Day 2:
- Divide the class into groups no larger than four
or five students.
- Within the groups, each student takes a turn sharing
his or her quote, sentence, or phrase. After a students
shares, every other group member gives his or her
opinion of the selection. No one may interrupt the
speaker, and the speaking must go in order around
the circle. After all the other students have expressed
their views, the student who started with the quote
shares his or her opinion of the selection and offers
thoughts about why he or she selected it.
Summary/Closure:
To prepare for sharing with the entire class, each group
again meets separately and is given five minutes to
summarize key points, questions, understandings, and
conflicting viewpoints that arose in the group discussion.
Next the small groups come together as a class, and
one person from each group reports the group’s
findings to the entire class.
Application:
As a class, students brainstorm a list of topics that
answer the question: What forms of independence are
we still fighting for today? Examples of answers are:
“independence from racism,” “freedom
from stereotypes,” “independence from foreign
oil,” and “independence from political oppression.”
Ask each of the three groups that the students have
been working in to write its own declaration of independence
in the format and manner of -- and with the same sense
of conviction as -- the Declaration of the Independence
and Declaration of Sentiments and Resolutions.
Have students share their Declarations with the rest
of the class.
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