Thinking like a Lawyer: WHAT EVIDENCE WILL WIN MY CASE?

Name: Ashley Bason Date: November 24th, 2017

Brief Class Description (Data from Class #2):

o 10th Grade ELA; 20 students
o Reading Scores: 13 Proficient; 2 Basic; 1 Basic *high basic; 4 Advanced
o Accommodations: 2 ELL; 1 GT; 4 IEP (Hearing Impaired: 1; Dysgraphia: 1;
ADHD: 1; Emotional: 1)

Unit and Unit Goals: Understanding and Analyzing Argument

o By the end of the unit, students will be able to identify an author’s claim within an
argumentative text, and create an appropriate counterclaim that will result in a Rebuttal
Essay. They will learn how to cite and evaluate supporting evidence used within an
argumentative piece, and supply strong evidence that defends their counterclaims.

Lesson Topic: Supporting Counterclaims

Prior Knowledge (How do you know the students are ready for this lesson?): This is the
third lesson within the unit that follows “Evaluating an Author’s Claim” (lesson one) and
“Formulating a Counterclaim” (lesson two). Since the 9th Grade, according to Common Core
Standards, students have been introduced to the relationship between claims, counterclaims, and
evidence.

Alignment:
Common Core Objective Assessment Activity(ies)
Disciplinary Literacy (Which step(s) of
Standards DRL teach this
objective?- refer
below)
1. 1. 1.
Literacy Standard
Students will be able Student will Discussion Activity
CCSS.ELA- to identify an author’s participate in
LITERACY.RL.9- argument and cite collaborative
10.1 supporting evidence annotation in order to
Cite strong and by examining an identify Robert J.
thorough textual opinion piece titled Samuelson’s argument
evidence to support “Driveless cars may and supporting
analysis of what the be appealing. But they evidence within the
text says explicitly as could be used against piece titled “Driveless
well as inferences us” by Robert J. cars may be
drawn from the text. Samuelson. appealing. But they
could be used against
us.” Also, students
will attempt to create
 a counterclaim related
to the piece.
2. 2. 2.
Writing Standard
Students will be able Students will examine Re-reading Activity
CCSS.ELA- to evaluate the assigned passages,
LITERACY.W.9- strengths and think critically, and
10.1.B weaknesses of the take notes about the
Develop claim(s) and evidence Robert J. effectiveness of the
counterclaims fairly, Samuelson used to evidence used by
supplying evidence support his claim. Robert J. Samuelson
for each while While evaluating to support his claim.
pointing out the evidence used, Students will then
strengths and students will begin to discuss their findings
limitations of both in a think about ways that in their small groups
manner that they could challenge and add to their notes.
anticipates the the evidence.
audience's knowledge
level and concerns.
3. 3. 3.
Content Standard
Students will be able Students will work Background
CCSS.ELA- to recognize the independently to Knowledge Activity
LITERACY.WHST.9- relationship between correctly match a
10.1.A claims and piece of evidence
Introduce precise counterclaims, and supporting the claim
claim(s), distinguish evidence used to listed on the top of the
the claim(s) from support both by page with
alternate or opposing completing a corresponding
claims, and create an worksheet towards the evidence that supports
organization that beginning of the class the counterclaim.
establishes clear period.
relationships among
the claim(s),
counterclaims,
reasons, and evidence.

Materials Needed (Include Text Macrostructure):

 Article: “Driveless cars may be appealing. But they could be used against us” by Robert
J. Samuelson
 ELA Journals

Technology Integration/Needs: Laptop Cart (every student needs to have access to a 1-to-1
device); Access to a computer that connects to the classroom’s projector (and clicker if
applicable)

Lesson Procedure*(see below for more details):

1.a. Readiness: Motivation Activity
TL: Before we delve fully into the topic for today we are going to get our blood flowing and
heart rates pumping. I need everyone to count off starting with (insert student name). (Insert
student name) you will be a one, and (insert student name) will be a 2. Continue to count off
by 2’s. Great! I now need all of my 1’s to stand on my right side, and my 2’s to my left. We
are getting ready to do board races. What are my rules?

Possible Conversation:
SL: No pushing and be careful.
TL: Yes, please be respectful of each other and make sure you are aware of possible objects that
could trip you up.

TL: All right, listen for directions. I am going to read a claim aloud. For example, I may
say, “The price for luxury cars should be lowered.” I will then unfreeze the screen and the
claim I just read will be displayed. You will have 30 seconds (we may adjust after the first
set of people go) to discuss among your team either a counterclaim or piece of evidence you
would use to support the claim. In total, you will have one minute to discuss and write your
answer on the board under the right column. Everyone does not have to run up to the
board, but everyone must be active in the discussion. Before I read each claim, choose who
is going to be the runner. Are there any questions?

Possible Conversation:
SL: How do we know when our 30 seconds to discuss is over?
TL: I will have a timer displayed on the screen. Please keep track of your time. 30 seconds of
discussion is a suggestion. Just remember that in total you only have one minute before we move
onto the next claim.

(Directions for Teacher: Split the class into two groups (teams) and have them compete against 
each other. The objective of the game is for students to work together quickly in order to create 
either a counterclaim or piece of supporting evidence in relation to the claim I present. For 
example, on the board there will be a line drawn horizontally through the center. On both sides 
of the line there will be two columns: (1) supporting evidence and (2) counterclaim. I will read a 
claim such as "The price of luxury vehicles should be lowered." Then, I will tell the students that 
they have 30 seconds (may be adjusted) to create either a counterclaim or piece of supporting 
evidence, and write it on the board.) 

