Appendices 1–5
Teachable Moment: of beliefs and reality (1)
Both Wilson and Roosevelt's contradictory examples about women give me an opportunity to help students how to make decisions. My students do not do well academically as they could. They do not know how to make effective choices. Roosevelt and Wilson acted out to maximize their leadership. My students will find useful clues by analyzing how and why the two presidents prioritized their beliefs. Students will begin to learn what real life principles they are prepared to "trade" to reach their objectives.
Teachable Moment, of boredom and laziness (2)
The two most used words students in my school use are: I don't care and I'm bored. I want students to experience how rich life is if only individuals look at themselves as agents of change. Hopefully, they will incorporate in their lives the idea that life needs to be lived not watched.
Teachable Moment, of leadership (3)
The experiences of L. Johnson and R. Nixon raise the question about personal ambitions. Students will be invited to reflect about what values are mostly important to lead a country.
Teachable Moments, The Great Gatsby: of identity and stereotypes (4)
The topic of identity is universal. To begin a discussion about gender similarities, differences, and stereotypes can prove to be one of young adults' most important learning moments. An open and sincere dialogue at this age has great advantages since they are at that age they can engage topics at a deeper level. They still retain that willingness to speak openly about their emotions. Through dialogue and discussion of the first wave of women's rights movement all students can benefit enormously about how they see each other. Analysis of the role of women and of economics play in The Great Gatsby will provide everyone with a neutral zone in which historical events can be tested. This part will work best if taught together with an English teacher. If not available, the main themes of The Great Gatsby are easily available on the web site.
Teachable Moment, of social awareness and political support (5)
This is one of the most important reasons I decided to share this topic with the students. Young adults have grown accustomed to individual easy satisfaction. Money has replaced effort. Teens expect life to be easy and pleasurable; entitlement has replaced appreciation. Girls must know where their social independence, economic freedom, and self–definition come from. Reflecting on all those changes through time will give both boys and girls a better sense of their identity. Since 1920, women increasingly demanded more civil rights such as access to professional careers, equal pay for similar job, and an Equal Right Amendment to the Constitution. Students will cover how human needs and awareness expand with time.
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