Welcome Teachers
Up for Debate
Description
Students develop an understanding of the key terms and roles associated with a traditional debate model. Students read through a debate script, identify the key arguments made on each side, and analyze the strength of each argument. This lesson follows Activism or “Students Engage!,” and can precede “A Trip Around the World,” or be taught independently. Note: This lesson contains a PowerPoint presentation (see Lesson Prep).
Objectives
Students will be able to
- identify the key elements of a Lincoln/Douglas debate including affirmative, negative, moderator, etc. through examination of a debate script.
- interpret the role of debate in a democratic society through discussion of a historic quote about the role of debate.
Lesson Prep
Step by Step
ANTICIPATE the lesson by writing the following quote on the board or a transparency: “It is better to debate a question without settling it than to settle a question without debating it.” – Joseph Joubert, a French writer (1754-1824)
UNPACK this quote with your students by asking the following questions: “What does it mean to DEBATE something?” “What does it mean to SETTLE a debate or argument?” “What does the first half of his statement mean: ‘To debate a question without settling it’?” “What does the second half of his statement mean: ‘To settle a question with out debating it’?” Poll your students to see who agrees and who disagrees with Mr. Joubert.
WORK THROUGH the “Up For Debate” PowerPoint presentation. Review the presentation with your students, using the mini-quizzes in the power point to check for understanding.
DISTRIBUTE scripts and worksheets to all students.
ASSIGN students to roles: moderator and #1-9. Instruct the students to perform the script, with everyone listening carefully to who was on the affirmative side and who was on the negative side. Also, students should listen for fact and opinion statements.
REVIEW instructions aloud with your students. They should be circling and drawing rectangles in this activitiy. Circulate to check for understanding.
REVIEW the students’ answers as a class, asking for the following things: Which numbers were for the affirmative side? Which numbers were for the negative side? What facts did you find in this debate? What opinions did you find in this debate?
INSTRUCT students to complete the Check for Understanding. Collect and review.
Recommended Sequence
Before:
After:
Teacher Actions:
Teacher Files:
There are no teacher files for this page.
No comments posted. Login to post a comment
© iCivics Inc.