Embedded Files
When we did the part 1, we focused on sourcing. You wondered how two accounts of the same event could be different if no one was lying, and you considered why some accounts might be more reliable or trustworthy than others.
When we did the part 1, we focused on sourcing. You wondered how two accounts of the same event could be different if no one was lying, and you considered why some accounts might be more reliable or trustworthy than others.
Today you’re going to receive evidence from eyewitnesses and others connected to the fight in the lunchroom. Your job is to figure out who should get suspended for starting the fight. In order to figure that out, you’re going to need to source, contextualize, and corroborate. In other words, you’re going to need to read and compare multiple pieces of evidence in order to figure which are more reliable and how they all fit together to fill out the story of what happened in the lunchroom that day.
Today you’re going to receive evidence from eyewitnesses and others connected to the fight in the lunchroom. Your job is to figure out who should get suspended for starting the fight. In order to figure that out, you’re going to need to source, contextualize, and corroborate. In other words, you’re going to need to read and compare multiple pieces of evidence in order to figure which are more reliable and how they all fit together to fill out the story of what happened in the lunchroom that day.
All of the evidence and questions are on this website. Record your answers in your notebook to prepare for a class discussion. Here is a link to the student handout for those that prefer paper copies.
All of the evidence and questions are on this website. Record your answers in your notebook to prepare for a class discussion. Here is a link to the student handout for those that prefer paper copies.
Directions:
Directions:
Read through the handout and all the evidence. Then go back and identify pieces of context that shed light on who started the fight. To do this, START by filling out ONLY the first column. We will debrief as a class and then have some time to finish organizing evidence.
Read through the handout and all the evidence. Then go back and identify pieces of context that shed light on who started the fight. To do this, START by filling out ONLY the first column. We will debrief as a class and then have some time to finish organizing evidence.
Write each piece of context in the correct part of the first column of the handout. For example, from the headnote we learn that Justin’s father fired Max’s mom and dad. So we’re going to write that in the “Town context” part of the handout. Continue doing that for all the evidence. You need to find at least TWO additional pieces of context for each of the areas of context.
Write each piece of context in the correct part of the first column of the handout. For example, from the headnote we learn that Justin’s father fired Max’s mom and dad. So we’re going to write that in the “Town context” part of the handout. Continue doing that for all the evidence. You need to find at least TWO additional pieces of context for each of the areas of context.
Background Information:
Background Information:
You are a principal who is trying to figure out the truth about a lunchroom fight. The fight was between Justin and Max. Justin is a new student. He is shy, quiet, and does not have many friends. He moved to town last month because his father was hired to take over the town’s main business. Justin’s father fired many people, including Max’s parents, when he reorganized the business. Max is a popular student, who is known for his friendliness and good humor. In the past few weeks, however, he has been withdrawn and somewhat depressed
You are a principal who is trying to figure out the truth about a lunchroom fight. The fight was between Justin and Max. Justin is a new student. He is shy, quiet, and does not have many friends. He moved to town last month because his father was hired to take over the town’s main business. Justin’s father fired many people, including Max’s parents, when he reorganized the business. Max is a popular student, who is known for his friendliness and good humor. In the past few weeks, however, he has been withdrawn and somewhat depressed
The Sources:
The Sources:
Justin: “That kid started it. Max. I was just standing in line waiting to pay for my food, and he shoved me super hard. And, like, for no reason. He just freaked out on me. I don’t even know the kid, and he’s been weird to me ever since I started going to this school. He and his friends glare at me in English class for no reason.”
Justin: “That kid started it. Max. I was just standing in line waiting to pay for my food, and he shoved me super hard. And, like, for no reason. He just freaked out on me. I don’t even know the kid, and he’s been weird to me ever since I started going to this school. He and his friends glare at me in English class for no reason.”
Max: “That kid is psycho. He turned around and punched me out of nowhere. Me and my friends were standing in line just joking around, and he turned around and punched me for no reason. He’s messed up and creepy. Ask anyone.”
Max: “That kid is psycho. He turned around and punched me out of nowhere. Me and my friends were standing in line just joking around, and he turned around and punched me for no reason. He’s messed up and creepy. Ask anyone.”
Eric (Max’s good friend): “The new kid definitely started it. He really just attacked out of nowhere. He’s a freak, and he seriously thinks he’s better than everyone because of his dad.”
Eric (Max’s good friend): “The new kid definitely started it. He really just attacked out of nowhere. He’s a freak, and he seriously thinks he’s better than everyone because of his dad.”
Anthony (bystander): “I was pretty far back in the line, but Max and his friends were being kind of loud and joking around. I couldn’t really hear what they were saying. And then all of a sudden I saw people pulling Justin and Max apart."
Anthony (bystander): “I was pretty far back in the line, but Max and his friends were being kind of loud and joking around. I couldn’t really hear what they were saying. And then all of a sudden I saw people pulling Justin and Max apart."
Megan (Max’s girlfriend): “I wasn’t there. All I can say is that Max has been really different lately and kind of mean. I don’t know what’s going on, but he’s not himself.
Megan (Max’s girlfriend): “I wasn’t there. All I can say is that Max has been really different lately and kind of mean. I don’t know what’s going on, but he’s not himself.
