9.4.1 Lessn 10 Intrductin In this lessn, students finish reading Hw Yur Addictin t Fast Fashin Kills frm A hst f cmplicated factrs thrugh because in the lnger term it's better fr everybdy. In this passage, the authr argues that cmpanies are respnsible fr prducing ethically manufactured gds but that cnsumers must put pressure n them t d s. Students are assessed n their ability t delineate and evaluate the argument using a tl specific t this purpse. Fr hmewrk, students cntinue their AIR thrugh the lens f their fcus standard. Standards Assessed Standard(s) RI.9-10.8 Addressed Standard(s) RI.9-10.6 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasning is valid and the evidence is relevant and sufficient; identify false statements and fallacius reasning. Determine an authr s pint f view r purpse in a text and analyze hw an authr uses rhetric t advance that pint f view r purpse. 1
Assessment Assessment(s) Student learning is assessed via cmpletin f the Evaluating Argument and Evidence Tl at the end f the lessn. High Perfrmance Respnse(s) See Mdel Evaluating Argument and Evidence Tl Vcabulary Vcabulary t prvide directly (will nt include extended instructin) qutas (n.) - a part f a ttal amunt r quantity. Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI.9-10.8, RI.9-10.6 Text: Hw Yur Addictin t Fast Fashin Kills by Amy Odell (http://law.frdham.edu) Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Evaluating Argument and Evidence Tl and Assessment 5. Clsing % f Lessn 1. 25% 2. 10% 3. 45% 4. 15% 5. 5% Materials Student cpies f the 9.4 Cmmn Cre Learning Standards Tl (refer t 9.4.1 Lessn 9) Cpies f the Evaluating Argument and Evidence Tl fr each student 2
Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 25% Begin by reviewing the agenda and sharing the assessed standard fr this lessn: RI.9-10.8. In this lessn, students finish reading Hw Yur Addictin t Fast Fashin Kills and cmplete the Evaluating Argument and Evidence Tl, utlining the argument, claims, and supprting evidence in the text. Students lk at the agenda. Distribute r ask students t take ut their cpies f the 9.4 Cmmn Cre Learning Standards Tl. Ask students t read standard RI.9-10.8 and assess their familiarity with and mastery f it. Students read and assess their familiarity with standard RI.9-10.8. Instruct students t bx unfamiliar wrds. Student respnses may include: delineate valid relevant sufficient Instruct students t discuss their understanding and mastery f the standard. Student respnses shuld include: The standard is abut delineating and evaluating arguments. Claims, evidence, and reasning are parts f an argument. Infrm students f the definitins fr the fllwing terms related t argument: 3
Argument: the cmpsitin f precise claims abut a tpic, including relevant and sufficient evidence, and valid reasning. The argument is the text as a whle; the argument cannt be summarized in ne sentence, althugh a central claim can be. Central claim: an authr r speaker s main pint abut an issue in an argument. The central claim f an argument als may be called a thesis r a psitin (the authr r speaker s stance). The central claim als may imply the authr r speaker s pint f view r purpse (RI.9-10.6). Supprting claim: a smaller, related pint that reinfrces r advances the central claim. Students shuld be familiar with the term claim frm previus mdules; in Lessn 1 f this mdule, claim was defined as an assertin f smething as a fact. Evidence: the tpical and textual facts, events, and ideas frm which the claims f an argument arise, and which are cited t supprt thse claims. Students may be familiar with the definitin f evidence frm the previus lessn (Lessn 9). Relevant: relating t a subject in an apprpriate way. Sufficient: adequate fr the purpse; enugh. Sufficient evidence thrughly reinfrces the claims in an argument (central and/r supprting claims). One piece f pwerful evidence may be sufficient t supprt a claim, r several pieces f evidence may be cllectively sufficient t supprt a claim. Reasning: the lgical relatinships amng ideas, including relatinships amng claims and relatinships acrss evidence. Valid: sund; well-funded; lgical. Delineate: t trace r utline an argument s central and supprting claims. Cnsider psting r prjecting these definitins t supprt students cntinued wrk with argument thrughut the mdule. Display and distribute the Evaluating Argument and Evidence Tl and explain t students hw this tl helps them t delineate arguments and apply the skills in standard RI.9-10.8. The texts in this mdule d nt supprt instructin arund false statements r fallacius reasning. Ask students hw the terms n the tl are related t standards RI.9-10.8 and RI.9-10.6. Student respnses shuld include: Purpse and pint f view are fund in RI.9-10.6. 4
