1. Join Central’s Debate Team Why: learning experience, that’s not enough? It will help win arguments with your parents —and its fun! When: Tuesdays, 3:30-4:30 Who: 4th and 5th grade See Mrs. Burke across from the art room for more details

2. That’s Debatable! Using a Debate Club to Foster Common Core State Standards Beth Anne Burke, NBCT Christina Cooper, NBCT Anne Arundel County Beth Anne Burke, NBCT Christina Cooper, NBCT Anne Arundel County

4. Outcomes  Examine ways that a Debate Club can develop a number of Common Core State Standards  Discuss mini-lessons and appropriate topics for students to debate  Explore a common model for debating  Analyze the results  Examine ways that a Debate Club can develop a number of Common Core State Standards  Discuss mini-lessons and appropriate topics for students to debate  Explore a common model for debating  Analyze the results

5. Rationale  Debate clubs common in high schools and even some middle schools  Could not find debate schools in elementary level  Fun, engaging way to meet CCSS  Debate clubs common in high schools and even some middle schools  Could not find debate schools in elementary level  Fun, engaging way to meet CCSS

6. Common Core Connection

7. Common Core Connection: Listening & Speaking  Prepare for and participate effectively in a range of conversations, expressing ideas clearly and persuasively. (SL1)  Integrate and evaluate information presented in media. (SL2)  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. (SL.3)  Present evidence so that listeners can follow the line of reasoning. (SL 4)  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (SL 6)  Prepare for and participate effectively in a range of conversations, expressing ideas clearly and persuasively. (SL1)  Integrate and evaluate information presented in media. (SL2)  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. (SL.3)  Present evidence so that listeners can follow the line of reasoning. (SL 4)  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (SL 6)

8. Common Core Connection: Reading  Reading closely & citing specific textual evidence when speaking to support conclusions (RI.1)  Evaluating content presented in media (RI. 7)  Evaluating arguments and claims in text, validity of reasoning & sufficiency of evidence (RI.8)  Analyzing two or more texts to build knowledge (RI.9)  Reading & Comprehending complex texts (RI.10)  Reading closely & citing specific textual evidence when speaking to support conclusions (RI.1)  Evaluating content presented in media (RI. 7)  Evaluating arguments and claims in text, validity of reasoning & sufficiency of evidence (RI.8)  Analyzing two or more texts to build knowledge (RI.9)  Reading & Comprehending complex texts (RI.10)

9. Common Core Connection: Opinion/Argument Writing  Write arguments to support claim, using valid reasoning and relevant & sufficient evidence (W.1)  Produce clear & coherent writing which attends to purpose & audience (W.4)  Conduct short term research based on focus question (W.7)  Gather relevant information from multiple sources (W.8)  Draw evidence to support analysis (W.9)  Write routinely in short time frames (W.10)  Write arguments to support claim, using valid reasoning and relevant & sufficient evidence (W.1)  Produce clear & coherent writing which attends to purpose & audience (W.4)  Conduct short term research based on focus question (W.7)  Gather relevant information from multiple sources (W.8)  Draw evidence to support analysis (W.9)  Write routinely in short time frames (W.10)

10. In the Beginning… It started with a student Application required

11. What does a debate team do?  Selects appropriate topics to argue  Researches PRO and CON sides to topics  Learns effective persuasive and argument techniques  Works as a team to present one side to the debate  Selects appropriate topics to argue  Researches PRO and CON sides to topics  Learns effective persuasive and argument techniques  Works as a team to present one side to the debate

12. Persuasive Techniques & Evidence Repetition— restate opinion often Data Data —numbers, statistics, percentages Expert testimonial Expert testimonial —Dr. Haberlein, leading expert on…. Anecdotes Anecdotes —”One time” stories Bandwagon —all the kids at our school… Repetition— restate opinion often Data Data —numbers, statistics, percentages Expert testimonial Expert testimonial —Dr. Haberlein, leading expert on…. Anecdotes Anecdotes —”One time” stories Bandwagon —all the kids at our school…

13. Debatable Topics  Should there be year round schools?  Should vending machines be allowed in schools?  Should recess be eliminated in schools?  Should children be allowed to use social media?  Should young people be restricted from contact sports?  Should there be more time for independent reading in schools?  Should students wear school uniforms?  Are video games harmful to children?  Should cell phones be allowed in schools?  Is there too much standardized testing?  Should there be year round schools?  Should vending machines be allowed in schools?  Should recess be eliminated in schools?  Should children be allowed to use social media?  Should young people be restricted from contact sports?  Should there be more time for independent reading in schools?  Should students wear school uniforms?  Are video games harmful to children?  Should cell phones be allowed in schools?  Is there too much standardized testing?

