- Be given a topic, research it,
then present and defend opinions.
- Participate in a group project,
which will include sharing responsibilities and researching
a topic.
- Develop public speaking skills.
- Inform, describe and persuade
with clarity
Standards:
English / Language Arts:A-1, A-3, A-4, B-3, C-1, C-2,
C-3, C-4, C-5, D-1, D-2, D-3, D-4
Introduction:
Students should be divided into debating teams (two to
three members each). Once teams are formed, assign the
class a topic. Each team will research the topic (either
pro or con), assign speakers, develop questions, and prepare
for the debate. Arguments must be informative, educated
and presented in a professional (non-aggressive) fashion.
Rules: For detailed rules and processes on a wide variety
of debate styles materials can be obtained from libraries
as well as on-line. Below are just two examples.
http://www.wsdc.anadas.com/rules.htm.
(World Schools Debating Championships).
www.homestead.com/highschooldebate/help.html.
Although the subject for Cross Examination
(CX) or Policy Debate is posted only once a year - these
guidelines will be helpful with your classroom debate.
Suggested Project MASTER debate topics:
I. Rehabilitation
Is the expense justified? What can be learned
from individual animals, and how does this balance against
costs?
Should animals that cannot be released (and will spend
the rest of their lives in captivity) be rehabilitated?
How valuable is information delivered by
satellite tracking of rehab animals compared to what it
costs?
Is it okay to satellite tag rehabilitated
birds even if you know it will cause some mortality?
II. Subsistence Hunting
Should it be allowed at all? Should endangered
species be excluded?
Who should decide on subsistence quotas
and limits?
Which is more valuable - data gathered by
scientists or traditional knowledge from Alaska Natives?
Should Alaska Natives be allowed to sell
(or benefit financially from) items and materials gathered
through subsistence hunting?
