The Dissenters
We just started a new learning activity packet (LAP) called the Dissenters. We use a LAP system in our school. Students are able to work at their pace until they complete all activities. They then receive a credit when they have attained 80% mastery of the objectives of each LAP. This is a new system for me, but I think of it in terms of a Unit. Right now we are learning about Civil Disobedience and non-violent resistance.
Getting Started
To begin the unit, we read an introduction to and talked about the characteristics of the Romantic period. We talked a bit about the individual and society, and a little bit about Civil Disobedience.
Non-Violent Resistance Today
I wanted to spark some interest and also to make this unit relevant for my students. To get started, I showed the students these two videos:
These videos sparked some interesting discussion about non-violence and the violent reaction. Some students were shocked by the violence of the direct pepper spraying on the docile students, and the lack of reaction on the students’ part. Why did they just do nothing? Why didn’t they fight back? They also remarked about the silence on the second video. We talked about the impact of that silence and the effect of the sounds of the heels hitting the pavement. Again, someone questioned why they didn’t get up and get in the Chancellor’s face.
These videos have also helped set the stage for a real conversation about non-violent resistance, about the implications of writings from the 1800′s and how they are still impacting our world today.
Emerson
The next day, we talked about how they are or are not self-relient in their lives. How it is a learning process as we grow older. We talked about Emerson and how he felt about the importance of being an individual and being true to yourself. Then, we read a short piece from Emerson’s Self-Reliance. They were so funny!
“This is deep.”
“I’m going to tweet this out.”
I was just happy they connected; they got it.
The Masters of Non-Violence
Now, we will move into the guts of the unit. We are going to read from Throeau’s Resistance to Civil Government, from Ghandi’s On Nonviolent Resistance, and King’s Letter from Birmingham Jail. I also found some handouts at the Asia Society Website that will help my students put the movements in sequential perspective, and tie the men and their writings together. To begin the discussion for this next phase, I am going to place this quote on the board (IWB) and have the students respond in a quick write and a think-pair-share activity:
“I know this well, that if one thousand, if one hundred, if ten men whom I could name--if ten honest men only--aye, if one HONEST man, in the state of Massachusetts, ceasing to hold slaves, were actually to withdraw from copartnership, and be locked up in the county jail therefor, it would be the abolition of slavery in America.” ~Thoreau
Image shared under Creative Commons License by wikipedia.
I’ll share the next phase after its complete. If you have any ideas that might add to my unit. please, please share. I can always use help.