14. PROCON

15. Deliberation and debate is the way you stir the soul of our democracy. Jesse Jackson

16. Lincoln-Douglas Model Argument Argument —each side takes a turn presenting lead argument Cross Examination Cross Examination — each side has the opportunity to ask questions for the other side to answer Rebuttal —each side summarizes its position and explains how they proved their side

17. Roles in a Debate  Lead Debater/Constructor  Lead Debater/Constructor — presents the main points/arguments for his or her team’s stand on the topic of debate  Questioner/Cross Examiner  Questioner/Cross Examiner —poses questions about the opposing team’s arguments to its Question Responder  Question Responder  Question Responder —takes over the role of the Lead Debater/Constructor as he or she responds to questions posed by the opposing team’s Questioner/Cross Examiner.  Rebutter  Rebutter —responds on behalf of his or her team to as many of the questions raised in the cross examination as possible.  Summarizer  Summarizer —closes the debate by summarizing the main points of his or her team’s arguments, especially attempts by the opposition to shoot holes in their arguments.  Lead Debater/Constructor  Lead Debater/Constructor — presents the main points/arguments for his or her team’s stand on the topic of debate  Questioner/Cross Examiner  Questioner/Cross Examiner —poses questions about the opposing team’s arguments to its Question Responder  Question Responder  Question Responder —takes over the role of the Lead Debater/Constructor as he or she responds to questions posed by the opposing team’s Questioner/Cross Examiner.  Rebutter  Rebutter —responds on behalf of his or her team to as many of the questions raised in the cross examination as possible.  Summarizer  Summarizer —closes the debate by summarizing the main points of his or her team’s arguments, especially attempts by the opposition to shoot holes in their arguments. Additional Roles: ModeratorTimekeeper

18. Lead Debater/ Constructor Presents the main points/ arguments for his or her team’s stand on the topic of debate

19. Cross Examiner & Question Responder Poses questions about the opposing team’s arguments to its question responder Takes over the role of the lead debater/ constructor as he or she responds to questions posed by the opposing team’s questioner/ cross examiner

20. Rebutter Summarizer Responds on behalf of his or her team to as many of the questions raised in the cross examination as possible Closes the debate by summarizing the main points, especially attempts by the opposition to shoot holes in their arguments

21. Debate Rubric Criteria3 Points2 Points1 Point Organization and Clarity: Viewpoints and responses are outlined both clearly and orderly. Completely clear and orderly presentation Clear in some parts but not all over Unclear in most parts Use of examples and facts: Examples and facts are given to support reasons. Many relevant supporting examples and facts given Some relevant examples/facts given Few or no relevant supporting examples/facts Presentation Style: Tone of voice and level of enthusiasm are convincing to audience All style features were used convincingly Some style features were used convincingly Few to none style features were used; not convincingly Audience: Draws on information from handout/debaters for a yes or no position on topic and showed respect for debaters Showed high respect for debaters and supports a position. Showed moderate respect and some support for a position Showed disrespect and no support for a position

22. Reflections from Students “Reflecting upon debate, I can say that it was a great experience. Debate club was about learning to form a debate. Not only did I learn that, I also learned things like thinking on your feet, speaking in public, exerting confidence, and not saying like, and, but, and um.”

23. Reflections from Students “The skills that I learned about debating were things like getting good facts, working in a group, and forming a strong argument. All of these skills can be used outside of Debate Club.”

24. Reflections from Students “I learned a lot through this great debate club, like pros and cons and not to say umm or like. I think I have exceled in my debating skills. I always win against my parents now. For instance, if I want a cookie before dinner, I first think of facts, then look them up, then make a speech. Then I read it to my parents and I win!”

25. Summary of Results Students:  Increased their knowledge of debate terms  Developed confidence in public speaking  Worked cooperatively  Met a variety of Common Core State Standards Students:  Increased their knowledge of debate terms  Developed confidence in public speaking  Worked cooperatively  Met a variety of Common Core State Standards

27. Debate and divergence of views can only enrich our history and culture. Ibrahim Babangida