12.04.07

Core 1:

1. Brainstorming Write-on: How will you know which points to refute in which ways while the debate is going on?
2. What is a Flow Sheet?
   • What should you write on it?
   • What kinds of codes/shorthand can you create for yourself?
3. Practice a flow sheet with the Video of Television is a Bad Influence
4. Extension:
   • Continue to work on your essay and work toward a good list of resources for your debate.

Core 2:

1. Share-on: Share your responsibility and blame pictures with at least two other people. Discuss and come to a consensus on who blames others, him/herself, or takes responsibility.
2. Discuss each character and how their outlook on blame and responsibility continues to drive the story.
3. Start Chapter 11:
   • Is T.J. responsible for his actions?
   • How do the children see this issue differently than the adults?
   • What do you think the Sheriff’s intent is when talking about lynching?
4. Extension:
   • Finish Chapter 11 for Wednesday.

Core 3:

1. Write-on: How do you think that Vladek’s experience in the camps changed his outlook and actions with his son after the war as seen through the first chapter of the book?
2. How did this type of organized prejudice spread?
   • Nazi Propaganda Film: “Der Ewige Jude”
     • Extension: How did this film and other propaganda help the camps to exist?

Core 4:

1. Write-on: If I told you that there were three elements of any good
   argument, what would they be called? Create a workable acronym for them
   as well.
2. Watch Television is a Bad Influence and talk about official debate format.
3. Use the resources at MiddleSchoolDebate.com to practice making Arguments.
   • Are the opinions you have been voicing in your 30-minute-expert sessions arguments?
   • Would the facts in your 30-minute-expert sessions fit into this type of structure?
4. Extensions:
   • Finish your ARE arguments on the back of the handout.

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