Individual: Each member researches a perspective of the topic pertaining to either a past or present event in preparation to present it to the group & during the public forum event Communicate their message clearly to group members Critically think about how the material researched contributes to the greater whole of the group project Creative in incorporating the research into group acceptance Students will turn in an outline/ summary of the research and how they plan on using it with group. The teacher should provide a handout assisting the students in best practices for guiding their research; As a class, look at one common neutral document that the students can use to dissect and comprehend the different perspectives, both points of view, whose voice is being portrayed, etc. Each member creates a list of interview questions to ask a TSU expert pertaining to their topic/ point of view Communicate the point of view that the student is asking questions from Critically think about how the different points of view can create different answers Creative in the way students ask TSU experts questions Students will need to turn in a summary of the questions that they ask the TSU expert as well as a reflection on the interview experience. The teacher should take time in the classroom to review interview etiquette. Also, the teacher should provide examples of teacher approved questions to ask the TSU experts during their interviews. Each student must during a portion of the speech Collaboration with teammates to draft the persuasive speech Communicate their message clearly to audience Critically think about material researched in order to construct their perspective views Creative in their delivery in order to engage and convince the audience Students will submit multiple drafts of speeches to be reviewed and critiqued by the teacher. The teacher should assist students in strategically selecting their message in order to deliver a persuasive and convincing standpoint.
debate to finalize the position they will take towards advocacy collaborate on which perspective will be the best to use in order to advocate for support Creative in the way they decide to present the information to group members in order for them to decide which is the best side to choose. take. Once the mock debate is finished, organization members should use feedback from debate audience members, and the teacher, to decide which stance will provide them with the ability to be most persuasive during their public forum speech. subgroups. The “supportive” team is taking the perspective of the team selection in their stance as a whole. The “opposing” team is to represent the opposite view. The “supportive” team will go first followed by the “opposing” perspective. After each sub team has delivered their side, each sub team will have one more opportunity to support their differences. The process should look similar to following example format: Supporting Team 3 Points Opposing Team 3 Points Supportive Team Follow Up Refute of Opposing Team Opposing Team Follow Up Refute
Delivery of persuasion speech to audience at the Public Forum Event Collaboration with teammates to seamlessly combine all elements of individual perspective to win over the audience Communicate their message clearly to audience Creative in their delivery in order to engage and convince the audience Students will need to make sure speeches include: a declaration of the bylaws and mission statement, both perspectives on the topic (consider opposing view), linking of current issue to past 1960s events, and the use of persuasive devices. Note: It is the teacher who will ultimately decide if she would like to put these requirements into a rubric to grade the students. The teacher should allow organizations to practice their speeches during class time in order to gain confidence prior to audience delivery. Images Resources for Entry Activity Police Overuse of Supportive Voting Rights