MADISON PUBLIC SCHOOL DISTRICT
Current Affairs and Debate
MHS Elective
Authored by: Richard Bradshaw
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Mark DeBiasse,
Supervisor of Humanities
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
In this course, students will learn about a broad range of contemporary issues which impact American lives.
Government decisions and actions, as well as social issues, will make up the categories of current affairs to be
studied. Each student will be a member of a research team that will examine a problem, research it and
propose a plan of change. Proposals will be debated in formal interscholastic debate format. Each research
team will become either the constructive or negative debate team. Learning debate will be a significant
portion of the course.
II. COURSE PHILOSOPHY
The thematic structure of the Current Affairs/Debate class centers on a broad range of topics from which
students will gather data, assess historical and current sources of information, and construct a resolution from
a particular case for the purpose of public debate. As a result, students will gain proficiency in such skills as
research, discussion, and forensics. Moreover, the course encourages students to become knowledgeable
world citizens by devoting themselves to the important issues of our time.
Students will be required to learn data, and then use the data to validate a statement, compare and contrast,
demonstrate cause and effect, predict, locate reliable sources of information, solve a problem, make a
decision, and/or construct a model.
The construction of a meaningful unit of study around a critical thinking theme will sustain both student and
teacher focus and allow students to become proficient within the goals of this course. Through research using
both primary and secondary sources, students will improve their skills in interpreting and assessing different
historical and current viewpoints and arguments. Following this will be the use of the higher-level cognitive
skills of analyzing, application and evaluation, enabling students to find meaning and relationships to modern
problems in the United States and the intertwined global community.
II. GOALS (Linked to NJ Content Standards)
Standard 6.1: All students will utilize historical thinking, problem solving, and research skills to maximize
their understanding of civics, history, geography, and economics.
Standard 6.2: All students will know, understand, and appreciate the values and principles of American
democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Standard 6.3: All students will demonstrate knowledge of world history in order to understand life and events
in the past and how they relate to the present and the future.
Standard 6.4: All students will demonstrate knowledge of US and NJ history in order to understand life and
events in the past and how they relate to the present and future.
Standard 6.5: All students will acquire an understanding of key economic principles.
Standard 6.6: All students will apply knowledge of spatial relationships and other geographic skills to
understand human behavior in relation to the physical and cultural environment.
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IV. COURSE OUTLINE BY UNIT
Unit One: Interscholastic Debate
Critical Thinking Question (Statement of Problem)
Public debate is fostered in a democratic society, specifically where the constitutional right to free speech is
maintained. Interscholastic debate is an important decision-making tool in the formation of responsible
members of a democratic society. Affirm or refute this statement.
•
•
•
•
•
•
Importance of debate in the decision-making process of a democratic society
Significant developments in the history of debate in democratic societies
Origins of interscholastic debate competition
Process of preparing for and participating in a debate
Types of debate formats
Examples of debates of historical and current social significance
Time Frame: 2 weeks
Unit Two: Constitution and Government
Critical Thinking Question (Statement of Problem)
The First Amendment of the Bill of Rights guarantees essential freedoms for Americans. During certain
periods of American history restrictions have been placed upon First Amendment rights. When is it
appropriate to restrict or limit the freedoms contained in the First Amendment?
•
•
•
•
•
•
Individual freedoms guaranteed in the First Amendment
Reasons for guarantee of those freedoms
Laws limiting the rights provided in the First Amendment (1789 to present)
Current issues pertaining to First Amendment rights
Arguments for and against restrictions to the First Amendment.
Literary and media sources pertaining to limits on First Amendment rights.
Time Frame: 2 weeks
Unit Three: Global Affairs
Critical Thinking Question (Statement of Problem)
What should be the guiding principle of a country’s international relations? Support or refute the following
statement: Concern for human rights should take precedence over a country’s national interests.
•
•
•
•
•
•
•
•
Major national and world leaders
International and national agencies involved in international relations
Types of government systems
Foreign policy decisions by the U.S. or another world power and its effect on other nations
Definition of human rights
Attributes of national interests
Countries reportedly practicing human rights violations
Current issues pertaining to a conflict between human rights and national interests
3
•
•
Arguments for and against the interest of human rights taking precedence over national interests
Literary and media sources pertaining to human rights and national interests
Time Frame: 3 weeks
Unit Four: Science and Technology
Critical Thinking Question (Statement of Problem)
With the rapid development of new technologies the very definition of when life begins or ends, what is
human and what is subhuman, is open to question. Support or refute: The benefits of acquiring and using
these technologies outweigh the risks.
