Directions for Deliberation Assignment
Students will conduct a mock congressional meeting. Students will pretend that it is 1883 and that the Chinese Exclusion Act was just passed one year ago. Continuing, Congress wants to pass an additional act to the Chinese Exclusion Act to exclude immigrants coming from not just China, but other countries as well. However, they are uncertain whether or not they should pass an additional act. The class will be assigned into six groups. One group of immigrants, one group of business leaders, one group of government leaders, one group of urban political bosses, and one group of congressmen. Through a mock congressional meeting, the first five groups will try to persuade/dissuade the group of congressmen to produce an additional anti-immigrant bill for immigrants from other countries. The group of congressmen will discuss in front of the class whether or not to pass an additional exclusion act. Students will engage in a whole class discussion to debrief the results of the deliberation.
Every student will be provided a collection of digital resources (Digital Case File) on the class website for them to use to help them create deliberation points to prepare for the deliberation. They will discuss with their group their deliberation points, and what they think the deliberation points of the opposite of the argument are. Students will also explain how to rationalize their argument, being knowledgeable of what the opposite side will argue. Groups will be provided a graphic organizer to aid them with their critical thinking.
Every student will be provided a collection of digital resources (Digital Case File) on the class website for them to use to help them create deliberation points to prepare for the deliberation. They will discuss with their group their deliberation points, and what they think the deliberation points of the opposite of the argument are. Students will also explain how to rationalize their argument, being knowledgeable of what the opposite side will argue. Groups will be provided a graphic organizer to aid them with their critical thinking.
Digital Case File
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Directions for the Graphic Organizer
Each group must fill out a "deliberation notes" graphic organizer to organize your groups thoughts in order to be effective in the deliberation. Your group must include what your argument is for the question, "Should an additional act be passed to the Chinese Exclusion Act?" Argument must be clear and concise. Write this down in the "What is your argument" box at the top of the work sheet. Also, each group must include 5 reasons to back up their argument. (Include this is the "Deliberation Points" section) Reasons can be bullet pointed, however, they must be detailed. Each group must also include 5 reasons that the opposing side of the deliberation are going to bring up. write this in the "Opposite side deliberation points" section. Points can be bullet pointed, however, they must be detailed. Lastly, explain how you will rebut the opposite side deliberation points. Write this in the bottom section, "How will you rebuttal the other side's argument?" This section must be competed in paragraph form using complete sentences.
Check list
- "What is your argument" box is clear and concise
- "Deliberation points box" includes 5 reasons that effectively back up their claim. The source is listed in each reason.
- "Opposite side" box includes 5 detailed opposing arguments. The source is listed in each reason.
- "How will you rebuttal the other side's argument" box is written in paragraph form. It is detailed and an effective way to rebut the other side's arument.
Sample
Resources
Urban Life Lecture by Dr. Gaskins
Foner, Eric. Give Me Liberty! An American History. W.W. Norton & Co.: New York, 2011.
See Digital Case File for individual sources
Foner, Eric. Give Me Liberty! An American History. W.W. Norton & Co.: New York, 2011.
See Digital Case File for individual sources