Take a Stand Activity Overview

The video tutorial explains the Street Law approach, focusing on student-led understanding and intellectual engagement. It introduces the 'Take a Stand' activity, where students discuss and analyze contested public issues. The video outlines preparation steps, execution, and facilitation of the activity, emphasizing student participation and reflection. It concludes with debriefing strategies to enhance learning outcomes.

What are the two basic ideas that street law lessons are based on?

• Teachers should do most of the talking.

• Students should memorize facts and figures.

• Students should work individually without discussion.

• Students talk themselves to understanding and do the heavy intellectual lifting.

What is the first step in preparing for the 'take a stand' activity?

• Setting up the classroom with signs.

• Asking students to research the topic.

• Generating one or more statements about a contested public issue.

• Explaining the rules to the students.

What should the classroom setup include for the 'take a stand' activity?

• Desks arranged in a circle.

• Signs signaling two opposite sides of the spectrum.

• A projector and screen.

• Individual workstations for each student.

What is a suggested rule for participation in the 'take a stand' activity?

• There are no right or wrong answers.

• Students should not change their position.

• Only the teacher can speak.

• Students must agree with the majority.

During the 'take a stand' activity, what are students encouraged to do?

• Stand silently without sharing opinions.

• Write an essay on the topic.

• Argue with each other.

• Share their reasoning and listen to others.

What should students do before moving to their place on the continuum?

• Ask the teacher for guidance.

• Write down their opinion.

• Silently think about their opinion.

• Discuss their thoughts with a partner.

What can facilitators do to challenge students during the activity?

• Provide the correct answers.

• Ask more challenging questions about their reasoning.

• Only focus on one side of the argument.

• Ignore students' opinions.

What should facilitators do with the reasons shared by students?

• Erase them after the activity.

• Only focus on the reasons they agree with.

• Write them down if possible.

• Ignore them.

What is an important aspect of debriefing the 'take a stand' activity?

• Reflecting on the most persuasive arguments for each side.

• Only discussing the facilitator's opinions.

• Ignoring the arguments presented.

• Focusing solely on the correct answers.

What is one way to supplement the 'take a stand' activity?

• Have students memorize the arguments.

• Ask students to do some research on the topic beforehand.

• Limit the discussion to one perspective.

• Provide students with the answers.