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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.
Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.
Students consider the role power plays in the interactions between characters, focusing on the relationship between Eric and Eva, before discussing consent.
Students identify the ideals and values we share in common as a nation by watching a video clip from States Marine Corps veteran Tegan Griffith and analyzing a reading.
Students explore social inequality in the UK, discussing how an individual’s background can impact their opportunities before examining graphs that display social inequality and employment trends.
Students prepare for reading the play by considering the relationship between the individual and society, and by reflecting on identity. After discussing a poem about identity, they write their own.