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This lesson walks students through the rights and responsibilities of citizens of the United States, particularly focusing on due process. In this lesson, students analyze a political cartoon, ask questions about pictures and items in a bag to anticipate how they relate to due process, create a scenario of when due process would need to occur, reflect in their journals about the rights of citizens in a carousel activity, and write about all of it at the end. During each segment, students are discussing, questioning, writing, and making decisions related to citizenship and due process. The Question Formulation Technique instructions are below for reference: QUESTION FORMULATION TECHNIQUE INSTRUCTIONS This strategy is meant to help students learn HOW to ask good questions but fits perfectly into the ENGAGE section of the 5E lesson plan. You may have to modify this strategy for lower grade levels to work with the whole group. Step One Design a question focus (different weather events, specific phenomena, a picture, a word, a quote, etc.) Step Two Ask as many questions as you can. Do not stop to judge, discuss, edit, or answer any question. Write down every question exactly as it was asked. Change any statements into questions. Step Three Give a brief and simple explanation of Closed and Open-ended questions Have students reflect and discuss the value of each type of question. Ask students to think about their questions and try to change their close-ended questions to open-ended questions. Step Four Students prioritize questions For research questions have students pick 2-3 “testable” questions (closed-ended) For questions to guide research have students pick 2-3 open-ended questions. Step 5 Students and teachers discuss “next steps” for their questions Step 6 Students reflect. Source: Rothstein and Santana, 2011: http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#
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