List of Claims:
(1) Public School lunch should be free for all students.
(2) Everyone’s first two years at a Community College should be free.
(3) The age to buy tobacco should be pushed up to 21 years-of-age.
(4) Students should not be able to turn in late assignments.
(5) Our (Enter HS’s name) should start at 10am everyday.
(6) Parallel parking should be added back to the Maryland driving test

Time Allotted: 10 minutes

 Adaptations (for IEP, ELL, culture, and other special needs):
ELL: For ELL students, I will display multiple translations on the same slide that
will reveal the previously read claim. (Marcela will also benefit from the
adaptation hearing impaired). Also, will help visual learners.
Dysgraphia and Emotional: To ensure no student feels obligated to run to the
board, students who wish to run to the board may continue to alternate among
themselves. However, all students must be active in the discussion process. Also,
after the first race, I may adjust the discussion time if 30 seconds is not enough
time for students to process the information and then quickly discuss (this should
help students not feel flustered with having a time constraint).
High-functioning Autism: Students will not be forced to run up to the board.
Also, all students are encouraged to offer their input, but not required. I will
monitor to ensure all students are being treated familiar. Board races will be
completed often throughout the semester, so this should not be a new experience.
GT: No adaptation since we are doing board races

Transition (explicitly linking concepts/activities/objectives):

TL: All right, I need everyone to return back to their seats. (Students’ return to
seats) Can anyone tell me what they thought about this activity? Meaning,
was it hard to think about supporting evidence or counterclaims?

Possible Conversation:
SL: Thinking about counterclaims was easier than thinking about supporting
evidence.
TL: And, why do you think that?
SL: Because counterclaims can be similar to just saying the opposite of the
author’s argument.
TL: Makes sense. Someone can argue that supporting evidence takes more
thought.

TL: So, the activity we just did was to help us to remember what we learned
about claims, counterclaims, and supporting evidence. The supporting
evidence you all listed on the board related to the claim I read and displayed.

1.b. Readiness: Background Knowledge Activity

TL: Now, we are going to look at supporting evidence from a different angel. We are going
to think about the type of evidence we would have to use in order to support our
counterclaim. May someone remind us again what is a counterclaim and supporting
evidence?

Possible Conversations:
SL: A counterclaim is an argument that is the opposite of the author’s argument. So, if
the article says that all students should be assigned “X” amount of homework, my
counterclaim could be students should not be assigned homework.
TL: Okay, so basically a counterclaim is what the opposite side of the argument would
say. Great! Can anyone tell me about supporting evidence?
SL: Supporting evidence supports the argument being made.
TL: Okay, and does both a claim and counterclaim have supporting evidence?
SL: Yes.
 TL: Correct, supporting evidence is used to defend a position. In order to persuade
someone that I am correct I need to supply evidence that defends what I am saying.

TL: I am getting ready to pass out a handout that will ask for you to identify evidence that
would support a counterclaim. On the worksheet you must match a piece of evidence
supporting the claim listed on the top of the page with corresponding evidence that
supports the counterclaim. Once I pass out the worksheet, I will walk around to see if
anyone has questions. If you have a question tap me or raise your hand.

Time Allotted: 10 minutes

Adaptations:
ELL: I will allow for students to use a device to translate words they may not
understand. I will tell them which worksheet to record their answers on.
Hopefully, students will begin to pick up on the English language by seeing how
it is translated.
Dysgraphia: I will ask if she needs a ruler to draw the lines to connect the
evidence. If a ruler will not be helpful, I will suggest that she numbers the
evidence that relates to the counterclaim. She may then place the number next to
the appropriate evidence under the claim column. (I will offer this suggestion to
the class)
Dyslexia: I will add spacing to the words in the textbook to make it easier to read.
Class One (if teaching): I will read the worksheet aloud (i.e. directions and
evidence) to ensure students understand what it written on the worksheet
Emotional: I will check on the student to ensure they are working efficiently and
not becoming overwhelmed
GT: No adaptations since we are examining prior knowledge
High-functioning Autism: No adaptations since it is independent work

Transition:
TL: Okay, may I have everyone’s attention? We are now going to review the
worksheet. I will read the evidence under the claim column, and I need you
all to raise your hands to tell me which one you connected it to under the
counterclaim category.

(Reviews worksheet with students)

1.c. Readiness: Concept Development Activity

TL: To ensure everyone is comfortable with the vocabulary we have been using, we are
going to complete a graphic organizer. (Hold up the worksheet) The first column has
vocabulary words listed. The words are: claim, counterclaim, argument, and supporting
evidence. The second column reads, “What I think this word means,” and you will need to
write a definition for the word. The third column reads, “How I think I use this word in a
sentence,” under that column use the vocabulary word in a sentence. The last column,
reads, “What I learned about this word.” Under the last column leave room for you to add
notes during our group work and class discussions. You are allowed to work in groups for
this assignment, but the groups cannot have more than three students in each.

Possible Conversation:
 SL: Do you have to work with someone at your table?
TL: You do not have to work with someone at your table, but everyone needs to be
seated in a chair. If I believe you are not effectively working with the members in your
group, I will have you work alone.

