facinghistory.org Note to Teachers: Getting Started This PowerPoint
facinghistory.org Note to Teachers: Getting Started This PowerPoint presentation accompanies Lesson 9: Defining Our Obligation to Others from the Standing Up for Democracy scheme of work. It is important to read the lesson plan in order to understand its rationale, context, and to learn more about the optional assessment in the Notes to Teachers section.
This presentation includes verbal instructions for the activities in the Notes beneath each slide. Accessing hyperlinks in PowerPoint involves extra steps: select View Notes Page - right click on the hyperlink - and select Open Hyperlink. Alternatively, you can access the hyperlinks from Lesson 9: Defining Our Obligation to Others or by viewing the presentation in Google Slides. While you may need to modify this presentation to meet the needs of your students, please note that Facing History and Ourselves is not accountable for any changes that alter the
presentation's content or original layout. Defining Our Obligation to Others Guiding Questions 1. What factors influence the extent to which we feel an obligation to help others?
2. How does the way we view others influence our feelings of responsibility towards them? Phrases Images Universe of Obligation
Ideas Words Phrases Images
Universe of Obligation Ideas Words Universe of Obligation PD-US
1. In what ways do these three people agree? In what ways do they disagree? David Hume Globalmediamakers, CC BY-SA 4.0 2. Which of these people seems to
have the most inclusive universe of obligation? PD-US Chuck Collins William Graham Sumner
3. Which seems to have the most exclusive? 4. Is it possible for everyone in the world to be included in an individual or countrys universe of obligation? If not, how should we prioritise? 1. What factors influence the way a society
defines its universe of obligation? In what ways might a nation or community signal who is part of its universe of obligation and who is not? 2. What do you think might be some of the consequences for those who are not within a societys universe of obligation? 3. What factors influence how an individual defines his or her universe of obligation? In
what ways might an individual show others who is part of his or her universe of obligation and who is not? 4. How would you describe your nations universe of obligation? Your schools? Your 1. What was the experience of drawing your universe of obligation like? 2. What did you think about when deciding where
to place certain groups in your universe of obligation? Which decisions were difficult? Which were easy? 3. Under what conditions might your universe of obligation shift? 4. What might cause you to move some groups to the centre and others to the outside? 5. What is the difference between an individuals universe of obligation and that of a school, community, or country?
How does learning about an individual or groups universe of obligation help you think about one of the following stories or moments in a new, different, or deeper way? Eve Shalen and her classmates diary James Berrys poem about how we respond to difference
Jane Elliotts students in the brown eye/blue eye experiment Mr. Judge, Sarfraz Manzoors Asian maths teacher @facinghistory | facinghistory.org
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