Unit #5 – Evaluation (Written Response)

Write a Written Response IN YOUR COPY BOOKS about one of the debate activities that you participated in Unit 5 (The trial; The presidential debate; The public hearing; or, The business deal).  COPY AND COMPLETE THE SENTENCE PROMPTS BELOW:

The activity(activities) I participated in was(were) …

In (one of) the activity(activities) that I participated in, my role was …

As I recall to the best of my knowledge, in that activity what happened was …

The final decision was …

It was a … (put an adjective) decision, because …

I think that the most important thing I learned from this activity is … because …

Unit 5 – Debate in Society

In this unit, we will look at how debate and the skills you learn through debate are extremely useful in everyday life.

First, we will read a document, then take notes in your Debate Copy Books from a Prezi presentation about why debate is important in society. (You can copy the notes in English or Spanish or Both if you´re really fast!)

Why Debate?

Prezi link

Second, we will have a class discussion on the use of Debate Skills in the following areas:

  1. Law – Mock Trial in ENGLISH (8 people minimum) http://www.justiceeducation.ca/themes/framework/documents/Brashear.pdf      
  2. Politics – Presidential Debate SPANISH (3-5 people)   
  3. Community – Public Hearing in ENGLISH (11 people)  
  4. Business – Business deal in SPANISH (4-6 people)  

Third, you will work in groups using Debate Skills to resolve an issue in one of the above areas.  Scripts with a ¨fill-in-the-blanks¨ style format will be provided for each case.  In each case, there will be Proposing and Opposing teams.  Some of the cases will be in English and some in Spanish.  As in past debates we have had in class, teams will be expected to present clear and effective ARGUMENTS backed by real and convincing examples and evidence.

Motions for First Round of Middle School Internal Debate Tournament

1. This house would ban the sale of junk food in schools.

2. This house believes torture should never be used.

3.  This house believes use of cell phones should be allowed in school.

4.  This house would not allow kids to play violent video games.

5.  This house would make school uniforms manditory.

6.  This house believes Chile should have a manditory recycling program.

7.  This house believes people should not eat meat.

8.  This house would make the sale of cigarrettes illegal.

9.  This house would prohibit prize giving in schools.

10.  This house believes all education should be free.

Las mociones de los debates para terminar el primer semestre…

         

Estimados Alumnos,

Ya llegamos a los fines de junio y para terminar este semestre, vamos a hacer debates en las ultimas clases en la forma (3 vs. 3) de los World School´s Debate Championships.

Esta vez, los debates serán realizados en español y aquí están las mociones:

5th:  Esta casa cree que las mujeres musulmanas no deberían ser forzadas a usar burkas.

6th:  Esta casa cree que el uso de esclavos debería ser legal.

7th:  Esta casa prohibiría el uso de la tortura.

8th:  Esta casa cree que la información en los medios debería ser estrictamente controlada por el gobierno. 

9th:  Esta casa cree que los trabajadores del sistema público deberían recibir sueldos más altos.

10th:  Esta casa cree que el aborto debería ser legalizado.

11th:  Esta casa cree que Bolivia debería tener acceso al mar dentro de Chile.

Groups Proposals

Lo Barnechea

5th A

Group 1:  Miranda Freites, Julian Cortes, Elisa Pinto, Karen Won, Carlos Loyola.

Group 2: Marco Ibarra, Dominga Duery, Nicolas Ceballos, Ximena Carrasco, Consuelo Salgado

Group 3: Antonia Serezal, Agustín Calvo, Paulina Larrañaga, Nicolas Schenke, Max Mella

Group 4: Magdalena Ponce, Francisco Pinto, César Machado, Renatta Dalbora, Vicente Zamudio

Group 5: Santiago Villegas, Adam Thorell, Belen Azzam, Juan Ricardo Bousquet, Santiago Barahona, Ana Rosales

5th B

Group 1: Maria Paula Riascos, Isabel Claro, Benjamin Garib, Nicolas Muchnik, Alexia Valech

