I begin by asking students to consider what rights they and their families have as citizens of the community, state and, world. I ask them to discuss these rights with their table groups. A video of one group discussing their rights can be found here. After each group has had the opportunity to discuss their rights, I ask students to share their thinking with the whole class and record their observations on the white board. I then explain what is meant by the common good. I ask students to consider things that people do for the common good. A student generated list can be found here. I inform the students that in the day's lesson they will be discussing how dams impact rights and the common good. This initial discussion builds a base of shared knowledge which students can draw from throughout their work.
Next, I show students a copy of the rubric which will be used to judge their final paper. This rubric was created by the State of Washington as a part of the required classroom based assessment. I focus the students' attention on the need to clearly state an opinion, relate the issue to rights, and relate the issue to the common good in order to earn a passing score of 3 or 4.
I inform my students that they will be able to complete all three requirements in their introductory paragraph. I display the CBA introduction example on the whiteboard and discuss how a paragraph could be written to address each required component.
I ask students to use their paragraph outline to draft their own introductory paragraph. I remind students that this paragraph is used to convey both their opinion and a discussion of how dams impact rights and the common good. In the center box, I ask students to write a sentence summarizing their opinion on dams. I then ask students to write two sentences (in the top boxes) about how dams impact rights and two sentences (in the bottom boxes) about how dams impact the common good.