(Allow student who has ADHD to pass out the papers)

Time Allotted: 10 minutes

Adaptations:
I will allow students to work in small groups (2-3 students) during the 7 minutes.
This will allow for students to help each other and share their ideas about certain
vocabulary words. The group aspect will help ELL students because they may
help each other in their native language. Also, if students were becoming
frustrated (Emotional), they will have assistance while I attempt to work my way
through the classroom.
Dysgraphia (and others): I will offer students the option to complete a hard copy
or electronic copy of the worksheet (which will be accessible through the class
website). Electronic copies must be emailed to me by the end of the lesson.
Dyslexia: The boxes that separate each column should help students stay
organized and read more easily
High-functioning Autism: Students have the option to decide whether or not
they wish to work in groups
GT: No adaptations since we are examining prior knowledge

Transition:
TL: Okay, please pass your graphic organizers to the front of the classroom,
or email them to the email address on the board and make sure your name is
on it. We are about to embark on the journey of finding supporting evidence
for our counterclaims.

1.d. Readiness: Purpose for Reading Activity

TL: I am passing out an article titled “Driveless cars may be appealing. But, they could be
used against us” by Robert J. Samuelson. We will be using this article to help us create
counterclaims and find evidence to support our arguments. Please pay close attention to
Robert J. Samuelson’s claim and the evidence he is using.

(Allow student with ADHD to place the graphic organizers on my desk)

Time Allotted: 5 minutes

Adaptations: (none)

Transition:
TL: Now, I will have (insert student name) pass out the article.

2. Silent Reading Activity

TL: Everyone will read the article silently to themselves, and underline (or highlight) the
evidence Robert J. Samuelson uses to support his argument. Once you have read the
article, and underlined (or highlighted) the evidence used begin to brainstorm possible
counterclaims and evidence you could use to support your argument. You may jot down
your ideas on the back of the article or on a separate sheet of paper.

Possible Conversation:
SL: What will our argument be?
TL: Remember that we have been discussing counterclaims. Your argument will be your
counterclaim. After reading the article, think about what might the opposite side argue?
(rhetorical question)

(Allow student with ADHD to pass out the article)

Time Allotted: 15 minutes

Adaptations:
Dyslexia/ Dysgraphia: I will suggest that students fold a piece of blank paper,
and read the article line-by-line. Instead of seeing multiple quotation marks and
statistics, this will allow students to break up the evidence. I will also copy the
article into a word document and either double or triple space the text.
ADD/ADHD: I will continue to circle the room to ensure they are staying on task.
ELL (but may work for others): I will allow them to have their phones out so
that they may translate words and look up definitions. I will also have a translated
copy (if needed).
GT (and other students): Allow them time to brainstorm on their own before
group work, which will allow them to begin to formulate opinions about the text.

Transition:
TL: Okay, I need everyone’s attention. Please get into your assigned work
groups (already assigned based off of how students interactive and the intellectual
benefit each student will receive), and bring your article with you. We are
going to complete another activity. While walking to your groups, shake out
your legs and your arms.

3. Discussion Activity
TL: Okay, I will be passing around a sheet of blank poster paper to each group. I need
every person in the group to ensure they have a different color marker in their hand. The
first thing I want everyone to do is write on the poster paper what do you think the
author's argument is. (*Allow 2 minutes*)

Possible Conversations:
SL: How many sentences does our answer have to be?
TL: However many sentences do you think you need to explain what the author is trying
to argue. It may be one sentence or it may be multiple depending on how much detail you
would like to write. Try to keep it to three sentences max.
SL: Where on the poster do we write?
TL: Please write wherever you have space. However, you will have more to write on the
paper, so try to not take up too much space

TL: Next, I would like for each person to write one piece of evidence the author used to
defend his claim. If you think the evidence is good please put a check next to the sentence,
and if it needs improvement write an "X." (*Allow 2 minutes*)

Possible Conversation:
SL: Are we allowed to write the same fact as someone else?
TL: Yes, because you all may have different opinions about the effectiveness of the
evidence

TL: Lastly, I would like for each person to write their counterclaim anywhere on the poster.
(*Allow 2 minutes*)

Possible Conversations:
SL: What if there is no room?
TL: Write on the back of the poster paper.
SL: What if we all have the same counterclaim?
TL: That is okay.

TL: Now, within your groups, I would like for you all to discuss any similarities you see.
For example, did multiple people think a certain piece of evidence was extremely useful.

TL: Side Note: Please remember to write your name somewhere on the paper using the
color marker you used to answer my questions.

Time Allotted: 10 minutes

Adaptations:

ELL/Hearing Impaired: I will provide slides that displays each set of directions.
For ELL (if languages are known) I will have translations on each slide.
Dyslexia: I will monitor to see if they are able to read information written in
multiple directions. If not, I will suggest that each group member quickly reads
what he or she wrote prior to beginning the discussion.
ADHD/ADD: I will allow for them to pass out and collect the poster paper. Also,
there is a group component to the exercise. And, students do not have to remain
seated.
Dysgraphia: I will pay close attention to Kirsten and see if she is having trouble
writing. If so, I may allow more time or give students the option to underline the
evidence they wish to mark as useful or non-useful.
Emotional: Remind students to be mindful of where they are writing on the
poster board. I want to ensure someone does not feel overwhelmed by someone
being too close or writing in their space.
High-functioning Autism: Prior to the group discussion, students are working
independently. Although students are sharing the same paper, students are not
interacting with each other. As for the group discussion, each person is not forced
to speak. The student may speak when he or she feels comfortable. Since students
have been working in the same groups for the past month, they should be
somewhat comfortable with each other.

