Participants taking sides and refusing to compromise Apathetic participation If the discussion seems to be flagging, it can help to introduce a new question or alter the task so as to bring a fresh kind of thinking or a different group dynamic to bear. For example, you might switch from discussing an ethical issue in the abstract to a concrete case study, or shift from large-group discussion to small group or pair-work. Bring Closure It is important to leave time at the end of the discussion to synthesize the central issues covered, key questions raised, etc. There are a number of ways to synthesize.
Crossfire Discussion These conversations among the students are called Crossfire Discussions or Crossfires because they stimulate debate. One of the learning objectives of this exercise is to give students more experience with civil discourse on controversial topics.
The students do independent research on their topic in preparation for their Constitutional Crossfire Discussion. Students are organized into Crossfire Discussion groups according to their interest in the following topics: Students must wait to be recognized by the student moderator before speaking.
No one else is to speak to the group or to other individuals when another student has the floor. Participants are expected to 1 listen to the positions taken by others; 2 ask clarifying questions of others; and 3 build on, agree, or disagree with the previous speakers' comments.
Students are not to make disparaging remarks about others. Although heated debate is to be expected and, to an extent, encouragedthe conversation should not devolve into sarcastic or disrespectful remarks, inappropriate facial expressions, or personal comments of any kind.
Positions should be supported by evidence, not emotion. Guidelines for Making a Legal Argument Students are to base their arguments on their legal research. They should provide a legally sound reason for their arguments and not simply assert their personal feelings.
Participants may bolster their position by comparing and contrasting the facts of two or more cases. If no specific legal authority can be cited, then students are encouraged to put forth their own opinions, but they should base their position on logic and provide other relevant supporting materials.
In short, arguments should be grounded in logic, not emotion. Constitution a living document that adapts to the times or does it mean today exactly what it meant when it was written?
Explain and give examples. If the Constitution needs to be changed, how should that be done — through court decisions, or by amendments? Constitution is the oldest national Constitution still in use.
Sincemany other nations have written constitutions, only to see them fail. What are some of the strengths of the U. Constitution that has allowed it to survive the test of time?
Constitution is considered a milestone in the protection of individual rights. However, it was by no means perfect when it was written.
What was lacking in the Constitution when it was written in ? Does it lack anything now? If so, what changes do you think are needed?Benefits, Drawbacks of Online Class Discussion Boards Online discussion boards lead to different kinds of student relationships.
The online discussion was a significant task as it allowed students to express their different opinions and views bringing about the importance of sociological imagination and ethical reasoning in regards to government interference within business and to reflect a present dilemma by the gov.
- People have their own perspective of a government that they envision for their people. Thomas Jefferson has been the president of the United States and ruled under a monarch. - In my analysis of the Texas Constitution I will assess the three branches of our State Government, the Legislative Branch, Executive Branch and finally the.
Students' perceptions of service quality at a Greek higher education institute customer of the delivery of the course materi al” and their opinion has a si () ‘Comparative analysis. 2. Politics of Empire: Handout #14 What Should George Grenville Do?; Handout #15 Who Fired First at Lexington?
(Students hypothesize on the motivations of famous and ordinary actors in history) 3. In-Class Reading: Popular Culture and Revolutionary Ferment.
Students read and comment on how revolutionary leaders inflamed public opinion to . available to the students so they have at least one night to prepare and complete two worksheets before the class lesson. DAY 1: Anatomy of a Supreme Court Opinion Guided by the teacher, the class will analyze and dissect the official version (from United States Reports) of the Supreme.