Symposium on Tolerance

English II CP and Honors [Student Handout]

Unit Goals:
The comprehension of the theme of tolerance in the world by the English II students, which will in turn, be incorporated
into an open forum of instruction and discussion.
Unit Objectives:
In the course of researching a specific topic related to tolerance, students will
Develop research skills, including:
o Developing research questions; determine breadth of inquiry; evaluating, analyzing, synthesizing
multiple sources; citing sources according to MLA guidelines; integrate information into a text effectively
to avoid plagiarism;
Disseminate information about their topics in an expository essay and multi-media presentation
Analyze their audience to determine the best strategies for presenting information
o Formatting visual aids, multi-media, speeches, and written essays for ease and logic of understanding, to
appeal to the audience and their prior knowledge, and to illustrate what is significant for a specific
purpose
Strengthen writing and presenting skills by planning, revising, editing, and rewriting to clarify, illustrate, and
meet audiences needs
Develop intra-personal skills, including:
o Collaborating with others, determining appropriate ways to address a sensitive topic
Develop and execute public speaking skills by sharing facts and information to parents, school staff, and their
peers.

Expectations:
1) Students will decide on a topic that has the following:
a) A cause that is current and existing in the world today that can be solved, helped, reduced, etc.
b) An existing organization that supports the cause

2) Students will share topic choices with no more than 3 other students (groups of 4)
a) Groups must be picked CAREFULLY AND THOUGHTFULLY!
Even though much of this assignment is your individual grade, you will need to pull every group members
materials together at the end to form a cohesive presentation. This means that you will be working closely
with other students.
Consider personality conflicts and other commitments before deciding on your group.
It is imperative that you communicate to your teacher as soon as possible if you are having group conflicts.
The sooner the conflict is remedied, the better chance you will have at a successful presentation. Waiting
until a week or two before the final presentation is unacceptable. In some cases, the group conflicts may not
be able to be remedied, in which case, groups will be split.
b) Students will be given numerous library research days and group meeting days. If students utilize these days
effectively and organize their work, limited outside time should be needed. However, if students do not
capitalize on the time allocated for them during school hours, extensive personal time may be required.
3) Topic must be approved by the teacher.
4) Groups will provide a proposal for their topic. No two groups in the same class may research the same topic.
5) Groups will create a lesson plan that follows a specific lesson plan format.
6) Students will be responsible for both individual assignment/grades as well as group assignment/grades
Requirements:
1. Cornell Notes on 4 resources: complete 2-column Cornell notes on 4 resources that no other member of your group
has used. Consider including the following information in your notes:
a. Background:
i. When did the problem start?/When was the problem noticed?
ii. Who started it?/Who noticed the problem?
iii. Why was it started?/Why was it noticed?
iv. What areas of the world does this topic affect?*
*in some cases, not all of these questions may be answered on certain topics.
b. What has allowed it to continue and remain?
c. How does the topic relate to tolerance/intolerance?
d. What is being done to help or reduce the problem?
i. list/describe organizations that are involved

2. As an individual, you will pick one role to perform in the group. Each person will decide on a different role, in order
to fulfill all duties required. If your group has less than 4 people, the role of the artist will need to be divided among all
members in addition to a separate role.

Roles are as follows:

Visual Presentation: Visually present the information on your topic. This includes the use of pictures, factual information
(including statistics, graphs, and charts), and videos. This is where much of the new information is shared. The person
in charge of the visual presentation is responsible for:
a. PowerPoint Presentation
i. Font must be large and easily legible with no more than 50 words per slide
ii. There must be a transition for each slide
iii. Must be formatted with proper and appropriate backgrounds
iv. Minimum 10 informational slides and 10 visual slides
**Slides are to be an OUTLINE for the presentation, not the presentation word-for-word (i.e. dont take
the script and copy it word-for-word onto the PowerPoint).
b. Assignment must be turned in on electronically
i. Drop assignment in classroom share file
c. Slide printouts must be turned in on due date.
Visual presentation MUST be tested before the date of presentation to make sure it works. Student should also be
prepared with multiple back-ups in the event of any technology problems (i.e. drop box problems, flash drive failure,
etc.).

Script: The script writer creates a written script for the presentation. It is to be formatted the same as a script for a play
is formatted. Each speakers part should have their name prominently placed before their line.
a. All members of the group must have an equal speaking part in the script. No member is to have a large
amount of lines more or less than other members.
b. Script must match up with Video/PowerPoint presentation
i. will include stage directions instructing when slide changes, when to move about the room, who will
lead activities, etc.
c. Must be detailed and include EXACT wording that your group intends to use as well as stage directions.
d. All group members must memorize their parts in the script.

Pamphlet: The pamphlet creator is responsible for creating reading material for each student in the audience. The
pamphlet should include:
a. Must be tri-fold
b. Researched based information in bullet format
c. Sources cited in MLA format on the back of the pamphlet
d. Variety of visuals (pictures, charts, graphs)
e. Include definition of tolerance
f. States the problem
g. States the groups proposal for what teenagers can do to alleviate or solve the problem

Artist: Will add artistic interpretations and representations to the presentation. Student will transform the atmosphere
of the classroom to fit the presentation. This role will require exceptional organizational skills for preparation and
cleanup of artistic elements.
a. Provide a musical element that is representative of the mood and tone of the presentation
i. Music may change throughout the presentation as mood and tone of the presentation changes.
ii. Does not need to continue throughout entire presentation, but can at a low level if desired.
iii. Should not interfere with students who are speaking during presentation.
iv. You may use youtubeonrepeat.com to create a playlist, a flash drive, or your own device and
speakers. I will not be able to d.j. for you.
b. Provide multiple visual representations that are symbolic of the topic and presentation.
i. Representations may be placed in the classroom before the presentation and remain throughout.
ii. Can include anything from large murals, artifacts, models, etc.
iii. Representations must be very large for all students to see.
c. Provide at least one additional artistic interpretation of the topic/presentation
i. Can include lighting, artistic involvement with students, etc.
d. Student must complete a write-up of all artistic elements utilized (including what songs/instruments,
paintings, pictures) and how they fit in with the topic.
e. Student is responsible for ALL equipment
i. poster board, masking tape, CD that works in my CD player (test it before the presentation) etc.

(Group Grade)
Proposal: Points Possible: 20 Due Date:
Lesson plan rough draft: Points Possible: 30 Due Date:
Lesson plan final draft: Points Possible: 20 Due Date:
Final Presentation: Points Possible: 100 Due Date:
Completed Portfolio: Points Possible: 100 Due Date:

(Individual Grade)
Expository Essay rough draft: Points Possible: 100 Due Date:
Expository Essay final draft: Points Possible: 100 Due Date:
Visual Presentation: Points Possible: 100 Due Date:
Script: Points Possible: 100 Due Date:
Pamphlet: Points Possible: 100 Due Date:
Artist Role/Write-up: Points Possible: 100 Due Date:
Participation during research/meeting days Points Possible: 100