Native Communities in the Peruvian Amazon: Presenting Contradicting Arguments

Objective:

Students will be able to identify how contrasting arguments are developed and presented in articles covering native Amazonian populations in Peru.

Warm-up:

Poll the class on the following. (Or consider on your own)

1. Which is more important, longer summer or longer school breaks? (Circle one and be prepared to explain why)
   • Discuss with a partner or with the class.
2. If you see a person with a sign asking for money, do you give them money or offer to buy them food? (Circle one and be prepared to explain why)
   • Discuss with a partner or with the class.
3. Discuss the following scenario in pairs, and then be prepared to share what you come up with:
   •  If a government has a native community in need of resources, should they go into the community to help and potentially disrupt their lifestyle (faster), or do they try to find ways to help that wouldn’t directly interact with the community (takes longer)? What’s the ideal plan and why?

Introducing the Lesson:

Today’s lesson will explore the work of international journalist Andrew Lawler, who is investigating the lives of natives living in the Peruvian Amazon and the country’s role in supporting those communities.

Consider the following (on your own  or discuss as a class):

1. What is the role of a journalist?
2. How does a journalist remain objective?
3. Do you think it’s possible for a journalist to be objective?

Today’s lesson will look at how Lawler develops articles that present contradicting arguments in order to determine the impact of the articles on the reader.

To become familiar with Lawler’s project, view the video “Peru: Expedition to Curanja.” As you watch, consider: What is Lawler’s purpose for this project?

Introducing Resource 1: “Peru: Counting the Invisibles”

1. Read the following article and answer the questions.

2. As you read keep track of the opposing viewpoints that Lawler presents.

3. After reading the article, discuss the two arguments with a partner or as a class. Consider, how does Lawler unfold the two arguments? How does he switch between arguments?

Introducing Resource 2: “From Deep in Peru’s Rainforests, Isolated People Emerge”

1. Read the following article and answer the questions.

2. As you read, track the moments that Lawler presents opposing arguments.

3. After reading the article, discuss the arguments with a partner or as a class.

•  Consider, what issues facing forest communities are being presented? How are opposing viewpoints about these issues addressed?

Conclusion:

Return to the challenge from the warm up: If a government has a native community in need of resources, do they go into the community to help and potentially disrupt their lifestyle (faster), or do they try to find ways to help that wouldn’t directly interact with the community (takes longer). What’s the ideal plan and why?

Final task: Write a short persuasive speech articulating what you think is the ideal plan for the forest communities in Peru. In your speech, be sure to address at least two opposing viewpoints from today’s articles and explain why your plan would still be best despite these arguments. The speech should present a clearly articulated plan, explain the reasons the plan will work (addressing opposing viewpoints), and have a clear structure.