Content.nps.k12.nj.us
NEWARK PUBLIC SCHOOLS
DEBATE ADDENDUM
CURRICULUM GUIDE
2008
NEWARK PUBLIC SCHOOLS
A D M I N I S T R A T I O N
2008-2009
State District Superintendent Dr. Clifford B. Janey
State District Deputy Superintendent
Chief Financial Officer Mr. Ronald Lee
School Business Administrator
Chief of Staff Ms. Sadia White
Assistant Superintendent Ms. Joanne C. Bergamotto
School Leadership Team I
Assistant Superintendent Mr. Roger Leon
School Leadership Team II
Assistant Superintendent Dr. Glenda Johnson-Green
School Leadership Team III
Assistant Superintendent Ms. Lydia Silva
School Leadership Team IV
Assistant Superintendent Dr. Don Marinaro
School Leadership Team V
Assistant Superintendent Dr. Gayle W. Griffin
Department of Teaching and Learning
Assistant Superintendent Dr. Kevin West
Department of Special Programs
TABLE OF CONTENTS
Title Page 1
Board Members 2
Administration 3
Table of Contents 4
District Mission Statement 5
District Goals and Guiding Principles 6
Curriculum Committee 8
Course Philosophy 9
Course Description 10
Recommended Textbooks 11
Course Proficiencies 12
Indexed Guide for Teachers……………………………………………………………………………………………………………………………………..16
Standards, Goals, and Objectives 17
Course Pacing 23
Curriculum Units 33
Appendix 81
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value education.
Dr. Clifford B. Janey
State District Superintendent
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS
• Goal 1 IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.
• Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.
• Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.
--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.
--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.
• Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GUIDING PRINCIPLES
• FOCUS ON STUDENTS
Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.
• HIGH EXPECTATIONS / STANDARDS DRIVEN
All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning.
• CARING AND SAFE ENVIRONMENT
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.
• SHARED DECISION MAKING
The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.
CURRICULUM COMMITTEE
Javier Nazario – Social Studies Supervisor
Tariq Raheem – Social Studies Teacher/ Debate Coach
Randy Mitchell – Social Studies Teacher/ Debate Coach
Whitney Farrand – Middle School Teacher/ Debate Coach
Newark Public Schools
Debate Addendum
Course Philosophy
Reduce passive learning, increase active learning get your students debating. Engagement and peer teaching are the cornerstones of what makes debate an incredible tool for learning in the classroom. The Debate Addendum serves as an essential companion of all Social Studies teachers seeking to give students an opportunity to engage history. The course gives students a chance to grapple with important concepts like our nation’s founding fathers did as they drafted the US Constitution, or as political leaders heatedly discuss serious topics where their final decisions could impact millions of American citizens.
The readings, discussions, and written assignments are designed to acquaint students with the major historical works in selected topical and chronological sub-fields. Students broadening their historical knowledge while sharpening their ability to analyze, synthesize, and evaluate information. Upon completion of this course, the learner will develop the ability to assess and think critically about historical issues and varied interpretations of these issues. Moreover, the Debate Addendum encourages civic engagement where students can learn how to improve their analysis of a topic from their peers. Debating will make it easier for students to accept constructive criticism and to immediately craft future speeches that are more concise and convincing arguments at any venue where making convincing arguments are necessary.
A teacher that engages students in several debates over the span of the course makes learning participatory and fosters some of the highest levels of critical thinking for all students in the class whether they are debating or judging. Students that debate have to craft arguments and questions that demonstrate mastery of the content material. Debaters are forced to reach the deepest meaning of the readings, and to convince judges debaters must also reach for the highest and best meaning/ interpretation of the arguments. Finally, there are no passive learners in a debate because students that are not debating are judging in this role they must listen to note/ flow arguments presented and generate an unbiased decision that meets the needs of the greater good and they must be able to justify their decision, surely no easy feat. We believe every teacher could easily integrate at least three debate events in their instruction throughout the year with the Debate Addendum.
Newark Public Schools
Debate Addendum
Course Description
The Debate Addendum Curriculum Guide is designed for use by any Social Studies teachers who want to integrate debate with regular course instruction, particularly all levels of US History instruction, but World Culture and Economics teachers could use it too. The purpose and spirit of this Debate Addendum Curriculum Guide is so that any teacher could easily introduce debate in their classrooms without having prior debate training. The topics selected and the support resources behind the topics were selected with the aim of getting students excited about historical and contemporary topics and to help students to have a forum to teach other students varying aspects about a topic in the class. Research has proven that, students who communicate ideas on debate platforms are more likely to “get it”, “remember it”, and share the knowledge with others, which helps those same students, and their audiences, in later endeavors when they have to present ideas or perform on timed standardized assessments, because participating students are required to research and cross-apply background knowledge or rubrics in a cohesive and concise fashion. Because this may be the first time teachers and students are communicating in this method of learning the Debate Addendum Curriculum Guide provides links to the research and can be infused gradually or rapidly by the instructor just by selecting a topic. Best of all, there are proven student-driven and teacher-driven alternative assessments methods that are easy, exciting and that promote efficacy in learning to encourage the “Changing of Hearts and Minds to Value Education”.
Recommended Textbooks/Resources
The core of the Debate Addendum is reliant on the two textbooks that should be in every Newark high school for US History classes, the Americas and We The People, and may be readily available in middle school classes. If you have a different version of the textbook teachers may have the same content but have to double check page alignment.
Danzer, Klor de Alva, Krieger, Wilson, Woloch. (2007), The Americans. Evanston, Il: McDougal Littell. ISBN# -13 978-0-618-88854-2
Duane E. Smith et al., (1995) We the People: The Citizen and the Constitution. Calabasas: Center for Civic Education. ISBN# 10 0-89818232-8
Teacher Reference Texts
Teachers using the Debate Addendum Curriculum Guide will find everything they need to get started and to stay engaged in the pages that follow. The additional sources needed for student research are linked to reliable online sources. A teacher looking to use a resource for debate should download and print materials prior to actual instruction, unless the class is taught in a computer lab where students can view the files to gather the information they need.
Course Proficiencies
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Free Speech v. Social Order Supporting Cumulative Progress Indicators:
6.2:C.2 Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.
6.2:D.4 Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).
Industrialism v. Environmentalism Supporting Cumulative Progress Indicator:
6.6:E.8 Delineate and evaluate the environmental impact of technological change in human history (e.g., printing press, electricity and electronics, automobiles, computer, and medical technology).
6.4:H.1 Analyze and evaluate key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation.
National Security v. Privacy Debate Supporting Cumulative Progress Indicators:
6.4:L.5 Compare and contrast key events and people associated with foreign policy, including the fall of communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on terrorism.
6.2:C.1 Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.
Eminent Domain v. Property Rights Supporting Cumulative Progress Indicators:
6.5:B.9 Describe how clearly defined and enforced property rights (e.g., copyright laws, patents) are essential to a market economy.
6.5:B.4 Discuss the value and role of free and fair competition versus the social need for cooperation and how business, industry, and government try to reconcile these goals.
6.4:E.6 Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
Immigration v. Citizenship Supporting Cumulative Progress Indicators:
6.4:L.6 Compare and contrast population trends and immigration and migration patterns in the United States (e.g., growth of Hispanic population, demographic and residential mobility).
6.4:K.7 Describe how changes in federal policy impacted immigration to New Jersey and America, including the shift in places of origin from Western Europe to Latin America, the Caribbean, and Asia.
6.2:B.2 Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).
State Government’s Rights v. Federal Government’s Rights Supporting Cumulative Progress Indicators:
6.2:A.4 Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).
6.2:B.2 Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).
6.4:L.7 Discuss major contemporary social issues, such as the evolution of governmental rights for individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement.
Globalization v. Isolationism Supporting Cumulative Progress Indicators:
6.3:H.2 Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC.
6.5:B.3 Analyze labor and environmental issues affecting American citizens raised by economic globalization and free trade pacts.
Curriculum Units
DEBATABLE TOPICS (these links go to the curriculum alignment pages, there you can hyperlink to the activities and resources for that debate topic)
Page 33……. Free Speech v. Social Order
Page 34 …….Industrialism v. Environmentalism
Page 35……..National Security v. Privacy Debate
Page 36……..Eminent Domain v. Property Rights
Page 37……..Immigration v. Citizenship
Page 38……..State Government’s Rights v. Federal Government’s Rights
Page 39……..Globalization v. Isolationism
Suggested Course Pacing
Debate comes in many forms with debates lasting well over forty minutes but topics can also be adapted to as short as seven minutes using the SPAR Debate format listed below. Instructors should review the styles of debate below so that they could fully understand options for teaching debate.
ALTERNATIVE FORMS of Debate and Assessments
Page 23…… Lincoln Douglass Debate Format
Page 24…… SPAR Debate Format (Have a round in less than seven minutes!)
Page 25……. Karl Popper debate (European-style team debate)
Page 26……. American Parliamentary Debate Format (team debate)
Page 27……. Role Playing Debate Format
Page 28……. Class Closure Activities (Exercises used to end a debate round involving all students)
Page 29……. Assessing Debate (How can the teacher assess the success of the students?)
Page 30……. Debate Rubrics (So that students can self assess)
Instructors should use the Table of Contents on the next page to navigate quickly through: rationale for debate, debate styles, rubrics, curriculum and activities.
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Handout on Introducing Debate - Purpose of Activity
(as per NPS Debate Curriculum)
WHY DEBATE?
Debate is about change. We are constantly engaged in a struggle to make our lives, our community, our country, our world, our future, and a better one. We should never be satisfied with the way things are now - surely there is something in our lives that could be improved.
Debate is that process which determines how change should come about. Debate attempts to justify changing the way we think and live. In the real world, debate occurs everyday on the floor of the United States Senate and the United States House of Representatives. Debate occurs at the United Nations, the faculty meetings at your school, and at your dinner table. The procedures for these debates may differ, but the process is the same - discussion that resolves an issue, which will determine whether change is good or bad. The United Nations debated whether or not the Iraq invasion of Kuwait was good or bad; the faculty meetings debate school policies; you may recently have debated with your parents after dinner about the size of your allowance or when you can begin to drive your own car. Millions of students have, through the years, found that it is more than worth it.
Debating is fun. Students debate with a partner and against other students. This team at school becomes a debate squad, a community, where they work for and with each other to win. Students will make friends and meet many new and interesting people, while engaging in thrilling contests and traveling outside of their school.