Transition:
 TL: I would now like for one person per group to bring me your poster
board. Please put your article on your desk.

4. Re-reading Activity
TL: I am now going to have (name student) hand out a new version of the same article we
have been using in class today. Each person at your table will be assigned a different
passage boxed-in. As you re-read the article, I will like for you to pay close attention to the
boxed-in passage assigned to you and answer the following questions on the board. The
questions are (I will read the questions of the board): (1) Why is your particular passage
important? (2) Does the evidence used in this passage strengthen or weaken the author’s
argument? and (3) How could you challenge the information in this passage (think
counterclaim)? Once the time goes off, I will share the next set of instructions. Are there
any questions?

Possible Conversations:
SL: Where are we writing the answers to the questions?
TL: You may either write the answers in your ELA notebook or you may write directly
on the article. You may answer the questions in note-form. Meaning, you did not need to
write formal sentences.
SL: Do our answers have to be in complete sentences?
TL: You may record your answers however you wish. You can write in the margins, use
annotation symbols, write short phrases, or use any other method that will allow for you
to remember your answers.
SL: What do you mean when you ask “Why is your particular passage important?”
TL: After re-reading the article, why do you think the author decided to included the
information I boxed-in? Think about how the information helps the author prove his
point.

(*Timer rings*)

TL: Okay. I need everyone’s attention please. You are now going to discuss your passages
with the people at your table (desks are arranged in groups of 4 which equals their “table”).
However, we are using the “Save the Last Words for Me” strategy. Meaning, one person
will direct the groups’ attention to the passage they were assigned. Then, each member will
briefly direct their attention to the passage and talk about what their answers may be
according to the questions on the board. The person who introduces the passage will speak
last. Try to add to your notes as your classmates speak. Questions?

Possible Conversations:
SL: I’m confused.
TL: Okay, let’s say Sierra has decided to present her assigned passage to her table first.
Sierra will hold up her paper and show the other people at the table what is her assigned
passage. After pointing out her passage, Sierra remains silent. Let’s say after a few
moments, Mitchell decides to give a suggestion on how he may challenge the information
in the passage. Sierra cannot respond until everyone has had a chance to voice his or her
opinion about her passage. Sierra is the last person to speak.
SL: So, after Sierra speaks about her passage. Someone else will do the same thing as
Sierra and then speak about their answers after everyone else has commented?
TL: Yes.
 Time Allotted: 15-20 minutes

Adaptations:
ELL: Students will be allowed to have their phones (or laptop) out to translate
words and sentences they may not understand.
Hearing Impaired: Students will be able to look at the board and follow along
with the questions and directions being read. I will remind students to speak at a
level appropriate for in-class discussion, but also make sure that your classmates
at your table can hear and understand what you are saying.
Dysgraphia: Students will be able to answer the questions on the board in any
manner that is subtle for them. Meaning, if a student wishes to limit their amount
of writing they may choose to incorporate symbols or short phrases.
ADHD/ADD: After re-reading and answering questions about the text, students
will be able to work in groups. By working in groups, students should be able to
focus because they are interacting with someone else. Also, a few students will
pass out the article.
Emotional: Students will have the opportunity to formulate their opinions before
commenting on a passage. This should help students not feel overwhelmed.
Dyslexia: I will make sure the article has spacing (maybe triple-spacing). Also, by
visually boxing-in the text I wish for students to focus on, it should help when
reading the article.
High-functioning Autism: Students will work with the students at their tables.
Since majority of group work is done with those at your tables, the students
should be somewhat comfortable with interacting with each other. I will ensure
that the student is placed at a table with students that will be accepting.

Transition: TL: Okay, everyone look and listen. I need everyone to have the
following on their desk with a laptop and blank sheet of notebook paper.

5. Follow Up Writing Activity (Closing Activity)

TL: Class will be over momentarily. However, before class is over you have an Exit Slip to
complete. Everyone will need to grab a laptop from the cart, and go to the Baltimore Sun.
The website you are typing in is on the board, and so are the instructions on how to find
opinion pieces. You will choose one piece, read it, write the authors claim, and then write
your counterclaim and three pieces of possible evidence. On the top of your notebook
paper, you need to include the title, author, and date of your chosen article. I am preparing
you all for your Rebuttal Essay assignment, in which you will choose an article and write
an essay supporting your counterclaim.

Possible Conversations:
SL: Does the length of the article matter?
TL: No, the article may be as short or long as you want it to be. Pick an article that is
interesting to you.
SL: What if we don’t find an article before class is over?
TL: Once the timer (5 minutes) goes off on the board, you need have to have your article
sleeted. You will have 10-15 minutes after that to complete the following steps on the
board.
SL: When will the essay be due?
 TL: Tomorrow I will pass out all the information you need to know about the
assignment. You will have at least week to work on the assignment.

