Lesson
Name: PARS: Problem, Analysis, Resolution Seminars
Category: Canadian and World Politics
Course
Code: CPW 4U1
Created By: Mark Melnyk
School:
Level: Grade 12
Time: 6 Seminars of 76 Minutes each
Rationale:
During the PARS activity, a
group of students will conduct a seminar discussion. Each group member will present, ask
questions, and lead a discussion with a small group. The focus of the seminar will follow from the
lecture or topic area of the week and is based on an assigned reading. The PARS
activity is similar to the Student Led Tutorials (SLT) conducted in the first
half of the course, yet there is an expectation that students will now try to
move beyond identifying problems that exist in the Canadian sphere to trying to
search for practical resolutions to international issues.
The small group Seminar allows students to present information in a less
intimidating forum, and prepare them for a common format for learning in
post-secondary education.
Expectations:
Overall Course Expectations
• explain the rights and responsibilities of
individual citizens, groups, and states in the
international community;
• describe the main ways in which sovereign states and non-state participants cooperate
deal with international conflicts;
• evaluate the role of
• describe the structure and function of international intergovernmental and non-govern
organizations;
• evaluate the role and operation of the
international human rights protection system.
Specific Expectations
Researching, Recording, and Organizing
Information
Ø formulate
meaningful questions that lead to a deeper understanding of a political issue
and of the different ways to approach an issue;
Ø collect
data from a range of media and sources (e.g., print or electronic media,
interviews, government and community agencies);
Ø classify
and clarify information by using timelines, organizers, mind maps, concept
webs, maps, graphs, charts, and diagrams;
Ø prepare summary notes in a variety of forms and for a
variety of purposes (e.g., for recording research findings, making oral
presentations, and studying for tests and examinations).
Analysing and Evaluating Information
By the end of this course, students will:
Ø distinguish
among opinions, facts, and arguments in sources;
Ø describe
some of the key methods of analysis used by political scientists;
Ø draw conclusions based on an effective evaluation of
sources, analysis of information, and awareness of diverse political
interpretations.
Communicating Research Results
Ø present
ideas, understandings, and arguments effectively in a variety of contexts
(e.g., in role plays, interviews, simulations, debates, group presentations, seminars),
using graphic organizers and displays (e.g., graphs, charts, images);
Ø use
political terms accurately;
Ø write clear, coherent, and logically organized reports,
papers, and essays that include correctly documented citations and
bibliographies, demonstrate academic honesty, and avoid plagiarism.
Responsible Citizenship
Ø think
creatively and analytically to develop potential resolutions to a series of
given issues and issues that they select;
Ø work
effectively both individually and in groups;
Ø demonstrate
the ability to seek and respect the opinions of others;
Ø
communicate and
exercise their own political views and convictions in a responsible, democratic
manner.
Instructions:
Refer to the Handouts. The teacher must
present the handouts and structure to the class at least one week prior to the
first seminar. The number of seminars will depend on the size of the class.
Ideally, the instructor will develop a set of 6 seminars that will occur on a
weekly basis. For example, with a class of 30 students, have five set groups of
six. A class of 24 would have six groups of four. That will allow for 6
separate Seminars, with each person in the class running one seminar. This
activity also distinguishes itself from the SLT in that students will be asked
to sit with a different group each week so that they will be exposed to a
variety of opinions.
At least one week prior to the seminar the instructor will provide the leaders
with their assigned article. Three groups will be given the “Yes” side of the
debate, while three will be given the “No” side of the debate. I use books such
as Crosscurrents or the Taking Sides series (links are provided in the
supplements section).
1) Introduction: Frame the Problem (10-15 Minutes)
The instructor will “Frame the Problem” at the beginning of the class with a
brief overview of the issue. A brief summary of the articles will be interwoven
with a broader perspective on why this issue is important within the
international sphere. The instructor will attempt to bring media to the
introduction (video, audio
2) Seminar Begins
The seminar leader will now give each of their table-mates a copy of their
Handout (including a Summary of the article, a list of 7-10 Questions that will
be used for discussion, and evidence to support the argument put forth in the
article).
3) Seminar
The Seminar will now run for approximately 20-30
minutes where 3 tutorial leaders will present the “NO” side of the Issue, and 3
will present the “YES” side of the issue. The teacher will circulate and observe
the seminars, and if relevant, sketch out some important elements of the issue
to be analyzed prior to the open debate. I like to move from group to group
asking what each table believes is the central question/problem with the issue.
These will be brought to the full class discussion.
4) Supplementary Evidence
When the Seminar element of the issue is complete, if
students are able to find supplemental evidence to highlight certain elements
(Video, Documents, Statistics), etc… this is a good time to bring the evidence
to light. CBC News in Review, Foreign Assignment, and news agencies such as The
New York Times all have extensive multimedia areas.
5) Issue Analysis and Open Debate
The instructor will now lead an analysis and debate on the issue. At this point
the class will have formed some opinion about the issue. This is a time for the
teacher to guide, question, moderate and provide clarification.
6) Debate Closure
In the last few minutes of class try to provide
examples that inspire hope. Some of the challenges that exist in our world
often overshadow the small or large successes. Students should not leave the
room thinking that “we are all going to die”. They should leave with more
questions, and the desire to solve the world’s problems in their own way.
7) Student Reflection
Students will spend the last 5-10 minutes of class building a group of
reflections on the issues that will be covered in the seminar series.
*Note: As many University Seminars are less formal than lectures, Seminar
leaders are allowed to bring in food and beverages for their table to make for
a more relaxed atmosphere.
Materials:
Þ
Television
& Overhead (if requested by tutorial leaders)
Þ
Course
Pack
Þ
Seminar
Leaders must bring Handouts for each member of their table, plus one for the
Instructor.
Þ
Laptop,
multimedia, LCD projector if necessary
Assessment & Evaluation:
Part 1:
Assess and Evaluate the Seminar through Observation
Part 2: Use Evaluation Rubric for Student created Handout containing a Summary,
Evidence, Questions.
Part 3: Evaluate the Reflections that will follow the series of seminars.