Debating is a sport of the mind and voice. Students learn the life lesson of engaging their brains before operating their voice. They will have a chance to win and even when they don't win, they learn. Unlike some sports, where you need to be fast, tall, big or something else physical, debate is for everyone. Students don't have to be book-smart or test-smart to be a good debater. Debate builds on and improves the abilities students already have.
Debating creates the skills you need for success. Studies show that employers and colleges are looking for students with oral communication skills, and debate is based on developing oral communication skills. Studies also show that those with good oral communication skills are identified as "leaders" by others and get promoted faster on the job. Unlike some activities and areas of study, debating will help you succeed wherever your life may lead you.
Debate can gives students the power to change things. Things need changing, and young people’s voices can be a powerful instrument for change -- in their school, in their community, in the nation, and in the world. Malcolm X's life was turned around in prison when he learned how to debate. Listen to what Malcolm X later wrote about it: "I've told how debating was a weekly event there, at the Norfolk prison colony. My reading had my mind like steam under pressure. Some way, I had to start telling the white man about himself to his face. I decided I could do this by putting my name down to debate … Once my feet got wet, I was gone on debating. Whichever side of the selected subject was assigned to me, I'd track down and study everything I could find on it. I'd put myself in my opponents' place, ands decide how I'd try to win if I had the other side; I'd figure a way to knock down all those points."
[Autobiography of Malcolm X, 1964
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What is Debate? How should debaters argue?
Debate is a competition in which two sides will argue about a particular topic and try to refute opposing claims. This discussion should be based on facts and intellectual ideas and not necessarily emotions. This basis allows for impassioned debate without personal attacks or hostility.
Each argument should have three basic components:
- Claim – what is claimed to be true
- Warrant – the reason why the claim is true
- Impact – how the claim weighs into the debate; why it is significant
Claims should be backed up by reasoning and have qualified sources to support them. Debaters should attack their opponents on these levels and should be taught to directly refute whatever their opponent says by asking these questions:
- Does the argument have a reason why it is true?
- Is the argument supported by evidence?
o If so, who wrote the evidence? What are the author’s qualifications?
o Is the evidence really talking about your argument, or was it written in a different context?
o When was the evidence written? Is it talking about the same time period we are debating?
- Is the argument really significant or germane to the topic at hand?
These critical thinking questions should be a staple for any debater (or any learner, really). They are the most basic levels by which to attack a claim. Each debater should practice critically examining arguments both in reading/writing, and also in a debate round.
A typical debate case would have an overall thesis (based on the resolution) with three supporting arguments.
Each supporting argument should contain a claim, warrant, and impact supported by evidence. It may also include a closing or concluding statement to highlight key points. This is much like writing a basic persuasive thesis paper.
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How should a teacher run a debate round in class?
Classroom debates can be completely flexible to fit teachers' needs and lesson plans, remember, there is no right or wrong way to have a debate. Where there is space to think critically and argue about ideas, good things will happen.
Beyond the basic goals of the debate (to have fun, to actualize knowledge, to explore speaking in public), the only constraints are the amount of time and interest the teacher has.
Deciding what format of debate is right for your situation requires you to do some preparation. You need to determine what your goals are for the classroom, what kind of constraints you might have that would limit the kinds of activities you can do, and what kinds of debate formats will fit in with your educational goals. Navigating these questions can provide you with the best kinds of debates for your specific educational requirements.
The most important factor when preparing to do a debate in class is to keep in mind the teaching goals that you have.
- If you wanted to use a debate to warm up a classroom, you would want to have a format that ensured that everyone had an opportunity or a requirement to speak.
- If you wanted to use a debate as a final project where students were required to prove their mastery of a subject in a clash of ideas, then a formal debate whose ground rules were clearly established would give the participants enough time and opportunity to prepare.
Be assured that there is a debate format that can supplement your educational goals and provide a way to involve and excite students. [1]
Attached is a suggested format for a debate round including several alternatives for closure and/or assessment.
In addition, there are numerous alternative formats included that may be used.
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Basic Format for In-Class Debates
Newark Public Schools
Debates are typically structured around a resolution, or an “ought” statement regarding a broad topic to be argued by two pairs of students: one pair that affirms the resolution and one that negates.
An example of a resolution is as follows:
Resolved: That the economic health of a nation is more important than social programs for its citizens.
- The affirmative side would try to prove this statement true. For example, they may use evidence to argue that social programs trade off with the economy by increasing taxes and halting investment, and that economic growth is the key to social welfare.
- The negative would try to prove the statement false. For example, they may use evidence to claim that social programs create overall economic health, which should be judged by equality of access to quality of life and social services.
Each side will get a chance to:
- give a Constructive speech where they state their prepared case and refute their opponent’s arguments
- cross-examine their opponents
- give a Rebuttal in which they refute their opponent’s claims and explain why they should win the debate
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The suggested format for a debate round in a 42 minute period looks like this:
|Speech: |Time: |Purpose: |
|1AC |3 minutes |The affirmative gives their prepared case with a thesis and supporting points evidenced by research |
|(First Affirmative Constructive) | | |
|Cross-Examination #1 |2 minutes |2nd Negative speaker cross-examines 1st affirmative speaker |
|Preparation Time |1 minute | |
|1NC |3 minutes |The negative gives their prepared case with a thesis and supporting points evidenced by research. |
|(First Negative Constructive) | | |
| | |The negative may also attack the main points of the affirmative case if time allows. |
|Cross-Examination #2 |2 minutes |1st Affirmative speaker cross-examines 1st negative speaker |
|Preparation Time |1 minute | |
|2AC (Second Affirmative Constructive) |3 minutes |The 2nd affirmative speaker refutes the negative arguments and extends the main affirmative points |
|Cross-Examination #3 |2 minutes |1st Negative speaker cross-examines 2nd affirmative speaker |
|Preparation Time |1 minute | |
|2NC |3 minutes |The 2nd negative speaker refutes the affirmative arguments and extends the main negative points |
|(Second Negative Constructive) | | |
|Cross-Examination #4 |2 minutes |2nd affirmative speaker cross-examines second negative speaker |
|Preparation Time |1 minute | |
|Affirmative Rebuttal |2 minutes |The affirmative extends their main arguments and explains why they should win |
|Preparation Time |1 minute | |
|Negative Rebuttal |2 minutes |The negative extends their main arguments and explains why they should win |
TOTAL TIME: 29 MINUTES
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Alternative Formats for Debate Rounds
1. Lincoln Douglass Debate Format (One competitor vs. One competitor)
A Lincoln-Douglas debate, also called an LD, is a style of debate format popular in competitions and occasionally the political arena. Most Lincoln-Douglas debates center on values for one or more moral or ethical issues. The debate style is named for the famous American senatorial race debates between Abraham Lincoln and Stephen Douglas. A modern Lincoln-Douglas debate is divided into seven sections, closely regulated by time allowed. The issues debated are generally chosen to allow strong support or criticism through use of inductive logic and good debate tactics. The format is usually closely followed, but some exceptions do occur in certain tournaments or contests.[2]
Some tournaments allow the use of flex prep, which melds the cross-examination time and prep time together to create a 6-8 minute block that can be used for questions and/or prep.
|Speech |Time |Purpose |
|Affirmative Constructive |6 minutes |The Affirmative reads a pre-written case |
|Cross-examination |3 minutes |The Negative asks the Affirmative questions |
|Negative Constructive (first negative |7 minutes |The Negative (almost always) reads a pre-written case and (almost always) moves on to address the |
|rebuttal) | |Affirmative's case. |
|Cross-examination |3 minutes |The Affirmative asks the Negative questions |
|1st Affirmative Rebuttal |4 minutes |The Affirmative addresses both their opponent's arguments and their own |
|Negative Rebuttal |6 minutes |The Negative covers everything said in the round and gives the judge reasons to vote for them |
|2nd Affirmative Rebuttal |3 minutes |The Affirmative may either summarize the round or cover everything, but they always give reasons to |
| | |vote for them |
TOTAL TIME: 32 minutes
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2. SPAR Debate Format (One competitor vs. One competitor)
This activity introduces debate and argumentation skills. SPAR stands for Spontaneous Argumentation. As an introductory activity, it is designed to familiarize students with making arguments, asking questions about arguments, and judging the relative strength of competing arguments. The advantages of a SPAR debate format are that it (1) reduces stress associated with debate; (2) engages students in an enjoyable, debate-related public speaking activity; (3) it provides an excellent format to hone public speaking skills (organization, delivery, etc.). The quality of SPAR debates will be much improved if the students have had some previous discussion of the process of argument invention and strategy. By the end of this activity, students will be introduced to many of the basic tenants of argumentation and debate and gain first hand experience with delivering a speech, conducting a cross examination, and preparing a rebuttal.[3]
One example of a format for a SPAR debate is as follows:
|Speech: |Time: |
|Affirmative opening speech |90 seconds |
|Cross examination by the negative |60 seconds |
|Negative opening speech |90 seconds |
|Cross examination by affirmative |60 seconds |
|Affirmative closing speech |45 seconds |
|Negative closing speech |45 seconds |
TOTAL TIME: 6.5 minutes
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3. Karl Popper Debate Format (Three competitors vs. Three competitors)
Karl Popper debate format is most commonly debated at schools in the countries of Central and Eastern Europe and the NIS. There are two teams in a debate (Affirmative team and Negative team): three speakers on each team. Each team has 8 minutes total of preparation time (the time can be used before each speech and before a speaker of a team cross- examines a speaker for the opposite team).[4]
|Speech: |Time: |Purpose: |
|(A1) 1st Affirmative Constructive |6 minutes |the first speaker of the affirmative side presents the team’s debate case which includes the team’s understanding and |
|speech | |interpretation of the resolution and the team’s arguments supporting the resolution (usually not more than 4) |
|Cross-examination |3 minutes |1st affirmative speakers’ cross- examination by the 3rd negative speaker |
|(N1) 1st Negative Constructive speech |6 minutes |In this speech the speaker must respond to the arguments presented by the opponent (refute them). After refutation, the N1 may |
| | |move on to the presentation of his/ her team’s arguments negating the resolution. |
|Cross-examination |3 minutes |1st negative speaker’s cross examination by the 3rd affirmative speaker |
|2nd Affirmative Rebuttal |5 minutes |Speaker needs to extend arguments presented by his/ her predecessor A1 (by providing additional reasoning and evidence). A2 |
| | |should rebuild arguments presented by A1 and attacked by N1 as well as refute the arguments presented by N1 in the negative |
| | |constructive speech. |
|Cross-examination |3 minutes |2nd affirmative speaker’s cross-examination by the 1st negative speaker |
|2nd Negative Rebuttal |5 minutes |Speaker needs to extend arguments presented by his/ her predecessor N1(by providing additional reasoning and evidence). N2 |
| | |should rebuild arguments presented by N1 and attacked by A2 as well as refute the arguments presented by A1 and A2 in their |
| | |constructive and rebuttal speeches. |
|Cross-examination |3 minutes |2nd negative speaker’s cross examination by 1st affirmative speaker |
|3rd Affirmative Summation |5 minutes |This speech summarizes arguments presented by his/ her team – emphasizing the most important elements and attempts to |
| | |demonstrate why the affirmative team should win the debate. |
|3rd Negative Summation |5 minutes |This speech summarizes arguments presented by his/ her team – emphasizing the most important elements and attempts to |
| | |demonstrate why the affirmative team should |
| | |win the debate. |
TOTAL TIME: 44 minutes (back to top)
4. American Parliamentary Debate Format (Two competitors vs. Two competitors)
This debate format is usually practiced at American Universities, although is becoming increasingly popular among secondary school students. The format consists of two two-person teams. The roles of the speakers do not vary much from the roles of the speakers in the Karl Popper debate format. There is no cross-examination time in the American Parliamentary debate – speakers can ask each other questions (interrupt) during their speeches. A speaker should normally accept 3-4 questions from the opponents and he/she can decline further questions by politely refusing to accept a question. Floor speeches are reserved for the members of the public/ audience. Members of the public can present their views on the debated topic, either by supporting the affirmative side or the negative side or expressing views that are neutral. A floor speech should not be longer than 3 minutes. The amount of floor speeches is subject to the discretion of the moderator who should normally allow one speech for the Affirmative and one speech for the negative (and / or one neutral speech if there is one to be made). There is no preparation time in the American Parliamentary debate format. The times of speeches are not “written in stone” and teachers can alter the duration of the speeches (especially for novice debaters) as well as preparation time. It is suggested, however, not to change the sequence of the speeches since they offer a fair balance to both teams.[5]
|Speech: |Time: |
|1AC (1st Affirmative Constructive Speech) |7 minutes |
|1NC (1st Negative Constructive Speech) |8 minutes |
|2nd Affirmative Rebuttal |8 minutes |
|2nd Negative Rebuttal |8 minutes |
|FLOOR SPEECHES |Subject to the discretion of the |
| |moderator (Speaker of the House) |
|1st Negative Summation |4 minutes |
|1st Affirmative Summation |5 minutes |
TOTAL TIME: 40 minutes
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Role Playing Debate Format
This activity introduces students to basic public speaking skills and to understanding multiple perspectives in debate. In role-playing debates, students take on a particular role and make arguments from this perspective. Role-Play debated can be designed to address a range of political issues, from the local to the international. Students can assume the role of a local politician, a member of Congress, a delegate to the United Nations, or a member of a community-based organization with a particular political agenda. This activity can be used as an introduction to debate and should last one class period. By the end of this activity each student will deliver or participate in the preparation of one impromptu speech. [6]
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What are some possible activities a teacher can use to close a debate exercise?
