Timeline

Using ONLY the sources provided to them, the students find answers to a set list of questions as they begin to prepare for a debate.

• Provide students with sources at the outset. Sending them to the internet cold on a controversial topic is a recipe for disaster. They are just beginning to have the ability to discern the validity of sources.
• Provide them with around 5 guiding questions. These range from factual, "What is the topic?" to questions about implications and arguments.

With 5-10 minutes left in class, create a spectrum on the board and have students place their names where they fall on the issue (Pro on one side, Con on the other...recognizing that there are many in-between areas).

• Notice the second option (on the right). The students more easily grasped the continuum concept (adding the "number line" helped). Even with oral directions, students tended to group themselves more firmly in one camp when just given the titles "For" and "Against."
• Using the students' preferences as a guide, the teacher then comes up with two even sides for the debate. In some cases, strong students are moved to the side they disagree with, with the purpose of evening out the teams and to challenge academically strong students to think/conduct research/debate from an alternative perspective.

Explain to the students how Debate Day will run, and give them time to talk about their stances, strategies, write their closing and opening statements, choose their main speakers, etc.

• As a 1-1 district, most groups chose to create shared documents to record their thoughts. Some created charts of arguments and counter-arguments. Some created lists of points.
• This is a relatively chaotic time. Large groups (12-15) of kids are collaborating. Circulate the room, offer advice, make sure all students are participating in some way, ask questions about the topic.

On Debate Day, separate students to opposite sides of the room depending on their stance. Paper notes are allowed, but computers are not.

• Debate Day will feature three key speakers from each side, each with 1-3 minutes to address the group. The first speaker from each side will come with a prepared speech either in favor of or against the issue.
  • OPTION A: After the opening speeches, students on each side are called on by the teacher randomly. All students are expected to participate. The first student (Side A) called on must make a claim or argument. Then, a student on side B is called on to refute the argument. Afterwards, a second student on side B is called on to make an argument. Then a student on side A called to refute. Followed by Side A claim, etc.
  • OPTION B: Prior to debate day, a student moderator is chosen from the class. That student is responsible for writing (at least) ten questions to present to each side as a platform for debate. The student moderator poses the question to either the "For" or "Against" side (rotating between each side). Then, the opposing team is given an opportunity to refute the argument.
• Halfway through the class period, the second speaker from each side will come forward to speak for 1-3 minutes. The speeches can be prepared ahead of time; however, these speeches must also take into account what has happened during debate discussions up until this point.
• The argument/refutation/counterargument process will then begins again. (Note: struggling students tend to perform better while stating initial arguments; stronger students can then be called upon to refute claims.)
• With about 15 minutes left in the class, the third and final speakers from each side will speak for 1-3 minutes.
• Experience has shown that an allotted 5-10 minutes at the end of class to allow students to make final, closing statements is beneficial.

The final product can be used as a basis for the grade.

• OPTION A: Students will write a paper arguing their stance on the topic. They must provide support for their thoughts, refute an opposing point, and follow all English guidelines. Students do not have to write from the stance they were assigned during the debate - their paper can reflect where they have always been, or where they have been convinced to be on the issue.
  • Added to the paper grades are extra points for any students who distinguished themselves during the debate process. This could include a remarkable closing argument, going the extra mile to organize their large group, bringing in printed documents for all group members, etc.

• OPTION B: If students created "For" or "Against" cards to indicate their stance during the debate, they can write/draw their debate reflections on the back of this card. This is an informal alternative to the written essay. Using the back of the card, students will express their reactions to the debate in a media of their choice. Students can summarize the debate in a paragraph or a poem, design a cartoon, billboard, bumper sticker, comic, or create an image that represents their opinion. Guiding questions will be provided.