International Education: Civil Disobedience at the Berlin Wall
International Education: Civil Disobedience at the Berlin Wall
International Education: Civil Disobedience at the Berlin Wall
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Course of Study: Language Arts Grade Level: 10<br />
Instructional Block/Theme: 1 and/or 3<br />
<strong>Intern<strong>at</strong>ional</strong> <strong>Educ<strong>at</strong>ion</strong>: <strong>Civil</strong> <strong>Disobedience</strong> <strong>at</strong> <strong>the</strong><br />
<strong>Berlin</strong> <strong>Wall</strong> –<br />
A Persuasive Essay<br />
7. Whiteboard and grease pens (or similar)<br />
* The “Story of The <strong>Wall</strong> also available:<br />
http://www.dhm.de/ENGLISH/ausstellungen/breakthrough/S1.htm<br />
Students: 1. “The Story of The <strong>Wall</strong>” packets* (Teacher Handout #1)<br />
2. Conrad Schumann biographical handouts. (Teacher<br />
Handout #2)<br />
3. “To Flee or Not To Flee” detail organizers. (Teacher<br />
Handout #3)<br />
4. Persuasive essay prompt and organizer instruction handouts<br />
(same page). (Teacher Handout #4)<br />
5. Persuasive writing assignment rubric. (Teacher Handout<br />
#5)<br />
6. Persuasive essay organizers. (Teacher Handout #6)<br />
7. Writing utensil and highlighter.<br />
V. Instructional Procedure:<br />
This lesson can fit very nicely within <strong>the</strong> “Antigone” unit when discussing <strong>the</strong><br />
concept of civil disobedience.<br />
Day One:<br />
1. Teacher will distribute The Story of The <strong>Wall</strong> Packets, Conrad Schumann<br />
bio, Flee or Not organizer. (Teacher Handouts 1, 2, 3)<br />
2. The teacher will <strong>the</strong>n inform <strong>the</strong> class th<strong>at</strong> <strong>the</strong>y will spend <strong>the</strong> next few days<br />
learning about <strong>the</strong> rise and fall of <strong>the</strong> <strong>Berlin</strong> <strong>Wall</strong> and War and specifically<br />
one man’s action th<strong>at</strong> was made infamous through a snapshot. (Teacher<br />
Handout #7)<br />
3. Ask class to offer any previous knowledge <strong>the</strong>y have of <strong>the</strong> wall and write<br />
info on <strong>the</strong> board. (This will help assess <strong>the</strong> pace and thoroughness of <strong>the</strong><br />
packet discussions).<br />
4. Ask students to take out <strong>the</strong>ir Conrad Schumann bio (Teacher Handout #2)<br />
and read out loud.<br />
5. Have students take out <strong>the</strong>ir Flee or Not organizers (Teacher Handout #3)<br />
and read <strong>the</strong> directions <strong>at</strong> <strong>the</strong> top and discuss <strong>the</strong> definition of civil<br />
disobedience (also on handout)<br />
6. Have class discuss instances of civil disobedience <strong>the</strong>y are familiar with.<br />
7. Have students take out “The Story of The <strong>Wall</strong>” packets (Teacher Handout<br />
#1) and instruct <strong>the</strong>m th<strong>at</strong> <strong>the</strong>y are to use <strong>the</strong>ir highlighters to highlight<br />
reasons <strong>the</strong>y see th<strong>at</strong> may justify Schumann’s decision or condemn it.<br />
Likewise instruct students to highlight any interesting/startling facts <strong>the</strong>y may<br />
read.<br />
Language Arts/Grade Level 10 - Page 2
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