Cuban History
Comic Relief

The Great Debate: Shall He Stay or Shall He Go?

Rappers and Poets: All Divas, Don't You Know It?!

A BRIEF HISTORY
1500s

Background
Any classroom discussion of the country of Cuba in recent years cannot leave out the story of the little boy from Cuba, Elián González. Students will gather information so that they can have an informed classroom debate, and understand the dilemma that involved the Cuban American community in Miami, Florida, the Immigration and Naturalization Service of the United States, and Elián's father and family in Cuba.

Lesson Objectives

• Students will do research to gather information about Elián González, the boy from Cuba and the controversy that surrounded him.
  
• Students will be able to support their decision in a civil classroom debate.
• Students will formulate a written argument on their position.
• Students will evaluate their opponents' arguments with a grading rubric.

Time
2 class periods

Students
Late middle to high school

Relevant National Standards
http://www.mcrel.org

  SOCIAL STUDIES

• Current events in the classroom

  LANGUAGE ARTS

• Demonstrates competence in the general skills and strategies of the writing process.
  
• Gathers and uses information for research purposes.
• Demonstrates competence in speaking and listening as tools for learning.

Materials

• Excerpt from "A Brief, Irreverent History of Cuba" (Elián section)
  
• Access to the Internet
  
• Access to periodicals
  
• Access to newspapers
  

Procedure

1. Ask students for a show of hands if they have heard about Elián González. Elicit several responses. Pass out the copies of the Elián section of "Irreverent History of Cuba". Students read the section.
   
2. Take informal survey of what students think should have happened to Elián. Where should he live permanently?
   
3. Inform students that they will be taking part in a classroom debate, and that they must prepare to defend their opinion to others who may not agree with them. Divide students up equally into two groups for purposes of the debate.
   
4. Explain to students that they must do research that will help them familiarize themselves with the issues and prepare a statement in defense of their argument. Write these terms on a board or overhead. Students should use them to assist their research: Elián González, Immigration and Naturalization Service, Cuban community in Miami, Communism, Freedom
5. Students may pair up within their groups for research or do it independently. Encourage students to learn about both sides of the debate because it will make their arguments better.
   
6. Decide how the students will be graded on their debate. Share the rubric with them. For a sample debate rubric, see a form at http://7-12educators.about.com/education/7- 2educators/blrubricdebate.htm?rnk=r&terms=teaching+debate
   
7. Decide whether you will have a debate where two large groups face each other seated, or whether there will be two podiums and pairs of students will do a point-counterpoint style in turn.
   
8. Go over the debate rules for students. Perhaps have a hand out or wall poster.
   1. When debating, each participant finishes their point (5 min max) before a rebuttal (response) is made.
   2. Civility is required at all times.
   3. The Jerry Springer show is not a model for a debate.
   
9. Give students one class period for research and preparation of their arguments.