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DEBATING
THE ISSUES
NOTE: Several alternate debate/discussion topics are provided on a list below. This will allow teachers to adapt the basic lesson plan to a topic they feel is most suitable. In addition, the teacher could develop his/her own topics and adapt the lesson plan as well. This may require altering the quotes used in step 1, the quotation analysis and writing response guidelines sheets that students are to use/complete.More relevant quotes could be found at:
Several quotes from Ralph Bunche Alternate
Debate/Discussion Topics: TWO: There are many different ways that change comes about in a society. Ralph Bunche worked as a U.N. negotiator and along side Civil Rights activists such as Martin Luther King, Jr. to promote the idea that change could be made using peaceful means and peaceful protests. He demonstrated his commitment to these ideas through his actions. The question for debate: "Is violence ever morally justified in order to a make a change that can benefit society as a whole?" Use what you have learned about Ralph Bunche, his techniques, and his successful and not-so-successful undertakings to form your opinions and support you in your debate/discussion. THREE: The U.S. Constitution states that "all men have certain unalienable rights" such as "life, liberty, and the pursuit of happiness". It goes on to say that "all men are created equal". Ralph Bunche was well aware that while these ideas were part of the Constitution, they were not the law of the land. While much has changed over the past 50 years, some say that Civil Rights are still being denied to many groups such as minorities, women, the aged, persons with disabilities, etc. The question for debate: "Does affirmative action ensure that Americans are treated equally?" Use what you have learned about the Civil Rights Movement and other historic movements geared toward gaining unalienable rights to form your opinion. Conduct research to support your ideas in the classroom debate/discussion. FOUR:
Many Americans made lasting contributions to the Civil Rights
movement: Martin Luther King Jr., Malcolm X, Rosa Parks,
and Ralph Bunche, among others. Using what you have learned
from your research, debate the following question: Who made
the most significant and lasting contributions to the Civil
Rights Movement? Materials:
Nobel
E-Museum Nuclear
Age Peace Foundation Biography from Howard University Ralph J. Bunche International Affairs Center Encarta Online Encarta Encyclopedia article on Bunche Creative Quotations Several quotes from Ralph Bunche The Jewish Student Online Research Center (JSOURCE) A letter for Bunche to the President of the Security Council-1949 1. The teacher should have the following quotations written on the board for students to see as they enter the classroom. "We
must fight as a race for everything that makes for a better
country and a better world. We are dreaming idiots and trusting
fools to do anything less." "To
make our way, we must have firm resolve, persistence, tenacity.
We must gear ourselves to work hard all the way. We can never
let up." 2.
As the students enter the classroom, they should be given the quotation
analysis sheet and assigned to seats where they can work in groups
of four. Once students are seated, they should be instructed to
read the quotes quietly to themselves. This
should peak students interest sufficiently for the instructor to
introduce students to the film "Ralph Bunche: An American Odyssey".
Beginning of tape to 6:30: Overview of Ralph Bunche 9:28-17:00: Section on Childhood and Education 22:00-29:00: Section on segregation in U.S. and time at Howard University 55:00-1:02:00: Description of Middle East crisis 1:14:00-1:21:00: Story of how Bunche used two decorative plates to aid him in his negotiations with the Arabs and Israelis and Nobel Prize 1:47:00-end of tape: Civil Rights Movement and Wrap-up NOTE:
In order to allow students to record information, the instructor
should pause at the intervals noted above to allow students time
to write. In addition, the teacher could use this time to clarify
questions students may have about the content they have seen. A. Students must engage in a group discussion with the teacher about why they voted Yes or No. They should cite specific reasons, facts, and examples they saw in the film to support their ideas. This is also a time for the instructor to answer any questions students may have about the film's content. B. Students must work to collect facts, details, and examples to support their point of view. They should use the companion website, particularly the Timeline and Civil and Human Rights sections to assist them. In addition, they can use the addresses listed earlier in the plan as well as any other Internet resources they can locate. Finally, students should be encouraged to use school library resources to help them build their case. C.
Students must share their ideas and information with others in
their group. The job of the group is to convince people that they
are right, so the more practice they have articulating what they
have learned, the better prepared they will be for classroom debate/discussion. 13.
Once students have had ample opportunity to prepare their respective
arguments, a class debate/discussion should be conducted. The teacher
will establish rules for speaking and conduct. This could take the
form or an organized, formal debate or a more informal discussion
with both sides presenting their ideas and questioning one another
about details, reasons, facts, examples, etc.
1.