Time Allotted: 15-20 minutes

Adaptations:
ELL: Students will be allowed to translate their chosen article using a translation
website. Students will also be able to use the Internet to assist them with
completing their Exit Slip in English.
Hearing Impaired: Directions will be displayed on the board.
Dysgraphia (and other students): Students will have the option to either
handwrite their Exit Slip or email it to me.
ADHD/ADD/Emotional: Students will be able to actively search for an article
that interests them.
Dyslexia: Still will have the option to increase the font size and spacing of the
article by using either Word or other online features.
High-functioning Autism: (no adaptations since students are working
independently)

After Lesson:
 This is your reflection on how this lesson might go if you were to teach it.
 You will not have taught this lesson so it is a hypothetical section.
 You might also want to include what you think might be an issue for students and what
might be engaging.
--

I believe this lesson will be interesting for the students because at their age they like to disagree.
I believe discussing and reviewing counterclaims will run smoothly. However, I think when
students start having to think about supporting evidence they may use they may struggle.
Students may not understand the importance of having to find concrete evidence. I will have to
stress that students should use a variety of evidence (i.e. statistics). Creating counterclaims will
probably not produce as much difficulty as finding the evidence to support their counterclaims.
Students may struggle with finding sources that help them rebuttal the author’s text. Students
may also struggle with finding compelling evidence. I believe students will be engaged, but will
need motivation once they begin the writing assignment.
 (No adaptations)

Name: _____________________
Date: ______________________
Class Period: ________________

Refuting Supporting Evidence

Directions: You must match a piece of evidence supporting the claim listed on the top of the
page with corresponding evidence that supports the counterclaim.

Claim: High school students should not start class until 10a.m.

Claim Supporting Evidence Counterclaim Supporting Evidence

In college, students will be able to

According to Jim Bob, researcher at
choose to start classes after 10a.m.
Lowes Union Hospital, a new study is

showing that high school students

function more prior 10a.m.

According to Dr. C.M. Paige, 40% of According to a news article from

high school students cannot actively School Weekly, due to an early school

function until after 9a.m. start, parents are able to wake-up their

students before they leave for work.

According to records from the school According to a report survey taken at

board, last school year, 30% of high Rivers University, 75% of freshman

school students are late for first period. reported having to register for an 8a.m.

class.

If student were able to sleep-in later, In Maryland Public Schools, students

then they would have the chance to eat have the option to either purchase or

a nutritious breakfast in the morning. receive free lunch in the morning at

According to Dr. Bailey R. Smith, school.

students need to eat a nutritious

breakfast in order to concrete in class.

 (No adaptions)

Name: _____________________
Date: ______________________
Class Period: ________________

What do you know?

Directions: Please fill in each box using the heading as guides. Under the last column leave
room for you to add notes during our group work and class discussions.

Vocabulary: What I think this word How I think I use this word What I learned about this
means: in a sentence: word:
Claim

Counterclaim

Argument

Supporting
Evidence
 (Adaptation for students with Dyslexia)

Name: _____________________

Date: ______________________

Class Period: ________________

What do you know?

Directions: Please fill in each box using the heading as guides. Under the last column leave

room for you to add notes during our group work and class discussions.

Vocabulary: What I think this word How I think I use this word What I learned about this

means: in a sentence: word:

Claim

Counterclaim

Argument

Supporting

Evidence
(Article: No adaptations)
(Article: With Spacing)

Opinions

Driverless cars may be appealing. But they could be used

against us.

By Robert J. Samuelson September 24

Driverless vehicles may not be all they’re cracked up to be. Indeed, they may be harmful to our

collective security and well-being.

Unless you’ve been vacationing on Saturn, you know that driverless vehicles are the next Big

Thing. Almost every major car company (General

(General Motors,
Motors, Ford,
Ford, Toyota,
Toyota, Mercedes)
Mercedes) has a

program, often in cooperation with tech firms. A few of those, Google being a prominent

example,
example, have their own prototypes. In a recent study, Navigant Research — a consulting firm

— counted 18 projects.
projects.

To be sure, the appeal of driverless cars is powerful. In 2015, 35,092 people died in road

accidents nationwide, says the Transportation Department. It attributed more than 90 percent of

the crashes “to

“to human choice or error.”
error.” If these people had been riding in driverless cars, many

of these accidents would not have occurred, the argument goes. The hazards of drinking, texting,

speeding and other driving dangers would have been sharply reduced.

The story must be told.

Your subscription supports journalism that matters.

Try 1 month for $1

The broadest case for driverless vehicles is that they would allow us to recapture the many hours

we spend sitting in traffic, fuming and wasting time. Instead, we’d program our vehicle with the

destination. It would drive while we snoozed, streamed TV shows and movies, attended to work,

read a book, or gazed at the scenery. Billions of hours would be recovered.

There are some obvious obstacles to this seductive future. Under favorable circumstances, it

would take years to materialize. There are roughly 250 million cars and other light-duty vehicles

(pickups, SUVs) on the road. In a good year, the industry sells 17 million vehicles.
vehicles. Even if,

beginning in 2018, all these were driverless, it would be 15 years before today’s fleet was

replaced.

And these assumptions are, of course, unrealistic. “Some people actually like driving,” says

economist Benjamin Leard of the think tank Resources for the Future. Most won’t be customers

for driverless vehicles. Neither will many Americans who don’t trust the reliability of self-

driving vehicles. That’s about 60 percent of the public, reports an opinion survey conducted by

Michael Sivak and Brandon Schoettle of Sustainable Worldwide Transportation, a research group

at the University of Michigan.

