Unit 8: Defending a Position, Debates

Mid-April to the End of May

Link to the Summative Instructions

Summary

Students will choose controversial topics and then will form teams, either the affirmative or the opposing position on a resolution, to argue in a formal debate.

KEY CONCEPT:  COMMUNICATION

RELATED CONCEPTS : 1)  PERSPECTIVE  2) RESOURCES

GLOBAL CONTEXT

 Personal and cultural expression: argument

STATEMENT OF INQUIRY

Using resources enables a person to develop and communicate an informed, argumentative perspective. 

INQUIRY QUESTIONS  

Factual 

What is the format of a debate?

Conceptual 

What makes an effective debate? How can a debate appeal to their audience?

Debatable

To what extent can an audience be swayed by an author's rhetoric?

ATL Skills

In order for students to debate a topic with either the affirmative or opposing perspective, students must use critical literacy skills to analyze and interpret media communications as well as use a variety of speaking techniques to engage an audience.

COMMUNICATION

Use a variety of speaking techniques to communicate with a variety of audiences

THINKING SKILLS

Gather and organize relevant information to formulate an argument

College Readiness and Study Skills (One-Half Credit)

Formulate and defend a position with support synthesized from multiple texts

College Readiness Standards

ORAL DEBATE: 2 CRITERIA FOR SUMMATIVE

Criterion A: Knowing and Understanding

1. justify opinions and ideas, using examples, demonstrating knowledge and understanding 

Criterion C: Communicating

1. communicate information and ideas effectively using an appropriate style for the audience and purpose

2. structure information and ideas in a way that is appropriate to the specified format

3. document sources of information using a recognized convention.

FORMATIVES

Criterion B: Developing and Synthesizing Ideas

1. use tools to organize and synthesize information. 

2. formulate a clear and focused research question to guide inquiry. 

3. use research methods to collect and interpret appropriate, varied and relevant information

Students will receive grades for notetaking for their research, formulating a clear research questions, and organizing information into an outline. 

How to structure a debate

A formal debate involves two sides, one supporting a resolution and one opposing it. Debates will be judged by the audience to declare a winning side. 

There are two groups debating: 

• Affirmative team, supporting a resolution 2 to 3 students

• Opposing team, opposing the resolution 2 to 3 students

The class will be the third group

• Judge the quality of the evidence and arguments and declare a winner

Schedule

1. Affirmative team supporting the resolution presents their arguments 5 minutes Affirmative Person 1

2. Opposing team opposing the resolution presents their arguments 5 minutes Affirmative Person 2

3. Affirmative team supporting the resolution presents their arguments 5 minutes Opposing Person 1

   1. Second  speaker my address areas of conflict and answer questions raised by the opposition

4. Opposing team opposing the resolution presents their arguments 5 minutes Opposing Person 2

   1. Second speaker may present further arguments against the resolution, areas of conflict, and answer questions that have been raised by the previous affirmative speaker

5. 5 minute recess for teams to prepare their rebuttals 

6. Followed by Affirmative team rebuttal 2 minutes Either Affirmative Person 1 or 2

7. Followed by Opposing team rebuttal 2 minutes Either Opposing 1 or 2

8. Then, class votes on which team had the stronger argument and evidence. Audience should take notes as the debate proceeds.