(35 minutes)

1. As a class, read the excerpt from “The Mensch of Malden Mills” article from CBS News or watch the YouTube clip about “The Mensch of Malden Mills.” Talk through the accompanying discussion questions as a class.
2. Students should then refer back to the self check-in worksheet or word web and discuss how learning about “The Mensch of Malden Mills” may have changed their understanding of the check-in questions or their responses.
   1. Ask: Do you want to add anything to what you wrote after reading this article or seeing the video? Do you have any questions?
3. Next, divide students into pairs or small groups. Each group should be provided with one source. You may choose to have everyone read the same article, or to have half of the groups read one and half read the other. (Note: Both of these articles were referenced during game play of Jewish Time Jump: New York):
   1. Excerpt from “After Disaster, Bangladesh Lags in Policing Its Maze of Factories” from The New York Times
   2. Excerpt from “Work Conditions Said to Improve at Apple Supplier” from The New York Times
4. Ask students to read the second article and talk through the discussion questions in their pairs or small groups.
5. The teacher should then lead a full-group discussion encouraging students to connect the information from both articles to their own opinions and experiences reflected in the self check-in.
   1. Ask: What more can you/we add to your/our check-in/brain web? What questions do you have?

Alternative Method for Modern Day Case Studies

Tableaux Vivants (“Living Pictures” in French)

1. Divide students into groups of 3–6 students.
2. Assign each group one of the three texts in this lesson. If you would like to use only two texts, use “The Mensch of Malden Mills” article or video and one text from The New York Times:
   1. “The Mensch of Malden Mills” article or video
   2. The New York Times article about Bangladeshi garment factories
   3. The New York Times article about Apple and Foxconn
3. Ask each group to read the article together and discuss the accompanying questions.
4. Next, have each group create 4–6 tableaux vivants depicting the story or events in the article (to be presented to the other groups).
   1. What would a painting or photograph illustrating this event look like? Students should create that picture by posing with members of the group representing the characters and events in the article.
   2. Students should also prepare a short description (to be narrated by someone in the group while others pose in their places) for each tableau.
5. Have each group present their tableaux vivants to the other groups. Allow students to ask clarifying questions.
6. After each tableau, or after all three have been performed, pause and have a short discussion.
   1. Ask: What more can you/we add to your/our check-in/brain web after learning about this story? What questions do you have?