Debate: Solitary Confinement in Prisons
This lesson is about coming to a deeper understanding of a controversial topic, examining sources for information and evidence to support a viewpoint and being able to synthesize the information in order to form an argument.
Solitary Confinement in Prisons
Grabber:
The Stream - Solitary Confinement in US prisons: https://www.youtube.com/watch?v=XfPeguLXhG8
This video is a news clips that shows multiple sides of the argument on whether or not solitary confinement should be used. This is a great video for this class activity because it allows the students to see different viewpoints given from experts or people who live through these situations. In addition, since multiple arguments are given, it allows the students to start forming their own opinions based on if they disagree with the speakers or not. Once the class watches the video, a discussion can follow allowing the students to process what they just saw and ask any lingering questions before the readings and debate are formally assigned.
Discussion Questions:
-What were the sides of the argument that were displayed in this video?
-What were the reasons and evidence given for each side of the argument?
-What did you find convincing? What did you find ineffective?
Lesson Plan:
Purpose
1. Understand what solitary confinement is and when/why it is used
2. Develop an opinion based on research and synthesize the information given in order to defend that opinion
Lesson Summary
Driving Question: Should prisons use solitary confinement?
Students will read the information given to them and form their own opinions and positions. They will come to class with points prepared in order to defend their position. Once in class, the students will sit according to their position: for a ban, against a ban, or condition use of solitary confinement. Whoever wishes to may start the debate and it will go in a circle, each position getting a chance to speak as much as they want. During the debate students may switch from group to group depending on if others convince them of a different position.
Lesson Narrative
Intro: Teacher reviews the procedure and expectations for the debate, as well as reminding everyone of the three possible positions.
Presentations: Students are in their groups and each group must debate on why their opposition is the correct one. All students take turns voicing why they think they are correct. The students must validate why their opinion is the right one, and argue their point. When one student is done speaking another one may reply. There is no need to raise hands as long as each student waits for the other student to conclude speaking. Each group challenges each other on why their point is correct.
Debriefing: The teacher quickly summarizes each position's main points and asks one final time if anyone wants to switch positions. In addition, the teacher may ask follow up or clarification questions if further explanation is needed for anything.
Culminating Activity:
Purpose:
1. For students to come up with their own thoughts and views on solitary confinement and whether it is right or wrong
2. To develop ideas and and use persuasion to sway others in why their opinion is the best.
Lesson Summary
The students read the material to better understand solitary confinement, both why it is used and why the consequences are. They need to then examine their thoughts and be able to voice their opinion and back it up with facts and examples from the reading and their own personal research if they chose to do some. In the debate they need to be able to speak clearly and convincingly, proving why they are correct. In the end, a consensus may not be reached but the goal is to discuss, debate and learn, not necessarily to come to an agreement.
