3rd Period: Lunchroom Fight, pt 2

UNIT:

Unit 1: Social Studies Practices

LESSON TITLE:

Lunchroom Fight, pt. 2 

STANDARDS:

SSP.01, SSP.02, SSP.03, SSP.04

LESSON OVERVIEW:

Students will research further into the statements about the lunchroom fight and discuss context and create a suspension report

OBJECTIVE:

Learn contextualization and citing evidence

ASSESSMENT / EVALUATION:

Create a suspension report citing evidence

INSTRUCTION:

When we did the first Lunchroom Fight activity, we focused on sourcing. You wondered how two accounts of the same event could be different if no one was lying, and you considered why some accounts might be more reliable or trustworthy than others.

Today you’re going to receive evidence from eyewitnesses and others connected to the fight in the lunchroom. Your job is to figure out who should get suspended for starting the fight. In order to figure that out, you’re going to need to source, contextualize, and corroborate. In other words, you’re going to need to read and compare multiple pieces of evidence in order to figure which are more reliable and how they all fit together to fill out the story of what happened in the lunchroom that day.

1. Your two handouts have three parts to them (two in the first handout and one in the second handout):

     a. Headnote (Introduction) and source (witness) information and statements

     b. Evidence Context Table

     c. Suspension Report

2. You will use the headnote and source statements (a) to fill in the Evidence Context Table (b)

3. The Evidence Context Table (b) is divided into three context sections: Town, School, and Cafeteria. Notice how this funnels from larger to smaller circles. Each context section has two rows. Each row has three boxes.

     a. The first box will have information about the context. Basically, you'll answer the question at the top of the box.

     b. The second box will have the source name.

     c. The third box will have whether the source is reliable and why or why not.

4. You will complete the Evidence Context Table by yourself. You will use the headnote and source statements to complete this table. Read through the headnote and all the evidence. Then go back and identify pieces of context that shed light on who started the fight. Write each piece of context in the correct part of the first column of the handout.

For example, from the headnote we learn that Justin’s father fired Max’s mom and dad. So we’re going to write that in the “Town context” part of the handout. Continue doing that for all the evidence. You need to find at least TWO additional pieces of context for each of the areas of context.

5. Once you are done, you will talk to your neighbor about it 

6. Consider the role of understanding context in painting a full picture of what happened and why. If you eliminate all the "unreliable" evidence, you would throw away some critical contextual information (for example, that Justin moved around a lot or that Max's friends think he's weird). It would be difficult to paint a full picture of what happened using only the information in the "reliable" evidence (because bystanders typically see the events from a distance). If you believe a source is mostly unreliable, it may still contain some useful information.

7. After you finish the Evidence Context Table and talk to your neighbor about it, complete the suspension report (c) by yourself. As principle, you may do nothing, suspend one or the other, or suspend both. However, you need to support your action with evidence.

8. After you are completely done, take pictures of the Evidence Context Table and the Suspension Report and submit it to Schoology.

9. This is due on Tuesday, August 24, 2021.