Lesson
Materials (word document)
Aim:
How can we explore and better understand the different perspectives
of the CFE issue through classroom debate?
Background/Rationale:
This lesson is intended as one in a series of culminating
activities of the English Language Arts unit exploring the
Campaign for Fiscal Equity lawsuit. Once students have learned
the context and facts of the case, this activity gives them
a chance to synthesize what they have learned through debating
the merits of the various perspectives on the case. Students
will gain a better understanding for the controversy surrounding
this case and the deep-seated beliefs that this topic stirs
up in society. With the understanding that students gain
from this lesson, they will be prepared to engage in letter-writing
campaigns as well as public-speaking events for the benefit
of members of the school and larger community.
Do Now:
Why do you think that many suburban school districts oppose
the Campaign for Fiscal Equity?
1. Discuss the Do Now. Since by this point students will
have already been taught the content of the CFE case and
why it has not yet been fulfilled, many students will likely
find it difficult to understand why suburban school districts
wouldn’t want city students to have more resources
(although they will very likely zero in on the racial politics)
2.
Use this opportunity to transition into the debate activity
by teaching students that issues like the CFE case are very
complex and provoke strong emotional responses on all sides,
and that an organized debate is a great way to understand
different perspectives in a non-confrontational way.
3.
Pass out the debate flow sheets or have students create
their own.
4.
Explain the concept of a spar debate – sparring means
fighting with words, and this kind of debate forces you
to focus on a topic very closely with two sides, the affirmative
(which supports a particular statement) and the negative
(which opposes a particular statement).
5.
Explain the purpose of each speech and how it relates to
the flow by using a silly example, such as ‘Yankees
are better than the Red Sox’ or ‘Kanye West
is a better rapper than 50 Cent’:
1AC
– Affirmative team speaks first and gives three
reasons why they support the statement. Each reason is
written down in a box in the 1AC column on the flow. The
speech is 2 minutes long and the speaker must explain
and give evidence for each reason.
1NC
– Negative team does two things: first, they attack
the three reasons that the affirmative team gave with
their own evidence and examples. These attacks are written
in the three boxes next to the 1AC in the 1NC column.
Next, they give three reasons of their own why they oppose
the statement (i.e. why the Red Sox are better than the
Yankees). These are written in the last three boxes of
the 1NC column. The speech is 2 minutes long.
2AC
– Affirmative team now does two things: first, they
attack the three reasons that the negative team gave with
evidence and examples. Next, they go back to their three
reasons and defend them, refuting what the negative team
said about them and reinforcing their points. It is important
that the affirmative does not bring up any new reasons
– they need to stick to their original three and
expand on them in order to keep the debate focused. The
speech is 2 minutes long.
2NC
– Negative team ends the debate by doing the same
two things: attacking the affirmative teams’ arguments
one more time, and then going back to defending their
three reasons against the affirmative attack. The speech
is 2 minutes long.
6.
Once you have explained each speech and students have used
a silly example to figure out how to fill in the flow chart,
you tell the class that they will now have their first debate.
Without telling anyone the topic, get 6 volunteers to come
to the front of the room and separate them into teams of
3. Also ask another volunteer to come up and take notes
(flow) on the board.
7.
It is often necessary for students to do a sample debate
on a simple topic in order to get used to the structure
of debate. If you find it necessary, tell the class who
the affirmative and negative teams are and give them the
topic of their first spar debate: Cats are better pets than
dogs. Give each side a minute to prepare 3 strong arguments
on their side. Begin the debate with everyone in the class
flowing while the affirmative and negative teams state their
reasons.
8.
Congratulate everyone at the end of the debate and have
the debaters face the board while the class looks at their
notes and decides which team had the better arguments and
answered arguments effectively.
9.
Separate the class into two halves – one side will
be the affirmative team supporting the statement, “The
governor and legislature should provide New York City public
schools with the money and resources needed for a sound
basic education as determined by the CFE decision.”
The other side will be the negative team opposing this statement.
Give students time to work in teams developing the three
most compelling arguments on their side, complete with proof
and statistics.
10.
The teacher can decide how many debates to do on this topic
– each one usually takes a full 45-minute period.
11.
Give students time to debrief the experience. Were they
able to appreciate the opposing point of view? Now that
they see what the other side thinks, can they think of persuasive
ways to convince them otherwise?
12.
Explain to students that their flow can now be used as a
perfect outline for a persuasive letter to members of the
state legislature and their community leaders. They would
write an introduction, use the three reasons as their three
body paragraphs, and then write a conclusion.
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