Valentine's Day

Grade Level: 9-12

Subject/Content: Social Studies (World Issues, Government, Sociology)

Summary of Lesson: Students will connect their beliefs about love to the debate over gay marriage and complete a position and support assignment

Focus Question: How does love vary between cultures and groups?

Resource(s): Student Resource Center, Opposing Viewpoint Resource Center

Procedures by the Teacher:

1. Arrange for student access to the Gale online resources
2. Lead class discussion on Valentine’s Day, love and how we celebrate it

Steps/Activities by Student(s):

1. Students will brainstorm as a class the background behind Valentine’s Day
2. Students should read the brief background article listed below
1. Frenzy in Turkey found in Student Resource Center
3. Take part in a class discussion focusing on the questions below:
1. What is the meaning/significance of Valentine’s day?
2. How do various cultures display/celebrate love?
3. What displays of love are acceptable and or unacceptable in our own culture?
4. What is government’s role in establishing and maintaining these boundaries?
4. Find 4 articles addressing the debate over gay marriage in the Opposing Viewpoints Resource Center database, two articles for legalizing gay marriage and two against
5. Create a T-Chart with the Headings “Legalize Gay Marriage” and “Do Not Legalize Gay Marriage”
6. As students read their four articles they should fill in as many argument as possible on both sides of the chart (minimum of five)
7. After completing their research students will write a position and defense paragraph meeting the requirements below:
1. One sentence thesis statement that summarizes the issue and the author’s opinion
2. Minimum of three arguments that explain and support the author’s opinion
3. One to two sentences that address the opposing sides view on the issue
4. A closing statement
5. Written in author’s own words with no grammatical or spelling errors

Outcome: Students will take a stand on a controversial issue in society today and defend their opinion using research

Related Activities: Students can use their research to write a letter to their representatives expressing their view and suggesting legislation

Standard Date: July 23, 2007

Content Standard(s):

• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare
• Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern

Performance Indicators:

• At Level 1, the student is able to:
• Restate arguments for and against legalizing gay marriage
• At Level 2, the student is able to:
• Evaluate these arguments to form their own informed opinion
• At Level 3, the student is able to:
• Independently express their opinion and attempt to persuade others to agree

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• communicate information and ideas effectively to multiple audiences using a variety of media and formats
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks
• process data and report result
• collect and analyze data to identify solutions and/or make informed decisions

Information Power; Information Literacy Standards 1-4:

• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society