There will be an emotional significance to your identification with a group, and your self-esteem will become bound up with group membership. Once we have categorized ourselves as part of a group and have identified with that group we then tend to compare that group with other groups.If our self-esteem is to be maintained our group needs to compare favorably with other groups.
In some environments, it might be especially important to address one specific identity: Jewish identity.
Because Jews were a primary target of malicious stereotyping, discrimination, and horrible violence in the historical period explored later in this unit, it is important for students to have a basic understanding of the faith, culture, diversity, and dignity inherent in Jewish identity.
In some schools and communities, students may not know anyone who identifies as Jewish, or they might not have had any exposure to Jewish faith, culture, and diversity.
This lesson’s first extension is designed to help students start to recognize that identifying as Jewish implies membership in a rich and diverse set of beliefs and cultural practices. ” is a question all of us ask at some time in our lives.
Understanding identity is not only valuable for students’ own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the historical case study later in the unit.
In this lesson, students will learn to create visual representations of their own identities, and then they will repeat the process for the identities of several individuals they read about.We categorize objects in order to understand them and identify them.In a very similar way we categorize people (including ourselves) in order to understand the social environment.Unit Essential Question: What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today? ” is especially critical for students during adolescence.The goal of this lesson is to prompt students to consider how the answer to this question arises from the relationship between the individual and society, the topic explored in the first stage of Facing History and Ourselves’ scope and sequence.We see the group to which we belong (the in-group) as being different from the others (the out-group), and members of the same group as being more similar than they are.Social categorization is one explanation for prejudice attitudes (i.e.In the process, they will analyze the variety of ways we define ourselves and are defined by others.The factors that influence our identities are too numerous to capture in a single class period.Prejudiced views between cultures may result in racism; in its extreme forms, racism may result in genocide, such as occurred in Germany with the Jews, in Rwanda between the Hutus and Tutsis and, more recently, in the former Yugoslavia between the Bosnians and Serbs. putting people into groups and categories) is based on a normal cognitive process: the tendency to group things together.In doing so we tend to exaggerate: We categorize people in the same way.