The tl includes space t identify the central claim and supprting claims as well as a cunterclaim, which are terms fund in RI.9-10.8. The tl has spaces fr evaluating the evidence an authr prvides t supprt his r her claim and t cnsider whether the evidence is relevant r sufficient. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied their fcus standard t their text. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied their fcus standard t their AIR text. Students (r student pairs) discuss and share hw they applied their fcus standard t their AIR hmewrk. Lead a brief share ut n the assigned reading frm the previus lessn, 9.4.1 Lessn 9, All Men are Equal and All Men are Equal: America, frm Sugar Changed the Wrld, (pp. 71 77) What might be the authrs purpse in sharing the stry f Pauline? Pauline was brught t France by her mistress Madame Villeneuve and left in a cnvent while Villeneuve traveled t Paris. Pauline wanted t becme a nun but Madame Villeneuve resisted and tried t frce her ut f the cnvent thrugh the legal system. The judges agreed, hwever, that Pauline had a right t d as she chse nce she landed n French sil. This shwed hw the French viewed slaves differently based n whether they were in France r n the island where they wrked. Why d the authrs write that t say all men are equal in 1716 was like saying there was a new sun in the sky (p. 72)? Student respnses shuld indicate an understanding that there were still slaves all ver the wrld at this time and it was sixty years befre the declaratin f independence. The authrs are saying that it is therefre as surprising r bizarre t say all men are equal as it wuld be t say there was a new sun in the sky. Bth statements wuld seem t be cntrary t reality. Hw did the mlasses and sugar acts affect the clnists ideas abut what it meant t be free? Student respnses shuld indicate an understanding that the acts impsed taxes n the American clnists withut their say. The clnists cmpared their situatin t that f slaves and argued that every free man shuld be able t have a say in their gvernment. 5
Activity 3: Reading and Discussin 45% Instruct students t frm pairs. Pst r prject each set f questins belw fr students t discuss. Instruct student pairs t read Hw Yur Addictin t Fast Fashin Kills frm A hst f cmplicated factrs thrugh because in the lnger term it s better fr everybdy and answer the fllwing questins befre sharing ut with the class. If necessary, t supprt cmprehensin and fluency, cnsider prviding a masterful reading f the fcus excerpt fr the lessn. What is the authr s claim in paragraph six? Many things are invlved in the explitatin f cheap labr. The authr writes: A hst f cmplicated factrs have cntributed t this disturbing, massive explitatin f the wrld's cheapest labr. Prvide students with the fllwing definitin: quta means a part f a ttal amunt r quantity, in this case, a limit n imprts. What evidence des the authr prvide t supprt this claim? Student respnses shuld include: The authr writes that First, labr csts in China have increased. The authr als writes, Als, in 2005 the U.S. gvernment lifted qutas n imprts, allwing U.S. cmpanies t imprt as many clthes frm impverished natins as they wish Identify tw claims abut cmpanies in paragraph 8. Student respnses shuld include: It is the cmpanies jb t ensure that gds are ethically prduced. The cmpanies are nt filled with bad guys. What evidence in paragraph 9 supprts ne f the claims in paragraph 8? Paragraph 9 supprts the claim that cmpanies are nt filled with bad guys, by explaining that it is difficult fr cmpanies t keep track f where their gds are made and als that cmpanies will have a tugh time fcusing n infrastructure. Explain that a mnitring cmpany is a grup that sends individuals t factries t make sure they are cmplying with rules and regulatins. 6
