We often discuss having students enter a conversation with
the sources when they write a synthesis essay.
This activity helps students think creatively about a source in order to
determine multiple perspectives on an issue and enter the conversation as
various stakeholders. It can also be
used with current events to build a repertoire of evidence to draw from on the
exam. I start by modeling the activity
with an article I select and then have students bring in an article or
editorial on a topic of choice. The
activity is as follows:
Step 1: Select an
article on a topic of choice. I used an
article from my local newspaper about air quality issues.
Step 2: Have students read the article and mark the
following:
a)
Highlight the issues discussed in the article in
pink.
b)
Highlight who cares about the issue in blue (These are the players
in the game or the stakeholders interested in the issue.) On the side of the article, have students
list people or entities that are not named in the article that also have an
interest.
c)
Highlight what they think in yellow. Students also give positions for the
people or entities that they added in the margin.
In the Players column, students list five stakeholders (people or groups
with concerns about the issue). These
players can be named in the article or be those people or entities not named in
the article that would have an interest in the issue. Students should choose players that have a
variety of perspectives on the issue. In
the “American Lung Association ranks SLC in top 10 for worst air quality”
article, players listed in the article are the Sierra Club (Shane Levy), the
American Lung Association (Paul Billings), Utah Physicians for a Healthy
Environment (Brian Moench), and Utah’s Department of Environmental Quality
(Alan Matheson). Players not listed in
the article are Utah residents who suffer from bad air quality, parents,
business owners, automobile drivers, Utah Transit Authority, Utah Legislature,
City Council members, etc.
In the Game column, students describe each stakeholder’s position either
from the article or from what students know about this person or group. For example, students listed that the
legislature wants to encourage business development with fewer regulations, but
they also want protect the health of Utah Residents. Students felt business and industry would be
against stricter emission controls since these regulations would cut
profits.
In the Response column, students pair with another student and discuss the
stakeholder’s position. Students decide
whether they agree, disagree or qualify the argument and provide reasons to
support their perspective.
Have students share their thinking
with the class. Creativity in naming players adds depth to the issue and makes
for a lively discussion.
Step 4: Have students select their own article to use
with this activity.
Students like using this activity as a preparation for
research, for it helps them brainstorm key terms for research. I like using this to train students to
interact with the sources they read. In addition, I will often assign articles
from different perspectives for a seminar on an issue. This activity helps students interact with
their source so they are prepared for discussion.
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