Lesson+Plan+3

//Take a few moments to read this lesson plan and share insights at your table.//

Lesson Plan #3
.............................................................................. Project the image of **Left/Right World** and give students a paper copy of the document as well. (See image below)

Provide students with the following directions: Without talking, take a few moments to review the infographic. Jot down your ideas in regard to the following questions... What do see in this image? What stands out as interesting or surprising?

Have students share out their ideas then facilitate a discussion around the following questions:


 * What do you agree with or disagree with on this graphic?
 * What's the author's purpose? or What message is the author trying to convey through this infographic?
 * What makes this infographic effective or ineffective?
 * Is this graphic biased? If so, explain. If not, explain how you know.
 * Which are you, the "left" or the "right," and what makes you think this?
 * How does what you learned through our discussion relate to or change your view of our political parties?
 * What questions does this image raise?

Provide an opportunity for students to create a visual representation of their view of themselves as left/right. The teacher will facilitate a discussion around the idea of respect and the importance of seeing all viewpoints without judgement before students present their visual representations to small groups during discussions and provide feedback to peers by responding to these prompts: //I liked.... I want to know..... I learned....//

Students will then begin a review of the current political parties and structures in our country.

Initial Reactions

 * ===How does this lesson differ from Lesson 2?===
 * ===Which lesson is most valuable?===
 * ===The art of questioning is one of the greatest tools a teacher has. How are your instructional teams fostering the art of creating high-quality questions to guide classroom discourse?===

//Back to Student Engagement//