OBJECTIVES:
Students will be able toDemonstrate an understanding of arguments for and against capital punishment.
Write a persuasive argument that defends their personal positions on the death penalty.
Stage a formal debate in defense of their position on the death sentence.
PROCEDURE
Tempt students with the idea of staging a formal debate.Have them know that it will require readings and classdiscussions, research, writing and oral speaking. For an added bonus, tell them they will be invited to do some role playing as a part of the total study project.
Begin this phase of the unit by reading and discussing the section TAKING ISSUE. Follow the reading with a discussion that summarizes the information and helps students to define their positions on the issue. (see 2-1)
After you’ve given students an opportunity to discuss their positions on the issue, engage them in dialogue about maintaining or abolishing the system of capital punishment.
Divide the class into small groups. Tell them that each group will read one of the given readings and serve as a panel of experts in a fifteen minute discussion of the information from their readings. (If a video camera is available, tape their presentations.) The remainder of the class will serve as the studio audience with related questions or comments. Use the readings A LOOK BACK, CRUEL AND UNUSUAL PUNISHMENT and FROM CONCEPT TO LAW to discuss the ideas presented in each. Other readings, within the unit’s text can be chosen as they relate to the selected debate topics.
Either as a class assignment or independent study assignments, ask students to research one of the ideas that are listed in the activity segment (see 2-2) and prepare to share their findings with a selected audience. Much of the planning and preparation for this activity can be done orally and with minimal supervision.
Define the debate groups by their interest in the issues (some ideas may not be applicable for topics, but may be used in other ways.) Assign teams and help them plan the research. (see 2-3)