Lesson Plans Murder List
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How has the administration responded? Which parts of the government are engaged in the so-called war on terrorism? What is the current relationship between that nation and the United States? How do the people of Pakistan feel about American involvement? Students debate the direction U. Students might also be interested in the magazine edition that the Stuyvesant High School newspaper staff members put out.
How has the world changed in the nearly 10 years since as a result? Updates: Read about one Stuyvesant teacher who is teaching about Bin Laden this week , and who was also teaching at the school on Sept. How has it changed in the years since the Sept. How does his death affect the progress of the war in Afghanistan? Students might read the published responses then plot their own opinions on a similar classroom-created graphic. Exceptions are few. Have students read varied responses, perhaps including a Times editorial, and recent letters to the editor on the topic, as well as viewpoints found elsewhere on the Web and in print.
They might use current commentary by writers like David Brooks , Richard A. Clarke , Maureen Dowd, or they might go all the way back to by using this interactive timeline of Op-Eds About Osama Bin Laden to see how perceptions have evolved. Students might then choose one opinion piece to use as a model for crafting their own. They then choose a historical worldwide news-making event from a time before hour news programming, the Internet and social media, like the bombing of Pearl Harbor or the assassination of President John F.
Kennedy or even Sept. Finally, they reflect on the challenges of reporting a changing story and the evolution of journalism and the news industry over time. What is known about the Seals and their methods, special tactics and the risks they take? Have students write letters addressed to the Seals reacting to what they learn about the program. A lesson plan on the various special units in the U. Related Learning Network Lesson Plans. I dont know what to think about all of this. With Osama bin Laden dead tensions will grow higher.
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There are greater chances of terrorist attacks towards the American people. Al Qaeda can use that as a reason to attack Americans. Believe me, I am relieved that bin Laden is dead and want to crap my pants In joy , but it also means greater risks of terrorisim. I am 12 years old and even if adults to think children my age know nothing about, they are fools.
Adults obviously see things as they are, but the youths can see that the CAN be. At my school, know one takes me seriously! How can it influence public opinion? How can it lead to meaningful action? The second suggests ways for students to discover their own voices on the issues they care about. Explore the role of a newspaper opinion section.
How would your students describe the differences between the news sections of a newspaper and the opinion section? What do they have in common? How do they differ?
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Where else in newspapers are opinions — for instance, in the form of reviews or personal essays — often published? Bring in a few print copies of a newspaper, whether The Times or a local or school paper, and have your students work in small groups to contrast a news page with an opinion page and see what they discover. It begins this way:. Here at the Op-Ed page, there are certain questions that are as constant as the seasons.
How does one get published? Who chooses the articles? Does The Times have an agenda?
And, of course, why was my submission rejected? Anything can be an Op-Ed.
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We are especially interested in finding points of view that are different from those expressed in Times editorials. If you read the editorials, you know that they present a pretty consistent liberal point of view. There are lots of other ways of looking at the world, to the left and right of that position, and we are particularly interested in presenting those points of view. You might ask:. How do they seem to work together? What might you write about?
Know the difference between fact and opinion. For instance, you might invite them to read an Op-Ed and underline the facts and circle the opinion statements they find, then compare their work in small groups. Or, read a news report and an opinion piece on the same topic and look for the differences. For example, which of the first paragraphs below about the shooting in Las Vegas is from a news article and which is from an opinion piece? How can they tell?
Paragraph A: After the horrific mass shooting in Las Vegas, the impulse of politicians will be to lower flags, offer moments of silence, and lead a national mourning. Paragraph B: A gunman on a high floor of a Las Vegas hotel rained a rapid-fire barrage on an outdoor concert festival on Sunday night, leaving at least 59 people dead, injuring others, and sending thousands of terrified survivors fleeing for cover, in one of the deadliest mass shootings in American history. Analyze the use of rhetorical strategies like ethos , pathos and logos.
Do your students know what ethos , pathos and logos mean? The lesson also helps students try out their own use of rhetoric to make a persuasive argument. In B.
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The answer, he argued, was three principles: ethos, pathos, and logos. Content should have an ethical appeal, an emotional appeal, or a logical appeal.
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A rhetorician strong on all three was likely to leave behind a persuaded audience. Or, use the handouts and ideas in our post An Argument-Writing Unit: Crafting Student Editorials , in which Kayleen Everitt, an eighth-grade English teacher, has her students take on advertising the same way.
Thecriminals-ofbothgenders-inthisnewc ampaignbyEUlawenforcementareallwantedforgraveoffenseslikemu rder,drugtrafficking,fraud,theftandtraffickinginhumanbeings. Share what you discover with your partner s in the next lesson. Show your work to your classmates in the next lesson. Did you all have similar things? Include imaginary interviews with people who are for and against this. Read what you wrote to your classmates in the next lesson.
Write down any new words and expressions you hear from your partner s. Write a newspaper article about the next stage in this news story. Give each other feedback on your articles.
Read your letter to your partner s in your next lesson. Your partner s will answer your questions. Please look at page 26 of the PDF to see a photocopiable example of this activity. E-mail this to a friend RSS Feed. Guess if below are true T or false F. Eighteen of Europe's 21 most-wanted criminals are women.
The majority of the most-wanted criminals who are on a range of charges they are equally They do so far less raise women can women equally as both trafficking. Put these words into the spaces in the paragraph below. What is the name of the crime agency mentioned in the article? How many on Europe's most-wanted list are women? What is the name of the Internet campaign mentioned in the article?
What did a spokeswoman say about the severity of women's crimes? Who said women commit serious crime far less frequently than men? What does the crime agency hope the campaign raises?