At the end of a debate round it is critical that students are given the opportunity to debrief.
1. Group Discussion
There are several ways a group discussion can be used as a closure activity. Students may be asked to participate in a round robin in which they are required to give the strongest argument for either the affirmative or negative and an explanation. This is an opportunity to teach the class that during debate every claim you make must be supported by evidence from as reliable resource, otherwise it is simply an opinion. Students may also be asked to provide feedback to the debaters about areas that they can improve upon. The key to this activity is to have the entire class participating, discussing, and sharing ideas.
2. Group Cross-Examination
While the debate round is occurring students should create a running log of questions they would ask each side if they were participating. At the end of the round students should be given the chance to question each case before rendering their decision. Each student is required to ask at least one question that they believe will help them decide which case is stronger. If a debater is unable to answer a question then it should be open to anyone who has a response and evidence to support the claim.
3. Individual Voting
Unlike the group judging assessment this closure activity is designed for every student to be able to cast his or her individual vote. Again their decision should be based on the case the teams delivered and their scores from the ballot.
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How can the teacher assess the success of the students?
There are several methods in which a teacher is able to assess whether or not the students have grasped the topic as well as the process of debate. This can be done without encountering the time constraints of having every student debate each side of every topic.
1. Group Judging
For this type of assessment there are only a select few students who are chosen to participate in the debate round. The other students should split into groups of five. Each student in the group should be assigned a specific category (presentation style, information, use of facts, respect for other team and rebuttal) from the debate rubric used to judge the round. Prior to beginning the round give a brief explanation of each category. Inform the students to pay close attention to their component because they will become the “expert” in the group for that particular area. Once the debate round has been concluded the groups should then be given time to discuss their views on the debate and debaters, using the scores from the rubric to justify their decision. The group must come to a unanimous decision concerning which side they believed to have made the stronger case. Finally, each student must submit a completed rubric with justification of the score for their category and a reason for decision (RFD). An RFD is a short explanation for why they decided the round the way in which they did.
This type of assessment not only ensures that each student is involved in the debate whether or not they actually present the cases they formulate but it also teaches the importance of the categories on the rubric. By the end of the year every student should have been responsible for judging every category separately and therefore, should be able to complete the entire rubric on their own.
2. Speech Writing
Every student is required to generate both an affirmative and negative case for each topic. A case includes, depending on the format of the debate, two prepared speeches for each side, evidence to support the claim and questions to ask the opposing team. The written speeches can be scored using the NJ Holistic Scoring Rubric based on the content, usage, sentence construction and mechanics. Students may opt not to use their prepared speeches during a debate round, especially for the second speaker if it is not aligned to directly clash the arguments of the opposing team.
3. Working Test
This method of assessment spans the entire debate activity. It is based on a 100 point scale which is broken into separate assignments. Up to 10 points is awarded for brainstorming activities on the pros and cons of the topic and possible arguments. Students will need to formulate questions for the debaters to be used during a group cross examination. Completion of this portion of the test earns a maximum of 10 points as well. Each written speech (affirmative and negative) can earn the student 25 points. The presentation of the cases is split into two components: judging and debating. In order to earn 20 points while judging the student must submit a completed ballot with an RFD. The debaters may also be awarded up to 20 points for their participation in the round. Finally, the last 10 points will come from participation in the closure activity.
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Debate Rubric
| |Excellent |Good |Satisfactory |Needs Improvement |
| | | | |1 |
| |4 |3 |2 | |
|Presentation Style |You consistently used |You usually used |You sometimes used |You had a presentation |
| |gestures, eye contact, |gestures, eye contact, |gestures, eye contact, |style that did not keep |
| |tone of voice and a level|tone of voice and a level|tone of voice and a level|the attention of the |
| |of enthusiasm in a way |of enthusiasm in a way |of enthusiasm in a way |audience. |
| |that kept the attention |that kept the attention |that kept the attention | |
| |of the audience |of the audience. |of the audience | |
|Information |All information presented|Most information |Most information |Information had several |
| |in the debate was clear, |presented in the debate |presented in the debate |inaccuracies OR was |
| |accurate and thorough. |was clear, accurate and |was clear and accurate, |usually not clear. |
| | |thorough. |but was not usually | |
| | | |thorough. | |
|Use of Facts/Statistics |Every major point was |Every major point was |Every major point was |Every point was not |
| |well supported with |adequately supported with|supported with facts, |supported. |
| |several relevant facts, |relevant facts, |statistics and/or | |
| |statistics and/or |statistics and/or |examples, but the | |
| |examples. |examples. |relevance of some was | |
| | | |questionable. | |
|Respect for Other Team |All statements, body |Statements and responses |Most statements and |Statements, responses |
| |language, and responses |were respectful and used |responses were respectful|and/or body language were|
| |were respectful and were |appropriate language, but|and in appropriate |consistently not |
| |in appropriate language. |once or twice body |language, but there was |respectful. |
| | | |one sarcastic remark. | |
|Rebuttal |All counter-arguments |Most counter-arguments |Most counter-arguments |Counter-arguments were |
| |were accurate, relevant |were accurate, relevant, |were accurate and |not accurate and/or |
| |and strong. |and strong. |relevant, but several |relevant |
| | | |were weak. | |
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NJ Holistic Scoring Rubric
|In Scoring, consider the grid of written |Inadequate Command |
|language | |
| Usage |· Tense formation |
| |· Subject-verb agreement |
| |· Pronouns usage/agreement |
| |· Word choice/meaning |
| |· Proper modifiers |
|Sentence Construction |· Variety of type, structure, and length |
| |· Correct construction |
|Mechanics |Spelling |
| |Capitalization |
| |Punctuation |
Non-Scorable Responses
|Non-Scorable |NR = No Response |Student wrote too little to allow reliable judgment of his/her writing. |
|Responses | | |
| |OT = Off Topic/ Off Task |Student did not write on the assigned topic/task, or the student attempted to copy the prompt. |
| |NE = Not English |Student wrote in a language other than English. |
| |WF = Wrong Format |Student refused to write on the topic, or the writing task folder was blank. |
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Free Speech v. Social Order (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Secondary Standards
Standard 6.2 All students will know, understand and appreciate principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Standard 6.4 All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of free speech (including right to assemble and religious freedom) and social order in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions.
3. Direct students to read the First Amendment in the Bill of Rights and ask them to identify language in the First Amendment that implies a constitutional right to free speech.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the free speech v. social order debate. Assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Has the 1st Amendment guaranteed religious freedoms for all citizens of the United States of America?
Synopsis:
History is filled with stories of citizens fighting to practice whichever religion they choose. With the passing the 1st Amendment, ensuring persons to be free of religious persecution, the amount of nontraditional religions exploded. The law and the government were not yet prepared for such a burst of nonconformist organizations, which only continued to grow. The question remains whether or not the law and its interpretation has been able to evolve with the changing times and still guarantee religious freedoms. Included in the resources are several Supreme Court cases dealing with minority religions within the last 25 years.
Resources:
The Churching of America: 1776-1990, By Roger Finke and Rodney Stark, 2002
Center for Civic Education, We the People: The Citizen and the Constitution, 1995: 154-159
“Church of the Lukumi Babalu Aye v City of Hialeah (1993)”,
“ESA v Rylander (2001)”,
“Lying v Northwest Indian CPA (1988)”,
“Goldman v Weinberger (1986)”,
“Larson v Valente (1982)”,
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2. Do 1st Amendment rights violated by media censorship outweigh the protection of citizens from indecency?
