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The Kind

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Secret Of The Wild Child
Graded Discussion

You will participate in a graded 1x1 discussion that reflects your thoughts about the story of “Genie,” as portrayed in the documentary watched in class called “Secret Of The Wild Child.” You will be graded on both the ideas you present in discussion and the way you present them (discussion skills).

The BIG IDEA of the discussion is as follows:

· In the nature vs. nurture debate, where do intelligence and language acquisition fall? o Do humans have an innate ability to learn language? Or is language ability the product of the environment? o What is the “critical period” for language development? o Was Genie cognitively disabled at birth, or because of the environment in which she was raised? o Use examples from Genie’s case to support your ideas.

Other ideas for discussion include:

1. Do you agree with the allegations of the lawsuit against the Genie team and Children’s Hospital that Genie was exploited for research and her privacy was violated to the detriment of her treatment? Was there an unavoidable conflict between the goals of research and Genie's need to receive treatment and care? Did harm come out of the researchers' good intentions?

2. What, if anything, could have been done differently so that both science and the stability and welfare of Genie could have been served?

3. Was it ethical for any of the members of the Genie team to become her foster parents? Why or why not? Do you agree with the decision of Genie’s teacher and first foster parent, Jean Butler, to deny some of the members of the Genie team contact with Genie? Explain.

4. When a family incorporates a new member-foster child, adopted child, relative, newborn baby, other-changes are felt by all persons. What sorts of changes might the Rigler's children have experienced with Genie in the house? 5. Do you think the Riglers fully considered how caring for Genie might affect the family? How did they define their role in caring for Genie?

6. Were the motives of Susan Curtiss different from those of the Riglers? If so, in what ways?

7. What happened to Genie when the Rigler's grant ran out? How do you think this affected Genie? How significant a role did money play in what happened to Genie?

8. What options besides living in a group home might have been explored for Genie when she left the Rigler's home?

9. Who should give consent for experiments that are carried out on those, like Genie, who cannot give truly informed consent? Who should specifically be prevented from giving consent for such individuals?

10. Sometimes pathological behavior is triggered by personal traumas. That may have been the case for Genie's father. Shortly before he began imprisoning his children and his wife, his mother had been hit by a car and killed. This incident may have sparked a personality change and his paranoia, which led to his abusive behavior toward his family members. Under the circumstances, how accountable should he be for what he did to Genie and the others?

Rules of Socratic Discussion
1. This is not a debate, we all work to gain a deeper understanding.
2. You MUST remain open-minded.
3. Nobody wins, nobody is right or wrong…don’t attack each other!
4. You will respect others in the group.
5. You will do your best to include others in the discussion.
6. You WILL NOT monopolize the discussion (take over by talking a lot or boss each other around)
7. Don’t assume something is correct because two people agreed on it, explore ALL SIDES of an issue.

I _____________________hereby agree to abide by the terms and conditions of this socratic discussion.

|Advanced|Proficient|Basic/Minimal |
Preparation|Has taken thorough notes on all agenda items (comments in book and/or on paper)Identified several key excerpts/ examples from the film/articlesPrepared several questions which will lead to better understanding of material|Notes taken on some agenda itemsIdentified a few key excerpts/ examples from the flim/articlesHas prepared a few questions on material or information that is unclear|Few notes taken on agenda. Minimal effort to prepare notesNo excerpts/ examples prepared for discussionNo questions prepared on unclear information|
Discussion Content|Comments were specific and related to the film/articles and agenda contentAsked questions/made comments to bring about a better understanding of the topicDemonstrated a clear, deep understanding of the stated issues and bigger ideas|Comments were sometimes specific and related to film/articles and at other times too generalPosed 1 or less questions or commentsDemonstrated superficial understanding of the stated issues and big ideas|Comments were not specific or related to the film/articles and agenda contentAsked no questionsDid not demonstrate understanding of the stated issues and bigger ideas|
DiscussionQuantity|Made one or more contributions to the discussion but did not monopolize conversation|Made one contributions to the discussion|Made few or no contributions to the discussion|
Discussion Skills|Always listened to others’ comments & questionsDemonstrated numerous discussion strategies: summarized what was discussed, asked insightful questions, was respectful to other discussion participants|Listened to others comments & questionsDemonstrated one or more discussion strategies: summarized what was discussed, asked insightful questions, was respectful to other discussion participants|Did not listen to others comments & questionsDid not demonstrate discussion strategies|

Socratic Dialogue
Participant Assessment
1. _____ recorded reading/viewing thoughts/annotated text
2. _____ recorded a variety of reading/viewing thoughts (e.g., connections, visualizations, questions, predicting, key ideas/quotes/examples, summarizing)
3. _____ answered questions about text/film 4. _____ agenda was filled out/notes organized so you could quickly find text you needed

Effective preparation

Adequate preparation

Weak or no preparation

Participation (amount of contributions/volume)
5. _____ made numerous contributions – either a few lengthy comments or several shorter comments/questions
6. _____ spoke loud enough 7. _____ did not monopolize the conversation

Effective participation amount

Adequate participation amount

Weak or no participation

Content (quality of participation) 8. _____ supported ideas with references to text/film
9. _____ showed understanding of big ideas as well as specific issues 10. _____ asked questions to further a better understanding of the topic/issues 11. _____ demonstrated “critical thinking” (e.g., making comparisons, questioning sources, looks at varying perspectives, made connections from lecture to film)

Effective content

Adequate content

Weak or no content

Dialogue skills 12. _____ listened to others comments and made comments referring to what was just heard
13. _____ showed respect to other participants and their ideas 14. _____ used dialogue starters/transition statements (e.g., “I agree with…”) 15. _____ used good body language (e.g., look at all participants, not just facilitator) 16.

_____ encourage thinking and participation in others Effective content

Adequate content

Weak or no content
Dialogue Starters

“I’d like to hear __________________’s opinion.”

“So the big issue really is…..”

“Going off of ______________’s idea, …”

“I totally agree with…..”

“Is that relevant to our topic?”

“I’m not really clear about….”

“I agree with _________ about …”

“I totally disagree with ____________’s statement.”

“I’m going to have to disagree with you ______________.”

“I think _____________ was on the right track with he/she said …”

“I would like to add to what _______________ said.”

“______________ is on the right track, however …”

“I would like to add another point to support what _________ said.”

“In addition to what ____________ said, I feel that…”

“I would like to emphasize the idea that….”

“It sounds like we all agree that ____________ and we should move on to the next agenda issue.”

“What I just heard you say was….”

“Do you think…?”


“I’m worried that I didn’t quite understand ______. Could someone explain it to me.”

“I’m curious as to how…..”

“The bigger issue here really is about ___________.”

I think we’ve pretty well exhausted this topic/issue. Let’s move on.”

“It seems that we have two schools of thought and we’re not going to be able to come to consensus.”
“Could someone help me better understand…”…...

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