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Unit 2: Many Sides to Every StoryLesson 1: Expressing Point of View
OverviewIn the 1960s, people used debates and demonstrations, posters, poetry and paintings, films and songs and even clothing to express their opinions. In this lesson, students will choose different media to express their beliefs and points of view (or the point of view of another). They will consider different methods for presenting their thoughts, ideas and learning. They will also think about how people in the '60s expressed their views and communicated messages. In this unit, students may choose to: Develop a presentation (this includes speeches, Web sites, PowerPoint presentations, plays, etc.) Creatively write (an article, story, poem, play, song lyrics, etc.) Create a piece of art (a poster, painting, postage stamp, etc.) Develop a visual or aural program (using video, photographs, images, sound clips, voice recordings, etc.)Grade Level: Grade 6 -12Time Needed for Completion:Three or more 50-minute class periods Materials Required
Resources1960 Debates (Audio and Text)poynteronline.org/column.asp?id=49&aid=71327
On the WebsiteLearning ObjectivesStudents will be able to:
Teaching ProcedureOnce students have completed their research about their subject related to the '60s, it is time for them to share what they know. Discuss:As you looked at videos and conducted research, what were they ways that you noticed that people expressed their points of view? Make a list of all the responses:
Once this list is developed, have students (either individually or in the working groups created earlier) choose a mode of expression to present their points of view about the issue they have studied. Ask:In what other ways did people express their points of view? (clothing, jewelry, hair, decorations, vehicles, and other symbols and icons) Discuss:What if members of the groups do not all agree? Remind students that they can create more than one piece or work, or include more than one point of view in each product. Invite students to combine media, and to consider the audience to whom they are addressing their message. Invite students to consider the colors, styles, sounds, symbols, icons, images and voices of the '60s as they design their products, and integrate as much as they can. Extension SuggestionsWhen students present to the class (or extended audience) invite students to dress in the style that represents their point of view. Students may also use '60s slang expressions and music to enhance their presentations. Student variations and enhancements:
 Lesson 2: Debate
OverviewOne of the few things that everyone can agree on is that everyone has, and is entitled to, their own opinion. The 1960s were filled with multiple layers of debate on many issues, resulting in disagreement, dissatisfaction, and disharmony that characterized the decade. No matter what the subject, emotions can get in the way of thinking clearly and expressing one's thoughts. Well-researched and well-organized information is a powerful tool for creating a convincing argument. Preparing for a debate is a great way to organize your ideas, clarify thinking, and make sure you will express yourself clearly and thoughtfully. It is also a great way to understand other points of view, even if you don't agree with them. Grade Level: Grade 6 -12Time Needed for Completion:Three or more 50-minute class periods Materials Required
On the WebsiteLearning ObjectivesStudents will be able to:
Teaching ProcedureTo begin, define the word "debate" (a discussion of opposing viewpoints, usually held in a formal meeting or assembly). Remind students that a debate is an opportunity to argue one side of an issue. Remind students that the key to a great debate is information. The more they know, the more effective their arguments, and the better prepared they will be to defend their point of view--no matter which side they are on. Have students generate a list of issues related to the '60s to debate. To prepare for a debate, they must research and learn all they can about the many facets of an issue. Discuss why it is important to understand opposing viewpoints. Discuss:Are all opinions of equal value? How does morality shape the value of an opinion? What about popular views of right and wrong? What about the right of free speech? (For example, during the 1960s, not everyone believed that African-Americans and women deserved the same rights as white men. People on both sides of the issue held strong beliefs, and some were willing to die for what they believed.) Discuss: What makes an issue good for debate?It is important to be unbiased and have an open mind when preparing for a debate. Remind students that the better they understand their opponent's point of view, the better they will be able to defend against their opponent's arguments. You Decide: Questions to Consider or Debate
Once students have a clear understanding of their issue, have them write or use a word processing program to organize their arguments into PRO and CON lists. When the lists and planning are complete, schedule a debate and assign each student a point of view to argue. Have students use the arguments they have generated as the basis for preparing an opening statement for their debate. Then, have them develop a closing statement that supports another viewpoint they do not hold. Extension SuggestionsStudents might want to consider types of issues that are debated, and by whom. What do candidates debate? What do lawyers debate? What were the subjects of famous historical debates? Students might want to assume the character and opinion of opposing politicians in a class debate. Students might enjoy practicing their skills by debating simple issues such as: Which is the better pet, a cat or dog? Or they might debate which charity or cause to support, or whether they believe in the tooth fairy. Be imaginative in selecting a subject; debating encourages thinking, listening, and self- expression. Switcheroo: once students have established and researched their point of view, have them argue against what they believe in. |
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