Collective punishment is an effective tool to use in classroom management. Yet, it raises some ethical questions. How do you feel about it?
A group of 5 from all walks of life have been suddenly kidnapped by the fearsome dictator Tono-Tono. He is interested in the opinions of these 5 Westerners in introducing a social network to the isolated country he rules, Maratahi.
Cultures and societies have different ceremonies and rituals to mark the transition to adulthood. Most of these rituals are based on ancient traditions that are passed down from generation to generation. Are they still relevant? What is their significance? What are the advantages and disadvantages?
This game brings together a group of young people from different cultures and provides them with the opportunity of exploring different rites of passage in order to form an opinion.
This activity is based on a common core activity from the NYC educational department addressing the following standards:
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which the student is writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
RI.9-10.1: Cite strong and thorough textual evidence * (to support analysis of what the text says explicitly, as well as inferences drawn from the text).