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Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.
Students reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
Students read fictional biographies of German citizens and make hypotheses about the citizens' voting choices in the Weimar elections.
Students use the “levers of power” framework to identify ways they can bring about positive change in their communities.
Students explore citizenship, power, and responsibility using the work of civic entrepreneur Eric Liu.
Students identify the responsibilities of citizen watchdogs, summarize strategies for combatting confirmation bias and responsibly consuming and sharing news and information, and complete a culminating essay.
Students define explicit, implicit, and confirmation bias, and examine why people sometimes maintain their beliefs in the face of contradictory information.
Students respond to film clips in which Condoleezza Rice and Deidre Prevett discuss the influences of family, community, and the legacies of older generations on who they are today.
Students brainstorm different definitions of democracy and consider democracy's relationship to their own communities and cultures.
Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.
Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.