Extractions: Computer with Internet access Poster board, markers, or other materials to create a display Begin the lesson by defining "gun rights" and "gun control." What do supporters on each side of the issue believe? Advocates of gun control support stricter firearm laws: tougher background checks and longer waiting periods for those purchasing guns; mandatory child safety locks; a limit of one handgun purchase per month; and raising the legal age limit for ownership of guns to age 21 from the current age of 18. They believe these measures will curb the rise of gun-related violence. Advocates of gun rights say such legislation would infringe on the constitutional rights of law-abiding citizens. The National Rifle Association, a prominent voice in the gun debate, says firearm-control measures are unnecessary if lawmakers would enforce current laws.
Extractions: Explain to students that they will debate the issue of purchasing Alaska from Russia in the 19th century. Even though the purchase was consummated more than a hundred years ago, the process of debating will give students a sense of what the government and the people of the United States considered at the time of the decision. Be sure that students understand the following points regarding the nature of a debate: Debaters on each side will alternate presenting arguments to support their case. After each presentation, members of the other side may offer arguments in
Teacher Lesson Plan Concluding the lesson. At the end of the debate, after students have had a chance to weigh all the information, have them vote for the tax system they think http://www.irs.gov/app/understandingTaxes/jsp/whys/lp/IWT3L4lp.jsp
Percentage Lesson Plan Using Napster Debate Jennifer Little lesson Plan ISTC 301 jlittl5@towson.edu. Subject Mathematics Grade Level High School Title of lesson NAPSTER debate Spreadsheet Goal To http://tiger.towson.edu/users/jlittl5/NaptsterLesson.htm
Language Arts Outline awareness day is planned where students present their research reports, along with their action plan and any lesson Two The Greenhouse Effect debate http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/la/
Extractions: In this unit, students will visit Ellis Island sites to learn about the patterns and history of immigration in this country. These explorations will serve as a personal link for students to the historical importance of immigration in United States history. Lesson One: Introduction to Immigration . Read and discuss selected resources about children and immigration. Children develop an understanding of the concept of immigration and reasons why people immigrate. Lesson Two: Immigration Explorations, Part 1 . Organize students into research groups to visit sites on immigration that were created by other children. These sites will provide models for students to complete their own research. Lesson Three: Internet Research . Using the criteria they developed earlier, students begin to collect and synthesize information on immigration. Students may choose to focus on one nationality or ethnic group in particular. Prior to starting, students and teachers together develop a list of questions that students will use in research. Lesson Four: Creative Writing/Historical Journals . Having finished their primary and secondary research, students write a series of journal entries, from the perspective of an immigrant traveling to the United States via Ellis Island.
The Great Energy Debate Teaching Materials. The Great Energy debate site includes the lesson plan and a set of links to help the students with their research. http://serc.carleton.edu/introgeo/roleplaying/examples/energyde.html
Extractions: @import "/styles/layout.css"; @import "/styles/base.css"; @import "/styles/starting_point_look.css"; Starting Point-Teaching Entry Level Geoscience Role Playing Role-Playing Scenarios by Topic The Great Energy Debate Explore Teaching Examples Provide Feedback Join Discussion Want an email reminder ... to visit here later? Teaching Materials by National Geographic - Starting Point page by R.E. Teed ( SERC Summary This lesson plan explores the controversial issues surrounding the energy debate in the United States. Students will research recent initiatives being taken in this area and analyze their implications. They will then assume the roles of pivotal stakeholders in this debate and testify to a mock congressional committee responsible for making decisions about public lands and energy resources. Students will: Identify sources of energy used in the United States. Distinguish between fossil fuels and renewable energy. Describe how energy production and consumption can impact public lands. Learn about alternatives to fossil fuels.
