| by Esther Zack, Target Science |
Procedure - Lesson Sheet Part III Procedure:
[Note: Consider doing this activity after a field trip to the river, ifpossible. Students would then have a better opportunity to understand thevarious points of view regarding the river's future. Even without the trip,the activity should follow a study of the river.]
Ask the students to think of situations in which they have had to explaintheir point of view to someone in a convincing way (e.g., explaining totheir parents that they want to go somewhere with their friends, they wanttheir curfew extended, or they want an increase in their allowance). Tellthem that often in the community situations arise which require that adecision be made. Groups that have opinions on various sides of thesituation will come before a decision-making body to state those opinionsand attempt to influence the decision, like students trying to get theirparents to decide in their favor. The decision-makers, very much likeparents, take all sides into consideration and then render a decision basedon the validity of the arguments presented.
In the following activity, students will be given an opportunity to "argue"a case for a certain point of view about plans for the future of the LosAngeles River.
1. Divide the class into groups of 4-5 students. Give each group anidentity corresponding to the position papers and choose one group of 5 tobe the Board of Supervisors.
2. Have students read their group's "point of view" statement and caucuswith each other on how best to present their argument for their plan forthe L.A. River. Give them about 15-20 minutes for group discussion. (Youcan make this project more complex--especially in secondary--if you wantthem to do their own research, and/or gather visual aids such as charts orpictures to assist in their presentation.)
3. Each group selects a spokesperson and is given 5 minutes to address theBoard of Supervisors to present their case. (Draw numbers to determine whopresents first.) A timekeeper should be appointed by the Board.
4. After all presentations, the Supervisors caucus to decide on which pointof view, or combination thereof, is the most valid. They then state whatthe policy will be on the future of the Los Angeles River.
5. After the decision is made, view the video "No Way Out" (a video on thedangers of being near the L.A. River during the flood stages) and discussit with students. Ask them if their point of view on what should happen tothe river was changed as a result of viewing the video. Also ask them toconsider if the video has a particular viewpoint/purpose and if otherpoints of view could still be considered even in the light of the video.
Los Angeles River Connection is a part of LAEP Learning Exchange.