> <p>&nbsp;</p> <p><strong>Image 11: </strong></p> <p><a href="http://www.equalvoiceforfamilies.org/why-the-peoples-climate-march-movement-must-grow/">http://www.equalvoiceforfamilies.org/why-the-peoples-climate-march-movement-must-grow/</a></p> <p>&nbsp;</p> <p><strong>Image12:</strong></p> <p><a href="http://www.slate.com/articles/health_and_science/science/2014/09/people_s_climate_march_new_york_protest_is_largest_ever_led_by_indigenous.html">http://www.slate.com/articles/health_and_science/science/2014/09/people_s_climate_march_new_york_protest_is_largest_ever_led_by_indigenous.html</a></p> <p>&nbsp;</p> <p><em>(Photo at top of lesson restored by Royce Bair)</em></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-04-10T09:35:16-04:00" title="Friday, April 10, 2015 - 09:35">April 10, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 10 Apr 2015 13:35:16 +0000 fionta 470 at https://www.morningsidecenter.org