Lead a brief whle-class discussin f student respnses. Instruct student pairs t read paragraphs 10 13 frm S, hw can yu tell thrugh the last stp fr rck bttm prices and answer the fllwing questins befre sharing ut with the class. What rhetrical technique des the authr use in paragraph 10? What is the effect f this technique? The authr uses direct address, referring t yu as the cnsumer and discusses hw the cnsumer can figure ut if smething is ethically made. It shifts the fcus f the paragraph t infrming the cnsumer. In paragraph 13 what des the authr claim is necessary fr the clthing industry t becme mre transparent? Cnsumers have t demand transparency. Lead a brief whle-class discussin f student respnses. Instruct student pairs t read frm paragraph 14 thrugh the end f the article and answer the fllwing questins befre sharing ut with the class. What is the authr s claim abut the cnsumer s rle in paragraph 14? Hw des she supprt this claim? The authr suggests it is pssible fr cnsumers t demand mre transparency and she supprts her claim by citing experts. Cline says peple have been asking abut it, and bth Scafidi and Cline think cnsumers wuld pay a little bit mre fr ethically prduced gds. Why is it hard fr cnsumers t shp ethically, accrding t paragraph 15? The visual cues in the stre distract cnsumers frm thinking abut hw their clthes are made. Hw des the slutin psed in paragraph 16 integrate the claims made earlier in the article? Cmpanies have changed the way we think abut fashin and s they can change the way cnsumers shp fr clthes in rder t help cnsumers make ethical chices. Lead a brief whle-class discussin f student respnses. 7
Activity 4: Evaluating Argument and Evidence Tl and Assessment 15% Transitin the class t a teacher-led discussin in rder t summarize the article s central claim and its supprting claims. Display the Evaluating Argument and Evidence Tl and infrm students that this is their assessment fr this lessn. Ask fr student vlunteers t summarize the central claim made in the article. Student respnses shuld include: The authr s central claim is that cnsumers and stres are respnsible fr what happens t wrkers wh make the clthing in the fashin industry. Clthing stres and cnsumer demand lead t the use f dirt cheap labr. Cnsider allwing time fr students t cmplete a Turn-and-Talk with partners abut pssible respnses t ensure that each student has the chance t think abut pssible respnses. Althugh there is a space t evaluate cunterclaim n the tl, n explicit cunterclaim is made against the central claim in this particular article. It may be helpful t briefly ask students t suggest pssible cunterclaims that fllw lgically frm the central claim they identified. Instruct students t fill ut the Questin sectin f their Evaluating Argument and Evidence Tl with the fllwing: Wh bears the mst respnsibility fr ensuring that clthes are ethically manufactured? Remind students that this questin is als their Mid-Unit Assessment prmpt. Infrm students that fr the Mid-Unit Assessment they are asked t make their wn argument in respnse t this questin; hwever, fr the purpse f this tl they are t evaluate the argument made in Hw Yur Addictin t Fast Fashin Kills as it relates t this questin. Remind students f the definitin f ethical t which they were intrduced t in 9.4.1 Lessn 4: an issue invlving questins f right and wrng behavir; mrally right and gd. Remind students that in the cntext f this mdule the wrd ethical will be used t refer t prducts that have been manufactured in safe cnditins where the wrkers are paid a fair wage. Instruct students t fill in the Text sectin f this tl with the title f the supplementary article they read in this lessn: Hw Yur Addictin t Fast Fashin Kills by Amy Odell. Ask students t fill in the Central Claim and Authr s Pint f View r Purpse prtins f their tl based n the wrk they cmpleted in this lessn. Remind students that cmpletin f the tl helps them keep track f evidence they use later in the Mid-Unit Assessment. 8
