1. facinghistory.org

2. Getting Started: Note to Teachers
This PowerPoint presentation accompanies Lesson 5: The Costs and Benefits of Belonging from the Standing Up for Democracy scheme of work. It is important to read the lesson plan in order to understand its rationale and context and to learn more about key vocabulary terms and teaching strategies 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 5: The Costs and Benefits of Belonging 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.
Information about Standing Up for Democracy PowerPoint Slides
Each PowerPoint accompanies a corresponding lesson plan that includes more detailed instructions about the activities and should be read in advance of teaching the lesson.
Wherever possible, we have used images in lieu of writing to encourage the verbal delivery of instructions as a means of boosting focus and to promote active listening skills.
The same image is used for each recurring teaching strategy throughout the scheme of work to facilitate recall and promote student independence.

3. The Costs and Benefits of Belonging Day One

4. Guiding Questions
How can we maintain our own identity and still be part of a group?
Why do people so often do nothing even when they know something happening around them is wrong?
The Costs and Benefits of Belonging: Learning Objective
Students will recognise the ways in which our desire to belong to a group can impact our identities and the choices that we make.
Students will define the words bystander, perpetrator, victim, and upstander, and identify them as a range of responses that individuals have when reacting to exclusion, discrimination, and injustice.

5. It is natural for human beings to form groups that include some and exclude others
In a quick Barometer activity, ask students to think about the following statement: It is natural for human beings to form groups that include some and exclude others.
Then ask them to take a stand along the continuum between the “Strongly Agree” and “Strongly Disagree” signs that you posted before the start of class.
Provide an opportunity for students to explain their choices before they return to their seats for a journal reflection about group membership, inclusion, and exclusion.
STRONGLY AGREE
STRONGLY DISAGREE

6. Briefly describe a time when you . . .
. . . were included in a community or group. How did it make you feel?
. . . were excluded from a community or group. How did it make you feel?
. . . excluded someone else from a community or group. How did it make you feel?
. . . did something that you thought was wrong or stupid because others were doing it. How did it make you feel?
For this journal response, reveal one question at a time and give your students about two minutes to respond before moving to the next question. Prompt students to describe both what happened and how they felt. Let students know that they will not be sharing what they write.
Because students might not feel comfortable sharing their responses, we recommend moving to Activity 2 rather than debriefing this response.

7. Choose a Read Aloud teaching strategy and pass out the first part of the reading The “In” Group (See Notes to Teachers). If you have copied the ending of the story on the back of the page, instruct students not to turn it over until you tell them it’s fine to do so.
After reading the brief introduction to Eve’s story, let your students know that in the United States, students in the 8th grade are around 13 years old.
Read “The ‘In’ Group” aloud, stopping at “One of them read aloud from a small book, which I was told was the girl’s diary.”
The “In” Group

8. Eve Shalen’s Options Possible Outcomes
Ask students to think, pair, share a list of Eve’s options in this moment and the possible outcomes for each one. You may want to model one response with the class or have your students dive straight into their discussions.
To debrief, record students’ ideas for options and outcomes on the board or flipchart paper.
Then read aloud the ending of Eve’s story.

9. Think Write Write Read and circle Read and box Write
Have students engage in a quiet reflection about the ending of Eve Shalen’s story before discussing the text.
Time allowing, have students complete a rapid-fire writing response in their journals. The protocol for this strategy is as follows:
1 minute: Quiet thought; no writing.
3 minutes: Write (try not to stop writing the entire time).
1 minute: Read and circle three main ideas (words or phrases) from what you have written. No writing during this time. You can read, reread, and think, but do not start writing again.
2 minutes: Write.
30 seconds: Read and put a square around one word or phrase.
1 minute: Write.
If you don’t have time for this structured writing activity, move to the group discussion of “The ‘In’ Group.”
Read
and circle
Read
and box
Write

10. Divide students into groups of 3–4 to discuss the questions about “The ‘In’ Group” on the next slide.

11. What factors contribute to Eve Shalen’s choice in the story?
How do you understand Eve Shalen’s statement at the end of the first paragraph of her story: “It was as if the outcasts were invented by the group out of a need for them. Differences between us did not cause hatred; hatred caused differences between us.”
What is the difference between difference causing hatred and hatred causing difference? Why might a group feel the need to invent outcasts?
Why do we humans so often divide ourselves into “we” and “they,” or “in” groups and “out” groups?
Is the division always negative? When does it become a problem? What are strategies for confronting the problem of “in” and “out” groups?
How does our need to be part of a group affect our actions? Why is it so difficult for a person to go against a group?
How does the Bear in “The Bear That Wasn’t” (in Lesson 1) help you answer these questions?
How does Eve Shalen help you answer these questions?
How does your own experience help you answer these questions?
Project “The ‘In’ Group” discussion questions and/or print and pass them out to the groups.

