Unit 8: Defending a Position, Debates
Mid-April to the End of May
Link to the Summative Instructions
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
Personal and cultural expression: argument
STATEMENT OF INQUIRY
Using resources enables a person to develop and communicate an informed, argumentative perspective.
What is the format of a debate?
What makes an effective debate? How can a debate appeal to their audience?
To what extent can an audience be swayed by an author's rhetoric?
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.
Use a variety of speaking techniques to communicate with a variety of audiences
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
justify opinions and ideas, using examples, demonstrating knowledge and understanding
Criterion C: Communicating
communicate information and ideas effectively using an appropriate style for the audience and purpose
structure information and ideas in a way that is appropriate to the specified format
document sources of information using a recognized convention.
Criterion B: Developing and Synthesizing Ideas
use tools to organize and synthesize information.
formulate a clear and focused research question to guide inquiry.
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
Affirmative team supporting the resolution presents their arguments 5 minutes Affirmative Person 1
Opposing team opposing the resolution presents their arguments 5 minutes Affirmative Person 2
Affirmative team supporting the resolution presents their arguments 5 minutes Opposing Person 1
Second speaker my address areas of conflict and answer questions raised by the opposition
Opposing team opposing the resolution presents their arguments 5 minutes Opposing Person 2
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 minute recess for teams to prepare their rebuttals
Followed by Affirmative team rebuttal 2 minutes Either Affirmative Person 1 or 2
Followed by Opposing team rebuttal 2 minutes Either Opposing 1 or 2
Then, class votes on which team had the stronger argument and evidence. Audience should take notes as the debate proceeds.