Students could complete a written response to their debating experience
using the writing response guidelines. 1.
Using research materials, the film "Ralph Bunche: An American Odyssey",
and Internet resources, students could gather a series of quotes
that are representative of Ralph Bunche. These could be things he
said, or things that were said about him. Students could then use
these quotes to create an exhibit of events that they believe are
most important from Bunche's life. When collecting the quotes, students
should be encouraged to find items that are representative of the
following areas: childhood, education, work at Howard University,
affiliation with the NNC, work with the OSS, work on the founding
of the United Nations, work in the decolonization of Africa, work
in the Middle East, the Nobel Prize, the Civil Rights Movement,
and other areas of student interest. Behavioral
Studies Standards and Benchmarks Level 4 (Grade 9-12) 2.
Understands that social change, or the prospect of it, promotes
conflict because social, economic, and political changes usually
benefit some groups more than others (which is also true of
the status quo) Historical
Understanding Standard and Benchmarks Level 4 (Grade 9-12) 1.
Analyzes the values held by specific people who influenced history
and the role their values played in influencing history United
States History Standard and Benchmarks: Era 9 — Postwar
United States (1945 to early 1970's) Language
Arts Standard and Benchmarks: Viewing Level 4 (Grade 9-12)
1. Uses a range of strategies to interpret visual media (e.g.,
draws conclusions, makes generalizations, synthesizes materials
viewed, refers to images or information in visual media to support
point of view deconstructs media to determine the main idea) 2.
Uses a variety of criteria (e.g., clarity, accuracy, effectiveness,
bias, relevance of facts) to evaluate informational media (e.g.,
web sites, documentaries, news programs) Language
Arts Standard and Benchmarks: Listening and Speaking Level 4 (Grade 9-12) 2. Asks questions as a way to broaden and enrich classroom discussions
5. Makes formal presentations to the class (e.g., includes definitions
for clarity; supports main ideas using anecdotes, examples,
statistics, analogies, and other evidence; uses visual aids
or technology, such as transparencies, slides, electronic media;
cites information sources)
6. Makes multimedia presentations using text, images, and sound
(e.g., selects the appropriate medium, such as television broadcast,
videos, web pages, films, newspapers, magazines, CD-ROMS, Internet,
computer-media-generated images; edits and monitors for quality;
organizes, writes, and designs media Language
Arts Standard and Benchmarks: Writing Level 4 (Grade 9-12) 2.
Uses a variety of print and electronic sources to gather information
for research topics (e.g., news sources such as magazines, radio,
television, newspapers; government publications; microfiche;
telephone information services; databases; field studies; speeches;
technical documents; periodicals; Internet) Click here to download these Documents as a PDF file (20K)
Debating
the Issues: Quotation Analysis Name:__________________________________
Date:_______________________ Directions: You have read and heard the two quotations below. Read each one again carefully and answer the questions that follow it to the best of your ability. Quote 1: "We must fight as a race for everything that makes for a better country and a
better world. We are dreaming idiots and trusting fools to do
anything less." A.
In your own words, describe what you think this quotation means. B.
Who do you think said these words? C. What circumstances do you believe prompted the speaker to use this quotation? Quote 2: "To make our way, we must have firm resolve, persistence, tenacity. We must gear
ourselves to work hard all the way. We can never let up." A. In your own words, describe what you think this quotation means.
B. Who do you think said these words? C.
What circumstances do you believe prompted the speaker to use
this quotation? Debating the Issues Viewing Guide Name:__________________________________ Date:______________________
The
speaker responsible for the quotes was:____________________________________. Some words to describe this person include: An American Odyssey Symbol of World Peace Educator Nobel Peace Prize Winner Father of the Year Political Activist Mediator Peacemaker Civil
Rights Activist As
you are viewing the tape, look for examples that illustrate the
ideas mentioned above.
Debating
the Issues: Writing Response Guidelines Directions: Now that you have participated in the classroom debate/discussion, you will need to construct a 1-2 page paper that discusses and describes your experience. Follow the guidelines below when composing your written response. Be sure to address all the ideas that are listed. A. After hearing your group and the arguments of the other group, was your opinion about Dr. Bunche and his involvement in the Civil Rights Movement changed? If yes, describe how and why. If no, describe why you believe your arguments are correct. B. Looking back over the list of words used to describe Dr. Bunche, are there any you feel describe him more strongly than others? Which
words, if any, do you think should be removed from the list? Finally,
if you had to describe Dr. Bunche, what words would you add to
the list and why
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