Still other potential customers may be deterred by the high costs of all the needed sensors,

cameras, computer chips and software. With present technology, this could add $10,000 to the

cost of new vehicles, although that is expected to decline with time, says Leard.
Even those who expect to benefit from driverless vehicles may be disappointed, notes Sivak.

True, typical drivers spend an hour a day on the road, which seems an ample period for other

uses. But there’s a catch. “The fact [is] that current trips in light-duty vehicles average only about

19 minutes — a rather short duration for sustained productive activity or invigorating sleep,” he

says.

So the benefits of driverless vehicles may be modest, at least at the start, while the costs could be

considerable. A clear danger would be digital hacking. In a recent special section on

cybersecurity, a writer for the Wall Street Journal put it this way:
way:

“As vehicles fill up with more digital controls and internet-connected devices, they’re becoming

more vulnerable to cybercriminals, who can hack into those systems just like they can attack

computers. Almost any digitally connected device in a car could become an entry point to the

vehicle’s central communications network, opening a door for hackers to potentially take control

by, for instance, disabling the engine or brakes.”

The Wall Street Journal story focuses exclusively on cybercrime — for example, locking a car

remotely and refusing to open it until a ransom is paid. If millions of vehicles were shut down

simultaneously, the ransom paid by car companies could be staggering.

But the real threat is not ordinary crime. It’s cyberwarfare, attacks by terrorist groups or hostile

nations intent on sowing panic and social disorder. Imagine the chaos if some adversary

immobilized 10 percent of the light-vehicle fleet, leaving about 25 million cars and trucks

sprawled randomly along roads from Maine to California.

Do our enemies have this capacity, or could they develop it? We don’t know. What we do know
is that we have consistently underestimated the dangers posed by the misuse of

cybertechnologies — the latest examples being Russian interference with the 2016 election and

the massive hack at the credit bureau Equifax.

There is a disturbing relationship here: The more we depend on digital technology for everyday

business and pleasure, the more we become vulnerable to potentially catastrophic disruptions.

Cars and trucks are but the latest examples.

Driverless technologies are not to be coddled or promoted. Their development should be slow

and sober. If the evidence warrants, their development should be stopped altogether. We are

weaponizing our cars and trucks for use against us. It’s madness.

Read more from Robert Samuelson’s archive.

archive.

(Article: Spanish)

Opiniones

Los autos sin conductor pueden ser atractivos. Pero podrían ser utilizados en
contra de nosotros.

Por Robert J. Samuelson 24 de septiembre

Los vehículos sin conductor pueden no ser todo lo que creen. De hecho, pueden ser perjudiciales
para nuestra seguridad y bienestar colectivo.

A menos que haya estado de vacaciones en Saturno, sabe que los vehículos sin conductor son la
próxima gran cosa. Casi todas las grandes compañías automotrices (General Motors, Ford,
Toyota, Mercedes) tienen un programa, a menudo en cooperación con empresas tecnológicas.
Algunos de ellos, siendo Google un ejemplo prominente, tienen sus propios prototipos. En un
estudio reciente, Navigant Research, una empresa de consultoría, contó 18 proyectos.

Sin duda, el atractivo de los autos sin conductor es poderoso. En 2015, 35,092 personas murieron
en accidentes de tráfico en todo el país, dice el Departamento de Transporte. Atribuyó más del 90
por ciento de los choques "a elección o error humano". Si estas personas hubieran estado
viajando en automóviles sin conductor, muchos de estos accidentes no habrían ocurrido, según el
argumento. Los peligros de beber, enviar mensajes de texto, exceso de velocidad y otros peligros
de conducir se habrían reducido drásticamente.

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El caso más amplio para vehículos sin conductor es que nos permitirían recapturar las muchas
horas que pasamos sentados en el tráfico, echando humo y perdiendo el tiempo. En cambio,
programaríamos nuestro vehículo con el destino. Manejaba mientras dormíamos, transmitíamos
programas de televisión y películas, asistíamos al trabajo, leíamos un libro o miramos el paisaje.
Se recuperarían miles de millones de horas.

Hay algunos obvios obstáculos para este futuro seductor. En circunstancias favorables, llevaría
años materializarse. Hay aproximadamente 250 millones de automóviles y otros vehículos
ligeros (camionetas, SUV) en la carretera. En un buen año, la industria vende 17 millones de
vehículos. Incluso si, a partir de 2018, todos estos fueran sin conductor, pasarían 15 años antes
de que la flota de hoy fuera reemplazada.

Y estas suposiciones son, por supuesto, poco realistas. "A algunas personas les gusta conducir",
dice el economista Benjamin Leard del think tank Resources for the Future. La mayoría no serán
clientes de vehículos sin conductor. Tampoco lo harán muchos estadounidenses que no confían
en la fiabilidad de los vehículos que se conducen por sí mismos. Eso es aproximadamente el 60
por ciento del público, informa una encuesta de opinión realizada por Michael Sivak y Brandon
Schoettle de Sustainable Worldwide Transportation, un grupo de investigación de la Universidad
de Michigan.

Aún otros clientes potenciales pueden ser disuadidos por los altos costos de todos los sensores,
cámaras, chips de computadora y software necesarios. Con la tecnología actual, esto podría
agregar $ 10,000 al costo de vehículos nuevos, aunque se espera que disminuya con el tiempo,
dice Leard.

