Debating

Structure
Opening:
Which side are you on? 1 minute
Introductory Remarks Team A / Team B (2 min each)
– first arguments; in turns
Preparation rebuttal: (2 min)
Rebuttal Team A / Team B (2/3 min each)
– response to first arguments; in turns
Open discussion (simultaneous) (5 min)
– interactive discussion of the introduction and rebuttal points
Preparation conclusion (1 min)
Conclusion (2/3 min each)
– restatement of the strongest arguments from all previous stages; in turns
Audience chooses the winner
End

1 / 24
next
Slide 1: Slide
EngelsMiddelbare schoolvwoLeerjaar 6

This lesson contains 24 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

Structure
Opening:
Which side are you on? 1 minute
Introductory Remarks Team A / Team B (2 min each)
– first arguments; in turns
Preparation rebuttal: (2 min)
Rebuttal Team A / Team B (2/3 min each)
– response to first arguments; in turns
Open discussion (simultaneous) (5 min)
– interactive discussion of the introduction and rebuttal points
Preparation conclusion (1 min)
Conclusion (2/3 min each)
– restatement of the strongest arguments from all previous stages; in turns
Audience chooses the winner
End

Slide 1 - Slide

Debating

Slide 2 - Slide

Democratic candidates' debate: Opening statements - ABC News
While watching:
1) Who was convincing? Can you give a reason why?
2) Who was less convincing? Why?
3) Who delivered the best opening statement in your opinion?
4) Who delivered the worst statement in your opinion?

Slide 3 - Slide

Slide 4 - Video

Who did it best?
Joe Biden
Cory Booker
Pete Buttigieg
Julian Castro
Kamala Harris
Amy Klobuchar
Beto O'Rourke
Bernie Sanders
Elizabeth Warren
Andrew Yang

Slide 5 - Poll

Why?

Slide 6 - Open question

Slide 7 - Slide

Slide 8 - Slide

Write an opening statement for/against:
The VAR should be reversed
Classes in 6VWO should be optional

Slide 9 - Open question

Slide 10 - Slide

Slide 11 - Slide

Slide 12 - Slide

Mini debate
Form duos
Research the topic “No phones in school” – 10 minutes
Write an opening statement for and against – 10 minutes
Teacher makes groups of 4 – coin flip
Take turns for your 1 minute opening statement
Use 1 minute to discuss your rebuttal in duos
Rebuttal – 1 minute per duo
Write closing statement – 5 minutes
Take turns for 1 minute closing statement

Slide 13 - Slide

Opening statement for

Slide 14 - Open question

Opening statement against

Slide 15 - Open question

Closing statement

Slide 16 - Open question

The rebuttal
Read the text
Highlight information you found surprising or interesting (what can you use in your debate?)
Do exercise 1
1.2 = Challenge premise "Getting on with people is a vital life skill"
1.3= which one of the challenges is best?

Slide 17 - Slide

Which challenge to the premise was best?
Challenge 1
Challenge 2
Challenge 3
Undesired conclusion

Slide 18 - Poll

Rebuttal tennis

Slide 19 - Slide

Test Prep
  1. Talking points: 10 minute card game + 5 minutes class discussion
  2. Then go to: https://www.debatingforeveryone.com/resources/how-to-debate
  3. Read one or two articles that focus on a difficulty you might still have. Eg:
  • I fear the opponent has a stronger case to make
  • I fear I might freeze during my speech
  • What do I do when I accidentally help the other team
  • How to build the best case for the opposition?
  • How to build the best case for the proposition?
4. Write down 2 things you take away from the article to use in your own debate
5. Move to your debate groups and get eachother up to speed
6. Prepare your debate

Slide 20 - Slide

Time for some tough love...
Improving your argumentation

Slide 21 - Slide

  • Debater A + B + C assemble arguments for the proposition of the notion: replace public exams with teacher assessments (https://www.debatingforeveryone.com/resources/think-like-a-debater/what-is-the-point-of-exams2)
  • Groups assemble arguments for the proposition. They then pick the three best arguments, and assign one to each member of the group.
  • Debaters spend five minutes preparing a case for their assigned argument.
  • Debater A presents her case to the group. + Debater B ruthlessly attacks her argument +
Debater C observes, taking notes.
  • Debater C then makes suggestions to Debater A on how she could address the weaknesses.
  • Repeat the above, with Debaters B and C taking turns to make their case, with other debaters taking on roles of critic / note taker.
  • Then all debaters take turns to make their case again. The other two debaters in the group feed back on what is stronger about the case, and what could be still better.

Slide 22 - Slide

What should you focus on when "attacking" the argument?
  • Are there any logical contradictions in the argument?
  • Is the debater guilty of any logical fallacies (drogreden/schijnreden)?
  • How has she used evidence? Is it appropriate? Accurate? Is there too much? Not enough?
  • On what principles is the argument founded? What is wrong with these principles?
  • What objections to the argument have not been anticipated / addressed?
  • What does the argument take for granted / fail to address?
  • In how many different ways could this argument be attacked by the opposition?

Slide 23 - Slide

How excited are you on a scale of Shania to Michael Scott?

Slide 24 - Poll