If there is no access to the technology needed for this lesson, try the following options:
Student Activity: This lesson can easily be done with no access to technology. Students will meet with their groups briefly and deliver informal presentations to the class.
Objectives
Students will learn how to use their research to make persuasive arguments on both sides of the issues.
The class will learn how to use the facts gathered during their research to back up opinions. Working in groups, students will compare their research notes on the issues. They will then present to the class basic information and two contrasting perspectives on their issues. The class will identify examples of persuasive facts presented during the informal debates on the issues.
Focusing Question
How can you use research to present your ideas?
Mini Lesson
Preparing for Informal Presentations (15 min.)
Introduce the focusing question that guides this lesson. Connect this question to the previous lesson.
Explain to students that each group will give a five-minute presentation. This presentation will include an overview of their issue and facts from their research that support both sides of the debate, including the opinions of at least two Athenians.
Preparing for Student Activity:
Ask students to compare their notes with their research group and prepare for informal group presentations on the issues.
Distribute one index card to each student. Instruct students to write a few facts on the index card to use as speaking notes for their presentation.
Remind students that their “for” and “against” arguments need to express the point of view of at least two Athenians.
The focusing question for this lesson is: How can you use research to present your ideas?
In previous lessons we talked about research, note-taking, and asking good questions. Now we will learn about helping one another strengthen our research and how to make sure that we have strong arguments to support our views on the issues.
In your groups share your notes with one another. Look to see if other students found facts or opinions that you missed. Perhaps you have information that others do not. Sharing notes will strengthen the research of everyone in the group.
If you see information in someone else’s notes that you do not have, you can write that information on your own index cards.
When you finish comparing notes, decide who in your group will present: 1. An introduction to the issue 2. The “for” arguments, including the opinions of two Athenians 3. The “against” arguments, including the opinions of two Athenians.
Each group will stand up in front of the class and deliver their informal presentations. They will present both the "for" and "against" arguments on their issues.
As the groups present, please think about which arguments are persuasive and why.
Student Activity
Informal Presentations (25 min.)
Students should present their informal presentations to the class. Explain to students that the goal of the informal presentations is to assess their understanding of the issues and their ability to take notes.
At the end of each five-minute presentation, ask students to identify good examples of persuasive facts and opinions. Encourage them to generate more questions about the issues. Tell students that research involves continually developing research questions as well as methods of finding answers.
Encourage students who have difficulty identifying how facts support one side or the other to talk to other students in their group. Instruct these students to read the fact to other group members and ask them to describe how it makes them feel about the issue. Tell them to write down “for” or “against” at the bottom right hand corner of the appropriate index card as a reminder.
Tell students who have difficulty speaking in front of the class that it is okay to read directly from their index cards if they are nervous. Ask group members to give them encouragement.
For students who have taken poor notes, use this opportunity to identify what they are doing incorrectly and guide them to make adjustments to their note-taking strategies.
Lesson Summary
How can you use research to present your ideas? (5 min.)
Ask students questions about how to use research to present their ideas.
Homework Activity: Ask students to review the research questions they developed for their issues. Ask them to go through their index cards and identify the questions that they have not answered. Instruct students to try to answer those questions now. Ask them to make additions to their notes based on the good evidence they heard in class. Distribute four index cards to each student.
How can you use research to present your ideas?
What does research tell you about the Parthenon?
What does research tell you about the war between Athens and Sparta?
What do the issues in ancient Athens teach us about current events?
What are some good examples of arguments that you heard today?
For homework, please review the research questions you developed with your group at the start of the research process. Go through your index cards and identify research questions you have not answered. Try to answer those questions on index cards. You can refer back to the perspective pages to help clarify your notes.
Assessment
Review students' informal presentations. Assess students’ understanding of their issues and their note-taking abilities.
