Ms. Myars's Inquiry Based Project
Rachel Kasprzyk
Kayla Myars
Unit: Hunger Games
Driving Questions: Should the Hunger Games exist?
Students are assigned a position of a character or group from the book and must choose what the assigned person would choose, either yes or no, and provide textual evidence to back up their answer and reasoning.
Grabber and Introduction
Grabber: Instructor will give a brief summary on the history of the Hunger Games and the purpose the Hunger Games was put into place. An announcement will be played, stating that a rebellion has broken out among the districts over the existence of the Hunger Games and the Capitol is currently fighting back. The President has decided he will seek outside help to put an end to the rebellion. The instructor then poses the driving question to the class and pulls one of the two groups names out of the bowl to begin the culminating activity.
Culminating Activity
Class Prep:
Class will begin with one side defending their answer, followed by the other side defending their side. Then, the committee members will be responsible for asking each side a few questions to further defend their answer. The opposing sides will then get a chance to question each other and try to break down the other side’s argument.
Committee members: Each member should create four original questions, two for each side, to ask after each side states their opinion.Their purpose in this debate is to break down both sides and see which argument is stronger with textual evidence and other evidence provided about whether or not the games should continue.
President Snow and Perspectives of the Districts: Come prepared with at least two points found in the text to support your sides opinion as well as questions to ask the other side in order to discredit the other side’s argument.
Class Activity: Students will be assigned one of the three positions(President Snow, Perspective of the Districts, or committee member) before this class. On presentation day the room will be set up in three sections one for each position. The will be a table set up in front of the classroom for the committee with two tables in front of the committee for the opposing sides. After grabber the first group will present their side of the issue then the other group will present their side. Committee members will then ask questions to both sides to further defend their stance on the issue. Once each side has defended their positions they will be given the chance to discredit the other side's position. After this the committee members will step into the hallway in order to discuss what their decision is and will then re enter the classroom and state if the Hunger Games will continue to take place or not and justify reasoning.
Tracking Progress
Rubric for President Snow and Districts | |||||
Respect for other team: Each side and the committee shows respect for the other team when they are speaking or posing questions. This means they are quiet and respectful and wait for the team to finish talking to begin their response. | 5 | 4 | 3 | 2 | 1 |
Information/Position assigned: Has extensive knowledge of their position and comes prepared with their defense, as well as questions for the other side. Stays in character and accurately defends what their person would be defending. | 5 | 4 | 3 | 2 | 1 |
Use of textual evidence: Students have their defense based on the text and can provide thorough explanations and page numbers to prove their defense is based upon the text. | 5 | 4 | 3 | 2 | 1 |
Presentation style: Stays in character throughout and sticks to one defense strongly. | 5 | 4 | 3 | 2 | 1 |
Rebuttal: Responds to others’ questions from the other side or the committee. | 5 | 4 | 3 | 2 | 1 |
Rubric for Committee Members | |||||
Respect for both sides: The committee members has no previous bias for either side and listens to both sides respectfully before posing questions for the sides. | 5 | 4 | 3 | 2 | 1 |
Preparation: Each committee member came with at least four questions, two for each side, and these questions stayed on topic and made sense for the sides’ positions. | 5 | 4 | 3 | 2 | 1 |
Attentive during presentation: Asked their questions during the presentation when they related or were appropriate to ask and listened to the responses so not to repeat a similar question if already answered. | 5 | 4 | 3 | 2 | 1 |
Stayed in character: Committee members stayed in character during the entire debate, did not have side conversations, and did not have a bias based on friends in the groups or people they do not like had no correlation to deciding the verdict. | 5 | 4 | 3 | 2 | 1 |
Result: The committee members had a reasonable discussion after the debate and weighed all factors in order to reach a verdict in which everyone agreed upon, were reasonable and had sufficient evidence to explain why or why not the hunger games should continue. | 5 | 4 | 3 | 2 | 1 |