Group 2: Martin Rigoli, Emilia Andrade, Camila Contardo, Agustin Rodriguez, Diego Capdevila

Group 3: Julio Justo, Andrea Serpa, Theo Cazañas, Sebastian Aguirre, Sofia Valenzuela

Group 4: Shin Ah Park, Sebastian Collados, Juan Pablo Jones, Florencia Rubio, Francisco Willson

Group 5: Fernanda Salgado, Isabella San Miguel, Benjamin Varela, Catalina Pollock, Simon Navarro

6th A

Group 1: Juan José Díaz, Annia Funes, Kean Hickman, Luciana Suarez

Group 2: Felipe Días, Rodrigo Chovar, Carolina Capdevila, Olivia Camus

Group 3: Janice Battaglini, Oscar Astrain, Isabella Enei, Matias Kasakoff, Benjamin Troncoso

Group 4: Veronica Ananías, Matías Quero, Catalina Díaz, José Pablo Valdivieso, Juan Ignacio Muñoz

Group 5: Matias Hopper, Joaquín Pino, Paula Baselli, Matías Perez, Vicente Kohn

6th B

Group 1: María Jesús Castro, Guillermo Paredes, Santiago Rojas, Amanda Poblete

Group 2: Dominique Mahuzier, Vicente Pentz, Guillermo Sanoja, Tomás Vargas

Group 3: Ignacia Catalán, Karam Hanna, Jorge González, Leonardo Giangrande

Group 4: Andrés Vivas, Antonia Quinteros, Fredy Ananías, Felipe Díaz

Group 5: Sebastian Wackett, Bruna Pinheiro, Luca Cosignani, Rodrigo Azolas, Juana Pérez

Chicureo

5th A

Group 1: Vicente Echeverría, Trinidad Muchmeyer, Santiago Ojeda, Florencia Cortés, Zamira Sedán

Group 2: Andrés Araya, Antonia Ríos, Victoria Ortiz, Antonio Garcia, Valentina Vives

Group 3: Gabiela Correa, Franco Bernadini, Linn Karlsen, Benjamin Rojas, Matias Rubio, Ixtaro Estuga

Group 4: Nicolas Pino, Florencia Díaz, Joaquín Contardo, Natalia Araya, Isabella Lopez,

Group 5: Tania Torres, Juan Kiraly, Lykke Christenson, Martin Steffeus, Florencia Moya, Javiera Harseim

5th B

Group 1: Catalina Cid, Lucas Letter, Mattias Morales, Manuela Rosas, Alex Kirigin

Group 2: Karima Jína, Ayden Ertl, Nicolas Mullen, Juan Ignacio Senin, Paz Leinlaf, Tomás Castro

Group 3: Luna Hernandez, Trinidad Lizana, Florencia Kupfer, Tomás Pérez, Josefa Doren, Andrés Refusta

Group 4: Vicente Alegría, Amanda Vargas, Max Medina, Ignacio Cordero, Francesca Zurita

Group 5: Sebastian Gallardo, Antonia Muñoz, Iñaki Sarralde, Daniel Pizarro, Agustina Allende

6th A

Group 1: Benjamín Barrera, Victoria Carius, Sebastian Gasmuri, Sophia Schmidt, Fernanda Ananias

Group 2: Francisca Muñoz, Antonia Pizarro, Benjamin Rodriguez, Martín Césped, Josmir Teixeira

Group 3: Tarek Lama, Macarena Sotelo, Constanza Carrasco, Juan Vargas, Gaspar Rivera

Group 4: Ilan Waisman, Sofia Robles, Dolores Kiraly, Andrés Simian, Josefina Aguiar

6th B

Group 1: Josefa Grez, Emelie Jofs, Felipe Véliz, Gabriel Bizama

Group 2: Rayen Inostroza, Isidora Pinochet, Enzo Carrasco, Sebastián Hernández

Group 3: Kiara Hurtado, Renata Higueras, Santiago Lamatta, Rodolfo Castel, Daniela Ravinet

Group 4: Gabriela Domeyko, Mariana Riquelme,  Catalina Grosso, Héctor Verdugo, Ilan Grindberg

Unit 3: Proposal

Your task is to work in groups to create a proposal that will solve an International conflict based on a Fictional country.  You will present your proposal to an International Committee where it may be accepted or rejected.

