ABSTRACT
Th e course itself was designed around three goal-categories: rhetorical, attitudinal, and content goals. Rhetorical goals are intended to improve students’ eff ective speech, preparation, and delivery of oral presentations, engagement in informed discussions, and academic writing. Encouragement of students’ ownership regarding their education through refl ective learning, and understanding diverse viewpoints constituted the focus of the attitudinal goal; and the content goal focused on topics that support the previous two. Topics were explored through class discussions, and there were many learning opportunities that included workshops, essay writing, and peer and instructor feedback. Th e present chapter tapped into these contexts to develop an instructional strategy used to promote a deep understanding of the social issues depicted in the book and play Twilight: Los Angeles 1992 (Deavere Smith, 1994), suitable for a social studies teacher education program.
