Occupy Wall StreetTeachers' Edition: Grades 9-12 (Lesson Plans)
This lesson is envisioned as a two-day undertaking, with the HNN fact sheet, new articles, and various links with video clips used on the first day, and Internet research and writing for the second day.
Common Core Standards:
Reading Standards for Literacy in History/Social Studies Grades 9–12: standards 1–4, and 6–9
Writing Standards for Literacy in History/Social Studies Grades 9–12: standards 1–9
HNN backgrounder (assigned for first day), The New Progressive Movement article by Jeffrey Sachs, active reading chart, terms sheet
Do a semantic map with the term “Occupy Wall Street” and write student responses on the board.
What are the slogans of Occupy Wall Street protesters? How effective are they in summing up the goals of the movement?
Who are the primary participants in the movement? Is this the most effective group to bring about public awareness?
How does the use of social media help or hinder the protest movement?
Introduce the following concepts to help students with the HNN backgrounder: Indignants Movement; income inequality; Citizen’s United (2010); consensus-based democracy; Liberals, Far Left; Conservatives; social justice
To what extent does a populist protest need to be through a political power group to be effective in influencing public policy?
The objective of this exercise is to experience consensus based decision-making.
Consensus Based Decision Making (CBDM) Framework:
Debriefing: Have students share their experience in trying to build consensus. Assess what it would take as a citizenry to make such a forum happen. How effective would this be as a means of establishing a national protest movement?
Summary Question: How does the Occupy Wall Street movement’s strengths lie in its weaknesses?
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