P.E.E.L. Argument – Written Evaluation Unit 1

cometology-state-board-final-written-exam-study

Here are the instructions for your evaluation for Unit 1.

You will write out IN YOUR COPY BOOKS a complete PEEL argument for a debate on a given topic.

REMEMBER THE PEEL STRUCTURE:

Point, Evidence, Explanation, Link

Your argument will be graded on how you fulfill each of the four criteria (P.E.E.L.), Use of English and neatness.

Your teacher will write the debate motion on the white board.

Once everyone has completed their arguments, and has had them checked, students will be able to present the arguments in a debate (Crossfire format or 3 vs. 3 format).

 

 

 

Don´t be a Bystander

Unit 1: Conflict Resolution

Objective: Recognize situations when it is difficult to resolve conflicts

Virtue: Joy and Love

Skill: Recognize/Relate

Hi everyone,

Well, the last few weeks we have been talking about different kinds of conflicts and ways that we can resolve them.

Now, although we don´t like to admit it, probably the easiest way is just to ignore problems, and this is especially the case when the conflict does not concern you.

DISCUSSION QUESTIONS:

  1.  Do you always tell the truth?  Think of some examples when it is difficult to decide to tell the truth or remain silent.
  2. What would you do if you saw somebody being bullied?
  3. What is a bystander?

WATCH THE FOLLOWING VIDEO.  LOOK FOR OPPORTUNITIES WHEN SOMEBODY COULD DO SOMETHING TO INTERVENE.  WHAT WOULD HAPPEN IF THEY INTERVENED?

 

 

 

Unit 1 – Conflict Resolution: Written Reflection

Instructions: Read the situation below, and answer the questions in your copy books using complete sentences.

SITUATION:

Some of your classmates are making fun of a new student who is in the other class because he has a funny accent.  They are constantly imitating how he talks and laughing at him.  At first, the boy is also smiling and laughing too, but after some time, you see he looks sad.

QUESTIONS:

  1.  What would you do?  Why?  What wouldn´t you do?  Why not?
  2.  What might happen if you and the other students did nothing and just ignored the situation?
  3.  Do you think your friends deserve to be punished for making fun of his accent?  Why or why not?  If yes, explain the punishment.

Socratic Circle – Intelligent automobiles?

Hello students,

This post was created on last year´s website for high school students.  The idea is that you can see the format and structure of Socratic Circle activity.

socratic-circle-feedback-form

Topics for discussion will be selected by the teacher or students, and may consider the following areas:

  • 5th-6th: Conflict Resolution
  • 7th-8th: Immigration or Science & Technology, Environmental Issues
  • 9th – 11th: Modern Day Politicians

Immigration Policies: Democratic Candidates

http://edition.cnn.com/videos/politics/2016/03/10/democratic-debate-miami-lucia-translator-whispering-deportation-orig-vstan-06.univision/video/playlists/2016-democratic-presidential-debates/

*Ex. Climate Change Debate for 7th-8th Graders:

Trump (2:35 – 3:309 vs. Dicaprio (1:50 – end)

Nat Geo Article on People´s distrust in Science

http://edition.cnn.com/2016/03/03/politics/mitt-romney-presidential-race-speech/index.html

Lincoln Debate & Critical Thinking 2015

 

You will read the following article and you must come up with three questions for next class.  The idea is that your questions can be discussed, that they are not simply comprehension questions, rather they are critical thinking questions you can bring to the circle.

http://www.newyorker.com/news/news-desk/moral-machines

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