Controversy with Rights
Standards
Materials
copy of the reading from the chosen lesson for each student
Objectives
Students will
- discuss the blurry lines that surround many 'rights' and 'liberties'
- debate a current controversial issue
- be introduced to the ideas of seeing the other side of an argument and attacking an issue, not the person on the other side of it
- write on a current issue, discussion it from an individuals perspective
Lesson Context
Studests may begin to see rights as very consise ideas, which they are not. Contreversy surround the concept of rights. Lines are often blurred, and hotly contest debates come out of them. In this light students should start to get into these issues. In addition students should begin to learn where they stand, to see both sides of an issue before making judgement, and how to discuss the issue at hand by attacking the issue, not the person or people who are on the other side. When two people can present their side, growth in understanding occurs, this is what students should begin to see.
Lesson Body
The lessons below could be used as well, my lesson is really a revised edition of these with different topics
http://www.deliberating.org/index.php/Lessons/
This is the main website, containing many great lessons on all sorts of controversial issues. The following websites can be found there as well, but I considered them some of the ones that are currently of great concern.
http://www.deliberating.org/Lessons_Free_Expression.pdf
This lesson covers the topic of free expression, focusing on hate speech
http://www.deliberating.org/Lessons_Free_Movement.pdf
This lesson covers the topic of free movement, especially immigrant workers
http://www.deliberating.org/Lessons_Marriage_State.pdf
This lesson covers the topic of same sex marriagesThe lesson should open with a presentation and discussion on the controversies behind rights. Students should come out of this unit understanding that rights are not always clear cut. In fact many rights can be seen by different groups understanding and translating them differently. Many issues and struggles come about because of this. Examples include animal rights, students rights, prison rights, and an increasing struggle over the issue of privacy. As students, and citizens, they must begin to see both sides of an issue and to find where they stand. They must also come to understand that the argument should be over the issue, not against those on the other side of the issue for this is really where problems come in.
As a class, the students should then chose from the main website, or a list created by myself, what issue they would like to cover. Once chosen (this can be done the day before, or at at the end of either lesson on the judicial system or other amendments) copies of the reading should be printed out for each student. The reading can be done by individuals or as a large class. The next step can be done in three ways
-there can be a large, whole group discussion with small group included
-sides can be assigned, and then a whole group discussion held with each person not knowing who is on what side
-sides can be split, and a debate can be heldWith any choice, this time should be led by the students, though the educator will play the role as mediator, making sure the things said are not directed at people, calming the students, and pushing to students really dig into the issues at hand. All of these issues are controversial. That doesn't mean they should be kept out of the eyes of students. Instead they should be introduced so that they can formulate their own understanding of these particular issues and to see both sides of them, but to also start learning how to have the same skills on other issues that will come up during their lives.
After the debate students should right about the chosen activity covering how it made them feel and what they got out of it. They should also write about the issue and how they feel personally about it. They should finish up by commenting on whether or not the activity had any affect on their views of the issue.
Special Considerations
Some issues may be harder to pull than others. The chose of topic is up to the teacher and how ambitious or comfortable they are. Also some topics may be closer to a few select students than others. Finally students must understand that the issue is the center piece of this activity so that they don't begin to attack other students
Assessment
Informal - participation in the activity
Formal - a written evaluation and reflection on the activity and the chosen issue
Materials
copy of the reading from the chosen lesson for each student
Objectives
Students will
- discuss the blurry lines that surround many 'rights' and 'liberties'
- debate a current controversial issue
- be introduced to the ideas of seeing the other side of an argument and attacking an issue, not the person on the other side of it
- write on a current issue, discussion it from an individuals perspective
Lesson Context
Studests may begin to see rights as very consise ideas, which they are not. Contreversy surround the concept of rights. Lines are often blurred, and hotly contest debates come out of them. In this light students should start to get into these issues. In addition students should begin to learn where they stand, to see both sides of an issue before making judgement, and how to discuss the issue at hand by attacking the issue, not the person or people who are on the other side. When two people can present their side, growth in understanding occurs, this is what students should begin to see.
Lesson Body
The lessons below could be used as well, my lesson is really a revised edition of these with different topics
http://www.deliberating.org/index.php/Lessons/
This is the main website, containing many great lessons on all sorts of controversial issues. The following websites can be found there as well, but I considered them some of the ones that are currently of great concern.
http://www.deliberating.org/Lessons_Free_Expression.pdf
This lesson covers the topic of free expression, focusing on hate speech
http://www.deliberating.org/Lessons_Free_Movement.pdf
This lesson covers the topic of free movement, especially immigrant workers
http://www.deliberating.org/Lessons_Marriage_State.pdf
This lesson covers the topic of same sex marriagesThe lesson should open with a presentation and discussion on the controversies behind rights. Students should come out of this unit understanding that rights are not always clear cut. In fact many rights can be seen by different groups understanding and translating them differently. Many issues and struggles come about because of this. Examples include animal rights, students rights, prison rights, and an increasing struggle over the issue of privacy. As students, and citizens, they must begin to see both sides of an issue and to find where they stand. They must also come to understand that the argument should be over the issue, not against those on the other side of the issue for this is really where problems come in.
As a class, the students should then chose from the main website, or a list created by myself, what issue they would like to cover. Once chosen (this can be done the day before, or at at the end of either lesson on the judicial system or other amendments) copies of the reading should be printed out for each student. The reading can be done by individuals or as a large class. The next step can be done in three ways
-there can be a large, whole group discussion with small group included
-sides can be assigned, and then a whole group discussion held with each person not knowing who is on what side
-sides can be split, and a debate can be heldWith any choice, this time should be led by the students, though the educator will play the role as mediator, making sure the things said are not directed at people, calming the students, and pushing to students really dig into the issues at hand. All of these issues are controversial. That doesn't mean they should be kept out of the eyes of students. Instead they should be introduced so that they can formulate their own understanding of these particular issues and to see both sides of them, but to also start learning how to have the same skills on other issues that will come up during their lives.
After the debate students should right about the chosen activity covering how it made them feel and what they got out of it. They should also write about the issue and how they feel personally about it. They should finish up by commenting on whether or not the activity had any affect on their views of the issue.
Special Considerations
Some issues may be harder to pull than others. The chose of topic is up to the teacher and how ambitious or comfortable they are. Also some topics may be closer to a few select students than others. Finally students must understand that the issue is the center piece of this activity so that they don't begin to attack other students
Assessment
Informal - participation in the activity
Formal - a written evaluation and reflection on the activity and the chosen issue