Debate Lesson Plan
Resources Required:
- View “The Corporation” film (purchase through www.thecorporation.com) (allow at
least three full periods as the film is 145 minutes long. Also leave time for discussion
toward the end of each period)
- Allow students to view sections which pertain to their debate topics the second time if
necessary (all sections are posted on YouTube.com)
- Handout: Ethical Analysis Sheet
- Handout: Debate Organization Sheet
- Review: Argument Analysis Sheet and Debate Rubric
- Access to Internet
- Library access (look at pertinent books also)
Suggested Learning Strategies:
- Make sure students understand what a debate entails
- Spend time discussing the process and expectations
- Encourage students to take notes while viewing the film
- Generate a list of possible topics for debating groups or use topics listed below
Before showing film:
- Split class into debating groups (assign two for, two against, and one facilitator)
- Have students pick or assign topics
- Give students copies of the Argument Analysis Sheet and the Debate Rubric so they
understand what criteria they will be evaluated under
After showing the film:
- Identify issues that caused dispute between different people in the film
- Relate your topics to specific topics covered during class
- Select three issues particularly relevant to your class for debating
- Work through the handouts: “Ethical Analysis Sheet”, “Debate Organization Sheet”
- Research your topic using the Internet, library books and newspapers
- Make sure you research all perspectives on your issue
After debate:
- Allow for class discussion
- Debrief
Possible topics:
- Labour practices in developing countries
- Ownership of natural resources and privatization
- Advertising to children
- Corporate social responsibility and accountability
- Lobbying and corporate involvement in government
- Advertising clutter in our environment and minds
- The Corporation - is it dysfunctional
ETHICAL ANALYSIS SHEET
Name: ______________________________ Date: ________________________________
1.
Describe the ethical issue you will explore.
2.
Describe which, if any, laws apply to this ethical issue.
3.
Describe the ethical arguments that deal with duty, moral obligation or rights, and what
arguments which deal with achieving the greatest happiness for the greatest number of
people, a corporation might use when discussing these ethical issues.
4.
Describe the ethical arguments that deal with duty, moral obligation or rights, and what
arguments which deal with achieving the greatest happiness for the greatest number of
people, a corporation might oppose when they discussing these ethical issues.
5.
Given the analysis you performed, describe your personal feelings about this issue. Be
specific, giving examples and explanations as to why you feel this way.
DEBATE ORGANIZATION SHEET
Concepts taken from “The Corporation: Resources for Classroom Teachers” website
____________________________________________________________________________
PROCESS FOR CONSTRUCTING AN ARGUMENT
1.
In one sentence, describe the issue you are debating.
2.
State whether you are FOR or AGAINST your described issue
3.
Give three reasons for why you propose or oppose your issue
Give a fact to back up each reason.
Research your topic thoroughly so you don’t miss any facts.
1.
FACT:
2.
FACT:
3.
FACT:
4.
Concluding Sentence – Sum up your reasons in one concluding sentence.
____________________________________________________________________________
TIMELINES FOR THE DEBATE
Note: Write out a script and remember to prepare your rebuttal in addition to the speech shown
below. In your group, plan who will say what.
1st minutes
Explain the point you will be trying to make, and how you will make it.
State argument in one sentence. Define your team’s strategy,
explaining what others in your group will say (or have said).
2nd minute
Lay out your position and briefly state your three arguments
3rd - 5th minute Address each part of your argument that you laid out in the 2nd minute. Provide
details about each.
6th minute
Sum up your argument in a concluding sentence.
ARGUMENT ANALYSIS SHEET
Taken from “The Corporation: Resources for Classroom Teachers” website
Name: _________________________________
Date: ______________________________
What is the claim or conclusion that the author is making?
Premise #1
Evidence used to
support premise #1
Is it:
_____ Strong?
_____ Weak?
Explain using reasons
Premise #2
Evidence used to
support premise #2
Is it:
_____ Strong?
_____ Weak?
Explain using reasons
Premise #3
Evidence used to
support premise #3
Is it:
_____ Strong?
_____ Weak?
Explain using reasons
Does the author address alternative arguments, possible objections to his/her argument, or other
points of view? Explain.
DEBATE RUBRIC
Taken from “The Corporation: Resources for Classroom Teachers” website
Name: _________________________________
Date: ______________________________
Category
Criteria
Level 1
Level 2
Level 3
Level 4
Knowledge /
Understanding
Demonstrates a
knowledge of
facts/concepts and
how they are related
Ideas and arguments
reflect limited
knowledge of
relevant facts and
concepts and how
they are related
Ideas and arguments
reflect some
knowledge of
relevant facts and
concepts and how
they are related
Ideas and arguments
reflect solid
knowledge of
relevant facts and
concepts and how
they are related
Ideas and arguments
reflect sophisticated
knowledge of
relevant facts and
concepts and how
they are related
Thinking/Inquiry
Applies criticalthinking skills to
interpret
information and
integrate different
points of view
Demonstrated
limited awareness
of different points
of view and inherent
bias
Demonstrates some
awareness of
different points of
view and inherent
bias
Tkes into account
different points of
view and inherent
bias
Skillfully
acknowledges
different points of
view and inherent
bias
Provided limited
analysis,
interpretation,
and/or evaluation of
information
presented
Provides some
analysis,
interpretation,
and/or evaluation of
information
presented
Communication
Presents information in a convincing way
Arguments / rebuttals are unconvincing and show a limited sense of logical argument
Speech lacks fluency, expressiveness, and./or audibility
Makes limited use of gestures and eye contact
Limited attentiveness when others are speaking
Arguments / rebuttals are convincing to some degree and show some sense of logical argument
Speaks fluently, expressively, and/or audibly some or the time
Makes some use of gestures and eye contact
Usually attends to others when they are speaking
Argues / rebuts convincingly and logically
Speaks fluently, expressively, and audibly
Uses gestures and eye contact effectively
Listens attentively when others are speaking
Argues / rebuts in a highly convincing way and shows a sophisticated sense of logical argument
Speaks in a highly skills way
Uses gestures and eye contact in a highly skilled way
Listens attentively
and critically when
others are speaking
(e.g., takes notes)
Adequately
analysis, interprets,
and/or evaluates
information
presented
Analyses, interprets,
and/or evaluates
information
presented in
insightful ways
Application
Comments:
Successfully draws
conclusions from
ideas and arguments
Has difficulty
making connections
between ideas /
arguments
Makes simple
connections
between ideas /
arguments
Has difficulty
drawing conclusions
Draws simple
conclusions
Makes connections
between ideas /
arguments
Draws logical
conclusions
Makes sophisticated
connections
between ideas /
arguments
Draws insightful
conclusions