2. P3, L1: Presentation Instruction and Assessment Sheet
3. P3, L1: Deliberation Instructions and Assessment
4. P3, L2: SCA Weighted Voting Setup
Student Climate Assembly Phase 3: Deliberation and Voting
Overview
Phase 3: Deliberation and Voting
In Phase 3, students use appropriate deliberative processes, meeting C4.11-12.1 (using deliberative processes in multiple settings). During this phase, they present findings, deliberate, and build consensus on climate actions.
More specifically, students will participate in a classroom-based climate assembly, practicing the processes of deliberation and democratic decision-making. They will present their analysis and recommendations, engage in deliberations, and vote to determine the best recommendations. Through their participation in this phase, students foster their collaboration, deliberations, and consensus-building skills through:
- Presenting their recommendations in small groups, deliberating on the recommendations, and giving/receiving feedback on them.
- Revising their recommendations based on the small-group deliberations and feedback.
- Presenting their final recommendations to the whole class.
- Participating in whole class deliberations on final recommendations.
- Voting on each recommendation using a weighted voting system.
Overview of Phase 3 Lesson Plans
| Preparing and Practicing Presentations and Deliberation (2 Days) This lesson provides students with an opportunity to identify and analyze the differences between deliberation and debate. As an important component of civics education, students will learn why deliberative discourse is an essential element in addressing local and global issues such as climate change. In addition to developing deliberation skills, students will consider multiple perspectives on how to address climate change and provide meaningful feedback to other students. During this lesson, students will watch and reflect on short videos; work with classmates to present, analyze and revise climate action proposals; and participate in reflective group discussions. Overall, this lesson will prepare students to revise their final climate action recommendations, apply deliberative practices and skills and reflect on how this process is parallel to a legislative committee. |
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| Whole Class Presentation, Voting and Reflection (2 Days) This lesson's purpose is to engage students in a deliberative discussion of their climate action plan recommendations. As part of this process, students will consider different points of view and provide constructive feedback to their peers. They will recognize and be able to explain why deliberation and participation in addressing local issues is an essential part of civic engagement in a democratic society. During this lesson, students will communicate their recommendation(s) for climate plan action clearly and effectively, answer clarifying questions, and be open to different perspectives. Students will apply civic virtues, collaborate with others, and use multimedia sources to present their climate action ideas. These presentations will include multiple sources that have been evaluated for their credibility. Students will also learn about the weighted voting system and participate in the voting process on each of the climate action recommendations. As they listen to and engage in these deliberative presentations and discussions, students will be thinking about the role climate assemblies play in the democratic process. Overall, students will demonstrate their understanding of deliberative, democratic strategies and the importance of civic engagement, their perspectives on climate change, and their roles in addressing climate change. |
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Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.