Warm-Up: School Incentives

Think about your experience in school. What are some ways you or other students are motivated to do well or participate?

Consider:

• Rewards for good grades
• Recognition for achievements
• Consequences for not completing work
• Personal goals or aspirations

List at least three different incentives or motivations you've encountered or considered related to school.

How effective do you think these incentives are, and why?

Debate Activity: Should Students Be Paid to Learn?

Topic: Should students receive financial payment for attending school or achieving good academic results?

Objective: To explore the ethical, economic, and social implications of paying students for school performance.

Team Roles & Preparation (10 minutes)

Divide into two teams:

Team 1: Pro-Payment (Affirmative)

Your task is to argue FOR paying students. Brainstorm and prepare arguments that support this idea. Consider:

• How it could boost motivation and attendance.
• Potential positive impacts on academic performance.
• Benefits for students from disadvantaged backgrounds.
• How it might prepare students for a reward-based workforce.

Gather at least three strong arguments and be ready to defend them.

Team 2: Anti-Payment (Negative)

Your task is to argue AGAINST paying students. Brainstorm and prepare arguments that oppose this idea. Consider:

• The impact on intrinsic motivation for learning.
• Concerns about fairness and inequality among students.
• The financial feasibility and sustainability of such a system.
• Potential negative consequences on the quality or purpose of education.

Gather at least three strong arguments and be ready to defend them.

Debate Structure (15 minutes)

1. Opening Statements (2 minutes per team): Each team presents their main arguments. (4 minutes total)
2. Rebuttals & Cross-Examination (3 minutes per team): Teams respond to the opposing side's arguments and ask clarifying questions. (6 minutes total)
3. Closing Statements (2 minutes per team): Each team summarizes their strongest points and makes a final appeal. (4 minutes total)

Key Considerations for All Teams:

• Evidence: Support your claims with logical reasoning and examples.
• Respect: Listen actively and respond respectfully to opposing viewpoints.
• Clarity: Present your arguments clearly and concisely.

After the debate, be ready to reflect on the most compelling arguments and how your own perspective may have been challenged or affirmed.

Script: Students Paid to Learn? Debate

Introduction (Warm-Up & Slide 1)

(Teacher says): "Good morning/afternoon, everyone! To begin, let’s consider our Warm-Up: School Incentives. Take a few minutes to jot down your thoughts on what motivates students in school, whether it’s rewards, recognition, or personal goals. What have you experienced or observed?"

(Allow students 2-3 minutes to complete the warm-up.)

(Teacher says): "Alright, let’s hear some of your thoughts. What are some of the incentives you listed? And how effective do you think they are?"

(Call on a few students. Acknowledge their responses and connect them to the idea of motivation.)

(Teacher says): "Excellent points! Today, we're going to explore a very interesting and somewhat controversial incentive: Should students be paid to attend school or get good grades? This isn't just a simple 'yes' or 'no' question; it has a lot of layers, touching on economics, fairness, and the very purpose of education."

(Transition to Slide Deck: Students Paid to Learn? - Slide 1)

The Big Question (Slide 2)

(Teacher says): "So, let's put the core question on the table: Should students receive financial payment for attending school and achieving good grades? What are your initial gut reactions? Without fully forming an argument yet, why might someone immediately say 'yes' to this, and why might someone else say 'no'? Turn and talk to a partner for about 30 seconds."

(Allow 30 seconds for partner discussion.)

(Teacher says): "Based on your brief discussions, what are some of those initial thoughts? Any quick ideas for why this might be a good or bad idea?"

(Listen to a few student responses, capturing the diverse initial reactions.)

(Transition to Slide Deck: Students Paid to Learn? - Slide 2)

Setting the Stage: Debate Rules & Roles (Slide 3)

(Teacher says): "To delve deeper into this, we're going to hold a structured debate. We'll divide into two teams: one arguing for paying students (the Pro-Payment team), and one arguing against it (the Anti-Payment team)."

