| Unit |
Community-Building for High School Classrooms |
| Lesson Name |
Building Respect for Civil Dialogue |
| Grade Band |
High School (6-9) |
| Required Materials |
|
| Standards / Competencies |
SEL Core Competencies:
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Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity
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Self-Management: managing one’s emotions, exhibiting self-discipline
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Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others
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Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed
ELA Standards: Listening and Speaking, Reading, Writing
Social Studies Theme: Individual Development and Identity
|
| Recommended Time |
90 mins |
| Essential Question |
What norms should we set to ensure that our class conversations are
respectful? |
| Learning Objectives |
Identify the best methods of creating a space for civil dialogue in
the classroom. |
| Activating Prior Knowledge |
Teacher states: Today we are going to learn about the
importance of civil dialogue and then create a classroom where we as a
classroom community can have civil dialogues. To begin, let’s first
decide on a definition of “civil dialogue.”
-
Distribute students Worksheet
1(SP): Dialogue Is/Is Not
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On their own students should circle the descriptions in the squares that refer to dialogue. They can also add their own definitions of dialogue within the two blank squares.
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Working with a partner, students scrutinize one another’s lists and discuss their decisions and make any changes that they agree on. Any descriptions they cannot agree on should be kept to one side.
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Have a class discussion about the descriptions including what students have written on the blank card.
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Finally, as a class, create a class definition for civil dialogue in which all students can agree.
|
| Core Instruction |
Teacher states: Now that we as a classroom community have
created a definition of “civil dialogue,” let’s answer the question of
the importance of civil dialogue by reading an interesting case
study.
-
Distribute: Reading: When
People Forget to Listen
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Have students read for a Golden Line.
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Students read silently paying attention to and noting places where text raises questions, conflicts or confirms beliefs, or causes them to reconsider assumptions.
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Students choose at least two different “Golden Lines” that they will share with their partner.
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Once finished with the reading, students complete think-pair-share activity in which they share their “Golden Lines.” Students should be sure to direct students to the location of the “Golden Line” before sharing by reading aloud. Students should also share why they chose the line and its significance.
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After think-pair-share activity, the whole class should share their “Golden Lines” and open discussion to the importance of civil dialogue and answering the inquiry question.
Teacher states: Now that we have defined civil dialogue and
discussed its importance, let’s create as a class some norms/rules that
we can use for civil dialogue in our classroom space.
-
Have students read Worksheet 2: Example
Rules for Dialogue as a starting point. Students should then write their own rules or circle rules from Example Rules for dialogue down.
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Complete think-pair-share activity
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As a whole class, have students share and agree to final 5-8 rules for the class.
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Keep agreed upon norms/rules to distribute during later classroom dialogues.
|
| Wrap-up |
Teacher states: As we finish today’s lesson, we have defined
civil dialogue, detailed its importance, and created our own norms for
civil dialogue. All these activities will create a stronger classroom
learning community for authentic civil dialogue where we can come to a
better understanding of the lives, beliefs, and values of others while
others come to a better understanding of our lives, beliefs, and values.
Let’s finish this lesson with an exit text in which you can explain the
importance of civil dialogue and maintaining the norms we established
for civil dialogue.
|
| Learning Beyond Classroom Walls |
Students can create dialogue groups outside the classroom to address
some of the important challenges of the day. (e.g. climate crisis,
immigration). |
| Instructional Content Adaptations |
Mini Lesson (15 min):
The lesson can be divided into three mini-lessons:
Teachable Moment (10 min):
The ability of Muslim and Christian religious leaders to come together within the context of Nigeria is a very teachable moment.
|
Written by Tim Hall, Ph.D., K-12 Social Studies Instructional
Specialist, Vance County Schools
