Читать книгу Academic Moves for College and Career Readiness, Grades 6-12 - Jim Burke - Страница 34

The next day, Anton’s English teacher took students to the computer lab and allowed them access to online versions of all three of the plays they’d read that grading period. He had them work in pairs to find two lines in the texts, one that supported the idea that citizens should obey laws and one that supported the idea that citizens should resist unjust laws. When several of the pairs struggled to come up with lines, the teacher offered two suggestions: first, the students were allowed to summarize actions or scenes in the play instead of writing down a specific line of text, and second, they could use the search function to look for specific words in the online texts.

Anton and his partner searched the online text for the word law in all three plays. From those, they chose the following two lines from Antigone:

 Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene)

 Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone)

Anton and his partner wrote each line on a sticky note and put it on the board in the room along with those from the rest of the class. The teacher then gave each student five minutes to read each group of sticky notes silently and, individually, come up with a statement that summarized the lines. When the students returned to their seats, he called on volunteers to share their statements and, as a class, the students came up with a claim and counterclaim:

 Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws.

 Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust.