Environmental Science
June 2015
DEBATE: Controlling Population Growth
Topic I: The growing global population will naturally stabilize around carrying capacity and
therefore is not of serious concern.
What is your initial reaction to this?
___ Yes, I agree. ____ No, it’s not possible.
Worldwide, the human population has surpassed six billion people. Current projections are that it may reach more
than 10 billion people sometime in the next century before finally leveling off. Many experts claim that population
growth will naturally plateau as populations shift towards strong global economies that distribute education and
wealth. Others argue that environmental degradation will cause a population crash and affect worldwide
distribution of resources. Will the human population reach a predictable carrying capacity? Will countries at, or
below, ZPG counteract the incredible growth rates of developing nations? Some argue that education and
globalization will soon stabilize the latter nations.
We will explore this topic by:
Studying the current state of population growth in various countries
Analyzing the effects of education and resource distribution between developed and developing nations
Exploring the pros and cons of both population growth and decline
Topic II: The United States should adopt a national policy towards population control.
What is your initial reaction to this?
___ Yes, I agree. ____ No, it’s a bad idea.
With worldwide population soaring, many look to the United States to set an example in population controls. Many
people believe that population growth is the main reason for many problems we are facing such as crowding,
hunger, poverty, conflicts, environmental degradation and so on. Others think population itself is not a main
problem. Instead, unequal distribution of resources contributes to overpopulation as well as many other problems.
As the third most populated country, and a large contributor to the world’s environmental ailments, does the United
States have a responsibility to the world to lower their population growth rate? If so, how?
We will explore this topic by:
Studying the current state of U.S. population growth
Analyzing the mechanisms through which population control can be achieved
Assessing the pros and cons of various alternatives
Examining other countries’ population policies
DEBATE FORMAT: Student Roles
On Day 1, half of you will debate topic I, while the rest of the class serves as judges. Each team (pro vs. con) will
be made up of 4-5 students. You will each assume one of five roles based on a modified Lincoln-Douglas debate
format, described here for guidance. On Day 2, the other half of the class will debate topic II while the other
students serve as judges.
1) Choose a topic: global stability or US control
2) Choose a side: PRO or CON
3) Use the note sheet provided to compile internet and textbook research
4) Find real-life examples or facts about population rates and control methods
5) Share your information among your team according to teacher instruction
6) In your group, summarize your main arguments and decide how you will challenge the other side
7) Decide who will go first, second, third, etc. during the debate (see below to “choose a role”)
8) Conduct debate. Take personal notes of pros and cons during debate.
9) Summarize your position in a one page paper.
Debate Roles :
1.
time is a recommendation
Constructor (4minutes for each individual)
 Presents the side for his or her team's stand on the topic of the debate.
 This is more for introductory purposes. Topic I: You are presenting an overview of what global population rates
are, the potential for them to stabilize, and how resource distribution relates to this. Topic II: You are presenting
an overview of what population control entails and why it is/is not necessary for the U.S. to take action.
 Your main purpose is to present the problem and why it needs to be addressed.
 Your presentation may appear neutral, but you should try to focus on the positive (pro side) or negative (con
side). For example, if a fundamental argument for your side lies in the demography (or economy, or
environment) you should explain that here.
 We will flip a coin to see who goes first. Obviously there will be similarities between the pro and con
constructors. You must pay attention to the 1st side so that your presentation compliments and expands on
what has already been said, as if you are having a conversation. Know that repetition may be unavoidable in
this role, and will be tolerated to a degree.
2.
Questioner/Cross-Examiner (3 minutes for each individual)
 Your main duty is to establish the viewpoint of your team (pro or con) for the use of a population control
mechanism (topic II) or for the in/ability for the world population to stabilize (topic I)
 Do this by providing 2 specific examples/cases from history where this was successful (or unsuccessful) in
support of your position.
 Be able to explain the example with an adequate degree of detail, as if you are explaining it to someone who
does not know the story. (Example, don’t just say, “like in India’s policy.” Explain it.)
 In light of your argument, pose a question for the other side’s “Question Responder” to make them defend their
view. Refer to the questions provided for guidance. In your research, you will have seen evidence for both
sides of this debate – try to attack their weakest argument, especially if you know your team has a strong
counterpoint.
3.
Question Responder/Rebutter (2 minutes for each individual)
 Respond to the question posed by the other team.
o (See last point of role #2 above. You will have to answer to that from the other team!)
 You must be familiar with a number of countries or statistics; do not use the same examples as the crossexaminer. Hypothetical situations are acceptable. (Extreme examples can be helpful or harmful to your
argument).
 Your goal is to further support your team’s position through examples. You’re challenged with being flexible
in your knowledge to be able to respond to a question on the spot.
 A convincing response here includes accurate and numerous examples.
4.
Rebutter (2 minutes for each individual)
 Your duty is to weaken the other team’s argument. So far your team has spoken mainly in support and defense
of your side.
 Highlight the major problems (at least 2) of the other team’s argument.
 Juxtapose these weaknesses to your strongest points to create a strong case for your side.
5.
Summarizer (2 minutes for each individual)
 Closes the debate
 Summarize the main points that your team has made in support of your side
o Both scientific and societal importance
o Resist making new points. That is not your job.
 Strengthen any argument that the other side has weakened for you by responding to the opposing team’s
rebuttal.
 Make a final strong statement that summarizes why your side is superior over the other.
DEBATE FORMAT: Timeline (instructions) for moderator
A volunteer will moderate the debate. Your job is to maintain order during the debate and make sure that no one
speaks out of turn. You will begin by posing the debatable question and introducing the debaters and their roles. A
coin will be tossed to determine starting position. The first constructor will present their side and then proceed
using the order below.
Only one student may speak at any time and they must only speak in their assigned role. HOWEVER, all
students can contribute ideas to the presenters by passing notes. Make these clear because you cannot
confer out loud.
All students should use the back page of this packet to take rough notes throughout debate.
Side A constructor presents intro / problem
Side B constructor presents intro / problem
Side A Questioner establishes position through examples; poses a challenging question
Side B Questioner establishes position through examples; poses a challenging question
2 minute break : teams quietly confer
Moderator calls debate to order and repeats the question posed to side A
Side A Responder responds to question asked using examples
Moderator repeats the question posed to side B
Side B responder responds to question using examples
Side A rebutter challenges side B’s weaknesses
Side B rebutter challenges side A’s weaknesses
Side A Summarizer: Summarizes the debate’s events in favor of Side A. Makes strong final statement.
Side B Summarizer: Summarizes the debate’s events in favor of Side B. Makes strong final statement.
Moderator calls debate to a close.
RUBRIC: Each member of the team will receive the same group score. As each person presents, the teacher will
write the name of the debater in the appropriate box of the rubric. Scores will be averaged for one grade for the
group (pro members = one grade; con members = one grade). Make sure your teammates understand the material
and have complete notes! The student audience will participate in judging the debate. Teams will be awarded
points based on this feedback. Students will also receive an individual grade based on a summary (written essay).
SUMMARY: One page, typed paper due Tuesday 6/9/15
Using the PRO/CON list you construct during the debates, write an essay establishing your final viewpoint
(regardless of assigned position). Address all of the following topics in your essay.
Do you believe that world population can stabilize if resource distribution is controlled? Do you think this will
happen? Do you support the development of population control policy in the U.S.?
How have your feelings changed since you began researching this topic? (Do not answer “they haven’t”! Expand
on what you’ve learned). What points were most convincing for you? Why?
Do you think there is a situation that makes both sides happy? If so, what do think that could be and how could it
be agreed upon?
Your goal is to address both topics in one paper.