Day VI Monday

Materials: Photocopies of data sets, Movie and or photos for hook,

Warm-up (13 min): Describe all that you have learned about Angkor and the Khmer empire so far. (Assignment 19)

Hook (10 min): Role-play a conflict between parent and teen about going out to a party. Get two student volunteers, or one to work with teacher. Ask the class to identify arguments during the argument. Afterward, clarify what the arguments were (popcorn style). Identify any evidence that was given to support arguments.

Examine list of hypotheses as class (5 min): which hypotheses are most compelling at the moment? What arguments support them? (attempt to get students to debate some).

Affective (5 min): Why are we doing this? Your ability to judge what is true and to persuade other people that your ideas are correct will likely determine your salary some day. Furthermore, in a democracy there is no way to avoid descending into a dictatorship other than a well-informed and critical population. This lesson is meant to help you learn to question what you read and evaluate what people claim. (Use Kip and Uncle Rico's Time Machine from Napoleon Dynamite as an example).

Read out loud as class Data Set 5 (10 min): Ask popcorn style what the main points were from this passage. How does this relate to the work of Briggs? What does it mean when historians contradict one another? Who do you trust?

(15 min) Answer reading guide questions for Data Set 5 and connect to the hypotheses. (Assignment 20)

Closure (2 min):

Remind students that by Thursday, their two page thesis essay will be due.

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