Empowering Global Citizens

outcomes of the war should be carried over to this unit to aid in understand-
ing. Students will again begin with literature and then take a deeper look into
social hierarchy and poverty as well into issues of fairness and human rights.

Activity 5.3.1

French Revolution and Art: Les Miserables

The teacher assigns an abridged student version of Victor Hugo’s Les
Misémbles3 at the beginning of this unit. Periodically over the course of this
unit, the teacher asks the students to write in a journal on the topics high—
lighted by the scenes listed below:

1) Jean Valjean’s imprisonment after stealing bread for his nephews
and nieces
a. Hunger
b. Law versus justice

2) The scene between the priest and Jean Valjean after he’s been cap—
tured for stealing from the priest
a. Major concepts in Christianity (forgiveness, grace, mercy, re—

demption, and rebirth)

3) Jean Valjean’s role as mayor and how he helps Fantine and Cosette
a. The use of power
b. The notion of caring for others and taking responsibility

4) Marius’s role as a student in the Revolution
a. The role of ordinary people in the Revolution

(Note that later on in the year, when the students are studying SDG 1, pov—

erty; SDG 2, hunger; and the UDHR—especially articles 1 1 and 25, which
deal with law and justice—it may be useful to refer back to these topics.)

3 Hugo, V. & Kulling, M. (1995). Les Mise’mbles. New York, NY: Random House Books for
Young Readers. [ISBN 978—0679866688]

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