Strand PHIL.II Philanthropy and Civil Society
Standard PCS 01. Self, citizenship, and society
Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
Standard PCS 02. Diverse Cultures
Benchmark HS.2 Give examples from history of how intolerance of ideas, religion, and minorities contributed to social disintegration.
Learners will define the term tolerance and examine their reactions to given social situations that call for tolerance.
The learner will:
- define tolerance – (v) to recognize and respect the opinions and rights of others.
- identify tolerance skills/characteristics (i.e. knowledge, listening, education, patience, care, understanding, compassion, objectivity, etc.).
- compare and contrast different situations where tolerance is essential or unnecessary and explain why.
- identify areas in which tolerance and/or intolerance is being/has been demonstrated in their own life.
- Attachment One:Tolerance Scenarios
- Attachment Two:Tolerance Worksheet
This lesson asks the learners to give examples or experiences of tolerance/intolerance from their own life. As a homework assignment, have the learners interview family members asking them to share examples or experiences of tolerance/intolerance from their own lives and the impact that they have had socially as well as emotionally. Have the learners write and hand in one or two of these shared examples or experiences.
Anticipatory Set:Have the learners share what they know about tolerance and write their ideas on the display board. Share the definition of tolerance-(v) to recognize and respect the opinions and rights of others. Have them identify some of the skills needed to promote attitudes/characteristics of tolerance (i.e. i.e. knowledge, listening, education, patience, care, understanding, compassion, objectivity, etc.) Have them share examples or experiences of tolerance or intolerance that they are have encountered in their own lives and their reactions to and feelings about these examples or experiences.
Distribute copies of Attachment One: Tolerance Scenarios As a total group, have the learners read and share what they would do in the first two scenario situations and why each of these scenario situations might require or not require a tolerant mindset.
Then divide the class into smaller groups. Appoint one leader for each group.
Have each learner silently read the remaining three tolerance scenarios and instruct the leader to facilitate a discussion in the group concerning each of these three tolerance scenarios. Remind the leaders to be sure that as a group, they are to decide if each of these scenario situations might require or not require a tolerant mindset and be able to provide a rationale for their decision.
Following the discussion have each group, by consensus; fill out the Attachment Two: Tolerance Worksheet
Reconvene the total class have each group share and discuss the results of their worksheet, being sure that they respond to the following:
- What is tolerance? (i.e. to recognize and respect the opinions and rights of others.)
- What are the parameters of tolerance? What can be tolerated and what cannot? (i.e. being able to tolerate a different view unless it violates law, ethical belief, something that makes me uncomfortable)
- Who decides this? Society? Individuals? Religion? Other?
- How do these examples differ?
- In what ways might people interpret these tolerance scenarios differently?
Conclude this lesson by asking the learners to share how it might be possible for people to interpret these tolerance scenarios differently and why ones ethical and/or religious beliefs are helpful in defining what is to be tolerated and what is not to be tolerated.
Learner involvement in class and small group discussion as well as the successful completion of the small group Tolerance Worksheet form the basis of assessment of this lesson.