Back To School Week: High School Lesson Plan IV topics to be addressed in the visit, include a copy of this lesson plan. Ask the legislator to be the Speaker of the House in your mock legislative debate. http://www.ncsl.org/public/trust/lessonp4-h.htm
Trade And Human Rights 1999. This case study and lesson plan offers a microcosm of the globalization debate. Using the production of sneakers by Nike, Inc. http://www.globalsourcenetwork.org/lessonplans.htm
Extractions: Curriculum written by Global Source Education and co-developed by educators from the World Affairs Council of Seattle, the University of Washington School of Business, and the Center for International Business Education and Research at the University of Washington, November 1999. Includes introductory readings to the WTO, multiple perspectives surrounding the debate, and four classroom lessons on various controversial policies. Download for free at: By Global Source Education, 1999. This case study and lesson plan offers a microcosm of the globalization debate. Using the production of sneakers by Nike, Inc. as a model, the lesson introduces students to the debate and dialogue over Free Trade versus Fair Trade. The debate examines the balance between economic opportunity and economic exploitation on the world stage. Through reading the primary and secondary source mateirlas included in this lesson, students will draw out and identify these multiple perspectives, and be able to make their own informed choices as to where they stand in this debate, how this debate relates to larger global issues, and how they can make their voices heard through inquiry and participation.
The Boy Trap: The Root And Application Of Prejudice Reading The Boy Trap 23 hours; debate 2-3 hours, including prep time; Overview This lesson gives students a chance to develop critical thinking skills on the http://www.nancymatson.com/BTLP2.HTM
Extractions: Lesson Plans Book Reviews About the Author The Boy Trap ... FAQ The Root and Application of Prejudice With The Boy Trap by Nancy Matson Grades: Time: Book Review: In The Boy Trap , fifth-grader Emma and her best friend Louise decide to prove scientifically that girls are better than boys for the annual science fair. When the boys find out about it, two of them Roger and Wally decide to do the same project, but in reverse proving boys are better than girls! Overview: This lesson gives students a chance to develop critical thinking skills on the nature of prejudice. Materials: The Boy Trap , by Nancy Matson. Available in the fall of 1999 from Cricket/Front Street Books. See The Boy Trap section of this site for more information on the book. Objectives: Questions to Raise: In The Boy Trap, many of the boys and girls are willing to believe that they're better than the opposite sex. Are girls really "better" than boys, or the other way around?
Conflict With IRAQ Iraq Overview This lesson plan is most appropriate for US History/Government or World History classes. It not only focuses on the current debate on Iraq, but http://www.sccoe.k12.ca.us/resources/conflict/grades9-12.asp
Extractions: This lesson plan is most appropriate for US History/Government or World History classes. It not only focuses on the current debate on Iraq, but it also encourages students to examine America's new security strategy in the post-Cold War era. Through analysis of President Bush's UN speech and discussion of the News Hour report: The Iraq Debate, students will enhance their critical thinking skills and ability to understand the key points of the debate on Iraq, compare and contrast attitudes, and formulate their own opinions on the topic. Students will also have the opportunity to develop their vocabulary and writing skills. Millions Protest Possible War with Iraq This lesson will ask students to focus on the people of Iraq . They will think critically about what the media delivers, why it focuses so heavily on war coverage, and how this may contribute to skewed views of Iraq and its people. Students will explore Iraqs rich cultural history and read articles or print publications about daily life in Iraq. Finally, in small groups, they will study further one aspect of daily life in Iraq (or another country in the Middle East) and create presentations for the rest of the class.
Extractions: Essays on feminism in the media, workplace, home, and the military. 256 pages. Book reviews, and books by Guests on Radio Live Ohio Lesson Plan Pleases Parents, Irks Liberals by Phyllis Schlafly Mar. 24, 2004 Printer Friendly version E-mail to a Friend "Why is it important for scientists to critically analyze evolution?" That's the first question in the "student reflection" portion of an optional new 22-page section called " Critical Analysis of Evolution ," which is part of Ohio's 547-page science curriculum. How could anybody object to such an innocuous question? Newspapers report a steady stream of news that scientists are questioning such dogmas as good cholesterol vs. bad cholesterol, vaccine links to autism, the causes of breast cancer, even fluoridation for children's teeth. Isn't the nature of science to question assertions and seek the proof from evidence? The Ohio State Board of Education approved the new curriculum by a vote of 13-5 after being persuaded by 22 Ohio scientists that the new lesson plan promotes academic freedom and that it is good for 10th grade students to have an inquiring mind about evolution. "Are we about teaching students how to think, or what to think?" asked one parent supporter of the lesson plan.