Synopsis:
Students may decide to engage in a debate concerning how the change in media communication impacts how the 1st Amendment is enforced. With each introduction of a new method in which people are able to communicate and share ideas i.e. the internet, cell phones, HD radio, the government steps in with new restrictions. Many claim that censorship is necessary to promote social order and ensure the protection of children from dangerous influences. Others claim this argument has been used to justify social control and the silencing of anti-establishment or minority voices (e.g. banning the distribution of anti-war pamphlets in the 1960s, birth control leaflets in the 1920s, various works of controversial art, etc.). Students can debate to test the tricky balance between censorship for social order and protection of freedom of expression.
Resources:
The Atlantic, “Obscenity, Censorship, and the First Amendment”, By Ryder Kessler, July 11, 2006
Common Dreams, “Censorship of the Media Creating Insidious Chill on Free Expression on our Airwaves” By US Rep. Bernie Sanders, February 17, 2005
Social Science Research Network, “The First Amendment in a Time of Media Proliferation: Does Freedom of Speech Entail a Private Right to Censor?”, By Patrick M. Garry, 2004
International Journal of Public Opinion Research, “For the Good of Others: Censorship and the Third-Person Effect”, By Hernando Rojas, Dhavan V. Shah and Ronald J. Faber, Volume 8, Number 2
Media Release, “United States Internet Censorship Bill Declared Unconstitutional”, 1996
Danzer, Gerald et al, The Americans, (blue textbook) McDougal & Littell, 2000: page 472
Center for Civic Education, We the People: The Citizen and the Constitution, 1995, 160-164
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3. Is the continuing influence of religion in government dangerous or good for promoting morality and values?
Synopsis:
Religion still plays a prominent role in the politics of the United States, as seen in everything from elections to instruction in public schools. Though there is no single national religion which defines how our government is run, it still has an impact on who is elected to office and thus what laws are passed. Students should debate whether or not these religious leanings in American political culture are good or bad for society. Some may say we need more of a religious voice in our amoral popular culture to prevent desensitization to sex, violence, crime, etc., while others will argue that the religion should be removed completely from our politics to ensure diversity of opinion and fair, unbiased and egalitarian political debate.
Resources:
“History of the Separation of Church and State in America”, By R.G.Price, March 27, 2004
New York University Press, “Please Don’t Wish Me a Merry Christmas: A Critical History of the Separation of Church and State”, 1997,
Center for Civic Education, We the People: The Citizen and the Constitution, 1995, 155
Freedom from Religion Foundation, “The Case Against School Prayer”, By Annie Laurie Gaylor, 1995
Religious Tolerance, “Religion in U.S. Public Schools”, 2006
CNN, “Dobbs: Keep Religion Out of Politics”, By Lou Dobbs, September 2006,
The Pew Research Center for the People & the Press, “Religion and Politics: the Ambivalent Majority”, September 2000
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4. Have restrictions on the freedom of assembly undermined the 1st Amendment?
Synopsis:
The 1st amendment has been one of the most successful laws in history to combat dictatorship and allow people the power of assembly and protest. Prior to the American Constitution, few were allowed such leeway in dissenting against laws, taxes, etc. For example, many colonists were prosecuted, jailed, or even killed for organizing resistance against Britain. Even with the 1st Amendment, however, certain groups throughout history have be denied the right to assemble simply because their beliefs went against those more widely accepted in society and political culture. In the 1960s, African Americans were arrested, beaten, blocked and sometimes killed for standing up for their rights and exercising the one right that allows them to assemble peacefully. Labor unions, environmental organizations, and anti-war supporters are just a few of the groups that face obstacles when attempting to gather in regards to their particular issue. In Ward v. Rock Against Racism (1989), the Supreme Court allowed the government to restrict the time, place, and manner in which protests take place. Many argue that this has allowed government to systematically disrupt protesters in a variety of ways, from creating “free speech zones” or protester pens where protesters are removed from the public eye, to charging exorbitant fees for demonstration permits. Students should argue whether or not these restrictions are necessary to preserve order.
Resources:
The New York Times, “Metro Matters; The Right to Assemble Hits Detours”, By Joyce Purnick, February 2003
We the People Foundation, “U.S. Supreme Court Denies Certiorari for Landmark Right to Petition Case”, January 2008,
The First, “The Right of Peaceful Assembly. Gone.”, By Nezua Limon Xolagrafik-Jonez, May 2007,
Intro to “free speech zones”
Center for Civic Education, We the People: The Citizen and the Constitution, 1995, 165-169
Danzer, Alva et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 96-102
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Industrialization v. Environmentalism (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Supporting Standards
Standard 6.4 All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
Standard 6.5 All students will acquire an understanding of key economic principles
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of industrialization, environmentalism and monopolies in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions.
3. Direct students to read the Fourteenth Amendment in the Bill of Rights and ask them if they believe it should be applied to companies as well as individual citizens.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the industrialization v. environmentalism debate. Assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Did the economic growth created by industrialization outweigh the poor conditions it created for workers?
Synopsis:
In the late-19th century, the U.S. fostered industrial expansion, technological advancements, and commercialization. The working class challenged the expanding economic and political order, trying to impose their vision of a more fair and equitable America. Though it was a time for huge strides in the development of America, many argue that it came at a cost to the workers. Conditions worsened at the onset of the Industrial Revolution for men, women, and children. These conditions, however, led to the emergence of labor unions. The plight of the worker improved slightly with the help of these organizations. Students may debate whether industrialization and the creation of labor unions benefited the country as a whole or rather that the benefits were mostly reserved for the few corrupt robber barons.
Resources:
Cambridge University Press, Looking for Work, Searching for Workers: American Labor Markets during Industrialization, By Joshua L. Rosenbloom, 2002
Danzer, Gerald et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 426-433
Cornell University, A Living Wage: American Workers and the Making of Consumer Society, By Lawrence B. Glickman, 1997
Elibron Classics, The Labor Movement in America, By Richard T. Ely, 2005
American Journal of Sociology, “Breaking the Iron Law of Oligarchy: Union Revitalization in the American Labor Movement”, By Kim Voss and Rachel Sherman, 2000
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2. Did the antitrust laws passed during the Industrial Revolution benefit or hinder the development of American industry?
Synopsis:
Following the emergence of big businesses such as J. P Morgan’s finance empire and John D. Rockefeller’s Standard Oil monopoly, the United States government grew wary that expanding corporations would suppress free competition. In order to take a stand against monopolies, the Congress in 1890 passed the Sherman Antitrust Act to buffer interference with free trade. Though this law and those that followed provided a basis from which the government could attempt to redirect the practices of big businesses, it was nearly impossible to enforce. By the 1920s the government eventually stopped trying to break up monopolies and the consolidation of businesses across the country continued. For those few companies that survived this transitional period their profits soared while many others struggled to stay in business. Monopolies changed the business practices of American companies toward Social Darwinism. Students should debate whether or not antitrust regulations are effective and whether or not they restrict free market development and economic growth, which is arguably the most important goal of industrial regulation.
Resources:
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: page 423
Wikipedia, “Sherman Antitrust Act”
Jstor, “The Market That Antitrust Built: Public Policy, Private Coercion, and Railroad Acquisitions, 1825 to 1922”, By Frank Dobbin and Timothy J. Dowd, Vol. 65, No. 5, October 2000: 631-657
The Rosen Publishing Group, Inc. The Industrial Revolution In America: A Primary Source History of America’s Transformation Into an Industrial Society, By Corona Brezina, 2005
Oxford University Press, The Political Economy of the Sherman Act: The First One Hundred Years, By E. Thomas Sullivan, 1991
“Understanding Regulatory Environments and their Impact on Economic Change”, By Harvey S. James, Jr., Ph.D and Derek M. Johnson, Esq., May 2000
Examples of corporate violation of laws – restrictions are often ignored at great cost
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3. Can economic growth and technological advancement save humans from the resulting environmental crisis?
Synopsis:
Industrialization and technological advancement have brought about unprecedented wealth and economic growth in the past 150 years. Unfortunately, the costs of the rise of energy consumption have, according to most scientists, put us on a dangerous path of climate change and environmental degradation that could collapse the biosphere in coming centuries. Some argue that technology will save us, while others say we must rethink our approach to the Earth and move more towards an Earth-friendly, sustainable lifestyle. Students can explore numerous topics including climate change, alternative energies, deforestation, coral reef destruction and over-fishing, the politics of oil, etc. There could be several mini-debates just on this sub-topic!!
Resources:
Earth cannot sustain the industrial revolution – humans will die off (links to several scientists’ articles)
Columbia professor who says we must act to reduce carbon emissions now before species extinctions get drastic (this page has links to several of his letters, position papers, etc.)
Pollution, industrial fishing, and global warming threaten coral reefs and, in effect, the entire ecosystem
Great primer on the politics of big oil
Oil is running out and will threaten economic collapse – must transition away now
Foreign oil dependence risks war with Iran and terrorism
Government regulation is the only way to solve
Bio-fuels and ethanol will only cause high food prices and increased CO2 levels
Capitalism will continue to destroy the environment – need environmental socialism
Cato Institute energy page - Free market capitalism is the only approach to environment, not government regulation/socialism
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National Security v. Privacy Debate (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Supporting Standards
Standard 6.2 All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Standard 6.4 All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of privacy and national security in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions.
3. Direct students to read the Fourth Amendment in the Bill of Rights and ask them to identify language in the Fourth Amendment that implies a constitutional right to privacy.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the security v. privacy debate. Assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. National Security v. Privacy
Resources:
National Security of the United States of America (March 2006)
National Strategy for Homeland Security (October 2007)
National Strategy for Combating Terrorism (September 2006)
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2. Should the President be able to detain enemy combatants without charge during the War on Terror?
Synopsis:
One possible case to be debated could be about the US detention of prisoners of the War on Terror at Guantanamo Bay Naval Base in Cuba. Much has been said and written about the sacrificing of traditional legal values like the right to an attorney, the right to a trial, and the right of habeus corpus, which has been associated with the prison facility. This controversy could provide a specific and interesting lens by which to look at the resolution concerning the balance between national security and civil liberties. Your students could debate whether or not to close Guantanamo Bay or provide enemy combatants with the same legal rights as US citizens.
Resources:
Reports of Guantanamo abuse are exaggerated – Michelle Malkin
Weekly Standard – Closing Gitmo empowers terrorists
Court fighting to preserve Gitmo civil liberties during war on terror
Amnesty International – Gitmo is an “Icon of Lawlessness”
3. Should school safety be valued over the privacy rights of students?
Synopsis:
One possible case that your students could debate is the power of schools to search a student’s person, property, and/or locker. The Supreme Court held in NJ v. TLO (1985) that schools do not have to provide probable cause to search a student, but that their searches must be reasonable, as students have an expectation of privacy. Students could debate whether or not school safety should be valued over the privacy rights of students or if NJ v. TLO should be overturned and schools should have to obtain search warrants or prove probable cause to search.