•
•
•
•
•
•
•
•
•
Technologies involving human health and development
Definitions of life (religious, moral and scientific)
Benefits and risks of modern scientific technology
International opinion and laws concerning technology and life
Circumstances that bring science vs. morality to the forefront
Pending court cases
Right of government to get involved
Arguments for and against the proposition that the benefits outweigh the risks
Literary and media sources pertaining to bioethical questions
Time Frame: 3 weeks
Unit Five: The Environment
Critical Thinking Question (Statement of Problem)
There is a growing consensus that global climate changes are occurring as a result of environmental pollution
and deforestation. Assess the validity of this statement and propose a course of action (if any) for a nation to
manage its environment or that of other nations.
•
•
•
•
•
•
•
•
•
National and international agencies monitoring the impact of global climate change
Summits and conferences concerned with global climate change
Evidence for and against the existence of a growing consensus concerning global climate changes
Evidence for and against global climate changes
Causes and effects of environmental pollution and deforestation
National and international legislation attempting to enforce environmental policy
The authority of international bodies to enforce environmental policy
Arguments for and against the existence of global climate changes and corresponding policies to
regulate its occurrence
Literary and media sources pertaining to global climate change
Time Frame: 3 weeks
Unit Six: Society and Morality
Critical Thinking Question (Statement of Problem)
4
The family as a social institution in the United States is undergoing great change. Alongside the traditional
marriages, there is growing acceptance of same sex unions. The occurrence of blended families of divorced
couples continues to rise. Is a society’s stability dependent on the maintenance of more traditional models of
family? Are there social and moral reasons to oppose the changes? What is the impact of these changes upon
society?
•
•
•
•
•
•
•
Statistics on marriage, divorce, remarriage, and same sex unions,
Research detailing the impact of the above statistics upon society
Recent legislation and court decisions concerning marriage, divorce, remarriage and same sex
unions
Characterizations of “family” during the 1950s and the present
Role of religious beliefs in the formation of family values
Arguments to accept or oppose the abandonment of traditional family models
Literary and media sources pertaining to changing family structure
Time Frame: 2 weeks
Unit Seven: War and Peace
Critical Thinking Question (Statement of Problem)
Throughout history citizens of nations have been called upon to go to war. The justifications for war include
defending one’s borders, preserving world peace, and suppressing rebellion. When is it acceptable for a nation
to “take up the sword?”
•
•
•
•
•
•
•
•
•
International rules of war established by the Geneva Conventions
Causes and effects of war in the 20th century
Statistics of casualties of major civil and international conflicts
Institutions responsible for conflict resolution
Countries currently in a state of civil or international war
Conditions contributing to the onset of war
Ethical justifications for war: Just war theory, pacifism, religious (or holy) war
Alternative methods of resolving disputes between nations or factions within nations
Literary and media sources pertaining to the ethics of war
Time Frame: 3 weeks
V. UNIT CONTENT AND RESOURCES
Unit One: Interscholastic Debate
1. Critical Thinking Question (Statement of Problem)
Public debate is fostered in a democratic society, specifically where the constitutional right to free speech is
maintained. Interscholastic debate is an important decision-making tool in the formation of responsible
members of a democratic society. Affirm or refute this statement.
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
Importance of debate in the decision-making process of a democratic society
5
•
•
•
•
•
Significant developments in the history of debate in democratic societies
Origins of interscholastic debate competition
Process of preparing for and participating in a debate
Types of debate formats
Examples of debates of historical and current social significance
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
Define debate and explain its importance in the decision-making process of a democratic society
List significant developments in the history of debate in democratic societies
Trace the origins of interscholastic debate competition
Examine the process of preparing for and participating in a debate
Compare and contrast types of debate formats
Analyze and evaluate examples of debates of historical or current social consequence
4. Construct a Debate Resolution in Response to the Problem/Question
•
Students will be able to apply learned content to the problem/question:
• Review all data regarding the process of preparing for and participating in a debate
• Discuss among themselves the importance of debate as a decision-making tool in a democratic
society
• From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
Unit Two: Constitution and Government
1. Critical Thinking Question (Statement of Problem)
The First Amendment of the Bill of Rights guarantees essential freedoms for Americans. During certain
periods of American history restrictions have been placed upon First Amendment rights. When is it
appropriate to restrict or limit the freedoms contained in the First Amendment?
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
Individual freedoms guaranteed in the First Amendment
Reasons for guarantee of those freedoms
Laws limiting the rights provided in the First Amendment (1789 to present)
Current issues pertaining to First Amendment rights
Arguments for and against restrictions to the First Amendment.
Literary and media sources pertaining to limits on First Amendment rights.
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
List the individual freedoms guaranteed in the First Amendment
Analyze the reasons for guaranteeing those freedoms
Identify laws limiting the rights provided in the First Amendment (1789 to present)
Identify current issues pertaining to First Amendment rights
Summarize arguments and against restrictions to the First Amendment.
Evaluate literary and media sources pertaining to the first amendment rights.
