9.15.14


 * Socratic Seminar Prep:**

Note-taking worksheet:


 * Note-Taking Guide: Informational Text **

As you read an article, here are some guidelines for breaking it down for meaning, factual evidence, potential bias, and author purpose. Use these questions to structure the way you mark-up and take physical notes on the article.

1) Start by using your first color to highlight the title. Then, take notes about what the title implies about the subject matter and the author’s stance or tone towards it.

2) Take a look at the sub heading. Highlight it in the same color as the title, and then take notes about the additional information it tells you about the subject matter.

3) Look at the images provided? Do they provide a balanced visual account of the information in the article? Are there any images that create a bias or sway your understanding of the information?

4) What are three of four main arguments in the text? Highlight the arguments where you see them with color number two.

5) What does the author use to defend his or her arguments? Facts, statistics, examples, anecdotes, quoted material from other sources? Do these appear to be reliable sources of evidence? Highlight these using color number three.

6) With your fourth color, highlight the final sentence of the article. How does the author finish his or her writing? How does the final line impact the reader? What does the author want you to take away from their article? (This should be similar to a theme).

Read: "Are You Ready for Some Controversy? The History of 'Redskin' " by Lakshmi Gandhi


 * Group 1: Native American Culture--4 or 5 of you will be responsible for leading a graded class Socratic Seminar on Tuesday or Wednesday. Leaders of these discussions must come ready to start and sustain discussion by creating:**

1) At least three, third level discussion questions for each source. These questions need to provide the opportunity for analysis; they should not be "yes or no" questions, or simply engage in factual recall.

Some starters for these questions could be: 1) What did (author/speaker) mean by his/her statement... 2) What are the implications of the author's/speaker's idea that... 3) What changes does the author/speaker suggest need to happen regarding and what problems might this cause? 4) When the author/speaker used the example _ what questions or ideas did it create about... 5) How did the speaker/author's opinion alter/shape/expand...

2) Identification of at least three central ideas/topics in each source.

Ex: The author/speaker discusses the need to... The author/speaker references the problem of... The author/speaker celebrates the... The author/speaker explores the idea that...

These questions and topics should be written out in complete sentences. Be ready to use them in class--you'll be in charge!


 * EVERYONE** who is not a leader will be responsible for also reading/watching the source material and creating one talking point for each source. Here are guidelines for doing so.

1) Article: “Here’s Why You Shouldn’t Wear a Native American Headdress” by Brenna Ehrlich []
 * Here are the sources you are responsible for reading and taking notes about for the Socratic Seminar using the note-taking guide you got in class today:**

2) Youtube clip:”Missing the Point: The Real Impact of Team Names on American Indian and Alaska Native Youth” by Dahkota Franklin Kicking Bear Brown []

3) Youtube clip: “Ramp it Up: Skateboard Culture in Native America” [|https://www.youtube.com/watch?v=635NcjpZJrQ#t=96]

You can find all of these on the class website at:

We will also discuss the article we read in class “Are You Ready for Some Controversy? The History of ‘Redskin’ “ by Lakshmi Gandhi

An example of a talking point is one that raises a question, complicates an idea the author creates, or makes a connection to personal experience or one’s community.

EX.: I was interested in the Dahkota’s story about his two cousins who treated their school’s mascot/traditions differently. What changes need to happen in a school culture so that a student feels that he/she has a voice in changing offensive practices? Does my school have any traditions that might offend or make some students uncomfortable?


 * HW: Prepare for Socratic Seminar on Tuesday/Wednesday**