Incluso aquellos que esperan beneficiarse de los vehículos sin conductor pueden sentirse
decepcionados, señala Sivak. Es cierto que los conductores típicos pasan una hora al día en la
carretera, lo que parece ser un período amplio para otros usos. Pero hay una trampa. "El hecho
[es] que los viajes actuales en vehículos ligeros promedian solo unos 19 minutos, una duración
bastante corta para una actividad productiva sostenida o un sueño reparador", dice.

Por lo tanto, los beneficios de los vehículos sin conductor pueden ser modestos, al menos al
principio, mientras que los costos pueden ser considerables. Un claro peligro sería el pirateo
digital. En una sección especial reciente sobre ciberseguridad, un escritor del Wall Street Journal
lo expresó de esta manera:

"A medida que los vehículos se llenan con más controles digitales y dispositivos conectados a
Internet, se vuelven más vulnerables a los ciberdelincuentes, que pueden piratear esos sistemas al
igual que pueden atacar computadoras. Casi cualquier dispositivo conectado digitalmente en un
automóvil podría convertirse en un punto de entrada a la red central de comunicaciones del
vehículo, abriendo una puerta para que los hackers tomen el control, por ejemplo, deshabilitando
el motor o los frenos ".

La historia del Wall Street Journal se centra exclusivamente en el delito cibernético, por ejemplo,
encerrar un automóvil de forma remota y negarse a abrirlo hasta que se pague un rescate. Si
millones de vehículos se cerraran simultáneamente, el rescate pagado por las compañías de
automóviles podría ser asombroso.

Pero la verdadera amenaza no es un crimen común. Es la guerra cibernética, los ataques de

grupos terroristas o las naciones hostiles con la intención de sembrar el pánico y el desorden
social. Imagínense el caos si algún adversario inmovilizara el 10 por ciento de la flota de
vehículos ligeros, dejando alrededor de 25 millones de automóviles y camiones tendidos al azar a
lo largo de las carreteras de Maine a California.

¿Tienen nuestros enemigos esta capacidad, o podrían desarrollarla? No lo sabemos Lo que sí

sabemos es que subestimamos constantemente los peligros que plantea el uso indebido de las
tecnologías cibernéticas, los ejemplos más recientes son la interferencia rusa en las elecciones de
2016 y el pirateo masivo en la agencia de crédito Equifax.

Aquí hay una relación inquietante: cuanto más dependemos de la tecnología digital para el
negocio y el placer cotidiano, más nos volvemos vulnerables a interrupciones potencialmente
catastróficas. Los autos y camiones son solo los últimos ejemplos.

Las tecnologías sin conductor no deben ser coddled o promovidas. Su desarrollo debe ser lento y
sobrio. Si la evidencia lo justifica, su desarrollo debería detenerse del todo. Estamos armando
nuestros autos y camiones para usar contra nosotros. Es una locura.

Lea más del archivo de Robert Samuelson.

(Article: Re-reading Activity)

Opinions

Driverless cars may be appealing. But they could be used against us.

By Robert J. Samuelson September 24

Driverless vehicles may not be all they’re cracked up to be. Indeed, they may be harmful to our
collective security and well-being.

Unless you’ve been vacationing on Saturn, you know that driverless vehicles are the next Big
Thing. Almost every major car company (General
(General Motors,
Motors, Ford,
Ford, Toyota,
Toyota, Mercedes)
Mercedes) has a
program, often in cooperation with tech firms. A few of those, Google being a prominent
example,
example, have their own prototypes. In a recent study, Navigant Research — a consulting firm
— counted 18 projects.
projects.

P1
To be sure, the appeal of driverless cars is powerful. In 2015, 35,092 people died in road

accidents nationwide, says the Transportation Department. It attributed more than 90 percent of

the crashes “to

“to human choice or error.”
error.” If these people had been riding in driverless cars, many

of these accidents would not have occurred, the argument goes. The hazards of drinking, texting,

speeding and other driving dangers would have been sharply reduced.

The story must be told.

Your subscription supports journalism that matters.
Try 1 month for $1
The broadest case for driverless vehicles is that they would allow us to recapture the many hours
we spend sitting in traffic, fuming and wasting time. Instead, we’d program our vehicle with the
destination. It would drive while we snoozed, streamed TV shows and movies, attended to work,
read a book, or gazed at the scenery. Billions of hours would be recovered.

There are some obvious obstacles to this seductive future. Under favorable circumstances, it
would take years to materialize. There are roughly 250 million cars and other light-duty vehicles
(pickups, SUVs) on the road. In a good year, the industry sells 17 million vehicles.
vehicles. Even if,
beginning in 2018, all these were driverless, it would be 15 years before today’s fleet was
replaced.

And these assumptions are, of course, unrealistic. “Some people actually like driving,” says
economist Benjamin Leard of the think tank Resources for the Future. Most won’t be customers
for driverless vehicles. Neither will many Americans who don’t trust the reliability of self-
driving vehicles. That’s about 60 percent of the public, reports an opinion survey conducted by
Michael Sivak and Brandon Schoettle of Sustainable Worldwide Transportation, a research group
at the University of Michigan.

Still other potential customers may be deterred by the high costs of all the needed sensors,
cameras, computer chips and software. With present technology, this could add $10,000 to the
cost of new vehicles, although that is expected to decline with time, says Leard.

