Unit Activity
Unit: How Can You Make Peace with Conflict?
This activity will help you meet these educational goals:
You will participate in a group discussion in which you will share and construct
knowledge collaboratively. You will be expected to initiate ideas on a given topic and
respond to the ideas of others. First, you will research and prepare for the discussion.
Introduction
In this unit activity, you will engage in a group discussion that connects the general topic
of the American Civil War with the specific symbolism of the Confederate battle flag
today. You will review what you have learned about this topic throughout the unit and
consider the topic in the context of American society today.
__________________________________________________________________________
Directions and Analysis
Task 1: Researching and Preparing for a Group Discussion
a. The Civil War was a monumental event in American history. The legacy of the war is
still present today. One of the most significant symbols of the war is the Confederate
battle flag. Today, this flag can be seen on bumper stickers, on T-shirts, and outside
individual houses, especially in some southern states.
Read the first article below about the Civil War legacy. Focus on the legacy of the
Confederate flag and the controversy that it raises.
Required Reading: Understanding Civil War Legacy
Optional Reading: The Civil War Legacy
After reading the article, you will participate in a group discussion on the following
topic:
What does the Confederate flag symbolize today to different people, and how
might Americans confront the controversy it raises in the future?
Summarize the main points in the article “Understanding Civil War Legacy.” Your
response should include information about the political, economic and technological,
and social and cultural changes that occurred after the war.
Type your response here:
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© 2015 EDMENTUM, INC.
b. Now you will freewrite on the discussion topic for 10 minutes. You’ll use the result of
this freewriting to form an outline. Freewriting is a brainstorming exercise that will
help you overcome any hesitation you may feel in expressing your views. Write
continuously for 10 minutes on the topic, without paying attention to grammar,
spelling, or sentence structure. Think about these questions to guide your thoughts
on the topic:
 Have you seen this flag displayed? When and where? Have you heard about
instances of the display of the Confederate flag—on public buildings, outside
people’s houses, or at schools or other gatherings? How do you feel about the
display of the flag? Why do you think the flag might still be a point of controversy
for people?
 The display of the Confederate flag evokes mixed responses. Imagine and
describe how the display of the flag and reactions to it might change in the near
future.
Organize the points you made while freewriting on the topic and form an outline of
what you want to say about the topic. You may present your ideas as a list or in a
graphic organizer, such as a cluster web.
Type your response here:
c. Now that you have gathered some points for the discussion, you will construct a
thesis statement that clearly presents your viewpoint on the topic to the other
participants in the discussion. Before you begin, read these tips for creating a strong
thesis statement.
Type your response here:
d. List three points supporting your thesis statement.
Type your response here:
Task 2: The Group Discussion
The first step in participating in a group discussion is to understand the purpose of the
discussion and its process. A group discussion is different from a writing assignment.
Read the Discussion Guidelines to prepare for a group discussion assignment.
Process
For this task, you’ll need to work as part of a group of three or four students who can
meet together for a face-to-face discussion. Your teacher will identify a process for this
task that fits your learning situation. For instance, if you’re working primarily on your
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own in this course with no on-site classmates (self-paced course), the process will be a
little different than if you are learning with at least two other students in the same
building and on the same schedule (group-paced course). The process in each scenario
is outlined below.
Group-Paced Course
 A teacher organizes students into groups or provides students with the following
guidelines to self-organize:
o Form groups of three. Each member of a group should have completed the
same unit or series of units prior to the discussion.
o Group members will take turns in each of the three group discussion roles:
presenter, observer, and note taker.
o The groups will present information only to each other or to the class as a
whole.
o A group should receive its specific question, series of questions, or discussion
points before it begins a discussion.
 During the discussion, students will take turns presenting their questions or points to
the group, and then the group will discuss them.
 While one student presents information to the group, a second student will take
notes about the discussion and be responsible for moving the discussion forward.
Here are some questions the note taker should address:
o What is the presenter’s main idea?
o What details does the presenter use to support the main idea?
o How well does the presenter discuss the main idea?
o Do you agree or disagree with the points that the presenter has made? Why
or why not?
 The third member of the group will act as an observer. This individual will listen to
the points that the presenter makes and provide feedback on those points. Here are
some questions the observer should consider:
Presentation
How well did the presenter present the main points?
o very well
o adequately
o not clearly
How would you rate the presenter’s presentation skills?
o outstanding
o adequate
o needs improvement
Knowledge
How well do you feel the presenter knew the topic?
o very well
o adequately
o not clearly
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How well did the presenter support the topic?
o very well
o adequately
o not clearly

