Topics of civic concern involve issues of local, national, and global importance including
!bortion
!ffirmative action
‘ender issues
‘un control
)mmigration
-arriage equality
2eligious freedom
2acism, discrimination
3ocial justice
7ar and peace
7elfare

Purpose and Rationale:

The purpose is to foster a constructive discussion of activities of personal and public concern while recognizing ethical issues and assessing their own ethical values. Discussion allows for the development of skills required to examine a situation, which better enables a person to reflect and make changes (Wickstrom, 2003). Critical conversations of controversial topics of civic concern provide a structured opportunity for students to 1) demonstrate an understanding of their own values, an ability to articulate those values, and express their reasoning as to why they hold these values; 2) to demonstrate awareness of nd respect for ïmpeting values; and 3) to use their voices in nclusive, diverse, problem-solving conversations that connect directly to action and change(McCoy & Scully, 2002, p. 119).

cCoy, M.L. & Scully, L. (2002). Deliberate dialogue to expand civic engagement: what kind of talk does democracy need? National Civic Review, 91(2), 117-136.
ickstrom, C. (2003). A µnny4hing happened on the way to the forum. Journal of Adolescent & Adult Literacy, 46,414-424.

Analysis:

ritical Conversation #1 Content: Analyze the critical conversation using theories from Myer Part Two Social Thinking (Modules 3-9): self-concept, self-serving bias, unrealistic optimism, narcissism, self-esteem, self-efficacy, fundamental attribution error, overestimating accuracy of oneàjudgments, constructing memories, illusory correlation, expectations, attitudes, and behaviors.

• Critical Conversation #2 Content: Analyze the critical conversation using theories from Myer Part Three Social Influence (Modules 12-21): cultural diversity/similarity, gender differences, gender and mating preferences, gender roles, conformity, power of social norms, persuasion, indoctrination and inoculation, the presence of others, many hands make diminished responsibility, deindividualization, diminished self-awareness, group polarization, groupthink, resisting social pressure, and minority influence.

https://rise.articulate.com/share/xpE68LhOqYxQUKAQFXv74m0bBCmvKFrk#/

http://usfweb.usf.edu/CourseResources/edu/edf3228/week%203/edf3228_m6_the_fundamental_attribution_error_sl/story.html

https://rise.articulate.com/share/SWUvjRxX4l6m3r029lTfHjZkAUo3nLEi#/

https://rise.articulate.com/share/_3eg_o8LxAHP4lS22bfK33YSF16XS6-j#/

https://rise.articulate.com/share/OkVYFgOm4Lx4r-2I3izH1Tserf0ewsV4#/