Topic Lesson: Abolish the Police

(TESOL Worksheets--Topic Lesson)
Google Drive Folder HERE
Slideshow: slides, pub
Pro-Article: docs, pub--Taken from "Yes, We Mean Literally Abolish the Police" from the New York Times
Con-Article: docs, pub--Taken from Wikipedia: Police Abolition Movement 5.2 Criticisms

[Notes: This lesson is pretty rough.  The reason being is that it was thrown together at the last minute.  The Teaching Assistant told me a couple hours before class that the students would not be motivated by the speaking lesson from the textbook, and suggested that I should make a topic lesson instead.
2 hours seems like enough time, but often it takes about 2 hours just to find the right material to exploit.  (I'm sure other teachers can relate).  And I had very little time to adapt the materials.  If I ever do this lesson again, I'll try to refine things.
The lesson is based on current events, so it will date quickly.  But with a few minor adjustments, could probably be used again in the future.
It was designed for teenagers studying in an advanced class.  Even though their level was advanced, they still struggled with the authentic reading and listening texts, but with some support from the Teaching Assistant and I, they were able to get through it.
Procedure: I asked the class to tell me about issues that have been in the news recently.  Among other issues, we elicit the protests against police.  I ask the class why people are upset with the police, and also prompt by showing this video.   I then ask the students to discuss what are some possible solutions to police violence.  They discuss briefly, and then I show them the news video about the Minneapolis City Council planning to abolish the police.  (Listening task is for them to figure out what proposed solution to police violence they are talking about in the video.)
In open class feedback, we clarify the meaning of "disband", "defund" and "abolish".  I ask students what they think about the idea of abolishing the police.
We preview the article  "Yes, We Mean Literally Abolish the Police" from the New York Times.  I check that the students understand the meaning "literally" and "Abolish", and check that they know what the New York Times is.  Then, students in small groups try to predict the reasons that the article will give for abolishing police.  They discuss in groups, and we feedback as a class and elicit the prediction onto the board.  Then students are given the actual article with two tasks: 1--check their predictions, 2--are there any other reasons for abolishing the police mentioned in the article?  Students read article, discuss in groups, and then feedback as a whole class.
The same procedure is followed with the criticisms of abolishing the police.  Students in groups first try to predict the reasons, then check their predictions and look for new reasons.
The class is then divided up into two groups--a pro group and a con group.  Each group is given a blank sheet of paper and given some time to brainstorm additional arguments for their side, or consolidate arguments that have already been elicited.
Then, each student is paired with someone from the opposite group, and they debate and discuss the issue. 
Then we summarize some of the issues raised in open class feedback.]