(Transition to Slide Deck: Students Paid to Learn? - Slide 3)

(Teacher says): "Take a look at the rules and roles on the slide, and on your Debate Activity: Should Students Be Paid? handout. Each team will have specific times for opening statements, rebuttals, and closing statements. Remember, the goal isn't just to 'win,' but to present well-reasoned arguments, listen to the other side, and engage in respectful intellectual discourse."

Team Preparation (Refer to Debate Activity)

(Teacher says): "I will now assign you to your teams. Pro-Payment team will be on this side of the room, and Anti-Payment team on this side. Your first task is to collaborate within your team to brainstorm and prepare your arguments. Use the guiding questions on your Debate Activity: Should Students Be Paid? handout and Slides 4 and 5 of the slide deck for ideas. I'll give you about 10 minutes for this preparation. I'll be circulating if you have any questions."

(Divide students into two roughly equal teams. Ensure they have access to the Debate Activity: Should Students Be Paid? and the slide deck. Circulate to provide support and answer questions. Encourage them to think about counter-arguments for the other side.)

Conducting the Debate

(Teacher says): "Alright, teams, it looks like you've put some solid thought into your arguments. We're now going to begin the debate. Please remember the rules of respectful debate. We will start with opening statements, then move to rebuttals, and finally closing statements."

(Use a timer to keep track of the segments as outlined in the Debate Activity: Should Students Be Paid?. Guide the debate, ensuring each team gets their allotted time and that discussions remain focused and respectful. Intervene if necessary to redirect or prompt deeper thinking. Refer to Slides 4 and 5 as needed to prompt students if they get stuck or to reinforce points.)

(Teacher says): "Thank you, both teams, for an incredibly thoughtful and engaging debate! You presented some very strong points on both sides, and it's clear this is a topic with no easy answers."

Cool-Down (Cool-Down Activity)

(Teacher says): "To conclude our lesson today, I want you to take a few minutes for individual reflection. Please complete the Cool-Down: Debate Reflection. Think about the arguments you heard, whether your own opinion shifted, and what you learned from this experience. Your honest reflections are valuable."

(Distribute or display the Cool-Down. Allow 5-7 minutes for students to write their responses.)

(Teacher says): "As you finish, if anyone feels comfortable, you may share one insight or a key takeaway from today's debate. Otherwise, please hand in your cool-down responses as you exit. Thank you all for your active participation and critical thinking!"

*(Collect responses.)

Cool-Down: Debate Reflection

Reflect on today's debate about whether students should be paid to attend school or achieve good grades.

1. What was the most compelling argument you heard from either the Pro-Payment or Anti-Payment team? Why did it stand out to you?
   
   
   
   
   
   
   
   
   
   
   

2. Did your personal opinion on the topic change or evolve during the debate? If so, how and why? If not, what reinforced your original stance?
   
   
   
   
   
   
   
   
   
   
   

3. What is one new insight or perspective you gained from hearing different viewpoints on this complex issue?
   
   
   
   
   
   
   

Warm-Up: Global Connections

Take a few minutes to think about how you are connected to the rest of the world. These connections can be big or small, direct or indirect.

Consider things like:

• The clothes you wear
• The food you eat
• Your favorite music, movies, or games
• Family or friends who live abroad
• News or events you hear about from other countries

List at least three connections you have to different parts of the world.

What makes these connections global?

Script: Global Citizens

Introduction (Warm-Up & Slide 1)

(Teacher says): "Good morning/afternoon, everyone! To kick things off, let's look at our Warm-Up: Global Connections. I want you to take about two minutes to think about and jot down any connections you have to the rest of the world. These could be things like the food you eat, the clothes you wear, a game you play, or even a news story you've followed. Don't overthink it, just write down what comes to mind."

(Allow students 2 minutes to complete the warm-up.)

(Teacher says): "Alright, let's hear a few examples. Who would like to share one connection they have to another part of the world?"

(Call on a few students. Acknowledge their responses and briefly highlight the diversity of connections.)

(Teacher says): "Great examples! It's clear that even in our daily lives, we're already connected to people and places far beyond our immediate community. Today, we're going to explore what it means to be a part of this larger interconnected world. We'll be asking, 'What is Global Citizenship and what is our role in it?'"