6
4. Construct a Debate Proposal in Response to the Problem/Question
•
Students will be able to apply learned content to the problem/question:
• Review all data regarding past and current applications of the First Amendment
• Discuss among themselves the purpose of laws limiting First Amendment rights
• From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
5. To complete the unit refer to charts on pages 12-16
Unit Three: Global Affairs
1. Critical Thinking Question (Statement of Problem)
What should be the guiding principle of a country’s international relations? Support or refute the following
statement: Concern for human rights should take precedence over a country’s national interests.
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
•
•
•
•
Major national and world leaders
International and national agencies involved in international relations
Types of government systems
Foreign policy decisions by the U.S. or another world power and its effect on other nations
Definition of human rights
Attributes of national interests
Countries reportedly practicing human rights violations
Current issues pertaining to a conflict between human rights and national interests
Arguments for and against the interest of human rights taking precedence over national interests
Literary and media sources pertaining to human rights and national interests
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
•
•
•
•
Identify major national and world leaders
Identify international and national agencies involved in international relations
Compare and contrast types of government systems
Examine the cause and effect relationship between foreign policy decisions by the U.S. or another
world power and its effects on other nations
Construct a definition of human rights
Define the attributes of national interests
Identify countries reportedly practicing human rights violations
Identify current issues pertaining to a conflict between human rights and national interests
Summarize arguments for and against the interest of human rights taking precedence over
national interests
Evaluate literary and media sources pertaining to human rights and national interests
4. Construct a Debate Resolution in Response to the Problem/Question
•
Students will be able to apply learned content to the problem/question:
• Review all data regarding the conflict between human rights and national interests
7
•
•
Discuss among themselves the concepts of human rights and national interests
From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
Unit Four: Science and Technology
1. Critical Thinking Question (Statement of Problem)
With the rapid development of new technologies the very definition of when life begins or ends, what is
human and what is subhuman, is open to question. Support or refute: The benefits of acquiring and using
these technologies outweigh the risks.
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
•
•
•
Technologies involving human health and development
Definitions of life (religious, moral and scientific)
Benefits and risks of modern scientific technology
International opinion and laws concerning technology and life
Circumstances that bring science vs. morality to the forefront
Pending court cases
Right of government to get involved
Arguments for and against the proposition that the benefits outweigh the risks
Literary and media sources pertaining to bioethical questions
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
•
•
•
Identify and explain the technologies involving human health and development
Explain definitions of life (religious, moral and scientific)
Evaluate the benefits and risks of modern scientific technology
Examine international opinion and laws concerning technology and life
Identify circumstances that bring science vs. morality to the forefront
Analyze pending court cases
Evaluate the right of government to get involved with bioethical issues
Summarize the arguments for and against the proposition that the benefits of acquiring and using
these technologies outweigh the risks
Evaluate literary and media sources pertaining to bioethical questions
4. Construct a Debate Resolution in Response to the Problem/Question
•
Students will be able to apply learned content to the problem/question:
• Review all data regarding the benefits and risks of using technologies to alter the basic
structure of life
• Discuss among themselves the definitions of human life from a religious, moral and scientific
perspective
• From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
Unit Five: The Environment
1. Critical Thinking Question (Statement of Problem)
8
There is a growing consensus that global climate changes are occurring as a result of environmental pollution
and deforestation. Assess the validity of this statement and propose a course of action (if any) for a nation to
manage its environment or that of other nations.
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
•
•
•
National and international agencies monitoring the impact of global climate change
Summits and conferences concerned with global climate change
Evidence for and against the existence of a growing consensus concerning global climate changes
Evidence for and against global climate changes
Causes and effects of environmental pollution and deforestation
National and international legislation attempting to enforce environmental policy
The authority of international bodies to enforce environmental policy
Arguments for and against the existence of global climate changes and corresponding policies to
regulate its occurrence
Literary and media sources pertaining to global climate change
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
•
•
•
Identify national and international agencies monitoring the impact of global climate change
Identify and describe summits and conferences concerned with global climate change
Analyze and evaluate evidence for and against the existence of a growing consensus concerning
global climate changes
Analyze and evaluate evidence for and against global climate changes
Analyze the causes and effects of environmental pollution and deforestation on the environment
Examine national and international legislation attempting to enforce environmental policy
Evaluate the authority of international bodies to enforce environmental policy
Summarize arguments for and against the existence of global climate changes and corresponding
policies to regulate its occurrence
Evaluate literary and media sources pertaining to global climate change
4. Construct a Debate Resolution in Response to the Problem/Question
•
Students will be able to apply learned content to the problem/question:
• Review all data regarding the existence of global climate changes gathered from the scientific
community
• Discuss among themselves the actions of agencies to enforce environmental policy and their
authority to do so on behalf of the world community
• From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
Unit Six: Society and Morality
1. Critical Thinking Question (Statement of Problem)
The family as a social institution in the United States is undergoing great change. Alongside traditional
marriages, there is growing acceptance of same sex unions. The occurrence of blended families of divorced
couples continues to rise. Is a society’s stability dependent on the maintenance of more traditional models of
family? Are there social and moral reasons to oppose the changes? What is the impact of these changes upon
society?
