LEARNING TO DEBATE
Skills in speaking, thinking and self-expressions
To be used with the Lincoln-Douglas Debate Learning Activity
TEACHER DIRECTION PAGE
by Howard Taylor, A Learning-On Line Learniing Activity

Debating:  An American political tradition since the great Lincoln-Douglas Debates in Illinois, 1858.  
------To help develop the higher level of thinking on the Bloom Taxonomy to gain personal confidence, to be allowed self-expression around more outward-going peers, even if you are the quiet type.  Everyone gets his/her turn in debating, EQUALLY!
STUDENTS:  CLICK HERE for the Historical Portion Jobs
                        CLICK HERE for the Debating Jobs

                        CLICK HERE for a debating topic list
Return to the
Learning to Debate Home Page
See the Lincoln-Douglas Debate Learning Activity website for details of the Historical portion of this activity.
Activity Plan:  This activity will have two parts in which students will   1. Research and answer questions concerning the Lincoln-Douglas Debates, including how their historical importance, and how they were conducted.
2.  Plan and participate in debates on contemporary subjects within the class and eventually between other class
Procedures:
Students at any of the elementary grade levels in gifted education or regular classrooms may gain from this learning activity.  The activity will include:
  1. A brief historical study of the Lincoln-Douglas Debates of 1858.
  2. Mini-Debate activity to help in developing "educated" arguments on contemporary student topics, including working with a partner to develop "Pro" and "Con" arguments.
  3. Big-Debate activity including  explanation and practice in the rules and etiquette of actual team debating.
  4. Actual debating within the classroom group
  5. Multi-Class Big Debate activity to experience debating teams from other classes on the same topics.
  6. Assessment by use of a rubric at the Jim Crittenden Debating Webquest. 
Multiple Intelligence Connections:  Verbal/Linguistic--ability to expres individual opinions, feelings on topics by all--even non-verbal oriented;  Logical--discovering new opinions/ideas about topics; Interpersonal--taking turns in a debate format, finding others that agree or disagree on topics; Intrapersonal--build-up of self-confidence, discovering what "I" value; & What I think is important

 Bloom Taxonomy Connections from lowest level to highest:
1.  Recalls facts (without notes)      
2.  Understands and  interprets facts & information    
3.  Explains information to other--clearly    
4.  Generalizes to state facts  
5.  Relates knowledge from several areas   
6.  Draws conclusions after research and study of topic
7.  Makes choices based upon reasoned argument






Objectives/Curriculum Connection:

Reading: Draw Conclusions
The learner will be able to draw conclusions based on events in reading selections.

Evaluating: Information/Various Sources
The learner will be able to analyze and synthesize information collected from various sources.

Research Skills: Propaganda
The learner will be able to evaluate resources for propaganda and bias.

Discussions: Group/Small
The learner will be able to participate effectively in small group discussions by learning rules.

Health:  Nonviolent Behavior
The learner will be able to understand how to solve problems with an individual or group using nonviolent behaviors.

ON-LINE REFERENCES
What's a Debate Anyway?
Webquest by Jim Crittenden
 Debating Skills
Adjuncting a Debate
(Assessment Procedure--Marking Form)
 I beg to Differ: 
Debating Glossary
Characteristics of a
good debater
(from Code of the Debater)
 Good Speaking Characteristics
by Debaters
(from Code of the Debater)

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Resources on Lincoln and other Subjects

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