The discussion will proceed as a round-robin, with each of the roles rotating among
the three participants. Each student should spend 10 to 15 minutes presenting and
discussing each point.
Students should take brief notes during the discussion so they can easily complete
the Discussion Summary.
Self-Paced Course
 You will form a discussion group with at least two other people. Identify one person
who will take notes during the discussion and another person who will observe you
as you present your points. Your group could include classmates from other
courses, friends, or siblings. The members should be roughly your age, if possible,
so you can have a thoughtful discussion with peers.
 You will set a time and place for the discussion and share the Discussion Guidelines
for them to read before the discussion.
 You will be the only presenter for this discussion. You will also be the person
responsible for moving the discussion along and making sure all of the important
material is covered.
 You will present one discussion point or question and then discuss it with your
group. Plan for a discussion that lasts 20 to 30 minutes.
 After your discussion, use the notes from the note taker to help compose a
Discussion Summary.
Here is an outline of the process for this task:
1. You will formulate a thesis and outline a set of points that support your thesis. This
may include some initial research.
2. Depending upon your learning situation, you may need to organize the discussion
group, place, and time.
3. Read the Discussion Guidelines for how to conduct, facilitate, and participate
constructively in a discussion with your peers.
4. The group meets to discuss your chosen topic:
 The discussions should be fair, democratic, and orderly. Each member of the
group should have an opportunity to express his or her views; all members
should actively contribute to the discussion. Group members should show
respect for others' views and make their points politely.
 The goal of the discussion is to gather opposing viewpoints and additional
perspectives that would support or oppose your thesis. Each participant should
come to the discussion prepared to help deepen the understanding of the topic.
5. After you've discussed your thesis, you will complete the Discussion Summary
section below and submit it to your teacher.
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Leading a Discussion
Be sure that all the participants have read the Discussion Guidelines before beginning
your discussion. With three or four peers, start the discussion by presenting your
thoughts and findings from your research. Present your thesis and supporting evidence
to the group. Then begin the discussion.
Record questions and comments from your group as well as your responses to them.
Finally, consider how the discussion changed or influenced your initial research and
thoughts about the thesis and the supporting evidence. You will submit your responses
to the questions asked in the Discussion Summary. Use the notes from your research
and your discussion to help you complete the summary.
Discussion Summary
a. Record the names of the discussion participants below. If you organized the
discussion, record how you know each person, why you chose to invite them, and
how you organized the time and place for the discussion.
Type your response here:
b. Record the thesis and supporting statements that you shared with your discussion
group.
Type your response here:
c. Record the questions asked by the participants as well as your responses to these
questions.
Type your response here:
d. During the discussion, what main points did participants make that supported your
thesis, opposed your thesis, or raised new questions or related observations and
thoughts?
Type your response here:
e. Describe the discussion. How balanced was the participation? What would you
change if you could do it again? What insights did you gain about your thesis by
discussing it with others? What did you learn from discussing the theses of the
other participants?
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Type your response here:
__________________________________________________________________________
Resources
Understanding Civil War Legacy
The Civil War Legacy
Creating a Strong Thesis Statement
Discussion Guidelines
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Evaluation
Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity
of thinking you exhibit.
Task 1: Researching and Preparing for a Group Discussion
Beginning
(1 point)
Developing
(2 points)
Proficient
(3 points)
Distinguished
(4 points)
Criteria




provides a clear and succinct summary of the article
constructs a well-organized outline for the topic of discussion
constructs a strong and convincing thesis statement
provides three or more relevant supporting details for the thesis statement




provides a mostly clear and succinct summary of the article
constructs a somewhat well-organized outline for the topic of discussion
constructs a convincing thesis statement
provides at least three relevant supporting details for the thesis statement




provides an adequate summary of the article
constructs an organized outline for the topic of discussion
constructs a somewhat convincing thesis statement
provides at least one relevant supporting detail for the thesis statement




does not provide an adequate summary of the article
is unable to construct an outline for the topic of discussion
does not construct a convincing thesis statement
does not provide supporting details for the thesis statement
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Task 2: The Group Discussion
Beginning
(1 point)
Developing
(2 points)
Proficient
(3 points)
Distinguished
(4 points)
Criteria





participates clearly and thoughtfully in the discussion
comes to the discussion well prepared, showing careful and effective analysis of the chosen topic
works respectfully and effectively with peers
effectively propels the discussion by posing and responding to questions thoughtfully
shows deliberate, clear, and effective reflection of the discussion in the summary responses





participates clearly in a group discussion
comes to the discussion prepared, showing adequate analysis of the chosen topic
works respectfully and effectively with peers
propels the group discussion by posing and responding to questions
shows clear reflection of the discussion in the summary responses





participates partially in a group discussion
comes somewhat prepared to participate in the discussion
works somewhat respectfully and effectively with peers
participates in the group discussion but may not show initiative in the discussion
shows a lack of detail in discussion summary responses




participates in a peer discussion but shows minimal interest
does not come fully prepared to participate in the discussion
does not work respectfully and effectively with peers
does not submit the discussion summary responses, or the responses are off-topic
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