Day 4 Thurday
Oct 6
Structured Academic Controversy
Warm-up (assignment #32) (10 min): Read essay #4 and identify four grammar and/or
spelling errors. Next, identify two
things that are good and two things to improve the essay to make it better.
Review student observations (5 min):
Ask students to share their
critiques of student work
Hook (10 min):
Ask for a student volunteer to debate with you the
merits of year round school. Argue
that our school system would be better if we didn’t
have a summer vacation. Tell them
that we are behind other industrial nations and need to maintain an edge in
business. Use this debate to model
the SAC process. Write the
following on the board/overhead:
A
takes two minutes to summarize their position
B
summarizes A’s position and A gets to clarify or add anything left out
B
takes two minutes to summarize their position
A
summarizes B’s position and B gets to clarify or add anything left out
A
and B drop their positions and seek the best solution
Pass out position papers and appoint pairs A and B for
the discussion (8 min). Get into groups of four. Remind them that they need to make a
claim using the quotes as evidence. Explain that it is the year 1900 and your
group must make a recommendation to the French prime minister whether to commit
more troops and money to Indochina, or take the military out of Indochina (10 min).
Put the following sequential instructions on a transparency:
1.
Get into groups
of four
2.
Read your
position quietly for two minutes
3.
Discuss your
position with your partner and each write down your arguments that the position
paper supports (assignment # 33)
4.
Wait for
directions to begin the discussion with the other team (re-read and strengthen
your arguments until you get directions to begin).
Presentation sequence(12
min):
Group
A presents 2 minutes, Group B summarizes Group A
Group B presents 2 minutes, Group A summarizes Group B
Both
sides discuss together what the best outcome is
Teacher circulates and gives participation points to
students as they speak
Closure (2 min):
Let them know Monday they
will be writing a one-page essay (assignment #34) about the position they
decided on in their groups today.
Assessment:
1.
The group
participation will be assessed with the informal assessment of a participation
point during the presentation sequence.
All students I see who contribute something on topic will receive this
point.
2.
The content of
the discussion will be assessed as journal entries #33
and #34. These will
be assessed through the journal rating scale from the course
expectations.
3.
The ability to
make conclusions from primary documents and to identify the concept imperialism will be
assessed on the unit test next week.
Adaptations:
1.
Schema
have been added to each of the
quotations to help put the quotation in context.
2.
The concepts of
schema and summarizing for main ideas have been a focus of the curriculum since
the first week.
3.
Small
group cooperative settings discourage competition and encourages participation even of shy or less advanced
students.
4.
Working in pairs
before presenting to the group of four allows stronger students the chance to
mentor their partner in interpreting the readings and making conclusions.
Student Handouts:
|
Position A: In Favor of French Colonization of Indochina
Schema
1: In the late 1800s the countries of Europe and eventually Japan as well, were involved in
dividing the world into regions of control (colonies). There was a race to control as much
territory as possible.
1.) "In
opening China, the English
have secured their presence in East Asia. If
we [the French] don't commit more resources to get into Southeast Asia now,
they or Germany, or even
little Belgium
might find it ripe for the taking."
-Jules Ferry (French Prime Minister)
Schema 2:
Alsace-Lorraine is a small territory where some of my ancestors come from
between France and Germany. Possession of the land changed hands
between Germany and France
many times. The Germans under Bismarck had recently
taken control of this territory from the French and the French were still mad
about it.
2.) "After
our humiliating loss of Alsace-Lorraine,
France needs
a victory to restore pride in the nation."
-Jules Ferry (French Prime Minister)
Schema 3: Colonies were taken by the newly
industrialized nations of Europe and Japan in order to
increase their economic and military power. Under imperialism, France would sell goods from their factories
to Indochina(Vietnam,
Cambodia, Laos)
and take natural resources.
3.) "Southeast
Asia is the ideal colony, it has no end of raw materials (rubber
& rice), and would serve as the perfect outlet for our factories finished
products."
-Paul Doumer (Governor of Vietnam)
Schema
4: A monopoly is when one person(or nation) has
complete control of the supply of an important good (like salt). If they are the only person that sells
salt they can charge as much money as they want for
it. A monopoly is a good way to
make money.
4.) "We [the French] have
monopolies on Alcohol, Salt, and Opium production there, and are profiting
off the cheap labor both in the mines and on the plantations."
-Paul Doumer (Governor of Vietnam)
Schema 5: The Mekong and the Red rivers
are the two major rivers that flow into the ocean in Vietnam. Lucrative trade means that there is a
lot of money to be made.
5.) "Although the Mekong is not
navigable to China, a
lucrative trade in Chinese silk, tea, and textiles could be carried along the
Red River."
-Francis Garnier (French Explorer)
Schema 6: Civilized was a term used to
describe the process of making other people like
Europeans.
6.) "Just as Rome civilized the barbarians beyond its
borders, we too have a duty to extend French culture and religion to the
backwards people of the world."
-Paul Doumer (Governor of Vietnam)
|
|
Position B: France should not colonize Indochina
Schema 8: Morally bankrupt means
immoral. The Capitalists are the big business
owners, while domestic reforms might be laws or programs to help the poor.
8.) "Imperialism
is morally bankrupt. It enriches the Capitalists and wastes precious dollars
which would be better spent on domestic reforms."
-George Clemenceau (Future Prime Minister of France)
Schema 9:
History is often cited when making current event
decisions.
9.) "Remember
your History! The Vietnamese have been fighting against foreigners for the
last 1000 years. The Trung Sisters [from Vietnam]
committed suicide rather than submit to the Chinese and suffer the shame of
surrender back in 40A.D. They are still worshiped at temples all over Vietnam
today."
-Paul Louis Philastre (French Civil Servant
Stationed in Vietnam)
Schema 10: Nationalism is a strong pride in your nation
(common land, culture, language, people). Vietnamese nationalism created
problems for the French.
10.) "The
extraordinary resistance, sometimes violent, sometimes passive in nature, day
by day more hateful, which is opposed to us by all classes of the people, is
stronger now than at any time since the conquest. We must open our eyes to
Vietnamese nationalism."
-Paul Louis Philastre (French Civil Servant
Stationed in Vietnam)
Schema 11: Rebels refers to military men who resist
French rule.
11.) "We
have enormous difficulty enforcing our authority as rebels [Vietnamese]
disturb the country everywhere. They appear from nowhere in large numbers,
destroy everything and then disappear into nowhere."
-Admiral Bonard (French Commander in Vietnam)
|