12. After groups have had time to discuss the questions about Eve Shalen’s story, choose one or two of the questions below (or create your own) to discuss as a class.
You might focus on the role of “in” and “out” groups in your school or local community, encouraging students to come up with creative strategies for addressing them when they become problematic.
The following questions can help frame this discussion:
Where in your school or local community do you see evidence of isolation and separation between different individuals or groups of people?
Where in your school or local community do you see evidence of cooperation between different individuals or groups of people?
Where in your school or local community do you see evidence of individuals or groups trying to create a sense of belonging and inclusion in places where there is isolation and tension?

13. Imagine that 13-year-old Eve Shalen has come to you for advice
Imagine that 13-year-old Eve Shalen has come to you for advice. She is struggling to fit in, but in order to do so she has made some choices she now regrets.
What words of advice can you give to Eve Shalen for how she might maintain her identity—stay true to who she is—and still be part of a group?
End the lesson by asking students to draw connections between Eve’s story and their own ideas about the relationship between identity and group membership in a journal reflection.

14. The Costs and Benefits of Belonging Day Two

15. Guiding Questions
How can we maintain our own identity and still be part of a group?
Why do people so often do nothing even when they know something happening around them is wrong?
The Costs and Benefits of Belonging: Learning Objectives
Students will recognise the ways in which our desire to belong to a group can impact our identities and the choices that we make.
Students will define the words bystander, perpetrator, victim, and upstander and identify them as a range of responses individuals have when reacting to exclusion, discrimination, and injustice.

16. Dear Eve Shalen . . .
What words of advice did you give to Eve Shalen for how she might maintain her identity—stay true to who she is—and still be part of a group?
Time allowing, start the second part of this lesson by asking students to share the words of advice to Eve Shalen with a partner to help them review the content from the previous lesson before starting the first activity.

17. Tell students that Eve Shalen’s story provides an opportunity to introduce them to terms that describe a range of responses that people can have to an act of injustice.
In this activity, they will use context clues to help establish the definitions of four terms that can be used to describe this range of behaviour.
Pass out the handout The Range of Human Behaviour Vocabulary Terms, read the instructions together, and then have students use the context clues in the sentences of the first column to predict the definition of the underlined words. You might have students work individually, in pairs, or in small groups for this activity.

18. A person carrying out a harmful, illegal, or immoral act.
A person being targeted by the harmful, illegal, or immoral acts of a perpetrator.
A person who is present but not actively taking part in a situation or event.
After asking a few students to share their predicted meanings of each word and how they came to that conclusion, share the dictionary definition and have them record the information in the third column of the chart.
Invite students to critique the dictionary definitions. The following questions can help prompt their thinking:
Do you have any questions about these definitions?
How are they similar or different from your own definition?
Are the dictionary definitions adequate, or do they need to be further revised?  
You might point out to students that these dictionary definitions are written in the present tense (“carrying out” and “being targeted”). Ask them to consider the fact that a person may act as a perpetrator or bystander at one moment in time and be targeted as a victim at another moment in time. Therefore, these are roles that people play and not permanent identities.
A person speaking or acting in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.

19. Victim of an Injustice Perpetrator Upstander Bystander
Explain to students that they will be applying these vocabulary terms to The “In” Group using a modified Four Corners strategy.
Tell students that you will call out the names of individuals and groups from Eve Shalen’s story, and they should move to the corner that they feel best represents that person’s role: victim of an injustice, perpetrator, bystander, upstander. They should be ready to share why they chose a particular corner and explain what factors may have motivated or influenced each individual’s choices.
Choose from the following list of people for the Four Corners activity. After students have chosen their corners, ask a few of them to explain their reasoning and the factors that may have motivated or influenced the individual’s choices.
The “small elite group” of popular students in Eve Shalen’s class who started singling out others in 2nd grade.
The 2–3 students, including Eve Shalen, who were singled out by the elite group starting in 2nd grade.
The rest of Eve Shalen’s class of 28 students.
The popular student when she invited Eve Shalen to see the diary.
Eve Shalen when she sat with the popular group and read the diary.
Think about how you can complicate your students’ thinking by asking follow-up questions like the ones below:
Is Eve Shalen a perpetrator because she carried out an immoral act by reading the diary and participating in the exclusion of others from the “in” group?
Or is Eve Shalen a bystander because she didn’t actually steal the diary?
If your students don’t have examples of upstander behaviour, ask “What would an upstander have done in this situation?”
Upstander
Bystander

20. When can it be useful to conform in order to belong to a group?
Where do you think our desire to belong to a group or a community comes from?
When can it be useful to conform in order to belong to a group?
When can conformity be harmful?
Why do you think people do nothing even when they know something happening around them is wrong?
In small groups or as a class, discuss the questions.

21. Briefly describe this event. What happened?
Pick a moment of injustice or unfairness from your own life, from history, or from current events.
Briefly describe this event. What happened?
Identify the victim of injustice or unfairness, the perpetrators, the bystanders, and the upstanders.
Respond to the following question for the event that you chose for this response: Why do you think people did nothing even when they knew something happening around them was wrong?
Ask students to respond to the prompt in a journal reflection. This closing activity will help students reflect on the range of human responses in the face of an injustice or unfairness and make connections between this lesson and their own lives.

22. @facinghistory | facinghistory.org