Class started with finding the definition of Corroboration and how corroborating can involve sourcing.We also started to discuss why it is important that two people have different opinions and perspectives.
After that, we did some work in scenarios where we had to find if statements where reliable or biased. Scenario A was describing that the Bear’s locker room was vandalized and they were blaming the Cougars. Account A could have been biased but Account B had no motive which means no bias.
After this we did some role playing with Scenario B with three kids from the Period 5. The roles were of Justin and Max who got in a fight. Jamie observes the way they treat each other. We heard three different points of view and we got different perspectives of the fight. Jamie’s perspective will most likely have a less bias perspective than Justin and Max.
We really connected yesterday’s lesson to today’s because sourcing had a big thing to do with Corroborating. We also contextualized which helps us with the sourcing and corroborating. There were things that could’ve helped this fight thrive.We then got a graphic organizer and we are locating the big picture using the Town Context, the School Context and the Cafeteria Context. These pretty much mean the words or actions that happened in each of these places.
We then had 10 minutes and ten perspectives to figure out what really happened. One student said that most of the evidence was leaning towards Justin’s side.Another student said that it was even. Others stated that evidence was leaning towards Max’s side.This is a well balanced case and should be hard to write a suspension report on!
To wrap up, we gave our own opinion on what the importance of corroborating and sourcing and how do they work together.
Homework: Write the suspension report for the lunchroom fight.