Resources:
Center for Civic Education, We the People: The Citizen and the Constitution, 1995: 175-180
Background, FAQs, teaching resources on the court case
Topic primer on student privacy rights from ACLU (student-friendly)
Justices’ written decisions from NJ vs. TLO
Students to Get No Warning Before Searches
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4. Does domestic surveillance violate the right to privacy during time of war?
Synopsis:
One possible debate is regarding the USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism). This legislation is one of the most controversial in recent history as its 3000+ pages greatly expand the power of government to perform warrant-less searches, wiretapping, and other incursions into the privacy of individuals. Despite numerous attacks on this law by Democrats, it has continuously been renewed by the Congress. Students should debate about whether or not these searches are necessary to protect the lives of citizens and therefore justified. They could debate about whether or not to repeal the law.
Resources:
Summary and explanation of key sections of the Act (list of some new government powers and obligations of phone, internet service providers, etc.)
Patriot Act powers overstated
Patriot Act powers are abused
Congressman Ron Paul’s attacks on the constitutionality and morality of the Patriot Act
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5. Does random drug testing of students violate the right to privacy?
Synopsis:
To generate a discussion and debate immediately about the issues relate to the right to privacy ask students to list the issues and their decisions to the 5 events listed in the Critical Thinking Exercise p 178, of the We The People text book (this resource is in every school ask your Social Studies DC).
For more focus on this issue a teacher may want to have students become familiar with the terminology and concepts on the first half of Lesson 33 (pages 175-178).
To get students’ attention on the topic of lawful and unlawful searches teachers will want to raise the issue of the drug testing in the schools. Drug testing in the schools is argued by many as needed for ensuring a safe learning environment for students, however a significant amount of people are under the belief that any form of random or mandatory drug testing of students is a clear violation of student privacy rights. The interesting part about this debate topic is that there are many right answers that can be defended by the students to stimulate critical thinking. A few suggested debates that can arise from this issue are supported in the four articles below:
A. Should drug-testing be required for all high school athletes?
B. Is random drug testing the answer to reducing the high rate of drug use in American society?
C. Should the sale to minors of body building dietary substances be illegal?
D. Should students participating in extra-curricular activities, like the choir, be forced to participate in drug-testing?
Resources:
The New York Times on the web Learning Network, “With Court Nod, Parents Debate School Drug Tests”, By Tamar Lewin, Septeber 29, 2002
The New York Times on the web Learning Network, “Justices Allow Schools Wider Use Of Random Drug Tests for Pupils”, By LINDA GREENHOUSE, June 28, 2002
The New York Times on the web Learning Network, “Body-Conscious Boys Adopt Athletes' Taste for Steroids” By TIMOTHY EGAN, November 22, 2002
The New York Times on the web Learning Network, “A.C.L.U. to Sue Oklahoma School District Over Student Drug Testing” , By JACQUES STEINBERG, August 20, 1999
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6. Were historical detentions during war times justified (Civil War and World War II)?
Synopsis:
One possible debate students could have is whether or not the President should have the power to detain without charge during wartime and whether or not past detentions were justified.
Students could argue about Lincoln’s suspension of the writ of habeus corpus during the Civil War and whether it was important for security and defeating the South, or an excuse to take innocent political prisoners who dissented.
Students could also debate about the internment of Japanese-Americans during World War II and whether or not it was necessary, legal, racist, and/or a violation of human rights. They could also debate whether or not Korematsu v. United States (1944) should be overturned as it upheld the President’s legal authority to detain a population based on “military necessity”, despite the use of race and not loyalty to determine who was detained.
Resources:
Danzer, Gerald et al, The Americans, McDougal Littell, 2007: pages 349, 800-803.
Center for Civic Education, We the People: The Citizen and the Constitution, 1995: pages 97-98, 170-174
Justice Opinions from Korematsu v. United States
Racial profiling and internment was justified
Internment was justified due to threat to survival
No way to justify racist internment
Lincoln’s suspension of habeus corpus was unnecessary and wrong
Lincoln’s actions justified because so many were dying
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Eminent Domain v. Property Rights (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Supporting Standards
Standard 6.5 All students will acquire an understanding of key economic principles
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of eminent domain and property (real, personal or abstract, and intellectual), in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions. You can also provide students with concrete examples of real, personal or abstract, and intellectual property, (i.e. land, future earnings or loss wages, and music). Before you proceed be sure that students can offer you secondary examples of the types of property. You should also use a Venn Diagram to compare and contrast eminent domain and property, (eminent domain for the purposes of private enterprise and commerce).
3. Direct students to read the Fourth Amendment in the Bill of Rights and an abstract of Two Treaties of Government and ask them to identify language in both documents that imply a constitutional right to property.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the eminent domain v. property debate. Assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Should the State of New York be allowed to use eminent domain to seize private property in Brooklyn in order to allow private developers to build a new basketball arena?
Synopsis:
In Kelo v. New London (2005), the US Supreme Court broadly interpreted the power of governments to seize private property and sell it to another private citizen, despite this power being limited to “public use” in the 5th amendment. Students can debate whether or not the government should have the authority to seize private property with just compensation if it would benefit the greater economic growth of an area, region, or country. A great case in point is the controversy over the Atlantic Yards project in Brooklyn, where New York wants to buy out property owners there in order to allow Bruce Ratner, part owner of the New Jersey Nets, to build a stadium complex for his basketball team.
Resources:
General Information and arguments about eminent domain
Organization suing the state of NY over Atlantic Yards project (announcement of lawsuit)
Kelo decision and Brooklyn project destroy property rights
Kelo decision was justified and eminent domain can be good if not abused
Eminent Domain does more economic harm than good
Eminent Domain has had some successful benefits
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2. Was the Indian Removal of the 1830s justified?
Synopsis:
One very difficult area of American history is the study of the forced removal of Native Americans from the Southeastern United States in the 1830s. While having some practical economic and social benefits for some Americans, the policy has been greatly attacked because of its consequences to several tribes, including the Trail of Tears, as well as its lack of legal justification, as it was declared unconstitutional by the Supreme Court in Cherokee v. Georgia. Students should debate whether or not President Jackson did what was best for the citizens he was loyal to and whether or not the government should have the right to force individuals off of their property for some greater economic benefit or for their own “protection”.
Resources:
Danzer, Gerald et al, The Americans, McDougal Littell, 2007: pages 224-229 (includes Point-Counterpoint primer)
Primary sources on Indian Removal, including journal articles from 1830 on the issue
Primary Source from 1830 arguing in favor of Indian Removal (argues that moving Indians is the only way to preserve them from extinction)
PBS article on Indian Removal – emphasizes the racism of Jackson
Written decision on Cherokee Nation v. Georgia (long – you may suggest to students to focus on the main arguments articulated in the later part of the document)
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3. Should the government be allowed to use tax dollars for purposes that do not benefit all taxpayers but only small groups?
Synopsis:
A deep philosophical divide underlies the dichotomy between liberals and conservatives in the United States – how much leeway should the government have to use tax dollars for special interests and projects benefiting only a certain segment of society? Some argue for a philosophy created by Ayn Rand called Objectivism – that taxes are only justified if they are used for the benefit of all taxpayers (e.g. military, police, etc.). All other uses of tax dollars are not justified. Many others argue that redistributing wealth through programs like welfare, national education, etc. are necessary to minimize economic inequality and injustice. Students can debate about the abusive use of taxes and whether or not government should scrap its large social programs like welfare.
Resources:
Government function should be very limited to protecting all citizen’s rights – that is the heritage of America (e.g. – Thomas Paine and the American Revolution)
Government overspending has mortgaged future generations – we must decrease the scope of government to essentials (by Congressman Ron Paul)
Government spending and waste are out of control – 10 egregious examples
US cannot afford social welfare programs – taxes must more than double and that would destroy the economy
Social programs are effective at reducing poverty – conservative arguments are untrue
Tax cuts have not solved economic problems
Social programs are essential and threatened by conservatives
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Immigration v. Citizenship (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Secondary Standards
Standard 6.2 All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Standard 6.5 All students will acquire an understanding of key economic principles
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of citizenship (the process of becoming a citizen with the goal of enjoying all of the privileges and rights born on citizens), who is a citizen and who is not, and what is immigration (the process of moving into another country with or without that country’s permission), in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions. You can also provide students with concrete examples of how to address the issues surrounding immigration and citizenship. Before you proceed be sure that students can offer you a tangible distinction between how immigrants are treated versus citizens in America. You would like to hear students discuss how immigrants are often under paid, and seem not to be able to reap benefits of state health care and/or pension benefits that a citizen is able to. You should raise the question of whether a government has an obligation to care for and protect illegal immigrants to the same degree the government treats its citizens, if not what areas can the government cut short. Could government deport illegal immigrants, what makes them “illegal”? If an illegal immigrant gives birth to a child on American soil, is the child a citizen and if so can the parents be deported for being “illegal”, and what happens to the child? The more questions raised about immigration policy, the more likely students will be able to flush out illogical arguments and develop more convincing speeches.
3. Direct students to read the Who is a citizen? From the We The People text book, page 192.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the immigration debate. There are 9 subtopics on this page, assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Should Illegal Immigrants Be Allowed to Get Driver's Licenses?
Synopsis:
Many argue subscribe to the philosophy that if you are not a legal citizen or alien, then you should not enjoy the same privileges as those who are here legally. This argument has been a consistent theme in many mass media outlets, like the Lou Dobbs program on CNN. They claim that the taxes that legal residents pay are used to improve our roads and highways safe and secure. Many illegal residents are paid “off the books”, so they avoid paying taxes. Therefore, they should not get the “privilege” to drive. Others claim, however, that immigrants do pay many kinds of taxes, including sales taxes. Additionally, many believe that a license to drive should perhaps be considered more than a privilege. In some areas of the country, it should be a right because it is nearly impossible to raise children, go to work and raise a family without a license and a car. This issue is extremely complicated and politicians are constantly revising their position (even Senator Hillary Clinton flip-flopped on the issue). The one resource below offers two-sides to the issue. Students could summarize and build their own thoughts about the topic questions in a mini SPAR style debate.
