The goal of this lesson is to have students engage in a large group discussion using evidence they have been examining in the 5 Case Clusters through the unit. This is the culminating activity for the unit.
Specifically, students will:
Develop critical thinking skills
Take a stand and present a defensible position
Materials:
Large space where students can move around in a semi-circle (horseshoe)
U-Shaped Debated Worksheet
BLM peer evaluation rubric
Time Allotment:
The U-shaped debate will take 45 minutes. The remainder of the class will be divided between the time needed for students to provide mentors with a summary of the outcome of the debate, and the time needed for the teacher to conclude the Compassionate Canada Unit.
Introduction:
Teacher welcomes all students to the U-shaped debate. Teacher explains the rules for the U-shaped debate citing that students are to take an initial stand and support their argument with evidence. Students are not to interrupt one another until all respective debaters have had a chance to speak.
Beginning with Case Cluster 1, the teacher has all members in the group present their position citing reasons for why they have chosen to place themselves in a particular position on the U-shape. Teacher facilitates as students begin to debate their positions with one another. Teacher gives students one final chance to move their positions on the horseshoe based on their peers’ arguments. Repeat process with each of the clusters.
Conclusion:
The students fill out the U-Shaped Debate handout and hand it into the teacher.
Teacher brings the class together to discuss any final thoughts/comments.
Extension:
After the teacher concludes the horseshoe debate and discusses its outcome, students are asked to reflect on their experiences and write individual essays (2 to 3 pages) on what issues, arguments, or methods persuaded them to adopt a stance. If after the horseshoe debate, they have modified their positions, they must explain how and why they changed their position. If after the horseshoe debate, they have not modified their positions, they must explain how come the discussions they were involved in did not affect their stance.
Based on what they have written down as their reasons for modifying their positions or not, they will develop a list of criteria on which they had based their judgements. They will then be required to assess the reasonableness of this criteria, in reference to how they believe historians make historical inferences and judgements, which they must also outline in their essays.
Students will use their Peer Evaluation Worksheets and their in-class essay to assist them in this activity. This essay will be due for the next class session.
Compassionate Canada
Peer Evaluation Rubric
Name:
Compassionate Canada: Do you agree with your classmate?
Do you agree with your classmate’s stance on the question: To what extent has Canada become more compassionate over time?
Classmate’s Name
Classmate’s Stance
In this space, describe your classmate’s stance.
Use the graphic to mark the relative position on the continuum between fully compassionate and completely uncompassionate that best represents your partner’s stance.
Then you will need to your classmate’s position in writing—including the evidence they draw on, and their reasoning. Afterwards, check with your classmate to ensure you have represented her/his position to her/his satisfaction.
Fully Compassionate Completely Uncompassionate
Level of Agreement with your classmate’s stance
Now indicate the number that best corresponds with your level of agreement with your partner:
1= Strongly disagree
2= Disagree
3= Neutral
4= Agree
5= Strongly disagree
Why did you select this level of agreement?
Provide further evidence and rationale to support your choice.
PLOs:
Social Studies 11
Skills & Processes:
Demonstrate effective research skills – including
Accessing information
Assessing information
Collecting data
Evaluating data
Organizing information
Demonstrates effective written, oral, and graphic communication skills
Civic Studies 11
Civic Deliberation:
Assess the application of fundamental principles of democracy (including equality, freedom, selection of decision makers, rule of law, and balancing the common good with the rights of individuals) with respect to selected 20thand 21stcentury cases in Canada
Analyse the domestic and international effects of Canada’s record with respect to issues and events in human rights, peace & security
Civic Action:
Evaluate the citizen’s role in civic processes locally, provincially, nationally, and internationally
Apply skills of civic discourse and dispute resolution, including consensus building, negotiation, compromise, and majority rule
Social Studies 10
Skills & Processes:
A1: apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, defending a position
A3: demonstrate effective written, oral, and graphic communication skills, individually and collaboratively
Identity, Society, and Culture: Canada from 1815-1914:
B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
B3 evaluate the influence of immigration on Canadian society from 1815 to 1914
B4 describe the factors that contributed to a changing national identity from 1815 to 1914
History 12
The study of History:
A1: analyse primary and secondary sources (historical evidence) with reference toreliability, bias and point of view, corroborating and conflicting evidence
A2: assess significant historical events in relation to social, political, economic, technological, cultural, and geographic factors
A3: demonstrate historical empathy
Social Justice 12
Recognizing and Analysing Social Injustice:
B1 describe social injustice based on characteristics including: race and ethnicity, religion and faith, socioeconomic status
B5 analyse the roles played by legislation, the courts, public policy, and other forms of government action in promoting or failing to promote social justice in Canada
