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You and your thinker: the second date!

You and your thinker: the second date!. You will continue to look at your thinker’s basic information to take notes on the questions you pursued on Friday. You will ALSO get to listen to your thinker speak for him (or her) self, by reading actual quotes from their writings.

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You and your thinker: the second date!

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  1. You and your thinker: the second date! • You will continue to look at your thinker’s basic information to take notes on the questions you pursued on Friday. • You will ALSO get to listen to your thinker speak for him (or her) self, by reading actual quotes from their writings. • With the help of your teammates and a dictionary, you will squeeze out every last drop of interpretation from all your thinker’s quotes in order to get what he (or she) is saying to us.

  2. A. WHERE HE WAS FROM: Born in: Worked in: B. WHEN HE WORKED: Late/early/mid __00s I. YOUR THINKER’S NAME HAVE A BIG, CLEAR PICTURE OF YOUR THINKER HERE!

  3. Extra images? Put them here. • Other photos of your thinker. • Other images or maps from his place and time.

  4. C. Trivia Time • Make a BRIEF list of interesting and relevant facts about your thinker’s life. • These are “fun facts” about the thinker’s biography and experiences, not necessarily his ideas.

  5. Quote 1. (Paste your thinker’s quote here). Interpretation: (write a clear summary and analysis of your thinker’s quote here that will explain it to the class. Drawings and diagrams are encouraged.)

  6. Quote 2. (Paste your thinker’s quote here). Interpretation: (write a clear summary and analysis of your thinker’s quote here that will explain it to the class. Drawings and diagrams are encouraged.)

  7. D. What is his basic view of Human Nature? • Create a short list of key concepts that describe what this thinker’s view of human nature. This should be clear and brief. • Other ways to think about it: If you asked your thinker, how would he/she answer these questions? • What are people like? • What makes people tick? • What motivates people? • Is there such a thing as human nature? • Where do you stand on the nature vs. nurture spectrum?

  8. E. What are his major contributions to sociology? • In a structured set of notes, teach the class the major accomplishments, theories and insights of this thinker. • Again, charts, diagrams, and illustrations are helpful and welcome. • Any important vocab must be defined and explained by example to teach the class all there is to know.

  9. F. How will we remember him? • This is the fun part! • Your job is come up with a snazzy, creative, memorable gimmick to get your classmates to remember this thinker- his name and his major ideas. • Ideas from past classes include: • A rap about the thinker and his ideas. • A poem in tribute to thinker • An interpretive dance that dramatizes the thinker. • A visual (diagram, image, drawing, cartoon, pasted here) to show to the class. • A slogan or a catchphrase that captures the thinker. • A skit to perform that demonstrates the ideas in action. • A mnemonic device like: • Please Excuse My Dear Aunt Sally (Math class) • HOMES (Great Lakes) • Roy G. Biv (the color spectrum) • Peter Piper Picked a Peck of Pickled Peppers (alliteration for a silly poem)

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