Day 6: Explain, Extend, Elaborate
Standards
4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
4 – P4.2.2 Participate in projects to help or inform others.
Objectives
- Students will be able to evaluate the artifacts and resources throughout the week to identify the public issue in Detroit’s rebirth movements.
- Students will be able to formulate arguments for different sides of the public issue and present them to inform others.
Assessments
- Students will complete a graphic organizer that includes the information they will use to convey their side of the public issues.
- The teacher will observe students as they present their arguments and complete a checklist.
Instructional Activities
- Review the information covered throughout the week.
- What they learned from analyzing/using the artifacts
- What they learned about the current improvements to downtown
- Pose the question/issue: “Have the previous and current ‘improvement’ efforts been an overall ‘good’ or ‘bad’ idea for the city of Detroit and its residents?”
- Review the rules and norms for the activity
- Group students in partners and then in groups with two partner sets. Assign the two sets of partners which side of the topic they will take.
- Formulate arguments using the graphic organizer and identifying the public issues
- Present arguments (one set of partners at a time)
- Switch sides and present new arguments
Resources
"Promise versus Performance Creates Huge Gap in the Illiches' District Detroit." Detroit Free Press, May 24, 2019
"Don't Distort Illitch Companies' Positive Impact on Community - Rebuttal" Detroit Free Press, September 14, 2017
