Adopting a Dress Code - An Educator's Reference Desk Lesson Plans

    An Educator's Reference Desk Lesson Plan

As the class begins,wedding dresses wedding gowns, the instructor will start to read a series of announcements. As the teacher is "reading" the announcements, he or she will read a fake memo. The memo will read: Due to certain circumstances in our school, the school board will be placing into effect a dress code/uniform policy effective at the beginning of the next term/school year. Details of this policy will be forthcoming.

Introduction:

The instructor should then "start" on another subject. There should be some discussion as to the new policy and the manner in which the policy was introduced. The instructor will then ask the students why they think that this new policy is important to them.

1.How will this new policy effect you?
2.Do you like or dislike this new policy?
3.Do you think that it is fair?

Perspectives:

The students will then generate a list of negatives or positives of the new policy.
The students should also list what "circumstances" were eluded to in the announcement.
Write on the board a "pro" and "cons" list as well as a "Can they do that list".

Step One: After the students and the instructor have generated a sufficient number of pros and cons on the board, divide the students into three groups. You may wish to place students very opposed or very supportive of the policy in a group they will then have to defend.

Step Two: After the students have been divided up, give the students a few minutes to compose their arguments using the lists from the board. One group will argue for the dress code. One group will argue against the dress code and the third group will judge the merits of both sides and decide the issue for the class. Note: If the discussion has gone on longer than desired, the activity may be concluded in the next class.

Step Three: Conduct a debate between the two presenting groups. You may determine your debate process in class or you may wish to follow Robert's Rule of Order.

Step Four: After the student jury has reached its verdict and declared its findings, bring the class back together to discuss the findings. The jury will then discuss why they voted the way they did. The instructor will then ask the students how public policy is decided. Is it similar to the exercise in class? If it is, how? If not, how not?

Note: If the jury reached its verdict according to who was on whose side, then the instructor may wish to discuss with the class the difference between objectivity and subjectivity.

Assessment: The general purpose of the lesson is to have the students understand and participate in the discussion,designers wedding dresses, debate and the judging. The instructor may wish to score the debate or have the students write an essay presenting their perspectives of the dress code policy.

For extra credit, the instructor may have the students attend a school board function for a better understanding of the public policy process.

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