HOME: The Story of Maine
"The Nation's Playground": A Matter of Perspective - A Hearing
|ALIGNMENT WITH MAINE'S LEARNING RESULTS:
1. A Clear and Effective Communicator
2. A Creative and Practical Problem Solver
3. A Responsible and Involved Citizen
4. A Collaborative and Quality Worker
CIVICS AND GOVERNMENT: Rights, Responsibilities, and Participation
Middle Grades 5-8: Identify ways in which citizens in a pluralistic society manage differences of opinion on public policy issues.
Secondary Grades: Develop and defend a position on a public policy issue within our democracy.
Middle Grades 5-8: Describe the effects of historical changes on daily life.
Estimated Timing: 5-6 class periods
1. Watch The Nation's Playground as a class. After the video, discuss with students the effect that the rise in tourism had on Maine communities. Give some examples of how tourism helped Maine communities. What were some of the drawbacks? How did some native Mainers react to the presence of tourists in the more rural areas of Maine? How did farmers react? Native tribes? Railroad companies? Discuss the notion that there are always at least two sides to every story, and that the same is true for the tourism industry in Maine. Though it brought economic success for many communities, not to mention individuals, it also caused problems for people who were used to living a certain way, especially in the rural areas of the state.
2. Introduce the activity to students. Hand out "A Matter of Perspective" Assignment Sheets. Go over instructions together.
3. Split students into groups. There should be at least three to four people in each group. The groups are:
*Note: The above list includes the probable positions of each group. Use the information provided at your discretion, perhaps to help groups that are stuck. Students should be formulating their group's position from what they learn from the video. Not all groups need to be represented.
6. Give students enough time to prepare their position.
Suggested time: one to two class periods, plus any necessary time
outside of class. Visit with each group as they're working to
monitor their progress and help with any issues that arise.
7. Designate a day for the hearing. Each team should
have 2-3 minutes to present their position. Encourage students
to listen carefully to their classmates' presentations and to
take notes on points they might wish to rebut. Give each group
1 minute to present their rebuttals. Finally, have the class vote
on the proposal to build the hotel. They should do this anonymously,
either with a ballot box, or by putting their heads on their desks
and having students raise their hands.
8. For homework, have students write a one-page editorial
detailing their own opinions about the hypothetical development
of a luxury hotel in rural Maine.
9. Hand out the Group Evaluations. Have students evaluate their group's performance on the project. This should be their opportunity to brag about their group or comment honestly about what they feel did not go well. Encourage them to be honest yet fair. Take students' evaluations into account when you assign them their grades. They should receive two grades: one grade for the group, and an individual grade, based on the editorial as well as the individual's performance in the group.
Research a current conflict raised by the tourist industry in Maine. Have students present opposing sides to the issue. Hold a debate.Go to the top