Resources:
Carafano & Moran, Upfront from The New York Times, “Should Illegal Immigrants Be Able to Get Driver's Licenses?”, 4/14/2008, website below
Gaouette & Mathews, Los Angeles Times, “Illegal Immigrant Licenses Drive Debate”, November 2007, website below
Obama takes risk by supporting illegal’s ability to obtain licences
Lots of problems, possibly terrorism, result from illegal licensing
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2. Should citizenship obligate a person to do things in order to keep citizenship status?
Synopsis:
One controversial subject since Obama proposed the expansion of national service programs like Americorps, Peace Corps, Senior Corps, etc., is whether national service should be mandatory. Other countries, like Israel, Turkey, and many others, require all citizens to perform national service to keep their citizenship. How far should a citizen’s responsibility extend? Is there a burden on the citizen to exercise civic virtue? Should these exercises be mandated by law, or is that a violation of the Bill of Rights? Are we a “salad bowl” of commonwealths loosely connected under the umbrella of democracy in the United States of America or is America a melting pot of ideas and people assimilated into one common purpose or theme, regardless of the array of ethnicities that sprinkle our great nation? The one resource below offers two-sides to the issue.
Resources:
Center for Civic Education, We the People: The Citizen and the Constitution, 1995: pages 190-194
Janoski, The American Journal of Sociology, “Citizenship and Civil Society: A Framework of Rights and Obligations in Liberal, Traditional, and Social Democratic Regimes”, Vol. 105, No. 1, July 1999
Civil service is key to American democracy
National Service should be mandatory
Volunteerism is the key to building civic engagement – mandating it kills the purpose of service
Americans oppose mandatory national service
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3. Should America be considered a “melting pot” as many native-born Americans thought, or a “salad bowl”?
Synopsis:
Are we a “salad bowl” (Salad bowl meaning- where most ethnicities tend to stick with their own cultures) of commonwealths, loosely connected under the umbrella of democracy in the United States of America? Or is America a melting pot of ideas and people assimilated into one common purpose or theme, regardless of the array of ethnicities that sprinkle our great nation? Students should debate the significance of this topic, perhaps arguing whether citizen responsibilities should have one unified purpose, or that small enclaves of ethnicities should have differing civic responsibilities based on the characteristics of their small community.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 460-469
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 438 & 447
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4. Should illegal immigrants be allowed to receive social services like health care and public education? Was California’s Proposition 187 justified?
Synopsis:
Should illegal residents be denied basic human rights such as health care and education? In the interest to save state/citizen tax dollars (which is good) and to regulate the flow of immigration the State of California did this. What are the specific compelling issues that caused legislative members to choose sides on this issue that seems to be clear cut? Students should debate whether or not the government should be obligated to provide social services to illegals. They could also debate the specifics of Prop. 187, as it denied was struck down in federal court, as it overstepped the boundaries of the state of California on immigration policy, which is assumed to be mainly a federal responsibility.
Resources:
Mailman, Stanley, “California's Proposition 187 and Its Lessons”, New York Journal, January 3, 1995,
American Civil Liberties Union website, “CA's Anti-Immigrant Proposition 187 is Voided, Ending State's Five-Year Battle with ACLU, Rights Groups”, July 29, 1999
All Politics CNN website, “Most Of California's Prop. 187 Ruled Unconstitutional”,
website, “CALIFORNIA GOVERNOR WEIGHS DEFENSE OF PROPOSITION 187”,
Lessons from Proposition 187
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5. Was Benjamin Franklin justified in his hostile perspective of immigrants coming to America during the Eighteenth Century?
Synopsis:
Many of the people of today are no different in their values than the leaders of earlier society like Benjamin Franklin. Poor workers often feel threatened by the onslaught of immigrants because immigrants will work for less, which may put them out of work. The wealthier members of society may benefit because there are individuals that will do difficult and often dangerous work for low wages. Large waves of ethnic populations immigrating, however, may threaten the culture of the elites by bringing in new language, customs, etc. Immigrants form their own communities without assimilating into the religion and attitudes of Native citizens. Students can have an ethical debate about what constitutes our national culture and whether or not foreign languages, religions, etc. should be an integral part. There seems to be a morality debate and a teacher may modify the focus of the debate or highlight the historical element and link it to current events in immigration policy and treatment. The one resource below offers two-sides to the issue.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 81.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 78 & 79
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6. Should English be declared America's national language?
Synopsis:
The answer to most people is clear, however, many argue about this topic without clear evidence to back up their feelings. Surveying the debaters assigned to this topic to see what they know and feel may be a good place to begin. Students may argue that having one national language is important for economic and political stability and predictability. Others may dispute that by saying that incorporating other cultures will only help the country to globalize and compete with rising international powers like China and Russia. This debate really gets at the underlying premise of the immigration topic: is immigration good for the economy, or does it drain valuable resources?
Resources:
Inhofe & Muñoz, Upfront from The New York Times, “Should English be declared America's national language?”, website- link below
Schimek & Adair, Upfront from The New York Times, “Should illegal immigrants be eligible for in-state tuition?”, website- link below
Tancredo & Jacoby, Upfront from The New York Times, “Should the U.S. end birthright citizenship?”, website- link below
Immigration is good for the economy
Immigration hurts the economy
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State Rights v. Federal Rights (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Secondary Standards
Standard 6.2 All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of
Federalism, state rights and federal rights in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions.
3. Direct students to read the Tenth Amendment in the Bill of Rights and ask them to identify language in the Tenth Amendment that defines the role of federalism in our government.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the state v. federal debate. Assign sub-topics to small groups and direct students to create a list of information they believe is relevant to each sub-topic. This should include both current and historical evidence that supports each side of the argument.
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Is marriage equality an issue for state or federal control?
Synopsis:
A possible debate students may engage in is whether or not the decision regarding the legalization of same-sex marriages should be placed in the hands of state or federal governments. Historically, many countries around the world (including Apartheid South Africa and Nazi Germany) and several southern states of the U.S. banned interracial marriage. The case Loving v. Virginia (1967) overturned Virginia’s statute and made this ban on miscegenation illegal. Many southern states disagreed and saw this as federal encroachment into state’s 10th amendment rights. This topic is also very relevant in today’s society since Massachusetts legalized same-sex marriage and California’s Supreme Court recently ruled that the definition of marriage being between a man and a woman was both discriminatory and unconstitutional, as well as determining that sexual orientation is a suspect class. While these decisions set a precedent for the decision to be handled by individual states, they have prompted much scrutiny from federal officials who still deny the federal benefits of marriage to same-sex couples nationwide.
Resources:
California Progress Report, “Marriage Decision Sets Huge Precedent, But Struggle Far From Over in California”, By Paul Hogarth, May 16, 2008
The New York Times, “McCain and Obama Differ on Same-Sex Marriage Initiative”, By Michael Falcone, July 3, 2008
The New York Times, “Suit Seeks to Block State Policy on Same-Sex Unions”, By Jeremy W. Peters, June 5, 2008
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2. Should the federal government have less power over states?
Synopsis:
Throughout United States history, there has been an ongoing debate over the balance between State and Federal power. Which level of government should have primary control over the rights of the citizens of America? Prior to the end of the Civil War and the passing of the Emancipation Proclamation, individual states were the primary buffer against rights violations and many were disenfranchised from the protections guaranteed by the Bill of Rights. Since the passage of the 13th, 14th and 15th amendments, however, the federal government has been expanding its control over the states. Since the 1950s and the construction of the interstate highway system, the federal government has used interstate highway funding (and many other levers) as a means of coercing states into passing legislation like increasing the drinking age, lowering blood alcohol standards for D.U.I. stops, and Meghan’s Law (to name a few). Others see programs like block grants, which allow states to use federal money for flexible purposes, as giving too much money and decision-making power to the states. Several controversies remain about which governmental body should have more power.
Resources:
Wikepedia, “States Rights”,
“Ideas and Movements History of Civil Rights in America - Part 2 of 3 Civil War through World War II”,
Center for Civic Education, We the People: The Citizen and the Constitution, 1995: 118-126
The Brown Foundation, “Brown v. Board of Education About The Case”,
Center for Reproductive Rights, “Roe v. Wade - Then and Now”, July 2007
Heritage Foundation argument for State’s Rights
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3. Should the Second Amendment be modernized to deal with modern problems of gun control?
Synopsis:
Between the outrage over school shootings and the right to protect oneself lies one of the most difficult balancing acts the Courts have had to deal with. The debate over gun control has never elicited such strong emotions as it does today. At the root of the matter lies the Second Amendment to the Constitution, which contains the clause that guarantees the right of “the people” to bear arms and maintain a militia for the protection of the state. Great legal debate has raged over whether the clause refers to a collective right of the community or an individual right to bear arms. Initially proposed to allow states to create their own militia in times of need, the scope of the Second Amendment has broadened. The recent Supreme Court decision in D.C. v. Heller, broadened the application of the second amendment, stating that it may be used to block strict state and local gun laws. Though the handgun control law overturned by the D.C. v. Heller decision was a District of Columbia law and D.C. is not a state, gun control advocates were immediately attempting to reverse the impact of this decision. Just hours after the release of the Supreme Court's decision, however, the suit, McDonald, et al., v. City of Chicago, et al., was filed in Chicago challenging a city ordinance banning the registration of all handguns and limiting the registration of other firearms. In a society where access to guns seems relatively easy in many states, and mass shootings like the ones seen at Virginia Tech, Columbine, or Nickel Mines, PA, are seen more frequently than ever. Recent decisions may have a negative impact on government attempts to control the flow of guns in this country. How should government balance the right to safety versus the right to bear arms? This question makes for an impassioned and very relevant debate.
Resources:
Cornell University Law School, “District of Columbia v. Heller (07-290)”, March 18, 2008
The New York Times, “At State Level, More Attempts to Limit Guns”, By Jennifer Steinhauer, April 15, 2008
U.S. News, “In Congress, the Uphill Battle for Gun Control”, By Emma Schwartz, March 6, 2008
Oxford University Press, Can Gun Control Work?, By James B. Jacobs,
Wikipedia list of school shootings
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4. Is the implementation of the No Child Left Behind Act a violation of state’s rights or the basis for an educational system based on equality?
Synopsis:
History books are littered with examples of how our education system has failed its citizens when in the hands of state and local governments. A system initially regarded as “separate but equal” has attempted to unify itself since the 1950s, but many argue that the educational system is still failing. In recent years, the Bush Administration passed the No Child Left Behind Act, which is widely considered the most significant federal reform on education and one of the largest encroachments on the 10th amendment in modern history. Though all states which receive money for education from the federal government are held to the same standards, many argue that federal law has no Constitutional right cannot be applied universally, as many districts are struggling to catch up to national standards. Additionally, many claim that the federal government has no Constitutional authority to impose such laws on the states. Students can debate the pros and cons of the policy and its constitutional legitimacy.