It is important that you research the topic, that you fully understand the complexity of the problem and the important factors that you will have to deal with.

Questions to consider:

1.  Is it a violation of International Human Rights ?  (check the link below!)

2.  Does it go against commonly recognized, universal morals?  (check the links below!)

http://www.universalmoralcode.com/

3.  Who are ALL the people or groups of people directly or indirectly involved in this conflict?  (ex. Governments, Companies, Community, Families, Small businesses, Non-Governmental Organizations (NGOs), Military groups, Religious groups, etc.)

4.  What is the problem exactly?  How will your group solve the problem?

5.  *Now that you have done some research, it´s time to create your plan!  Use your notes from class on how to create a proposal and/or peaceful protest. (Below is the powerpoint on proposals.  Use it!!)

How to make a PROPOSAL

Group Topics:

Conflict A – Your group is concerned about a situation occurring in a country called Islamistan, where an Islamic extremist group has taken control.  Under their laws, women have very little freedom.  They cannot vote, work in politics or administration jobs nor can they leave the house without their faces and bodies completely covered.  What can your group propose?

Conflict B – Your group is concerned about a situation occurring in a developing country in South America called Volivia where a private company has recently taken control of all access to clean drinking water.  The people in the villages can no longer take water from their traditional water source, as the company has diverted and blocked the natural flow; furthermore, these people are too poor to pay the private water company for the new manditory installation.  What can your group propose?

Conflict C – Your group is concerned about a situation occurring in a country called Zwahizi deep in the African Congo.  Here there are militant gangs that kidnap families from slums in cities, then they put the men, women and children to work in slave camps, working for the illegal trade of diamonds.  Once the diamonds are sold to International Markets, it is virtually impossible to detect that they came from slave camps.  What can your group propose?

Conflict D – Your group is concerned about a situation occurring in a country called Castro, on a small island in the Carribean, in an exclusive, top secret zone, where the US Army has a prison camp for international terrorists or war criminals.  There the prisoners are violently tortured as way of interrogation, or attaining information.  What can your group propose?

Conflict E – Your group is concerned about a situation occurring in a country called Kyong-Jin.  It is a communist country, so there are many strict rules and government controls.  For example Google, Facebook, Twitter and almost every other form of online social media is strictly forbidden, using such forms of media could result in the highest forms of punishment such as life in prison or death by firing squad.  What can your group propose?

Unit 2 Written Evaluation

DATES: MAY 18TH – 21ST

Write in your copy books a written reflection (ENGLISH) about the activities we completed in Unit 2.  Make sure you answer the following questions in your reflection:

–   How was justice demonstrated in the Mock Trial of the Case of the Missing Puppy?  Do you believe the decision was just?  Explain why or why not.

–   5th Grade only: What were the problems leading up to the Fall of Rome?  Do think there was justice and diplomacy in the Roman Empire?  Explain why or why not.

–   6th Grade only: Describe what you think was just or unjust in the social structure during the Middle Ages.

–   Why are justice and diplomacy important in your life?  Explain why or why not using examples.

Grading Criteria:

CONTENT (Answering the questions) = 4 POINTS

CRITICAL THINKING (Deep understanding, creative answers) = 4 POINTS

LANGUAGE (Good use of english) = 4 POINTS

ORGANIZATION (Complete sentences, spacing, neat handwriting) = 4 POINTS

TOTAL = 16 POINTS

Images

Mock Trial: The Case of the Missing Puppy & Socratic Circle: The Fall of Rome:

IMG_20150429_132123 IMG_20150511_081823