Liberty — What does It Mean to be Free?

1️⃣ Introduction
2️⃣ Round №1
Look through the materials provided to students for the lesson.
Spend 5-7 minutes talking about, explaining, asking questions and introducing materials (aka vocabulary) to students.
Make sure they now understand how to use it.

▶️ Spend more time on this part if necessary
▶️ You goal is to make students realize that they actually learned something today
Freedom is a key concept in most democracies, how "freedom" is different in your and some other countries?
Is there any difference between freedom and liberty? If yes, what?
What are civil liberties and how important are they to you?
How would you feel if your freedom was taken away? What would it be like? How do you understand losing freedom?
Do you think you’ll enjoy more or fewer liberties in the future? Why so?
Are you free? What makes one free / not free?
Can freedom be harmful? How so?
3️⃣ Round №2
4️⃣ Outroduction
Protesting and rioting is a good way to fight for liberty.
Total freedom is good.
Being ignorant sometimes means being free.
Most people in the world today are not free.
We are slaves to consumerism, we are not free.
“They who can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.” — Benjamin Franklin
"If freedom is a requisite for human happiness, then all that's necessary is to provide the illusion of freedom" — B.F. Skinner
Spend 5-7 minutes discussing the mistakes people made.
Give good and bad examples of how the vocabulary you discussed in the beginning was used during the lesson.
Visit breakout rooms and write down students’ mistakes
engage with the students as much as the situation requires
write down common mistakes
write down misuse of the vocabulary (materials) of the lesson
There are no rows in this table
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