The service learning component of our lesson involves disseminating information to the school about the realities of demographics and the continued existence of segregation if not by law, by fact. As the culmination of their studies and research, students will be taking part in a debate that is attended by the whole school. During this debate, students will present their research and inform the school about the advantages and disadvantages of the continued demographic divides. The audience for the debate will weigh in both before the debate and then on which side makes the most compelling argument during the debate. Ideally the students will succeed in informing the entire audience about the continued demographic divide and what that will mean for these students going forward as far as their representation in government, in the community and beyond. No matter the side picked as the winner, students will leave the debate with a clearer view of continued divide as well as the melding of different populations of people. This will make the students more prepared to take part in their representative government and ensure that their voice is not overlooked.
Stages of Service Learning:
Stages of Service Learning:
- Investigation: This occurs on Day 2 when students identify and research demographic shifts. They will do this for different populations (school, city, state, country and world) to understand multiple perspectives.
- Preparation: This occurs on Day 3 when the students work through the social justice graphic organizer to think about the differences between cultural assimilation, maintenance of cultures and a combination of the two. We will add a question that asks whether the students think art is more beautiful when it is monocultural or multicultural to tie in with our art project and to prepare our students for the debate. We will also ask them where the different population groups fit into the graphic organizer. The main question as a part of this activity will be how we can make our group (the school) better.
- Planning: This occurs on Days 4 and 5 when the students plan for the school debate. Students will be split up into groups and have roles of debaters, writers, marketers, data experts and facilitator and they will make plans for the debate. The debates will have to include mathematical justification and historical examples. Day 4 will conclude with mock debates followed by a discussion and day 5 will allow them to refine their arguments and plans for the event.
- Implementation: On Day 6, the school wide debate will occur in the auditorium and the audience will be pulled in by voting on the winner of the debate.
- Reflection: On Day 7, students will work within their groups to answer the following questions through discussion and writing. For themselves, do they still agree with the original side that they chose before the debate? Why or why not? For the school, what types of discussions have arisen after this event? What did you do right and what could you have done better to get your message across?
- Demonstration: Also on day 7, students will answer: In math, how did you use categorial and quantitative data to answer the questions in this project and make a difference at your school. For history, how does propaganda, oral presentation and charisma influence people's decisions?
- Evaluation: Students will complete the project rubric for themselves and their group members and the teachers will also complete rubrics for each student and the group as a whole.