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Classroom Activities
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Let's Debate - Demonstrating Effective Communication Skills
Grade Level(s): 9-12
SC Language Arts Curriculum Standards: Communication: Speaking
SC Standards:
- Grade 9: Language Arts - II-A, B, C, E, G; III-B, C, D, F, G, J, K, L, N; IV-A, B, N, O, P; V-A.
- Grade 10: Language Arts - II-A, B, C, F, H; III-A, B, DF, G, H, K, L, N; IV-A, B; V-A, D.
- Grade 11: Language Arts - II-A, B, C, D, E, F, H; III-A, E, G, I, J, K, M; IV-A, G, K, L, M,V-D.
- Grade 12: Language Arts - II-A, B, C, D, E, F, H.; III-A, B, C, E, I, J, K, M; IV-A, M, N; V-B, D.
- Grades 9-10: Social Studies - III 10.3.1
- Grades 11-12: Social Studies - II 12.3, 12.5.
Preparation: Divide the class into groups of four and let each group choose an issue surrounding Election 2004. Explain that one pair in each group will present the affirmative side of the argument and the other the negative side.
Writing and Research: These arguments should be written, beginning with an outline such as this one:
- Statement of Problem
- What should be done
- Why this is the right thing to do
- Conclusion
Each pair should back up their argument with some research data, say three to five facts or statistics - the research for a project of this nature does not have to be extensive. The team might conduct field research such as a survey, polling classmates and teachers for their opinions. Topics can also be researched using print sources - newspapers or the Internet. The final draft of the presentations should be written on note cards, and both partners should expect to speak.
Presentation: When the students have finished writing their arguments, talk with them about the elements of good oral presentation - enunciation, speaking loudly, standing up straight, etc. They do not have to memorize their arguments, but they should familiarize themselves with the material so that they can glance up at the audience from time to time. Give the groups time to rehearse, and explain the guidelines for presentation:
- Presenters should address the audience.
- The affirmative argument goes first. They have from 3-5 minutes of uninterrupted time, and each partner must participate equally.
- The pair with the negative argument goes next; the same rules apply.
- When both sides have been presented each pair will have a few minutes to prepare a rebuttal based upon what the opposing side has said.
- The negative side gives their rebuttal first. They have three minutes.
- The positive side goes next. They have three minutes.
- The audience has a few minutes to ask questions.
Assessment: An excellent way to assess a debate project and to involve the whole class, is to let the "audience" (the other students) do the evaluation using a rubric. We have included a rubric as the handout for this activity. Pass these out to the class at the beginning of each group's presentation and reserve time to go over the completed forms with the groups when their presentations are concluded.
Petitions - The Citizens' Voice in a Democracy
Grade Level(s): 9-12
SC Language Arts Curriculum Standards: Communication: Speaking
SC Standards:
- Grade 9: Language Arts - IV-A, G, I, K, LN, O, P.
- Grade 10: Language Arts - IV-A, B, C, D, E, -A, B, J, M, N, O.
- Grade 11: Language Arts - IV-A, G, J, M, N.
- Grade 12: Language Arts - IV-A, G, I, K, M, N.
- Grades 9-10: Social Studies - 10.3, 10.2.11, 10.2.12.
- Grades 11-12: Social Studies - 12.1.5, 12.1.6.
A petition is essentially an open letter that is for or against a specific issue and is signed by many people. Before women could vote they often used petitions to make their voices heard, understanding that many people working together can influence public policy - a fundamental concept of the democratic process. Petitions remain an important tool of democracy, and can be an excellent introduction to the rights and responsibilities of citizens. Students can make a difference when they circulate a petition and send it to a policy maker, whether an elected official, the president of a company or even the principal of the school!
Some tips for students:
- Select an issue that is meaningful to you.
- Decide whether the issue is a national, state, community or school-based one.
- Decide who is the best person to send the petition to.
- Begin with an attention-grabbing headline that states the issue in a few words, such as "Students Need New Lockers."
- Use examples to support your position.
- Explain what the consequences will be if you don't get a response. Will you stop buying certain products? Tell your story to the newspaper? Speak out at a PTA meeting?
- Collect as many signatures as possible (if they use the handout provided, encourage them to add more sheets as needed).
- Think about the best place and time to collect signatures. In the lunchroom? At the front door of the school? In the morning or after school?
Once the students have gathered as many signatures as they can, be sure that they deliver their petitions. It is important to follow through with this activity so that students can experience the outcomes of their efforts.
Download Petition Handout (PDF)
TEACHER NEWS
- Visit www.pbsteachers.org/vote2008/blueprint to discover "Access, Analyze, Act: A Blueprint for 21st Century Civic Engagement"
- Check out this free downloadable document, developed with the National Center for the Preservation of Democracy. It is extremely well written and may come in handy for Social Studies classes as well as Constitution Day. http://www.ncdemocracy.org/sites/ncdemocracy.org/files/docs/D+Dweb_educators_guide.pdf
- Find more Social Studies Resources on ETV's Streamline SC.
