Week 6: Free Speech + the Media
Posted by Deanna Bradford on May 30, 2013
This week Jen and I decided to focus on celebrities and the paparazzi to better explain the concept of free speech. After teaching them about the heavy emphasis on free speech that the paparazzi uses to be able to pry into the lives of public figures, we thought that it would be fun to hold a debate with one team supporting the rights of the celebrity, and the other team supporting the rights of the paparazzi. Since we had been having difficulty maintaining an equal balance of participation in the class, we decided to structure the debate in a way in which each student played a specific role during it. Each team had to prepare their case using examples that they had learned about, as well as researching additional examples. They then had to prepare their stances using the debate structure provided to them.
The debate went even better than I had expected! We re-arranged the desks so that each team was in a slight semi-circle facing the other team. This formation of the desks seemed to create a competitive atmosphere–which made the debate even more fun.
Monday
– Give students mid-program course evaluations
– Clint and Wahab present (because they didn’t the week before)
– Comparison of videos and pictures of paparazzi
http://www.inquisitr.com/33187/george-clooney-to-sue-italian-paparazzi-over-underage-photos/
Tuesday
-In groups, have students discuss the questions from the article assigned for homework
-Go over the questions as a class
-In pairs, give students examples of court cases when celebrities/paparazzi were taken to court
http://www.firstamendmentcenter.org/tag/paparazzi
As pairs, students will summarize what they read.
-What is the main point? What are some important details about the article?
-Has this situation ever occurred in your country?
-What are your opinions about the article that you read?
-Give students handout of how to debate. Go over the different points [Probably as Homework]
Wednesday
-Put class into two teams. Explain that each team represents a side of the argument. Give each team their article. Explain that the articles are on the same topic but expresses different opinions.
Ask them to read it and discuss the main point of the article.
-Explain the project that they will be working on
-Students will hold a debate about the amount of privacy celebrities should have.
-One team of 4 will be on the supportive side of the paparrazi
-Another team of 4 will be on the supportive side of the celebrity
-Students look at handout of how to have a debate and the roles that they will have in each group
Basic Skills of Debating: http://www.actdu.org.au/archives/actein_site/basicskills.html
-Give students time to create arguments to support their sides
Thursday
-Debate role play on paparazzi
– Devote remaining time for blogging.
Blog Assignment:
What are your reactions to the debate?
Did you agree with the side that you were on?
Debate Topic: That the paparazzi has the right to take photos of celebrities in private moments.
May 30th, 2013 at 11:45 pm
The paparazzi has the right to take photos of celebrities in private moments. What an interesting topic! I’m glad that you structured the debate in a way that all students were able to fully participate! Have you video recorded students’ debate? If so, maybe you can assign students homework such as watching their performance and writing a reflection. For example, students can write about what they could work on to become a better/more articulate debater.