Characteristic of Learning: Authentic
Level of Technology Infusion Into the Curriculum: Transformation
Lesson Title: The Debate on Hate Speech
Grade Level: 11-12
One to one, with individual computers, laptops
One to One, with iPads, (or other handheld devices can be used)
Arizona State Content Standards
- Social Studies High School
- Strand 2: World History
- Concept 1: Research Skills for History
- PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
- Strand 2: World History
- Concept 8: World at War
- PO 5. Analyze aspects of World War II:
- Strand 3:
- Concept 4: Rights, Responsibilities, and Roles of Citizenship
- PO 1. Analyze basic individual rights and freedoms guaranteed by Amendments and laws: freedom of religion, speech, press, assembly, and petition in the First Amendment
Arizona Common Core State Standards: ELA
Text Types and Purposes
Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital resources, using advanced searches effectively; assess the strengths and limitations of each source in terms of task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Conventions of Standard English
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Integration of
Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationship among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanations best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Arizona Educational Technology Standards (2009)
- Strand 2: Communication and Collaboration
- Concept 1: Effective Communications and Digital Interactions
- PO 1. Collaborate with peers, experts, or others in the global community employing a variety of digital tools to share findings and/or publish in a variety of ways
- Concept 2: Digital Solutions
- PO 1. Communicate and collaborate for the purpose of producing original works or solving problems
- Strand 3: Research and Information Literacy
- Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- PO 3. Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.
- PO 4. Synthesize research information to create new understanding or develop new ideas.
- PO 5. Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.
- Strand 4: Critical Thinking, Problem Solving, Decision Making
- Concept 2: Exploring Solutions: Plan and manage activities to develop solutions to answer a question or complete a project.
- PO 1. Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.
- Strand 6: Technology Operations and Concepts
- Concept 1: Understanding: Recognize, define and use technology term, processes, systems and applications.
- PO 3. Choose technology applications appropriate for the audience and task.
- The student will discuss and give opinions on Freedom of Speech in regards to hate groups by watching video clips and posting their ideas to a virtual message board.
- The student will research hate groups, such as Nazi Party, and free speech by locating, analyzing, and ethically using information found from online sources and media via a handheld device.
- The student will present an argument for or against tolerance for hate groups by creating a digital representation.
Prior to lesson:
- Teacher will create a free web 2.0 virtual message board account, such as PinDax or Wallwisher
- Teacher will create a tinyurl of 2 PinDax or Wallwisher virtual message boards to be used with a handheld device that has Internet access.
- Teacher will also need a classroom Blog and classroom wiki set up.
- Teacher will pose the question: Do you feel that everyone is entitled to Free Speech? Why or Why not?
- Students will post answers on the virtual message board using their handheld devices (Students could also use laptop computers to post responses, or post responses to a classroom blog.)
- Class will watch a segment of video Bill of Rights and Free Speech From Video: Framework for Democracy: The Most Basic of Rights (2002).http://player.discoveryeducation.com/index.cfm?guidAssetId=CD16E9AB-917F-4BAB-878B-41CE9B448DE7&blnFromSearch=1&productcode=US#
Available from http:discoveryeducation.com/
- Students and teacher will have a discussion on hate groups and the Nazi Party during World War II.
- It will be brought up that, there are still people today who support the Nazi Party and its beliefs.
- It will be acknowledged will that many argue that the First Amendment to the U.S. Constitution protects the actions and speech of hate groups.
- Watch video clip on Freedom of Speech
- Students will answer the question again: Do you feel that everyone is entitled to Free Speech? Why or Why not?
- Answers will be posted on the second virtual message board using handheld devices.
- The teacher will navigate between the two message boards to see if responses have changed.
- Students will be assigned to groups for research for a debate.
- In these groups students will conduct research for a debate.
- In the debate, later in this activity, half of the groups will support the premise that hate groups must have freedom of speech, and the other half will support the premise that hate groups should not have freedom of speech. During the research phase, they should not know what side they will be asked to argue.That is, they should collect arguments on both sides of the question.
- Students can use print and Web resources to identify one or more contemporary hate groups. They will share strategies for locating resources and links to resources about hate groups via a classroom wiki.
- Students will find answers to the questions listed below. Answers will be created and shared with the teacher and group members via Google Docs. Handheld devices and/or laptops will be used as search engines and to input notes and answers into a Google Doc. Students may also use the notes feature of their handheld devices to input notes. Students will need to organize their notes into for or against granting hate groups the freedom of speech. Students will also need to cite their sources using APA or MLA citation.
- Example Research Questions:
Note: Students will also be expected to generate and answer their own questions related to the topic to help them to prepare for the debate.
- What kinds of beliefs are espoused by the hate groups you located in your research?
- What kinds of actions have these hate groups been known to take? What kinds of public statements have they made?
- What are some landmark court cases that have involved these hate groups?
- What arguments have you come across for and against tolerating the existence of hate groups in the United States?
- Possible web-based sources for students to use:
- Anti-Defamation League http://www.adl.org
- History of the First Amendment http://www.illinoisfirstamendmentcenter.com/speech.php
- Museum of Tolerance: Section on Ask a Holocaust Survivor
- iPad apps:
- WorldWar 2 by Deep Powder Software
- World War ll in an hour by Collca
- Nazi Germany in an hour by Collca
- After students have finished collecting arguments for and against tolerating hate groups students will be divided into groups to prepare for the debate.
- Pair groups, and tell them which group will argue for and which group will argue against tolerance for hate groups..
- Groups will be required to create a digital representation of their side of the debate.
- Group members may create a slideshow or movie
- Some software tools that can be used are: iMovie, MovieMaker, web based Animoto.com, PowerPoint, Keynote, or Frames. Students may choose another tool. They must have their tool pre-approved by the teacher.
- Digital representations will be posted to a class blog or webpage.
- Teacher will review with students the following points regarding the nature of a debate:
- Debaters on each side will alternate presenting arguments to support their case.
- After all students on both sides have spoken, any member of the group may offer arguments in rebuttal,or in opposition, to the argument made by a debater on the opposite side. The side that has been rebutted gets another chance to defend its position.
- At the end of the debate, one person from each side will present a summary of that side’s argument.
- After the summaries, each member of the audience will vote for the side he or she thinks has presented the most convincing argument.
- Allow time for each pair of groups to debate each other and for the audience to vote.
- Lead a class discussion on the strengths and weaknesses of students’ research and debates.
- During the debate students take notes on their handheld devices. The notes will be used when students are creating their final reflection piece. (see below)
Reflection and Final Assignment
- Students will answer the question again: Do you feel that everyone is entitled to Free Speech? Why or Why not? Your response must include 3 reasons to support your opinion. Select specific examples from the debates, and your own research to create a 5 paragraph essay response.
- Handheld devises
- Laptop computer
- Internet Access
- Student logins to allow access to Google Docs
- or sign up at other online word processing and collaboration tool
- PinDax, pindax.com, or Wallwisher account wallwisher.com
- iMovie, MovieMaker, web based Animoto (animoto.com), PowerPoint, Keynote orFrames
- Discovery Education video,Framework for Democracy: The Most Basic of Rights, and video segment
- Class blog Edu blogs (edublog.com or Blogger blogger.com or another choice)
- Google account for teacher and students or another word publishing program can be used
- Wikispaces (wikispaces.com/), PBWorks (pbworks.com), Google Sites (sites.google.com), or other wiki service
- Students' final reflection piece will be assessed using a the six-traits AIMS rubric.
- Students' notes and shared Docs will be assessed on accuracy and thoroughness. Teacher and students will create rubric at the beginning of unit.