Moment 1: Introduction to the Philosophical Debate (Estimation: 15 minutes)
Start the class by introducing the topic of nature versus culture as presented by philosophers Rousseau and Levi-Strauss. Explain the significance of each philosopher in the context of the debate. Ensure that students understand the core concepts that will be explored in the class. Engage students with an open question about their preliminary thoughts on how nature and culture influence human behavior, encouraging them to share initial insights. Use this as a diagnostic tool to identify students' baseline understanding.

Moment 2: Independent Exploration and Note-taking (Estimation: 25 minutes)
Ask students to independently read selected excerpts from Rousseau's and Levi-Strauss's texts. Provide them with note pages and writing tools. Instruct them to jot down key ideas, interesting arguments, or any questions they might have. Encourage students to focus on extracting the main arguments and to think critically about the texts. As students work, circulate through the room to provide guidance and respond to questions.

Moment 3: Group Discussion and Reflection (Estimation: 30 minutes)
Organize the students into small groups to discuss their insights and interpretations. Each group should collaboratively choose one key idea from each philosopher to share with the whole class. Facilitate the discussion by prompting students with guiding questions such as “How do these perspectives on nature and culture relate to contemporary issues?” or “Can you identify areas of agreement or conflict between the two philosophers?” Evaluate understanding based on clarity of contributions and level of engagement.

Moment 4: Whole-class Sharing and Synthesis (Estimation: 20 minutes)
Have each group present their chosen ideas and insights to the entire class. After each presentation, allow time for questions and further discussion. Encourage students to make connections between the philosophers' views and real-world examples. Synthesize the class's collective insights into a coherent summary. Conclude by summarizing the main points discussed, highlighting the diverse perspectives shared.

Estratégias de inclusão e acessibilidade:
To ensure inclusivity, provide printed copies of texts in larger fonts for students with visual impairments and offer extra notes with simplified language if necessary. Use a buddy system during group discussions to support students who might struggle with verbal expression. Be mindful to include every student in discussions and encourage quieter students to share their ideas. Create a supportive environment where all contributions are valued.

Moment 1: Introduction to Debates and Dramatizations (Estimation: 15 minutes)
Begin the class by introducing the concept of debates and dramatizations as an extension of the philosophical discussions on nature vs. culture. Explain the objectives and what students are expected to achieve through these activities. Provide examples of potential questions or scenarios they might explore. Ensure that each student understands their role in the activities—whether as a debater, actor, or audience.

Moment 2: Group Preparation for Debates and Dramatizations (Estimation: 25 minutes)
Divide the class into small groups, assigning each group a specific topic or scenario related to nature vs. culture. Allow students time to brainstorm and prepare their arguments or dramatizations. Encourage active participation from each group member and suggest roles for quieter students, such as speaking coaches or directors, to ensure everyone is involved. Circulate the room to provide guidance and answer any questions, ensuring students are on task and creatively engaging with the material.

Moment 3: Conducting Debates and Dramatizations (Estimation: 35 minutes)
Facilitate the presentation of debates and dramatizations by each group. Allocate time for each group to present, followed by a brief question and answer session with the class. Ensure that students use critical reasoning and empathy to engage with the perspectives presented. After each performance, provide constructive feedback, highlighting both strengths and areas for improvement. Encourage the audience to provide positive feedback and ask thought-provoking questions to deepen understanding.

Moment 4: Reflection and Synthesis (Estimation: 15 minutes)
Conclude the class with a reflective discussion where students share their insights and learning experiences from the debates and dramatizations. Encourage students to relate the philosophical ideas discussed to real-world examples or current events. Use guiding questions to help students synthesize the information and articulate their thoughts. Close the session by summarizing the key points raised and previewing future learning opportunities related to the topic.

Estratégias de inclusão e acessibilidade:
To foster inclusivity, ensure all students have roles that cater to their strengths, whether in public speaking or supporting roles. Use concise and clear instructions and be available to clarify activities to students with different learning styles. Encourage students to work in pairs or small groups so they can support each other's learning. Implement a buddy system to assist students who may be less comfortable with public performances, and provide positive reinforcement to boost confidence. Encourage the use of visual aids and gestures in dramatizations to assist students who might struggle with verbal communication. Maintain role flexibility to suit individual needs and allow extra time for tasks if necessary.