The charm of history and its enigmatic lesson consist in the fact that, from age to age, nothing changes and yet everything is completely different. – Aldous Huxley

Following the protests in Iran as we approach Independence Day has me thinking about the consistency of progress. More than 200 years ago, a revolution took place that brought us to our current moment in history, one in which we’re still, little by little, achieving the idealized equality and freedom declared by Thomas Jefferson and company. The women-led protests in Iran force us to recognize that people are eternally struggling against those that treat them unjustly and take away their freedom.

Experts liken the current movement more to civil rights movements, ones that seek justice within their current system rather than establishing a new government.

Drawing connections between the past and the present makes history seem less static and decided – not like something printed in a text book with dates and facts to be recited on a test. With current events, students see the struggle, the human component of these conflicts and have more freedom to consider all sides and make up their own mind about what’s going on.

What a teachable moment in the making.

Background

Reformists are protesting the results of the 2009 Iran presidential election that declared the sitting president President Mahmoud Ahmadinejad a clear winner over the reformist candidate.

In the last few weeks, 20 protestors have been killed and 1000 have been jailed. Women have played a large role leading demonstrations, setting this movement apart from those that came before it. A highly publicized video of a woman, Neda Agha-Soltan, being shot and killed at a protest has brought even more global media attention to the dispute. Read More

K-5

Discussion: What is fair?

People need to make sure that their government, or people who have some kind of power over them (like a teacher) are being fair.

Questions for discussion:

How do you know what is fair and unfair?

When was a time that you felt you were being treated unfairly? What made that unfair?

Are there certain rules that help you know what is or isn’t fair?

If you don’t think something is fair, what should you do?

Classroom Bill of Rights

In America, our laws protect our right. As a class, brainstorm a list of 10 rights that all students deserve no matter what.

Optional: Break the class into 10 groups. Have each group illustrate one of those rights.

Organize your own protest!!

1. What is something you think is unfair? In groups, decide on something you all think is so unfair that you should speak out against.
2. You shouldn’t protest things just because you don’t like them. You need to have good reasons why things should change. List 5-10 reasons why the change you’re asking for is needed.
3. Create posters for your protest.
4. Optional: Stage a mock protest at lunchtime with your posters to show how students’ voices can be heard. (Though, I’d suggest checking with the administration beforehand)

6-12

Choose two movements/revolutions to compare

Consider: 

How are they similar?

How are they different?

Did the first movement seem to influence the second?

Journal Activity: Victims as Catalysts for Change

Neda has become a symbol that has people around the world rallying behind this movement. Can you think of any other people who have become symbols for change, as victims of violence, as martyrs or as those who struggled for their cause? 

Describe how one of those people impacted the movement before and after their death.

OR

Journal Activity: Media Responsibility

Media responsibility: Was the media right to air the video of Neda being shot and killed?

(Is it the public’s right to witness the government brutality or is it Neda’s right to not have her death used to garner big ratings?)