Even those who expect to benefit from driverless vehicles may be disappointed, notes Sivak. P2

True, typical drivers spend an hour a day on the road, which seems an ample period for other

uses. But there’s a catch. “The fact [is] that current trips in light-duty vehicles average only about

19 minutes — a rather short duration for sustained productive activity or invigorating sleep,” he

says.

So the benefits of driverless vehicles may be modest, at least at the start, while the costs could
P3
be considerable. A clear danger would be digital hacking. In a recent special section on

cybersecurity, a writer for the Wall Street Journal put it this way:
way:

“As vehicles fill up with more digital controls and internet-connected devices, they’re becoming

more vulnerable to cybercriminals, who can hack into those systems just like they can attack

computers. Almost any digitally connected device in a car could become an entry point to the

vehicle’s central communications network, opening a door for hackers to potentially take control

by, for instance, disabling the engine or brakes.”

The Wall Street Journal story focuses exclusively on cybercrime — for example, locking a car
remotely and refusing to open it until a ransom is paid. If millions of vehicles were shut down
simultaneously, the ransom paid by car companies could be staggering.

But the real threat is not ordinary crime. It’s cyberwarfare, attacks by terrorist groups or hostile
nations intent on sowing panic and social disorder. Imagine the chaos if some adversary
immobilized 10 percent of the light-vehicle fleet, leaving about 25 million cars and trucks
sprawled randomly along roads from Maine to California.

P4
Do our enemies have this capacity, or could they develop it? We don’t know. What we do know

is that we have consistently underestimated the dangers posed by the misuse of cyber

technologies — the latest examples being Russian interference with the 2016 election and the

massive hack at the credit bureau Equifax.

There is a disturbing relationship here: The more we depend on digital technology for everyday
business and pleasure, the more we become vulnerable to potentially catastrophic disruptions.
Cars and trucks are but the latest examples.

Driverless technologies are not to be coddled or promoted. Their development should be slow
and sober. If the evidence warrants, their development should be stopped altogether. We are
weaponizing our cars and trucks for use against us. It’s madness.

Read more from Robert Samuelson’s archive.

archive.
 Argument Paper: Rebuttal Essay

You will be writing a Rebuttal Essay in which you choose an article and write an essay in which
you defend your counterargument. The Rebuttal Essay must be a minimum of 1,500 words,
and you must have at least three separate sources. Your article should be from the “Opinion”
section of the Baltimore Sun, Washington Post, or NY Times. The below information is taken
directly from the OWL at Purdue website (https://owl.english.purdue.edu/owl/resource/724/03/),
and will be very helpful when writing your essay.

Organizing your rebuttal section1

Following the TTEB method outlined in the Body Paragraph section, forecast all the information
that will follow in the rebuttal section and then move point by point through the other positions
addressing each one as you go. The outline below, adapted from Seyler's Understanding
Argument, is an example of a rebuttal section from a thesis essay.

When you rebut or refute an opposing position, use the following three-part organization:

The opponent’s argument: Usually, you should not assume that your reader has read or
remembered the argument you are refuting. Thus at the beginning of your paragraph, you need to
state, accurately and fairly, the main points of the argument you will refute.

Your position: Next, make clear the nature of your disagreement with the argument or position
you are refuting. Your position might assert, for example, that a writer has not proved his
assertion because he has provided evidence that is outdated, or that the argument is filled with
fallacies.

Your refutation: The specifics of your counterargument will depend upon the nature of your
disagreement. If you challenge the writer’s evidence, then you must present the more recent
evidence. If you challenge assumptions, then you must explain why they do not hold up. If your
position is that the piece is filled with fallacies, then you must present and explain each fallacy.

The rubric is stabled to this sheet. Please review it and ask questions, so that you know what I
expect.

1
The Owl at Purdue. (2017). “Rebuttal sections.” Retrieved from
https://owl.english.purdue.edu/owl/resource/724/03/.
 Persuasive Essay: Rebuttal Essay2

Teacher Name: Ms. Bason

Student Name: ________________________________________

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score
Position Statement The position The position A position statement is There is no position
statement provides a statement provides a present, but does not make statement.
clear, strong statement clear statement of the the author's position clear.
of the author's author's position on
position on the topic. the topic.

Support for Includes 3 or more Includes 3 or more Includes 2 pieces of Includes 1 or fewer
Position pieces of evidence pieces of evidence evidence (facts, statistics, pieces of evidence
(facts, statistics, (facts, statistics, examples, real-life (facts, statistics,
examples, real-life examples, real-life experiences) that support examples, real-life
experiences) that experiences) that the position statement. experiences).
support the position support the position
statement. The writer statement.
anticipates the
reader's concerns,
biases or arguments
and has provided at
least 1 counter-
argument.
Sources All sources used for All sources used for Most sources used for Many sources are
quotes, statistics and quotes, statistics and quotes, statistics and facts suspect (not credible)
facts are credible and facts are credible and are credible and cited AND/OR are not
cited correctly. most are cited correctly. cited correctly.
correctly.

Grammar & Author makes no Author makes 1-2 Author makes 3-4 errors in Author makes more
Spelling errors in grammar or errors in grammar or grammar or spelling that than 4 errors in
spelling that distract spelling that distract distract the reader from the grammar or spelling
the reader from the the reader from the content. that distract the reader
content. content. from the content.

2
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&
(Slides that will be used; Spanish Adaptation Example for Claims)