Lesson Plan 1

Assignment Sheet

CULTURAL PERSPECTIVES DEBATE

Learning Objectives:

  1. To use conventions, such as persuasive language, that are connected to this piece.
  2. To engage in team building, critical thinking and problem solving, and hone orator skills.
  3. Engage in the process of writing including pre-writing, drafting and revision.
  4. To consider the perspective of other cultures/individuals.

Instructions:

Having watched the Academy-Award winning documentary, “The Cove,” reviewed and discussed the “Art of Argument” PowerPoint and filled out the companion Study Guide for the movie, you are now ready to meet your fellow debate team members.

You have been placed on one of three teams: Japanese Fisherman, Animal Activists, or member of the International Whaling Commission (IWC). Each team has multiple roles: Researcher(s), Lawyer(s), Opening Statement, Argument 1, Argument 2, Argument 3, and Closing Statement. Once in your group, decide who will assume which role.

Each member of your team will then find three source articles that relate to your team’s perspective. Each team will submit all those source articles found in proper MLA citation format to me on a word document. Then, each team Researcher(s) will find six additional source articles. On [insert date] your group will get together in class to sort through the research and if necessary, find more sources.

Once your research has been solidified, you will begin discussing as a team what your arguments will be, and your Lawyer(s) will compile a list of arguments they believe the opposing teams will make and as a group you will formulate some cross examination questions for each of those arguments.

Lastly, all statements and arguments will be crafted, making sure to cite sources within incorporating elements of Ethos, Pathos, and Logos, three of the rhetorical devices studied in this class. Each team will submit one word document with all team member names along with the statements and arguments to me by [insert date].

The rubric has been attached to this assignment sheet. Please review it.

The Debate:

The debate will take two class periods. It will occur on [insert debate]. Debate etiquette rules will be discussed prior to the debate on [insert date]. Extra points will be awarded for appropriate dress to reflect teams and creativity. For example, in the past, Animal Activists have made “Save the Dolphin” t-shirts and posters; Japanese Fisherman team members have worn fisherman gear and made cupcakes adorned with candy dolphins; and IWC members have dressed in business casual and full suit attire.

Journal Entry:

After reading the article entitled “Critical versus Creative Thinking” please reflect on how you engaged in both practices during “The Cove” project. Please provide specific examples from the debate and the article (don’t forget to cite!). This journal entry should be one page, double-spaced. It is due on [insert date].

Rubric

IDEAS AND DEVELOPMENT:

_____Exceptional (4): The statements/arguments are always focused and clear. Meets the needs of the audience. It is enhanced by persuasive elements like ethos, pathos, and logos that holds the interest of the audience and helps sway the audience to adopt that perspective. The statements/arguments are well written and fully developed.

_____Proficient (3): The statements/arguments are for the most part focused and clear and usually meets the needs of the audience. It has some rhetorical devices help to persuade the audience.

_____Adequate (2): The statements/arguments are somewhat focused and clear. The needs of the audience are not met consistently. Incorporation of rhetorical devices is not strong enough to persuade the audience.

_____Inadequate (1): The statements/arguments lack clarity and focus. Little to no rhetorical devices are incorporated. The audience is not persuaded.

ORGANIZATION:

_____Exceptional (4): Arguments/statements connect clearly to one another. The presentation flows very well, holding the audience’s interest.

_____Proficient (3): The arguments/statements are engaging and possesses a structure that is logical.

_____Adequate (2): The arguments/statements have structure, but the organization is not consistent. Not easy to follow.

_____Inadequate (1): The arguments/statements have a structure that is confusing. The presentation does not flow well, and the reader can not follow it.

RESEARCH:

_____Exceptional (4): The research/source support is deep as illustrated by facts and statistics cited in statements/arguments.

_____Proficient (3): The research/source support is evident in the statements/arguments.

_____Adequate (2): Some research/source support is evident in the statements/arguments.

_____Inadequate (1): No research/source support evident in the statements/arguments.

PRESENTATION STYLE:

_____Exceptional (4): Presenters are prepared and articulate their perspective clearly. They make eye contact with audience and speak succinctly. Body language is appropriate for setting.

_____Proficient (3): Presenters are fairly well prepared and articulate their perspective clearly most of the time. They make eye contact regularly with few speaking errors. Body language is appropriate most of the time for setting.

_____Adequate (2): Presenters are prepared somewhat of the time and articulate their perspective clearly some of the time. Body language is somewhat appropriate for the setting.

_____Inadequate (1): Presenters are not well prepared, do not articulate their perspective clearly and do not make eye contact with the audience. Appropriate body language is not present.

Final Score: ________

This Cultural Perspectives Debate Assignment was inspired by three pedagogies: Process, Collaboration, and Diversity.

I was moved to create this assignment because as a society we have been conditioned to believe that there are certain subjects that should never be discussed. However, I disagree. People should feel free to discuss anything. The key is to do so in a respectful, civilized manner. We do not have to agree. However, it is important to consider other perspectives.

It is important for students to “buy” into the process of writing, so that is where Process pedagogy comes into play. Within this assignment, students engage in drafting and revision. Steps that will help them become better writers over time, but only if they engage in it. Incorporating aspects of process theory into a theoretically “fun” assignment seemed to me the best way to have them engage with those steps.

The peer review component reflects Collaboration pedagogy and the notion that by interacting with one another, students will strengthen not only their writing skills, but their critical thinking skills as well. Not only do I believe that collaboration works in this regard, but I also feel that it is one of the most transferable skills that we teach in the classroom.

Everyone has a different idea about how life should be lived, and it is very hard to overcome culture. This is where Diversity pedagogy plays out. This debate is a contact space and so is the teamwork. Some students have issues that they have put in a group, and they don’t want to defend that perspective because they do not personally agree with it. But that’s the point, which I explain to them. You must put yourself in the shoes of others to consider the bigger picture.

In closing, I would like to say that I feel this project is a strong one. It incorporates several theories with some best practices including drafting, revision, peer review, and journaling. Moreover, students get to learn about a different culture and sub-cultures like hunting and fishing and see how governing bodies work … or don’t work the way people would like them to. And they get more practice in the “Art of Argument” in a fun and engaging way, with no extra paper writing!