Debates+in+Social+Studies

Debate in social studies involves students selecting and researching an issue, then presenting their positions on the issue in quick-paced rounds. The debate ends with each side summing their positions and a panel determining a winner. Below is a procedure for conducting a self-contained 30 minute debate on virtually any topic. [Note - This activity requires that the teacher pre-select materials for debate team members to use or carefully review materials being used by students].

//Class structure// - Divide the class into three groups. 1) The Pro (or Affirmative) group; 2) The Con (or Negation) group; 3) a judges panel

//Roles// - The Pro and Con will select, research and present arguments on an issue that they either support or oppose. Students do not have to support the position their group is supporting. Teachers may find that it is preferable for students to actually support their group's position. The panel will listen to the debate and vote for a debate winner.

//Selecting the topic// - There are a couple of ways to determine the topic. The teacher may wish to pre-select the topic and assign it to students. Another approach is to construct a list of several topics and assign students to Pro and Con groups. The groups can then strike topics one at a time until they have agreed on the topic.

//Assigning groups// - As mentioned earlier, students can be placed in groups without regard for whether they support or oppose the particular topic. Such an approach is best when a collection of topics is available to choose from. The teacher should assign students to the groups prior to revealing the topic, although adjustments may need to be made. In a class of 25, a reasonable grouping arrangement might include 10 students in the Pro group, 10 in the Con group and 5 students on the panel. Over the course of several debates, all students should be provided with an opportunity to be in all three groups.

//Selecting a topic// - Debate topics should actually be statements calling or some action or a position on an issue around which their is some disagreement. These topics and statements may or may not be on a current issue. Topics may emerge from historical events or geographical contexts. Below are some topics and statements for debates in middle school social studies.
 * Taxes: All U. S. citizens should pay a flat 15% tax on all money the spend and this should replace the current income tax system.
 * Civil War: The American Civil War was an unavoidable conflict that would have happened even if an agreement could have been reached that ended slavery.
 * Land use: The city of Raleigh, NC should purchase the 306 acres that is now home to Dorothea Dix Hospital and create public park.

//Debate preparation// - The first in class activities for the debate involve student preparing for the actual debate. Preparation should be limited to 15 minutes. In this time, students should read teacher selected materials that are specifically focused on their issue. Each group will prepare four statements (Lead Statement, two Attacks and a Closing statement) and two rebuttals. Students should prepare 2-3 minute statements or attacks. This format would allow for four students from each side to speak.

//Debate procedure// - The debate should proceed in the following order with each side taking opposing turns - Lead Statement, First Attack, (Rebut), Second Attack, (Rebut), Closing Statement. There are a total eight actual student actions. These should be limited in time.

//Debate judging// - A panel of students should sit in judgment. Students on the judges panel should spend their 15 minutes during debate preparation determining the criteria for winning and/or reading background materials. The teacher may choose to set the criteria for winning ahead of time.

"Why don't we just treat people medically who abuse drugs instead of sending them to jail?"