To begin thinking about possible solutions for the issue they read about in Step Two, students learn about the difference between individual, group, and government action. They analyze examples, then apply what they’ve learned by suggesting ways each type of actor could address the class’s chosen issue.
The students will:
DISPLAY the County Solutions flow chart from the Project Overview and explain that this is one way to look at community problems and find solutions. Review the steps the class has taken so far. (Stop at ’Who should act?’)
DISTRIBUTE the student worksheets and graphic organizer.
READ the first paragraph about Ms. Nelson’s problem and have the students give a quick solution in the box before reading how different groups could provide solutions.
EXPLAIN to the students that every problem is unique and can benefit from any number of possible solutions.
WALK THROUGH the ‘Which Action Is the Most Effective’ with the class. Discuss the aspects of each type of action and allow the students to make their own judgments.
POLL the class to see which solution they thought was the best.
PROJECT the Cloze Notes transparency and read through the notes with the class, filling in the blanks and asking the student to follow along.
ASK students to complete the Speed and Scope section on the first activity page and discuss their responses.
READ through the problem-based scenarios on Activity p.1 as a class.
ASSIGN the rest of the activity by having the students read through the remaining scenarios and select the group they would have address the problem and discuss their options. (Some answers are straight forward, while others are up for debate.)
CLOSE the lesson by reviewing your class problem. Have the students use the bottom of the last activity page to think of one solution possibility for each group. Use the Brainstorm transparency to collect their ideas. (Save for later steps!)