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Lessons for the week of June 9, 2014

Lessons for the week of June 9, 2014. Today : Step 1: ALL group members must read the assigned primary document Step 2: Divide up roles. Here are the tasks that must be completed in class today: * Answer the assigned questions in FULL detail. These answers will need to be typed up tonight

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Lessons for the week of June 9, 2014

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  1. Lessons for the week of June 9, 2014

  2. Today: Step 1: ALL group members must read the assigned primary document Step 2: Divide up roles. Here are the tasks that must be completed in class today: * Answer the assigned questions in FULL detail. These answers will need to be typed up tonight * Use the laptop to find TWO (minimum) articles from the last ten years that prove your point. Since this is a paper about America’s legacy of discrimination, you must restrict your articles to United States stories. * Send a copy to my address so that I can print two copies for you (one for you to read and the other to post on your poster board): mmach@sewanhaka.k12.ny.us * You may want to send yourself the link for the articles so you can read them later if you don’t finish in class. Step : Divvy up the homework. Here’s what needs to be completed tonight: * Type and print the group’s detailed answers to the assigned questions. * Bring in poster board (If you don’t already have) * Make sure you have read the two articles you found today.

  3. Tuesday: Step 1: Neatly write your proposition on top of your poster, label and post the primary document, your typed answers, the two (minimum) recent articles. Use the diagram in your handout to guide your work. Step 2: Divide up roles. Here’s what needs to be completed during class today: *One student will write the group’s article summary (at least eight sentences) for the first article and the source citation. * Once student needs to write the group’s article summary (at least eight sentences) for the second article and the source citation. * Divide up the speech roles: There are FOUR speeches for each group’s presentation. Start writing your speeches during class and practice them in front of a mirror tonight. Homework: * Today’s article summaries and citations need to be typed and printed to put on the posters. * Finish and practice your speeches. Tomorrow’s the big day!

  4. Wednesday-Presentation and “debate” day Step 1: Take five minutes to secure all documents, typed summaries and typed citations to your poster boards. Practice your speeches. Step 2: The presentations begin! Ms. Mach will put the proposition on the Proxima and the assigned student groups will come to the front of the room to present.

  5. Order of Presentations: • 1) Pro side: The begin each discussion. • Display the Poster Board on the front board. • First pro side student speaks for TWO minutes summarizing the primary document. • Second pro side student speaks for TWO minutes explaining and discussing the first recent article. • Third pro side student speaks for TWO minutes explaining and discussing the second recent article. • Fourth pro side student speaks for ONE minute using knowledge of the primary documents and the two articles (and any other relevant findings) to PROVE YOUR CASE. • 2) Con Side: Your side has the opportunity to rebut the Pro side after they’ve completed their case. Listen while they speak, because your speakers can refer to • Display the Poster Board on the front board. • First con side student speaks for ONE minute- summarize you the primary document and introduce your side’s case. • Second con side student speaks for TWO minutes explaining and discussing the first recent article. • Third con side student speaks for TWO minutes explaining and discussing the second recent article. • Fourth con side student speaks for TWO minutes using knowledge of the primary documents and the two articles (and any other relevant findings) to PROVE YOUR SIDE of the case. Pay attention/take notes during the pro side’s case—you SHOULD refer back to their arguments specifically and refute. • 3) Class discussion: You are expected to be quiet and attentive while the groups are presenting. You may jot down a few points you want to make or take a note or two so that you can speak more eloquently when it’s your turn to speak. Active audience members listen and think while the speeches are occurring. You will get to put in your two cents during this period.

  6. GROUP 1: Proposition: The United States has made enough strides in elimination bias based on race.

  7. GROUP 2: Proposition: The United States has made enough strides in elimination bias based on gender.

  8. GROUP 3: Proposition: The United States has made enough strides in elimination bias based on religion.

  9. GROUP 4: Proposition: The United States has made enough strides in elimination bias based on differing abilities.

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