9
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
•
Statistics on marriage, divorce, remarriage, and same sex unions,
Research detailing the impact of the above statistics upon society
Recent legislation and court decisions concerning marriage, divorce, remarriage and same sex
unions
Characterizations of “family” during the 1950s and the present
Role of religious beliefs in the formation of family values
Arguments to accept or oppose the abandonment of traditional family models
Literary and media sources pertaining to changing family structure
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
•
Analyze statistics on marriage, divorce, remarriage, and same sex unions,
Evaluate research detailing the impact of the above statistics upon society
Identify recent legislation and court decisions concerning marriage, divorce, remarriage and
same sex unions
Compare and contrast characterizations of “family” during the 1950s and the present
Assess the role of religious beliefs in the formation of family values
Summarize arguments to accept or oppose the abandonment of traditional family models
Evaluate literary and media sources pertaining to changing family structure
4. Construct a Debate Resolution in Response to the Problem/Question
•
•
•
•
Students will be able to apply learned content to the problem/question:
Review statistics concerning trends in marriage, divorce, remarriage, same sex unions, and their
impact on society
Discuss among themselves the role religious beliefs play in the formation of family values
From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
Unit Seven: War and Peace
1. Critical Thinking Question (Statement of Problem)
Throughout history citizens of nations have been called upon to go to war. The justifications for war include
defending one’s borders, preserving world peace, and suppressing rebellion. When is it acceptable for a nation
to “take up the sword?”
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher
has the professional freedom to select related content.)
•
•
•
•
•
•
•
•
International rules of war established by the Geneva Conventions
Causes and effects of war in the 20th century
Statistics of casualties of major civil and international conflicts
Institutions responsible for conflict resolution
Countries currently in a state of civil or international war
Conditions contributing to the onset of war
Ethical justifications for war: Just war theory, pacifism, religious (or holy) war
Alternative methods of resolving disputes between nations or factions within nations
10
•
Literary and media sources pertaining to the ethics of war
3. Content Objectives (These objectives are recommended. Each teacher has the professional freedom to
develop related objectives.)
•
•
•
•
•
•
•
•
•
List international rules of war established by the Geneva Conventions
Analyze causes and effects of major wars in the 20th century
Compare and contrast statistics of casualties of major civil wars with international conflicts
Identify institutions responsible for conflict resolution
Identify countries currently in a state of civil or international war
Analyze conditions contributing to the onset of war
Evaluate ethical justifications for war: Just war theory, pacifism, religious (or holy) war
Compare alternative methods of resolving disputes between nations or factions within nations
Evaluate literary and media sources pertaining to the ethics of war
4. Construct a Debate Resolution in Response to the Problem/Question
•
•
•
•
Students will be able to apply learned content to the problem/question:
Review all data regarding conditions leading to war
Discuss among themselves the ethical justifications of conducting wars
From a specific case, construct a debate resolution supporting or opposing the critical thinking
question
V. RESOURCES
Unit One: Interscholastic Debate
Supplemental Readings
Dunbar, Robert, How to Debate
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook, pp. 1-10
Unit Two: Constitution and Government
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
Issues for Debate In American Public Policy: Selections from the CQ Researcher
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 7: Constitution. Grolier Educational. (Ref.)
Unit Three: Global Affairs
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
Issues for Debate In American Public Policy
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 8: U.S. Foreign Policy. Grolier Educational. (Ref.)
Unit Four: Science and Technology
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
11
Issues for Debate In American Public Policy
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 5: Science. Grolier Educational. (Ref.)
Unit Five: The Environment
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
Issues for Debate In American Public Policy
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 4: Environment. Grolier Educational. (Ref.)
Unit Six: Society and Morality
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
Issues for Debate In American Public Policy
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 11: Family and Society. Grolier Educational. (Ref.)
Unit Seven: War and Peace
Supplemental Readings
McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues
Issues for Debate In American Public Policy
Sather, Trevor, ed., Pros and Cons: A Debater’s Handbook
Vasudevan, Aruna, ed., Pro/Con Vol. 8: U.S. Foreign Policy. Grolier Educational. (Ref.)
VI. EVALUATION/GRADING
Students are assessed through written assignments, quizzes, tests, class discussion, in-class note-taking, and
rubric-scored assessment of student performance during debate. Preparation for the group’s debating task and
overall participation in team activities will also be assessed.
12