Resources:
The Heritage Foundation, “Reauthorization of No Child Left Behind: Federal Management or Citizen Ownership of K–12 Education?”, By Eugene Hickok and Matthew Ladner, Ph.D, June 27, 2007
Harvard Graduate School of Education, “No Child Left Behind: A Federal-, State-, and District- Level Look at the First Year”, February 9, 2004
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: page 227.
Peabody Journal of Education, “No Child Left Behind and the Federal Role in Education: Evolution or Revolution?”, By Lorraine M. McDonnell, April 2005,
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Globalization v. Isolationism (back to top)
Applies to Standards:
Primary Standards
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Supporting Standards
Standard 6.2 All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Standard 6.4 All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
Standard 6.5 All students will acquire an understanding of key economic principles
How to Teach It:
1. Introduce key concepts in resolution.
2. Conduct a mini class debate.
3. Distribute research and discussion questions for sub-topics (SEE SUB-TOPICS AND RESOURCES BELOW).
4. Determine debate format.
5. Prepare affirmative and negative cases.
6. Assess (written and performance)
Example:
1. Introduce the lesson by asking students to respond to the essential question(s). Students should maintain a working definition of globalization and isolationism in their notebooks and update them throughout the unit.
2. Utilize a concept diagram to highlight and organize students’ responses to the essential questions.
3. Direct students to read the about a relevant historical topic that you are teaching (e.g. the pros and cons of Columbus’ colonization; for additional topics, see SUBTOPICS AND RESOURCES). For constitutional reference, direct students to read Articles 1 and 2 of the US Constitution to determine which branches have what power over foreign policy, treaties, etc. and what limitations are placed on US power abroad.
4. Split the students in half and brainstorm key arguments for each a side of the topic. Conduct an informal open discussion on the pros and cons.
5. Introduce the sub-topics to expand the scope of the globalization vs. isolationism debate. Assign sub-topics to small groups and direct students to create a list of information they
6. Create small groups that will focus on one of the sub-topics and provide the groups with research and discussion direction.
7. Direct students to prepare a case given the desired debate format you will follow for this unit.
8. Distribute assessment forms and/or ballots for closure.
Sub-topics & Resources:
1. Is a world in which America is the supreme military power preferable to a multi-polar world?
Synopsis:
Scholars and policy-makers continually debate about America’s role in the world. Should America maintain a global military presence and assert its control over world affairs, or should we respect other nations’ sovereignty? This debate crosses party lines and ideological lines, with conservatives and liberals alike disagreeing over the proper role of the largest economy and military in the globe. Students advocating American power should argue that US hegemony stabilizes regional conflict, promotes democracy, and expands economic growth. Students criticizing American power should argue that the US has exploited foreign labor and resources, supported dictatorships, and created “blowback” (or terrorism resulting from anger at American presence in foreign territory). This is a fascinating discussion with various and quite debatable conclusions.
Resources:
Notice the Point/ Counterpoint discussions on p758 red or 721 blue textbook.
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 756-763 and p931 plus 1069-1070.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 719-725 and p 879 plus 1008-1009.
American hegemony is already in decline because it is unsustainable
Book review highlighting history of American power and blowback – PREDICTED 9/11 BEFORE IT HAPPENED (published in 2000)
Only way to sustain American power and prevent terrorism is to stop supporting dictators and assist countries in their economic and democratic development
Tremendous list and explanation of problems with maintaining US hegemony in the new century
Must maintain power and alliances to solve terrorism
US power is best – we must restore our image to be a successful hegemony
Youth Summit: America in the World, “The Democracy Wall”, United Nations Foundation Better World Fund “The People Speak” program, October 16, 2004
Rice, Condoleeza, Senate Foreign Relations Committee Report (Opening Comments), Washington, DC, January 18, 2005, website US Department of State
International Socialist Review, “A New Colonial Age of Empire?”, By Lance Selfa, May-June 2002
Third World Traveler, “Mechanistic Destruction: American Foreign Policy at Point Zero”, By Gabriel Kolko, August 2007,
US Foreign Policy Encyclopedia, “Colonialism and Neocolonialism”, By Edward M. Bennett,
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2. Was Christopher Columbus a hero or a villain?
Synopsis:
The legacy of Christopher Columbus has come under great scrutiny since the Civil Rights movement of the 1960s. While many Americans maintain that his actions forever changed the world and he should be celebrated for his courage, curiosity, and leadership, others argue that his legacy is viewed through a Eurocentric lens. Many Native Americans and others see his legacy as one of genocide, slavery, and mistakes that cost not only local populations, but Spain (as indicated by his being fired from running the Hispaniola colonies). Students can use various pieces of evidence to support positions on either side.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 26-31.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 27 & 33
Royal, Robert, “Columbus on Trial: 1492 v. 1992”, Millersville.edu website,
Columbus’ letter to King Ferdinand describing the islands, its inhabitants, and his intentions
Columbus committed genocide
Columbus was a hero from the Dartmouth Review
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3. Was mercantilism and colonial expansion a good economic system or unjustified exploitation?
Synopsis:
The economic system of mercantilism and colonial expansion drove the growth of European powers in the 16th – 19th centuries. Its effects on the global balance of power, as well as some its exploitive practices, can still be seen today (see Neo-colonialism topic). While using colonies for their resources generated great wealth in Europe, and arguably stabilized and developed certain regions, European countries, according to some, destroyed local populations and slanted economic development in favor of Europeans. This exploitation was at the root of the American Revolution, as well as many other rebellions by Native populations. Students can debate about the heritage of the United States as a mercantile colony, and whether or not the English expansion was justified.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 66-71, 85-89, 96-112.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 66-70, 83-87, 94-103.
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995), pages 42-52.
Good introduction to history and current use of mercantile philosophy
Excellent article on the pros and cons of specialization and the economic system of mercantilism
Thomas Paine’s Common Sense
Loyalist answer to Paine
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4. Was the Monroe Doctrine and its Roosevelt Corollary in the best interests of Latin America?
Synopsis:
The Monroe Doctrine (1823) and its amendment called the Roosevelt Corollary (1904) gave the United States considerable power over the affairs of Central and South America. These were intended to limit European interference in the hemisphere and supposedly to protect the interests of the United States as well as Latin America. Some have argued that this was an important step in protecting newly independent countries from their European exploiters and preventing further exploitation. Others say this policy was merely a method of exporting slavery and economic exploitation outside the borders of the US, where big businesses could cash in on the lack of legal protection against monopolization, resource control, and cheap, expendable labor. Students can debate the pros and cons of these policies and whether they helped or harmed Latin America.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 565-569.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 542-545.
Global Security org website “Roosevelt Corollary to the Monroe Doctrine”, linked to website 7-11/2008
Good introduction to how big businesses like William Walker and the Vanderbilt industries took over countries in Latin America
Excellent article on the goals and impacts of T. Roosevelt’s foreign policy to Latin America
Roosevelt Corollary enabled US imperialism in Latin America
Monroe Doctrine dead now – US has little influence anymore in Latin America
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5. Should the United States have remained neutral and stayed out of World War I?
Synopsis:
US involvement in World War I was a highly debated topic of public policy during the First World War. Many, like Eugene Debs, argued to remain isolated and stay out of imperialist war that was fought for the benefit of the wealthy elite, while others argued that our economic and political stability were interdependent with other nations that were warring. This topic will be interesting to students as it relates to American war power and when it is justified. Students could argue that neutrality would have put us in a better position once the war had ended, while others argued that the growth of one European power alliance would have jeopardized our well-being.
Resources:
The United States of America should have never broken neutrality to join in World War I.
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 576-586.
Danzer, Gerald et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 552-561.
US industries were profiteering off of WWI before it even entered – involvement was covert, corrupt, and forced by US industry
Brilliant resources on the antiwar movement during World War I
US was attacked and still tried to stay out of war
“Germany Launches a New Propaganda”, Published: March 17, 1918, Copyright © The New York Times
Singh, Simon, “The Zimmerman Note”
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6. Should the United States support and enforce the laws and decisions of the United Nations?
Synopsis:
Since the formation of the United Nations after World War II, many have argued that the United Nations has been a failure at creating a safer and more equal world. Some say this is because the United States and other powerful countries have not supported the institution enough, while others say that the United Nations itself is a corrupt and hopeless organization that should be disbanded. Students should debate whether a world government is preferable or even possible.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 792, 809, 817-818, 831, 1073, 1104-1105.
UN is crucial – we must support
US must support UN more – UN could solve problems with more support
International organizations have always been vital to maintain peace (with historical examples)
UN bad – it needs fundamental changes – we should not support
UN bad – it enables imperialism
Oil for Food Scandal has destroyed UN credibility
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7. Is globalization of the economy good for the United States and the world?
Synopsis:
The globalized economy is a reality today; manufacturing of products now primarily takes place in countries like China while the US is dominated by service-sector jobs. While retailers like Wal-mart have grown into multi-national juggernauts and consumers and shareholders have reaped the benefits of high stock value and low prices of goods, workers around the world have complained that globalization has favored a small segment of the world population. Great debate continues on how much regulation should be placed upon multinational companies and their ability to exploit the resources and labor in other nations.
Resources:
Danzer, Gerald et al, The Americans, (red textbook) McDougal & Littell, 2007: pages 1075-1079 and 1082-1087.
Danzer, Alva et al, The Americans, (blue textbook) McDougal & Littell, 1998: pages 1013-1017 and 1018-1023 .
Pros and Cons primer
Wonderful source with tons of references to background and current issues of globalization
Another excellent link with lots of resources
Explanation of benefits and possible harms with links
Globalization caused the Iraq War and we must seek alternatives
Huge problems and failures from globalization
Justice and the world economy
Global businesses stepping up responsibility
Business ethics link
UN Report on International Business and Human Rights
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World Culture teachers seeking to meet the Curriculum Standards can use the debate projects to fulfill world history requirements in the following ways:
Standard 6.1 Historical thinking, problem solving and research skills to gain a better understanding of civics, history, geography, and economics is acquired through debates centered around all of the themes but particularly on the topic of Immigration.
• Students could write a policy to control the flow of Immigration into a state like California or New Mexico.
• A teaser debate for any period of history is “History explains but cannot predict”
Standard 6.3 helps students to better understand life today by examining issues of the past. “History repeats itself”, is the theme.
• Immigration and the path to citizenship historical have been marred by attitudes rather than rational facts. The Immigration theme is rich with debates that have both sides of the coin argued, and definitely can be applied to this standard.
