Project: On-Line Student Debate

I.    Have students go to the debate topics page and choose three topics that interest them.  Email in to Project CRITICAL the three topic choices.

II.  Have students in small cooperative groups from both classes research the issue.

III.  Using the facts learned in their research, have the students prepare for an online debate.  Your class will be taking the position of “Yes.”  Your partner class will be taking the position of “No.”

Suggested small group process for preparing the debate:
a.  Prepare a list of relevant issues on both sides of the argument.
b.  For each issue, identify both the positions and interests.
c.  Prepare rebuttals for the other side's arguments.
d.  Decide on the most persuasive arguments to use in an opening argument.
e.  Prepare opening argument and review key issues.

IV.  Begin the debate by exchanging opening arguments via email with your partner class.  Then, taking turns between students and between classes, email the following:

a.  Rebuttal
b.  Cross-examination
c.  Rebuttal
d.  Cross-examination
e.  Rebuttal
f.  Cross-examination (repeat until each student has had a turn)

V.  Anonymously poll all students (including the partner class) on their individual positions on the debate.

VI.  Reverse positions on the issue and hold another debate.  (The partner class now argues “Yes” and your classroom argues “No.”)  Repeat steps III and IV.

VII.  Anonymously poll all students again on their individual positions on the debate.  Facilitate a discussion (or have students address in a journal):  How have your views been affected by the debate?  Did anyone change his or her mind?  Why?  How did it feel to argue each point of view?  What did you learn?

VIII.  Share what you've learned with your partner class.

IX.  Optional Assessment:  Students can peer-evaluate the debate using speaker points.  Each student is given a score from 1 to 30 (with 30 being the highest).  The scores are then added up and the team with the highest score wins.  Explain that the assignment will be judged on the following criteria:
 -Effectiveness of persuasive arguments
 -Use of supporting facts

 
  -Instructions adapted from "New Lessons: Web-Based Projects for your Classroom. Laura Parker Roerden, 1997.

For more information contact:

James J. Carroll
Director, Project LEGAL
513 Eggers Hall
Syracuse University
Syracuse, NY 13244
(315)443-4720
1-888-443-4720


email: plegal@maxwell.syr.edu