Issue link: https://takingitglobal.uberflip.com/i/1433180
Lesson One: Mumilaaq Qaqqaq 87 Note: In this activity, students may feel dierent about the side they are debating on. For exam- ple, a student may be on the side debating that northern communities should not get funding to access clean drinking water, when the student feels like northern communities should. This is okay, they will be able to reflect on their experience at the end. This activity will help students get an eye-opening experience of the social justice issues happening to Indigenous peoples and northern communities today. Statement: Funding should be given to northern communities and reserves to help them access to clean drinking water. Side A (For): Will be the team that believes Northern Communities/Reserves need funding to help them access clean drinking water. Side B (Against): Will be the team that debates that there is not enough money/resources to give funding for clean drinking water to northern communities. Split students into two groups. Once students are put into the two groups, have them go to opposite ends of the classroom and hand-out the information for their side. Side A will get the Side A Information and Side B will get the Side B information. Give students about 5-10 minutes to read through their information. After reading, students can write out arguments that they have, and ideas or thoughts they came up with about the topic. After writing, students can choose leaders to present the arguments and counterarguments. The information sheets are optional to use. Teachers are welcome to use information they already have or create their own! During the debate, the teacher should monitor the time limits and the direction that the debate is going. At this point in the activity, the teacher is more of a facilitator and guide. There are many ways to structure a debate. An example of a traditional debate structure: •Opening "For" Statement - Side A (5 minutes) •Rebuttal from "Against" - Side B (3 minutes) •Opening "Against" Statement - Side B (5 minutes) •Rebuttal from "For" - Side A (3 minutes) •Teams question each other (5 minutes per team) •Closing statements from the "Against" - Side B (3 minutes) •Closing statements from the "For" - Side A (3 minutes) The teacher should also monitor student participation and check to see which students are collaborating with their group, if any students are not participating, and if any students are talking over others. Teachers can track student cooperation and the contributions they are making to the debate. When the debate is over, the teacher can open up the debate to comments to hear more per- spectives from all students. Students may share if they have any other information that was not shared in the debate. Ask if any students minds' were changed by the statements made today in class and to explain why. Finally, students can vote to indicate which side presented the most convincing argument and should "win" the debate. Ask students to raise their hands for the statements made by the For and Against sides. ASSESS: The video about Mumilaaq Qaqqaq is a form of formative assessment. This activity is to activate students' minds and get the class thinking of Inuit leadership, and social justice issues impacting Indigenous and northern communities. Teachers can check student thinking, and assess their analytical and communication skills.