WTOL-TV Toledo, OH: Evolution Lesson Debate COLUMBUS The debate over the teaching of evolution appears to be moving comes following the board s approval Tuesday of an evolution lesson plan over the http://www.wtol.com/Global/story.asp?S=1700995
Lesson Plan lesson Sequence. c) debate Question The purpose of this type of imovie would be for the students to explore a debate question assigned by the teacher and to http://www.qesnrecit.qc.ca/mcgill/qesn-units/burnouts/moral/morallessonplan.html
LESSON PLAN lesson PLAN. Name Tiffany Guy Date 12/4/02. Content Area Language Arts Unit Topic Persuasion. Todays lesson debate an Issue Grade Level 4th. http://www-pub.naz.edu:9000/~taguy/debate.html
Extractions: LESSON PLAN Name: Tiffany Guy Date: 12/4/02 Content Area: Language Arts Unit Topic: Persuasion Todays Lesson: Debate an Issue Grade Level: 4th Duration: 1:35 pm 2:15 pm Standard 1: Students will listen, speak, read, and write for information and understanding. Key idea 1 Standard 3: Students will listen, speak, read, and write for critical analysis and evaluation. Key idea 1 Instructional Objectives: Students will: Dispute the topic of lengthening the school day using persuasion. [evaluation] Compose a paragraph that defends the stance that his or her team took. [synthesis] Adaptations: For students with learning disabilities: Teacher will state objective simply. During the activity, teacher will present the material in small steps while motivating the students to stay on task. In this case the extended resource teacher and the regular ed. teacher will be available for support during lesson. Materials: Chart paper Markers 2 copies of the statement for debate colored strips to designate groups persuasive words list Anticipatory Set: (5 minutes) Okay everyone, we have been talking about persuasion for the past few days.
Solar Lesson Plan Solar lesson Plan. techniques that are used to measure global warming Explore the arguments that are made in the scientific community in the debate about global http://whyfiles.org/004antarctic/teacher4/solar.html
Extractions: Solar Lesson Plan Materials: E-mail and other telecommunications applications such as WWW and telnet (optional) Resources on solar energy obtained from a library or another source Two plastic soda bottles Black and white paint Playdoh Two Thermometers Computer with graphing program (optional) Directions for building the solar radiation device / obtained electronically (optional) Activities: Research materials that are available to you (either through the library or telecommunications resources).
BPA - Energy Efficiency | Energy Saver Star Lesson Plan lesson plan with activities for Grades 47. A lesson on reading power meters will be done in debate Have volunteers participate in a debate over which gets http://www.bpa.gov/Energy/N/education/ES_Star_Lesson_Plan/
Extractions: Students are assigned to an Energy Team in the classroom. Students collect data in their own homes. They meet in their Energy Teams to work on science and math problems directly related to the project, and to share their findings from their home energy survey. Students will create tables, graphs and summaries of this data to be shared in a classroom presentation. Students will evaluate other Energy Teams for valid data and effective presentation.
Institute For Library & Information Literacy Note Taking lesson Plan (3), Download. Mock debate lesson Plan (1), Download. Research lesson Plan (2), Download. Final debate lesson Plan (3), Download. http://www.ilile.org/pages/less/03.htm
TVW, Search Results Washington State House of Representatives discusses ESHB 1130 (reaffirming the act of marriage) during floor debate in Olympia. listen watch view lesson plan. http://www.tvw.org/search/eduSearch.cfm?CFID=113888&CFTOKEN=39399794
Extractions: Institute for Global Ethics INTRODUCTION In order to promote fair play in political campaigns, the Margaret Chase Smith Library and Margaret Chase Smith Center for Public Policy cosponsor the Maine Code of Election Ethics. Candidates for Governor, United States Representative, and United States Senator are invited to sign the code. Those who sign agree to avoid push polling; support campaign claims with documentation; take personal responsibility for campaign advertising; renounce the use of deceptions, half truths and falsehoods; refrain from engaging in personal attacks, innuendo, or stereotyping; and at all times, show compassion for opponents. The purpose of the Maine Code of Election Ethics is to encourage substantive issue-oriented campaigns that will educate the voter and improve the quality of public dialogue. As the campaigning heats up this fall, students need to be aware of the issues and the importance of the ethical character of our civil servants. There is opportunity in these discussions to identify five core values fundamental to our society: honesty, respect, responsibility, fairness and compassion.
