High school students work in teams to develop claims and anticipate counter-claims given topics about governmental control and oppression related to their reading of Persepolis.Prior to the debate, students discuss their claims and evidence supporting these claims within their teams and also anticipate counter-claims. Each team member takes notes and prepares to either debate for their team or document interesting arguments that occur during the spoken debate. Ensuring participation by all students during this time is critical.The debate begins with one representative from each team who presents their argument to the group. Teams are required to tap out representatives at least once and points are awarded for such things as presenting unique ideas, participation by all group members, and using evidence to support claims. After the debate, students return to their teams to reflect on the process and the content of the seminar.
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The setting of Victor Hugo's novel, "The Hunchback of Notre Dame" is the fifteenth century, the transitional period between the Middle Ages and the Renaissance/Reformation era. This era ushers in the period known as the modern age and historical events are chronicled through Hugo's novel. Hugo sets The Hunchback of Notre Dame at the decline of feudalism and the infancy of absolutism through Louis XI (Spider King), the rise of a urban middle class and the beginnings of commerce as it is known today. Primarily this novel satirizes the Catholic Church's absolute power -- its abuses, and its excesses. Students will discover how Hugo's satire operates to show the Catholic Church's abuse of power during the late Middle Ages and the early Reformation in The Hunchback of Notre Dame.
- Arts and Humanities
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Nancy Webber
- Date Added:
Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories. Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
Ms. Rosenzweig leads her Bronxville High School students through a writing process in response to Steinbecks Of Mice and Men. In small groups or pairs, students discuss their argument and evidence from the text before beginning to write their response. One student takes notes and writes their first draft during the discussion. Editing then begins with a second student reading the essay aloud Đ an important element of the revision process. Final editing takes place prior to writing the second draft as a group.As a result of this process, the class produces fewer writing samples that are higher quality due to the collaboration and revision process. This allows teachers to provide more meaningful feedback to students and makes the entire process much more manageable.
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).