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Lesson #6: Debate (90 minutes) Objectives/Goals Students will be able to devise and verbalize an argument in order to plan

and participate in a debate on procedures for lessening tension between local populations in Palestine. Students will be able to cite specific evidence in order to support their claims. Standards NCSS Social Studies Standards: Culture: explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference Time, Continuity, and Change: demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; identify and use various sources for reconstructing the past Individuals, Groups, and Institutions: identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts Power, Authority, and Governance: give examples of how government does and does not provide for the needs and wants of people, establish order and security, and manage conflict PA Reading/Language Arts Assessment Anchors B-K.1.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text B-K.1.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, how individuals influence ideas or events) E.1.1.2 Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s) Common Core ELA for History/Social Studies RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) Materials & Preparations Individual copies of primary sources utilized throughout the unit Pens Lined loose-leaf paper (or graphic organizer for differentiation) Individual copies of rubric for self-assessment Youtube video (still choosing between two) Classroom Arrangement & Management Concerns Class of 24 students with desks arranged around the room in a box shape

Debate position: the student on each side who presents each part will stand in the middle of the box; the rest of the class will be seated at their desks Management focus: The class and I have a developed protocol, which is in place for both Socratic seminar and debates/simulations. Some of these expectations include listening rather than waiting to be heard, synthesizing other students comments with their own, and disagreeing with the idea rather than the person who stated it. Students have participated in a simulation of a UN panel, so they have demonstrated their understanding of appropriate decorum during this type of activity. Use a rubric, developed by my classroom mentor, that includes a category for not following decorum and classroom expectations, as well as categories for synthesis level contributions, citations of text, facilitating the discussion, and attempts made, meaning that students demonstrate good listening by putting their hands down when they comments no longer fit in the discussion.

Launch/Direct Instruction (15 minutes) Introduce the debate on whether any of the populations involved in Mandatory Palestines politics had the correct ideas; set expectationsbe respectful of the moderator of the debate, disagree with the idea and not the person, be respectful even when arguing an opposing side, work as a team to come up with argument Debate Preparation (25 minutes) Split the class into three groups, with 8 students in each. One group will be arguing for the Jewish populations solution to the problem between the Jewish and Arab populations in Palestine; one group will advocate for the Arab populations case; one group will act as Britain and explain the decisions these administrators made while governing Mandatory Palestine. Students will have time to brainstorm arguments individually (10 minutes) before working together with their whole group to synthesize the argument lists and put a master argument together

As a group, each side will come up with an opening statement, as well as some counterpoints for rebuttal. The sides will each pick one student to deliver the opening statement, one student to ask the groups clarifying questions, one student to deliver a rebuttal, and one student for the closing statement. (15 minutes) Debate (35 minutes) Opening statements (5 minutes) Asking and answering of clarifying questions (10 minutes5 for planning, 5 for delivery) Rebuttal planning and delivery (10 minutes5 for planning, 5 for delivery) Closing statement planning and delivery (10 minutes5 for planning, 5 for delivery)

Students not presenting will be taking notes on what is said by each side Debrief & Wrap-Up (15 minutes) Silent self-evaluation on individual and group performance during the debate (2 minutes, before starting videostudents can finish evaluation while video plays) Play a Youtube video on Israel-Palestine relations (8 minutes) *I am between two videos, so I need to pick one of them* Discuss meaning of the videorepercussions of attitudes on current relations, in preparation for class discussion tomorrow about contemporary Middle East/IsraelPalestine relations (5 minutes)

Anticipating Students Reponses & Your Possible Responses I will describe my expectations for behavior during the debate, as well as show the students the rubric that I will use in order to quantify the quality of their participation. I will also be on hand to interject if students do not respect the norms of the debate. Assessment of Objectives/Goals There will be a few periodic checks for understanding before transitioning to different parts of the lesson, especially during the debrief at the end of the lesson. The other informal assessment will be students self-evaluations of their (and their groups) performance in preparing for and working during the debate. Other assessments of students understanding and completion of objectives are the notes that each student took in preparation for the debate. Accommodations Accommodations for students who may find the material too challenging Students will be able to work in groups in order to prepare for the debate. Additionally, students who are shy or lack confidence in their abilities to present challenging information will have the option not to be presenters in parts of the debate about which they feel unsure. Accommodations for students who may need greater challenge and/or finish early Students are encouraged to bring extra outside reading material into the classroom for the debate, provided that these sources pertain to the subject being addressed. In this way, they can learn more and help their classmates to gain even greater understanding of the topic being debated.