When I teach “Macbeth” by William Shakespeare, one theme that we focus on is fate vs. free will, which we explore by looking at the ways in which Macbeth’s downfall is driven by outside forces. Students hunt for evidence to …
In social studies, I’m preparing a unit on The Industrial Revolution–the period of history in which massive changes to the manufacturing process altered the course of human history. The Abraham Lincoln conversation about self-determination would be a great way to …
During a unit on the Civil Rights era, I would introduce the Sit-In Movement, a means of peaceful protest in which people would sit quietly in “whites-only” establishments in opposition of racial segregation. Abraham Lincoln’s quote about self-determination would fit …
Bruce A. Jacob’s poem “Home Training” talks about how he did not understand the quotes his mother hung up at home, or her “laying on of hands,” or her warning “fence line of red roses” because he didn’t know the …
After reading the novel, The Jungle by Upton Sinclair with my students, which exposes the ugly truth of the meat industry, I would present Abraham Lincoln’s conversation self-determination. We would use this conversation to prompt a thorough investigation of Sinclair’s …
The short story, “Yeshi’s Luck“ by Naomi C. Rose is a great introduction for young readers to the concept of fate and accepting how “the world shapes us.” In the tale, Yeshi learns that you can’t control what happens, and …
Students are in the midst of figuring out who they are and how they can influence the world. Some feel helpless because it seems that they were born into a difficult situation or have experienced an unfair share of pain and heartache. Others feel almost superhuman and think they have the power to change anything they want. And for so many others, the truth of one’s power of self-determination is unclear and revealed slowly, over time and experiences.
Students are fed the consistent message that they can achieve anything in life if only they just work hard at it. They are in control of their future. But students are also aware of the fact that much of their future is out of their control and that no matter how hard they try, they will never achieve certain things. These two forces– the internal force of their own desires and the external force of the world acting upon them– conspire to shape their life experiences.
