Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Making Civics Real Workshop 8: Rights and Responsibilities of Students  
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Workshop 7

Workshop Session
Lesson Plan
Teacher Perspectives
Student Perspectives
Essential Readings
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Student Perspectives: Working in a group

Ashley: I think we work well together. We worked on a mock trial during the school year and we did well on that. [One member] is good at playing Devil's Advocate. He's probably the best at seeing both sides of the situation. [Another member] is good at finding the cases that will help us and the cases that will hurt us. I think I'm the more logical one of the group and that I could understand why a student would sue the school, or vice versa. I think putting us in groups of people that we wouldn't normally work with, or putting us in groups in general, will help with our communications skills. That's something that we'll need in the future.

Dana: We work well together. The entire class worked together for the mock trial earlier this year, and [another member] and I were on the same team. Pretty much our thinking is along the same wavelength. With [the third member], it's the same thing. We all know each other well, and regardless of our personal views of a specific topic or issue, we always can quickly adjust ourselves to fit the roles that we have. Working with them is fun because they have great ideas and they bring up a lot of good issues that are beneficial to the arguments that we need for our case.

Latia: In groups it's better because you get to hear other people's opinions. Even though you have your own point of view, when others come together, it changes your point of view. You look at it in a different perspective. We have to gather facts on what would hurt [our case] and what wouldn't. We separated it. [One member] brought the facts that would hurt us; I brought the ones that would help us. We brought them together to see if we agreed, and then we analyzed it. We had to agree--sort of like a compromise.

Troy: I don't know how he came to put us in a group, but I didn't mind. [We] worked together on the mock trial, so [we] already [had] a good chemistry. Being the kind of person that can get along with anybody in the class, I knew them already.

Zaneta: When we first got the case, we thought we didn't have a case because it didn't seem like we had any points. But we put our heads together—she would say something and I would say something—and then we would just agree. She's my peer. She's also one of my close friends. It was easy to work with her. We were always on the same level, so it was pretty easy, especially because we knew what each other thought.


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