Capital Punishment
Capital Punishment
Course(s)/Subject(s):
Grade Level(s):
Key Words:
Developer(s) Name:
School:
Approximate Time Frame:
Materials/Equipment Needed: Computer per student, with Internet connection and word processing capabilities.
Description of Lesson (includes context): Using a variety of resources, students will investigate a contemporary issue (in this case capital punishment) and prepare, using a word processor.
LESSON OUTLINE
- What is the objective of this lesson?
FCPS POS Standards:
8.1Students will identify and understand the rights and
responsibilities of citizens of
the United States.
8.2Students will know, understand, and explain the importance
of the political and
civic beliefs, values, and principles that support and maintain
American
constitutional government and the workings of their own and other
governments.
8.5Students will conduct inquiries and research to demonstrate
knowledge and
understanding of civics, economics, and geography.
8.6Students will apply knowledge of civics, economics, and
geography to make
decisions and solve problems.
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POS Indicators:
VA SOL(s) (including
Computer/Technology):
Other:
EVIDENCE
What will we examine as evidence of students' knowledge and/or skill?
Product(s): A typed six paragraph paper. Paragraph one is
an introduction that includes
their thesis statement. Paragraphs two through four contain the
arguments which support
their thesis. In paragraph five students will bring up two arguments
from the opposing
side and refute those points. The final paragraph is a
conclusion.
Performance(s):
Other:
DIRECTIONS
What exactly will the students and teacher do during the lesson?
Directions to students for proceeding with the lesson:
- (Optional) Before the lesson you may want to have them think
about capital
punishment. Give them a hypothetical or real example of an individual who has
committed a crime. Ask students to write whether they would vote to execute the
individual or use a different punishment. - The first day the unit begins in the lab should be spent
primarily researching. Look on
bookmarked web sites, and copy and paste graphics and text from the web site to a
word processing document for notes purposes. Be sure to properly attribute where you
got the information from. - After students have found supporting facts, and organized
their notes logically, they
should begin developing their argument. Care must be given that information is cited
properly and not accidentally or intentionally plagiarized. Students should prepare a
rough draft of their paper. The rough draft should undergo a peer editing process. - After the paper has been edited, students should use the final
lab time to prepare a final
version of their paper.
Directions to teacher/administrator using the lesson?
PreComputer Time: You may need to teach the students how to correctly cite information. To maximize the students searching techniques, you may want to find several appropriate sites, and bookmark them for all computers. Restricting the students to appropriate sites also cuts down on potential distractions. You should also distribute a rubric for how you will be evaluating their work to cut down on confusion.
While Researching: Circulate constantly to make sure students are
at appropriate sites. If appropriate, take consideration into
students' seating.
While Students are composing their paper: Encourage students to
support their arguments with facts. Play Devil's Advocate for
students on either side of the argument to help students strengthen
their arguments. You may want to pair students up to help them get
ideas for arguments to refute in paragraph number five. As some
students might finish the
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assignment at different times you may want to have a backup assignment planned.
Afterwards: A full class debate allows the students to orally express themselves.
APPROPRIATE ACCOMMODATIONS/MODIFICATIONS
- What options in presentation(s) and/or response(s) are suggested in order to provide the opportunity for all students to demonstrate achievement of the benchmark(s) and indicator(s)?
As students will be looking at a variety of sources for
information, care must be given that
students are at sites appropriate for their reading comprehension
ability. Also, weaker
students might be given more time to produce their essay, with peer
and adult supervision
of the editing process.
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