 Adirondack
Curriculum
Project - www.adkcurriculum.org
NYS Content Area Standard
CDOS: Standard
3 - Thinking Skills: evaluate facts, solve advanced problems, and
make decisions by applying logic and reasoning skills
ELA: Standard
3 - Language for Critical Analysis - Speaking & Writing:
present orally and in writing well-developed analyses of issues, ideas,
and texts
NATIONAL STANDARDS
- Life
Skills: Thinking & Reasoning; Working with Others
- Language
Arts: Writing; Reading; Listening & Speaking
|
Title: Chronic Wasting Disease Debate --An
Adirondack Challenge?
Grade Level: Middle/High School ELA or Government
Course
Author: Ray & Maryann Gawlas
Email: ray@gawlas.com, maryann@gawlas.com
|
Adirondack Curriculum Content Area
_X_ Natural History
___ Human History
___ Culture & the Arts
___ Government & Civics
_X_ Economy
_X_ Health, Recreation &
Life Skills |
Investigative Question or Issue: How will the presence
of Chronic Wasting Disease affect the lifestyles of the Adirondack
residents?
NOTE: THE ACP IS SEEKING A
TEACHER WHO WOULD LIKE TO FIELD TEST THIS CHALLENGE IN THEIR CLASSROOM.
CONTACT THE ACP.
Challenge:
Prepare for a debate in
which you take either the “pro” or “con” side of the Investigative
Question cited above.
Context for this Challenge:
This challenge may require some “coaching” from the teacher as students
prepare for the task. At a minimum the teacher will want to research
and arrange for access to several
web sites that have current information relevant to the challenge. It
might also be advisable to arrange
for experts on the topic to visit the classroom to speak with students.
The teacher may also want to
guide students regarding classic debate strategies when presenting and
rebutting an argument effectively.
Distribute the Student
Handout, organize teams, allow appropriate time for
research, and create a classroom environment suitable for a debate or
arrange to use the school auditorium. Students should turn in a Work
Summary at the end of each day detailing what they accomplished.
Teaching Tip
Conducting the debate in front of an audience would really make this
activity meaningful, as it provides
the students with a ‘real world’ application of skills and knowledge.
The audience could be another
class of students, parents, or perhaps even for members of a local Fish
& Game club.
|
Quality Standards:
- Team presents their position in the
debate using accurate and effective arguments
- Team uses specific data to support
their arguments in the debate
- Each team member presents a work
summary sheet at the end of every work day. This summary details their
contribution to the effort and their thoughts regarding the topic
and/or process.
- Each team member hands in a one page
essay after the debate in which (s)he clearly explains his/her position
on the issue. The essay contains at least 3 facts correctly cited.
|
Adapted for the Adirondack
Curriculum Project from
the work of Education By Design TM and Leading EDGE, LLC
©ACP 2002
|
Northern Forest Partnership