iMs. Huff,
Humanities1
High School
for the Contemporary Arts
SOCIAL
INJUSTICE
Religious
Persecution in
Introduction:
The year is 66 CE. You live in
Task:
Your task is to prepare a 5-MINUTE
SPEECH to present before the Roman counsel. Your presentation will involve an analysis of the social problem using the “public policy analyst” . Moreover, in order to present this speech you need to be
familiar with the situation in
Your group will also hand in a TYPED-double spaced copy of your
speech.
Process:
You will work in groups of three. While one person will present the final
speech, all members of the group will contribute to research for the case.
To gain background knowledge for your speech
the members of your group will follow the steps below. As a class we will read and discuss the
instructions for each step. In your
groups, you will find answers to the worksheet questions. Your group will research using INTERNET
resources below and other outside information. You are not limited to the
internet. Find charts, graphs, illustrations along with print media where
possible. You will use your responses to the worksheet requirements to compose
your speech. The GHPPA information must be included in your presentation so the
counsel can grasp the importance of effective public policy for
1. Define the Social Problem of Religious
persecution in the
Link to Instructions for Defining the Social Problem
Link to the Define the Social Problem Worksheet
2. Gather Evidence of the Social Problem
Link to Instructions for Gathering Evidence
Link to the Gathering Evidence Worksheet
3. Determine the Causes of the Social
Problem
Link to Instructions for Determining the Causes of the Social
Problem
Link to the Causes of the Social Problem Worksheet
4. Evaluate the
Policy Related to the Social Problem
Link to Instructions for Evaluating the Policy Related to the
Social Problem
Link to the Evaluate the Policy Worksheet
The group will prepare GRAPHIC
ILLUSTRATIONS which will become part of the prestntaion. These illustration
should be in the form of pictures, graphs, charts or other visuals that prove
your conclusions and
persuade the Senate.
Resources:
The following websites offer information you
will need to build your case and make your speech persuasive. You should also
use text material to support your speech.
Historical Overview
·
Jews and Christians in
http://www.fsmitha.com/h1/ch19.htm
·
Flavius
Josephus, The Wars of the Jews (ed. William
Whiston, A.M.)
http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.01.0148
Religious Tenets of Judaism and Christianity
·
A brief overview of Christianity
http://www.religioustolerance.org/chr_intr.htm
·
Description of Judaism
http://www.religioustolerance.org/jud_desc.htm
Writing a Persuasive Speech
·
Speech Gems: Persuaders
http://www.speechgems.com/persuaders.html
General
Websites
Feel free to use any additional resources
(e.g. your textbook, historical writings on the
Evaluation:
You have learned that the ability to speak
well (rhetoric) is highly valued in
You and the members of your group will be
assessed based on the following criteria.
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“A” =17-20 POINTS “C”= 10-13 POINTS “F”= BELOW 7 POINTS “B”=14-16 POINTS “D”=7-9 POINTS Teacher Comments: |
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Social Studies
Standard
2: Students will: use a variety of intellectual
skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep
of history from a variety of perspectives.
·
analyze
the roles and contributions of individuals and groups to social, political,
economic, cultural, and religious practices and activities
·
examine
the social/cultural, political, economic, and religious norms and values of
Western and other world cultures
·
interpret
and analyze documents and artifacts related to significant developments and
events in world history
·
gather
and present information about important developments from world history
Standard 5: Civics, Citizenship, and Government
·
Students will
use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments and the workings of governmental systems
along with roles, rights, and responsibilities of citizenship, including
avenues of participation.
English Language Arts
Standard 1:As listeners and readers, students
will collect
data, facts, and ideas, discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information
·
interpret
and analyze complex informational texts and presentations, including technical
manuals, professional journals, newspaper and broadcast editorials, electronic
networks, political speeches and debates, and primary source material in their
subject area courses
- make distinctions about the relative value and
significance of specific data, facts, and ideas
- synthesize information from diverse sources
and identify complexities and discrepancies in the information
Standard 3: Language for
Critical Analysis and Evaluation
·
Students will listen, speak, read, and write for
critical analysis and evaluation. As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will use oral
and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for
Social Interaction
·
Students will listen, speak, read, and write for
social interaction. Students will use oral and written language that follows
the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they
will use the social communications of others to enrich their understanding of
people and their views.
Conclusion:
You should have learned from
this web quest that social injustice and religious persecution was a major
social problem in Ancient
Now you should be able
to answer the following question:
What were the conflicts between Jews and Christians and the rulers
of the