What do future students need to know?
What do future students need to know? As your high school years now come to a close, think back on the last
several years and consider the topics you have covered in all of your subjects. Then consider the world around
you now and select a topic, issue, person, or event that is important to you, but that was not covered in your
formal studies. Develop an argument to support the claim that this topic, issue, person, or event should be
included in future high school instruction, that its details and significance should be heard and remembered. In
order to prepare for your presentation, consider how best to meet the needs of the audience, purpose, and
occasion by employing the following:
elements of classical speeches, including introduction, body, transitions, and conclusion
the art of persuasion and rhetorical devices
appropriate use of formal or informal language as well as purposeful vocabulary, tone, and voice
visual aids that support information presented, including citations and a Works Cited list for any information
obtained from outside sources
speaking techniques, such as eye contact, appropriate speaking rate and volume, pauses for effect,
enunciation, purposeful gestures, and appropriate conventions of language. WORK CITIED
At the end of this project, as an extension to your oral project, you will write a letter to a teacher or school
administrator explaining why you think adding your chosen topic, issue, person, or event to the curriculum is
important.
Sample Solution
may themselves feel out of place according to their own ascribed traits (differences based on class, privilege, and so on.). Assessing and thinking through notions of difference and the way they affect the classroom allow both students and teachers to find the classroom as an inclusive location (Diversity in the Classroom, 2007). Critical race theory Critical race theory (CRT), is defined as the view that race, instead of being biologically grounded and natural, is socially constructed and that race, as a socially constructed concept, functions as a way to maintain the interests of the white population that assembled it (Curry, T. (2016). Based on CRT, racial inequality emerges in the societal, economic, and legal gaps in which Caucasian individuals create between “races” to keep elite Caucasian interest in labor politics and markets and as such produce the conditions that provide rise to poverty and criminality in many minority communities (Curry, T. (2016). Although the intellectual roots of this movement go back much further, the CRT movement officially organized itself in July 1989. The initiation of the CRT motion in 1989 indicated its separation from critical legal studies. Instead of drawing theories of social organization and individual behavior from continental European thinkers such as G.W.F. Hegel and Karl Marx or psychoanalytic figures like Sigmund Freud because its theoretical predecessors, as CLS and feminist jurisprudence had completed, CRT was inspired by the American civil rights heritage through figures like Martin Luther King, Jr. (Curry, T. (2016). Being steeped in a revolutionary black idea and civic thinking, critical race theory complex theoretical understandings of the law, politics, and American sociology that concentrated on the attempts of white folks (Euro-Americans) to maintain their historical benefits over individuals of color (Curry, T. (2016).