(Transition to Slide Deck: Global Citizens - Slide 1)

Defining Global Citizenship (Slide 2)

(Teacher says): "So, let's dive into that question: What exactly is global citizenship? When you hear the words 'global citizen,' what thoughts, images, or ideas come to your mind? Turn and talk to a partner for 30 seconds and share your initial thoughts."

(Allow 30 seconds for partner discussion.)

(Teacher says): "Based on your discussions, can anyone share what they think global citizenship might involve?"

(Listen to student responses, affirming valid points and clarifying misconceptions.)

(Transition to Slide Deck: Global Citizens - Slide 2)

(Teacher says): "Excellent ideas! As you can see on the slide, global citizenship is essentially about recognizing that we are all members of a global community. It involves:

• Awareness: Understanding global issues like climate change, poverty, or human rights, and appreciating diverse cultures and perspectives.
• Responsibility: Recognizing that our actions, both locally and nationally, can have impacts globally.
• Action: Working towards a more just and sustainable world. It's about being actively engaged in making our world a better place for everyone.

Why do you think it's important for us, as high school students, to think of ourselves as global citizens? What are the benefits of this perspective?"

(Facilitate a short discussion, guiding students to consider the benefits of empathy, problem-solving for global issues, and understanding different cultures.)

Our Global Responsibilities (Slides 3-4)

(Teacher says): "If we accept that we are global citizens, then it comes with certain responsibilities. Just like we have responsibilities in our families, schools, and local communities, we have responsibilities to the global community."

(Transition to Slide Deck: Global Citizens - Slide 3)

(Teacher says): "Take a look at these key areas of responsibility. Can someone explain what it might mean to have a responsibility towards 'The Environment' as a global citizen? Or 'Human Rights'?"

(Call on students to explain each point on the slide. Offer additional examples as needed. For 'Sustainable Development', you might ask, 'What does 'sustainable' mean, and why is it important for global development?')

(Teacher says): "A core idea of global citizenship is to 'Think Globally, Act Locally!' What do you think that phrase means? How can a local action have a global impact?"

(Transition to Slide Deck: Global Citizens - Slide 4)

(Teacher says): "This slide really drives home the idea that our local actions have global impacts. Can you think of a time when something you did or a choice you made, even if it seemed small, might have had a connection to a global issue or another part of the world? For example, consider the clothes you choose to buy or the news you share online. How might these seemingly small actions connect to larger global themes?"

(Encourage students to share personal examples or hypothetical scenarios. Guide them to connect their daily lives to larger global systems.)

Becoming an Active Global Citizen (Slide 5)

(Teacher says): "Now that we've explored what global citizenship is and our responsibilities, let's think about how we can actively be global citizens. It's not just about knowing these things; it's about doing them."

(Transition to Slide Deck: Global Citizens - Slide 5)

(Teacher says): "This slide gives us some ideas. What stands out to you here? Is there one action that you feel you could start doing today or next week? Or perhaps something you already do?"

(Facilitate a class discussion. Encourage students to be specific about how they might implement these actions. Prompt for deeper thinking with questions like: 'Why is staying informed important for global citizens?' or 'How does respecting different cultures contribute to a better world?')

(Teacher says): "Great insights! It's clear there are many ways we can all contribute, no matter how old we are or where we live."

Cool-Down (Cool-Down Activity)

(Teacher says): "To wrap up our discussion today, I want you to complete our Cool-Down: My Global Footprint. On this handout, or on a piece of paper, I'd like you to reflect on our discussion and write down one personal action you can take to demonstrate global citizenship, starting now."

(Distribute or display the Cool-Down. Allow 2-3 minutes for students to write their responses.)

(Teacher says): "As you finish up, if anyone is willing to share their action, we'd love to hear it. Otherwise, please hand in your cool-down responses as an exit ticket."

(Collect responses and thank students for their participation.)

Cool-Down: My Global Footprint

Reflect on today's discussion about global citizenship and our responsibilities in an interconnected world.

What is one specific personal action you can take, starting now, to demonstrate global citizenship in your daily life? Explain how this action connects to being a global citizen.

Why is this action important to you?