Sample Civics Lesson Plan
Learning how to formulate arguments is an essential skill students should possess; outside of
school, students will constantly need to defend their arguments and provide evidence to support
that argument. This lesson connects to students’ lives because they are given the option of
choosing a relevant, current issue to debate. By doing so, students are shown that debates are not
just a political tool that candidates use, but also a skill that they can use in their own lives outside
of school. This lesson is designed so that students are actively engaged in forming arguments for
a debate. Students have the opportunity to watch and critique a debate first and then practice
their own debating skills; this lesson is a balanced mix between teacher-centered lecture and
student-centered activities.
Behavioral Objectives:
 SWBAT identify the components and structure of a debate.
 SWBAT explain why debates are important.
 SWBAT critique a presidential debate from the 2012 election.
 SWBAT develop arguments for a debate.
PA State Standards:
 5.1.C.E: Analyze and assess the rights of people as written in the PA Constitution and the
US Constitution.
 5.1.C.C: Evaluate the application of the principles and ideals in contemporary civil life.
o Liberty/Freedom
o Democracy
o Justice
o Equality
 8.4.C.A: Evaluate critical issues in various contemporary governments.
Instructional Materials:
 Debate Notes Sheet; Presidential Debate Clip (http://youtu.be/QEpCrcMF5Ps);
Presidential Debate Critique worksheet; Exit Slip; Pencil/Pen; Paper
Anticipatory Set:
 Students will complete a 2 minute free write activity. On a sheet of paper, they will
respond to their thoughts on this question: Should teachers be able to carry weapons in
school?
 For 3-5 minutes we will discuss students’ thoughts and ideas. After, pose the question:
were you just debating?
Instruction/procedures:
 Lecture on what a debate is and what the parts of a debate are; Students have notes to fill
out
 Explain critique assignment; watch clip; briefly explain again; hand out sheets; students
get in groups to complete; after students complete worksheet, go over as a class.
 Have students complete a poll everywhere (are students for or against this issue?)
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Students will be asked to sit on one side of the room if they are for the issue, and the
other side if they are against. After the students are divided, we will tell them that their
positions are switched (the students against the issue will be arguing for the issue).
Explain the rules (each team will have 5 minutes to prepare their arguments. Then, each
team will have 3 minutes to state and defend their argument, followed by a 2 minute
rebuttal and 1 minutes closing statements).
Have students complete another poll everywhere to see if anyone’s position shifted.
Closure:
 Debrief the debate: what did you think went well, what was challenging, how could you
have improved your argument?
 Exit slip: Why are debates important?
Assessment:
 The first formal assessment will be the students’ critiques of the presidential debate clip.
 Students will also be formally assessed during the class debate.
 Informal assessments will be class discussions and on their exit slip.
Extension assignment for a later date:
 Students will be assigned a research paper about a particular topic relevant to their own
lives. They will need to state and defend their argument. Students will be learning to
defend their argument, as well as research skills in the library.