The end has come.
Well, the end of this blog’s effort to report on the writer’s
development, in real time, of a unit of study.
The unit is designed to be instructed as the last unit of an American
government course. That makes it an
instructional plan suitable for high school seniors. In addition, the unit is slotted as the last
unit of the course. This last factor
placed one or two constraints on its options.
The developer,
at this point, would like to emphasize once again, that his effort was in real
time. That means each entry was thought
of as the blog reported his progress. As
a result, and upon reflection, he would have done somethings different. The main change he would implement is that he
would not have two debates. What he
would do instead is offer the two proposals that the students are debating and
ask students if they would add to the list.
Then the class would, through some discussion, decide which one topic
they would formally debate.
The advantage
of this latter approach would be two-fold.
First, the students, for the topic chosen, would have sufficient time to
debate it. This would include more time
for follow-up discussion over the issue.
Second, this would allow a more responsible development of the
skill: determining what is worthwhile
debating. As such, students, it is
assumed, would have more buy-in to the concern motivating the debate. Oh well.
Now for the
last lesson plan.
LESSON ON DEBATING
QUESTION TWO: SHOULD A STATE UTILIZE A TAX INCENTIVE STRATEGY?
Objective: Given the
instructional content of this unit of study, the student will viably fulfill
his/her role in a debate. This activity is to be evaluated by the ability
of the student to synthesize and logically apply the information the unit
presented vis-à-vis the proposal under
debate.
Lesson steps:
Pre-lesson. The teacher rearranges the seats of the classroom in a
suitable configuration. The arrangement should allow the two debate teams
to be in the front of the class in the form of a panel arrangement with a gap
between the two teams. A third panel arrangement, facing the debaters, is
set up for the interrogators. The rest of the class members take up the
rest of the class space, behind the interrogators.
(Same day)
1. Teacher
reminds students that the class period is to have the second of two
debates. He/she reminds them why the seats are as they are and asks the
students to take the appropriate seats given their role in the debate. He/she
collects student assignment (might take role based on these papers). As this is taking place, the teacher takes
role and handles other administrative items. (five minutes)
2. The
teacher states, for the benefit of the class, the final version of the debate
proposal. Also, the teacher points out that the debate is not really an
opportunity for back and forth arguments – previous class discussions gave
students ample opportunity for that. Time is “short” and students’
presentations need to be to the point and that is all. (moments)
3. The
affirmative makes its initial argument. (eight minutes)
4. The
negative makes its initial argument. (eight minutes)
5. The
interrogators meet to decide what questions they will ask of which side and in
what order. (three minutes)
6. Interrogators
ask their questions and affirmative or negative debaters either answer the
question or take it for further consideration. (seven minutes)
7. Both
debate side members meet within their group and decide final rebuttal
statements. (five minutes)
8. Negative
side makes their final statement by one or two of their members. (five
minutes)
9. Affirmative
makes their final statement by one or two of their members. (five
minutes)
10. Interrogators
meet and decide which side wins and formulate a rationale for their decision.
(five minutes)
11. Simultaneous to
#10, members of both debating sides meet within their group to organize the
contents of a letter to a public figure.
12. Interrogators
announce the winning side and the reasons for their decision. (three minutes)
13. Teacher tells
students, the participants of the day’s debate, that as their assignment for
the next period is to finish their letters. The interrogators are to
convert the content of their rationale into letter form and address it to the
public figure identified earlier. (one minute)
Post-script.
As indicated by the time
allotments, time is tight and the activity needs to be conscious of this
fact. In that vein, experience might indicate that this activity needs to
be over two days. If so, the teacher can eliminate one of the previous
lessons or limit the plan to only one debate (choose which proposal he/she
wants to “do”) to be done over two class periods.
Assignment:
Students, who
participated in the day’s debate, within their groups, finish the letter that
advocates the position of their group.
Post unit: Teacher collects any
assignment papers that are outstanding.
Also supervises the mailing of one letter to the pre-identified public
official.
And that does it.