Standard 6.5 Debating issues on Economics teachers may want to debate on
• Government policy/ regulation of international businesses found under the Globalization Theme.
• Under the Industrialization v. Environmentalism theme, teachers can debate issues related to worker wages and rights to form unions.
Standard 6.6 Using Geography in debate may want to cross-apply the debates on Globalization which can be implemented throughout the year.
• Subtopics are modifiable and range from the examination of Christopher Columbus, to the debate on American support of the United Nations decisions. As students debate or present argumentation they could earn additional points for referring to locations throughout the world on the class map.
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-----------------------
[1] International Debate Education Association, “Teaching Resources: In the Classroom”, , no author or date cited.
[2] No author cited, , no date cited.
[3] Phipps, Kelly, Tucker, Eric, and Tucker, Will, Teaching Argumentation & Debate: An Educator’s Activities Manual, National Association of Urban Debate Leagues, page 162-163, 2004.
[4] International Debate Education Association, “Introduction to Debate”, , pages 2-4, no author or date cited.
[5] International Debate Education Association, “Introduction to Debate”, , pages 4-5, no author or date cited.
[6] Ibid #3; page 15.
-----------------------
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
1. Why is debate important?
2. When do you see examples of debate in your life?
3. In what ways can debate help you in everyday life?
4. Why is it important to see an issue from different sides?
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
3.3:A.2 Support, modify, or refute a position in small or large-group discussions.
3.3: B.5 Question critically the position or viewpoint of an author.
3.3: D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
3.3:D.6 Use a rubric to self-assess and improve oral presentations.
Main Activities:
Refer to Topic Specific Debate Addendums
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Handout on Introduction to Debate
Handout on Structure of Argument
Introductory Instructions for Teachers
Handout on Basic Format
Suggested Speech Times/Round Structure
Guide to Alternative Formats
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995)
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007)
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What are examples of free speech and expression?
2. What are the goals of free speech and expression?
Recommended Resolution:
1. Resolved: That limitations upon the content of student publications by secondary school administrators are justified.
2. Resolved: That showing disrespect for the American Flag is antithetical to fundamental American values.
3. Resolved: The protection of domestic order justifies the curtailment of First Amendment Rights.
4. Resolved: An individual’s freedom of expression is of greater value than political correctness.
5. Resolved: Colleges and Universities have a moral obligation to prohibit the public expression of hate speech on their campuses.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.2:C.2 Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.
6.2:D.4 Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).
Free Speech v. Social Order Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995).
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007).
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What were the major impacts of the industrial revolution?
2. How has technological advancement influenced economic growth and environmental change?
3. What are the pros and cons of technological advancement and economic growth?
Recommended Resolution:
1. Resolved: That protection of the environment should take precedence over the development of natural resources.
2. Resolved: A lesser developed nation’s right to develop ought to take priority over its obligation to protect the environment.
3. Resolved: A government’s obligation to protect the environment ought to take precedence over its obligation to promote economic development.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.6:E.8 Delineate and evaluate the environmental impact of technological change in human history (e.g., printing press, electricity and electronics, automobiles, computer, and medical technology).
6.4:H.1 Analyze and evaluate key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation.
Industrialization vs. Environmentalism Activity Page
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995).
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007).
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and
purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. Is privacy a constitutional right?
2. What are the goals of national security?
3. Should national security outweigh the privacy of US citizens?
Recommended Resolution:
1. Resolved: Individual claims of privacy ought to be valued above competing claims of security.
2. Resolved: When the United States is engaged in military conflict, the demands of security ought to supersede conflicting claims of individual rights.
3. Resolved: That the restriction of Civil Liberties in the U.S. for the sake of combating terrorism is justified.
4. Resolved: That the protection of public safety justifies random, mandatory drug testing throughout society.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.4:L.5 Compare and contrast key events and people associated with foreign policy, including the fall of communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on terrorism.
6.2:C.1 Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.
National Security v. Privacy Debate Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995), 1-4; 6-12; and 129.
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007), 166.
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What are the goals of eminent domain?
2. How does private enterprise promote economic opportunity?
3. Should the state us it’s power to promote private enterprise?
Recommended Resolution:
1. Resolved: The use of the state’s power of eminent domain to promote public and private enterprise is unjust.
2. Resolved: That the economic health of a nation is more important than property rights of the individual.
3. Resolved: That the taxation of personal income is justified for the promotion of social programs.
4. Resolved: That affirmative action programs to remedy the effects of discrimination are
justified.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.5:B.9 Describe how clearly defined and enforced property rights (e.g., copyright laws, patents) are essential to a market economy.
6.5:B.4 Discuss the value and role of free and fair competition versus the social need for cooperation and how business, industry, and government try to reconcile these goals.
6.4:E.6 Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
Eminent Domain v. Promotion of Private Enterprise Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995), 1-6; 7-129; and 23.
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007), 140; 166; and 174.
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What is a citizen?
2. Do non-citizens have rights?
3. What are the goals of US immigration policy?
Recommended Resolution:
1. Resolved: In matters of U. S.
immigration policy, restrictions on the rights of non-citizens are consistent with democratic ideals.
2. Resolved: When in conflict, American cultural unity ought to be valued above cultural
diversity.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.4:L.6 Compare and contrast population trends and immigration and migration patterns in the United States (e.g., growth of Hispanic population, demographic and residential mobility).
6.4:K.7 Describe how changes in federal policy impacted immigration to New Jersey and America, including the shift in places of origin from Western Europe to Latin America, the Caribbean, and Asia.
6.2:B.2 Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).
Immigration v. Citizenship Rights Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995).
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007).
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What are the goals of federalism?
2. How does federalism preserve American democracy?
Recommended Resolution:
1. Resolved: That a state government’s limit on the individual’s right to bear arms is justified.
2. Resolved: Decentralized governmental power ought to be a fundamental goal of
democratic society.
3. Resolved: That the Defense of Marriage Act is a violation of the Full Faith and Credit Clause and/or Equal Protection
4. Resolved: That No Child Left Behind mandates do not violate states’ rights.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.2:A.4 Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).
6.2:B.2 Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).
6.4:L.7 Discuss major contemporary social issues, such as the evolution of governmental rights for individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement.
State Governments’ Rights v. Federal Government’s Rights Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995)
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007)
3.3:D. Oral Presentation & 6.1:A. Social Studies Skills
Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Standard 6.1 All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Essential Questions:
1. What is globalization?
2. What are the goals of globalization?
3. What are the benefits and drawbacks from globalization?
Recommended Resolution:
1. Resolved: When in conflict, globalization ought to be valued above national sovereignty.
2. Resolved: The United States has a moral obligation to promote democratic ideals in other nations.
3. Resolved: The use of sanctions to achieve U.S. foreign policy goals ought to be immoral.
4. Resolved: That U.S. Military interference in the internal affairs of other countries is
justified.
5. Resolved: Capitalism is superior to socialism as a means of achieving economic justice.
Primary Cumulative Progress Indicators:
3.3:D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
6.1:A.7Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.
Supporting Cumulative Progress Indicator:
6.3:H.2 Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC.
6.5:B.3 Analyze labor and environmental issues affecting American citizens raised by economic globalization and free trade pacts.
Globalization v. Isolationism Model Activity
Other Research Based Activities:
Role Playing Debate
One-on-One Refutation
Demonstration Debates
Speaking About Social Issues
Chain Cross-Examination
Group Cross-Ex
Affirmative/ Negative Case Debates
Assessments:
National Forensic League Ballot
Jersey Urban Debate League Ballot
New Jersey Holistic Scoring Rubric
Duane E. Smith et al., We the People: The Citizen and the Constitution (Calabasas: Center for Civic Education 1995).
Gerald A. Danzer et al., The Americans (Evanstan: McDougal Littell, 2007), pages 26-31; 189-191; 280-285; 565-569; 604-609.
Welcome to the Debate Addendum, if you are a Social Studies teacher you can infuse some of this product into your classroom instruction right now. Bookmarks in the table of content will get you to where you want to be fast. Enjoy!
Brought to you by Randy Mitchell (Social Studies Teacher/Debate Coach – Science Park H.S.), Tariq Raheem (Social Studies Teacher/Debate Coach - Technology H.S.), Whitney Farrand (Math Teacher/Debate Coach – Mt. Vernon Elementary), and supervised by Havier Nazario (Social Studies Department Chair/Debate Coach – Central H.S.).
TABLE OF CONTENTS
WHY & HOW TO DEBATE
Page 17 ...........Debate Curriculum Guide Alignment (Standards, Skills, and Benchmarks)
Page 18…….. Handout on Introducing Debate (Purpose of Activity)
Page 19……. What is Debate? How should debaters argue?
Page 20…….. How should a teacher run a debate round in class?
Page 21………Basic in Class Debate Formats
ALTERNATIVE FORMS of Debate and Assessments
Page 23…… Lincoln Douglass Debate Format
Page24………SPAR Debate Format (Have a round in less than seven minutes!)
Page 25……. Karl Popper debate (European-style team debate)
Page 26……. American Parliamentary Debate Format (team debate)
Page 27……. Role Playing Debate Format
Page 28……. Class Closure Activities (Exercises used to end a debate round involving all students)
Page 29……. Assessing Debate (How can the teacher assess the success of the students?)
Page 30……. Debate Rubrics (So that students can self assess)
DEBATABLE TOPICS (these links go to the curriculum alignment pages, there you can hyperlink to the activities and resources for that debate topic)
Page 33……. Free Speech v. Social Order
Page 34 …….Industrialism v. Environmentalism
Page 35……..National Security v. Privacy Debate
Page 36……..Eminent Domain v. Property Rights
Page 37……..Immigration v. Citizenship
Page 38……..State Government’s Rights v. Federal Government’s Rights
Page 39……..Globalization v. Isolationism
ACTIVITY PAGES
Page 40........ Free Speech Activity Page
Page 44…….Industrialization Activity Page
Page 50…….National Security Activity Page
Page 56…….Eminent Domain Activity Page
Page 60…….Immigration Activity Page
Page 66…….State’s Rights Activity Page
Page 71…….Globalization Activity Page
Page 81…….Additional Suggestions for Alignment to World History topics
NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2008-2009
Mr. Samuel Gonzalez, Chairperson
Ms. Shanique L. Davis-Speight, Vice Chairperson
Mr. Tharien Arnold
Ms. Barbara King
Mr. Anthony Machado
Ms. Eliana Pintor
Ms. Arelis Romero
Mr. Felix A. Rouse
Mr. Carlos Valentin, Jr.
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