Cafeteria worker: “The group of boys were pushing each other around. I think it was an accident, and one of them pushed into the new boy, and he took it the wrong way.”
Cafeteria worker: “The group of boys were pushing each other around. I think it was an accident, and one of them pushed into the new boy, and he took it the wrong way.”
Max’s mother: “Max would never start a fight. He’s the sweetest boy. I know he’s had a hard time lately with me and his dad losing our jobs, but he still would never start a fight with anyone. He’s a mentor to the younger boys and helps out at church. You can ask anyone in this town.”
Max’s mother: “Max would never start a fight. He’s the sweetest boy. I know he’s had a hard time lately with me and his dad losing our jobs, but he still would never start a fight with anyone. He’s a mentor to the younger boys and helps out at church. You can ask anyone in this town.”
Justin’s father: “I can guarantee 100% that Justin would never lay a finger on anyone unless he was really provoked. Trust me. And I know because we’ve had to move around quite a bit in the last few years because of my job, so unfortunately, Justin knows what it’s like to be the new kid. And I’ve watched him go through these adjustment periods at each new school. He just lies low, and pretty soon the other kids see what a great kid he is. So I know as a fact that Justin wouldn’t stir up trouble. It’s really not in his nature.”
Justin’s father: “I can guarantee 100% that Justin would never lay a finger on anyone unless he was really provoked. Trust me. And I know because we’ve had to move around quite a bit in the last few years because of my job, so unfortunately, Justin knows what it’s like to be the new kid. And I’ve watched him go through these adjustment periods at each new school. He just lies low, and pretty soon the other kids see what a great kid he is. So I know as a fact that Justin wouldn’t stir up trouble. It’s really not in his nature.”
Jamie (student in English class with Max and Justin in the period right before lunch): “I wasn’t in the cafeteria today, and I’m not friends with any of those guys, but I’ve seen Max and his friends be mean to Justin in the hallways and in class when the teacher isn’t looking. Not physical or anything, but they’ll like say jokes under their breath and then laugh and stuff like that. They make him uncomfortable.”
Jamie (student in English class with Max and Justin in the period right before lunch): “I wasn’t in the cafeteria today, and I’m not friends with any of those guys, but I’ve seen Max and his friends be mean to Justin in the hallways and in class when the teacher isn’t looking. Not physical or anything, but they’ll like say jokes under their breath and then laugh and stuff like that. They make him uncomfortable.”
English teacher: “To be completely honest with you, I’m not surprised that this happened. There has been a lot of tension in the school and in the town, in general, with the reorganization plan. A lot of people are very upset with the decisions of the new management to fire people, and I must say that I myself am very surprised that they’ve done this. It’s a tremendous strain on the community, and I feel for all the boys.
English teacher: “To be completely honest with you, I’m not surprised that this happened. There has been a lot of tension in the school and in the town, in general, with the reorganization plan. A lot of people are very upset with the decisions of the new management to fire people, and I must say that I myself am very surprised that they’ve done this. It’s a tremendous strain on the community, and I feel for all the boys.
Debrief #1:
Debrief #1:
(Debrief these questions after students have had time to fill out the first column)
(Debrief these questions after students have had time to fill out the first column)
- Outer Circle = Town: What did you discover or learn about this perspective?
- Middle Circle = School: What did you discover or learn about this perspective?
- Inner Circle = Cafeteria: What did you discover or learn about this perspective?
Debrief #2:
Debrief #2:
(Debrief after students have had time to think about all of the evidence and fill out the organizer)
(Debrief after students have had time to think about all of the evidence and fill out the organizer)
- What did you learn about the fight?
- Who may be unreliable and why?
- Who may be reliable and why?
Things worth noting:
Things worth noting:
The important point to discuss here is the role that context plays in painting a full picture of what happened and why. If students eliminate all the “unreliable” evidence, they would throw away some critical contextual information (e.g., that Justin moved around a lot or that Max’s friends think he’s weird). It would be difficult to paint a full picture of what happened using only the information in the “reliable” evidence (because bystanders typically see the events from a distance). Remind students that even if they believe a source is mostly unreliable, it may still contain some useful information.
The important point to discuss here is the role that context plays in painting a full picture of what happened and why. If students eliminate all the “unreliable” evidence, they would throw away some critical contextual information (e.g., that Justin moved around a lot or that Max’s friends think he’s weird). It would be difficult to paint a full picture of what happened using only the information in the “reliable” evidence (because bystanders typically see the events from a distance). Remind students that even if they believe a source is mostly unreliable, it may still contain some useful information.
Students may question whether the information in the headnote is reliable or not. Students would be right to question the reliability of the headnote information. If they do so, congratulate them on their impressive sourcing skills, but tell them that for the purposes of this exercise, they can assume that the headnote gives reliable information. They should focus on which sources corroborate information in the headnote and whether those sources are reliable.
Students may question whether the information in the headnote is reliable or not. Students would be right to question the reliability of the headnote information. If they do so, congratulate them on their impressive sourcing skills, but tell them that for the purposes of this exercise, they can assume that the headnote gives reliable information. They should focus on which sources corroborate information in the headnote and whether those sources are reliable.
Page updated
Report abuse