Exploring Treaty Rights and Ethics

About | K-12 Objectives | Materials Needed | Procedures | Assessment | Related Resources

Procedures:

Step 1 Present an overview of the issue, and the opposing sides

• Begin the discussion by presenting an overview of the issue. Handout or read position 1 Overview--Should The Makah Be Allowed to Hunt Whales Again? Read the overview:
• Pose the following question to the students: "Should the Makah be allowed to hunt whales again?"
• Rather than having students respond, students should think about their answer as you consider the opposing sides of the controversy.
• Present two opposing sides of the issue in a "point/counter-point" format. The Makah are initiating the debate, so present their ideas as the "point." The gist of the Makah argument stems from the belief that a ceremonial hunt of the Gray whale will re-establish their cultural heritage. Use position 2 Point: A Symbol Of Cultural Heritage.
• Present those views that argue against the Makah's request "counter-points." This position is concerned that an international moratorium on hunting whale species will be undermined. Use the slide position 3 Counter-Point: A Dangerous International Precedent.
• After the overview, point, and counter-point, encourage students to ask questions, and clarify their understanding. Refer to the three slides, and input from classmates who are aware of the controversy, to answer the questions. The statements are a compilation of accounts from several newspaper articles. Have students begin a search of the Internet for sources that support the Makah’s request, and for those who oppose the request.

Step 2 Divide the class

• Randomly divide the class in half. One half moves to one side of the classroom and assumes the "point" side, while the other half moves to the opposite side and considers the "counter-point." Acknowledge that you are assigning them to a perspective with which they may disagree, and that they eventually will be able to stand on the side they truly support.
• Once in their groups, have students pair with someone standing near them, and share in their own words the most compelling points on their side of the issue. Select students from each side to tell the class these compelling points. By doing so, the issue is described in students' words.

Step 3 Encourage students to "go with their own belief"

• Ask your students to take a stand based on their own belief about this issue, and move to one of three locations in the room:
• One side of the room supports the Makah's point
• One side supports the counter-point
• A third location in the middle represents the "undecided"
• Once the class is divided, have each student consider why they moved, and explain the reasoning behind their move to someone standing in the same location. These three locations are to represent students' current thinking only. Encourage them to move freely among these locations, based on the ensuing research, Internet searches, and discussion.
• Have students return to the Internet to find sources that support what they believe about the issue. Remind them to examine opposing viewpoints as well, to think through the ideas of all sides of the issue.

Step 4 The Discussion

• To begin the large-group discussion, three or four students on the "point" side of the room explain their strongest arguments for deciding to stand on that side.
• After each explanation, ask the students on the opposite side of the room (the counter-point) to respond only to the comments they heard from their classmate. The interactions proceed in this manner until both the point and counter-point sides have presented what they believe are the most significant arguments for their side of the issue. The teacher’s role during these initial interactions is to keep the responses focused on specific lines of reason and comments. Students respond to specific ideas, rather than criticize the opposing view in general.
• After this time in the lesson, the teacher should encourage students to respond to one another. The teachers might ask the students in the middle of the room to explain why they did not pick a side--what concerns, doubts, and questions need to be addressed? Allow students to ask questions and clarify points of view and opinions. The goal is for the teacher to serve as a monitor of the interactions to insure that students' comments are focused on specific points surrounding the issue, and that all the behavior complies with the expected behavior overhead.

• When no additional information or ideas are contributed to the discussion, each of the three groups gather in its own circle. They are given the task to develop an answer to the following question:

• As the students wrestle with this question, direct them to consider the pros and cons they have heard on both sides of the issue, and determine an appropriate policy decision.

• When three policy options are roughed out (one each from the point, the counter-point, and the undecided), bring the class back together, and discuss each option. The goal of this discussion is to come to a consensus.

Center for Technology and Teacher Education, University of Virginia, This module was created by Bruce Larson Western Washington University