Students fllw alng, filling in the prtins f their Evaluating Argument and Evidence Tl as instructed. Instruct students t cmplete the Evaluating Argument and Evidence Tl independently. Students cmplete the Evaluating Argument and Evidence Tl. See Mdel Evaluating Argument and Evidence Tl fr an example f a High Perfrmance Respnse. The Evaluating Argument and Evidence Tl serves as the assessment fr this lessn. Students will need their cmpleted tls fr reference in Lessn 24. Activity 5: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cntinue reading their AIR text thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their text based n that standard. Students fllw alng. Hmewrk Cntinue reading yur AIR text thrugh the lens f a fcus standard f yur chice and prepare fr a 3 5 minute discussin f yur text based n that standard. 9
Evaluating Argument and Evidence Tl Name: Class: Date: Questin Text Central Claim Authr s Pint f View r Purpse Supprting Claim Supprting Claim Supprting Claim Cunterclaim Evidence Evidence Evidence Supprting Evidence mre d yu need t knw? mre d yu need t knw? mre d yu need t knw? mre d yu need t knw? Frm Delineating Arguments Tl, by Odell Educatin, www.delleducatin.cm. Cpyright (2012) by Odell Educatin. Adapted with permissin under an Attributin-NnCmmercial 3.0 Unprted license: http://creativecmmns.rg/licenses/by-nc/3.0/. 10
Mdel Evaluating Argument and Evidence Tl Name: Class: Date: Questin Text Central Claim Authr s Pint f View r Purpse Wh bears the mst respnsibility fr ensuring that clthes are ethically manufactured? Hw Yur Addictin t Fast Fashin Kills by Amy Odell Cmpanies are ultimately respnsible fr ethically manufactured clthes but cnsumers need t demand ethically manufactured clthes frm them. The authr wants t make peple aware that they are partly respnsible fr the abuses suffered by the wrkers wh make their clthes. Supprting Claim Supprting Claim Supprting Claim Cunterclaim Clthing stres and cnsumer demand leads t the use f "dirt cheap labr" which result in disasters like Rana Plaza. Evidence It's the cmpanies' respnsibility t "ensure their gds are ethically prduced" but it's a difficult thing t d. Evidence But ultimately, the industry wn't be mre transparent abut its manufacturing prcesses as a whle unless cnsumers demand it." Evidence There are many factrs that cntribute t the use f cheap labr. Crpratins are mtivated by prfit and will tend t place their manufacturing centers where the lwest cst labr is available. Evidence Qute frm Elizabeth Cline supprts that every majr brand uses labr in Bangladesh. The prblems at Rana Plaza were nt limited t just that building. "Less than 10% f what we're Cmpanies use subcntractrs, which makes it difficult fr them t track what happens. They als have t use "third party mnitring" grups. Every interview I've dne in the past few days, peple are asking where we can shp instead. Elizabeth Cline. Scafidi and Cline believe cnsumers wuld pay a little bit mre t shp First, she describes hw labr csts rse in China and s cmpanies mved t Bangladesh t stay cmpetitive. Then she describes hw the gvernment lifted qutas, allwing cmpanies 11
wearing... was made in factries where peple were paid a living wage and wrking in safe and legal cnditins." smewhere with ethical manufacturing standards. Cmpanies need t make it easier fr cnsumers t make gd chices. t imprt as much as they wanted frm Bangladesh. mre d yu need t knw? mre d yu need t knw? mre d yu need t knw? mre d yu need t knw? It seems relevant and sufficient as the authr prvides a percentage f wrkers making a living wage t shw hw cmmn the prblems are. She supprts the idea that it is difficult fr cmpanies t track prductin f gds but desn t fully supprt the idea that cmpanies are respnsible. It wuld be gd t see claims and cunterclaims abut wh is mst respnsible. She has relevant evidence that cnsumers may be willing t change but it des nt seem sufficient. Als, she prvides n prf that cmpanies wuld change even if cnsumers demanded it. The evidence is relevant t supprt the claim that there are ther factrs cntributing t the use f cheap labr. It als seems sufficient fr this purpse and suggests that the gvernment, which lifted qutas, may have sme respnsibility as well. Frm Delineating Arguments Tl, by Odell Educatin, www.delleducatin.cm. Cpyright (2012) by Odell Educatin. Adapted with permissin under an Attributin-NnCmmercial 3.0 Unprted license: http://creativecmmns.rg/licenses/by-nc/3.0/. 12