4.21.15. » on the post it given to you please tell me if you believe that teenagers should have a...

Debate Unit Lesson 1

4.21.15

Do Now

» On the Post it given to you please tell me if you believe that teenagers should have a driving curfew if they are under the age of 18. Be sure to include your name. Stick it to the board in the appropriate location when you’re done.

Do Now

» On the Post it given to you please tell me if you believe, based on the articles you read last week, that citizens should have the right to own guns. Be sure to include your name. Stick it to the board in the appropriate location when you’re done.

Objective

» SWBAT understand the formal claim/ warrant/ impact structure of an argument.

Key Terms

» A debate is a process of arguing about claims (controversial statements) in situations where a judge or audience decides the outcome.

» The purpose of a debate is to have a stronger argument than your opposition.

» An argument is a reason or set of reasons given in order to persuade others that an opinion, belief or idea is right.

Key Terms con’t…

» Every debate begins with a claim. A claim is a controversial statement that a debater supports or opposes.

» To be a claim, the statement must be controversial in nature. ˃ Why???˃ Because you can’t argue something that is “cut and dry” (pre-

arranged, settled)!

Arguments

» Every argument should have 3 things:

1. Claim (your position)2. Reasons to support claim3. Evidence to support reasons

» Easy! Sounds like what we do all the time in ________!

Activity 1 » I will place you in a group of 3» Each group is to come up with 3 arguments to support

your side (either yes or no) of whether teenagers should have a driving curfew or not.

» Be sure to have a reason WHY you think your arguments are true.

» Each group member must write down the group’s arguments and your reasons why they are true.

*** NOTE*** “Because I said so”, or “it is the right thing” are not sufficient reasons for something to be true

SWBAT understand the formal claim/ warrant/ impact” structure of an argument.

Activity 2

» Meet together with one other group I assign.» Appoint one student to be the speaker from each of

the small groups. » Each small group should present their arguments to

the larger group. » After this, each large group should discuss the ideas

and decide the strongest three arguments for their side.

» Select one speaker for the larger group that will present the 3 ideas you all decided were the strongest


Speaker time

» Each group speaker is to present the three arguments that your side agreed upon as being the strongest.

» While the other side is presenting, keep comments to yourself- This is not a time for arguing...this is a time for reporting.

Your arguments and reasons why

» Why is the argument important or how does it support their side?


Let’s check out these arguments

» What are the structural similarities of all of these arguments?

1. Each argument makes a statement or claim (of a possible truth).

2. Then each gives support for that argument in terms of some reason why this argument is true.

3. Each then explains the importance of this argument in terms of how the argument proves their position true or how the argument affects people.

» You came up with a claim, warrant, and impact!


Key Vocab in Arguments

» Claim: Controversial statement that a debater supports or refutes with an argument. - To be a claim, the statement must be

controversial. Example: “Cheese should be included in a

healthy diet " vs. "Wednesday comes after Tuesday"

» Warrant: Connects evidence to the claim. Example: Cheese contains nutrients.

» Impact: Explains the importance of the claim. Example: Cheese should be included in a

healthy diet because its nutrients, especially calcium, contribute to a healthy body.


Different types of warrants (reasons)

1) analytical warrants are logical reasons for the truth of the argument.2) empirical warrants are events and statistics from real world examples.3) psychological warrants usually describe how people tend to act in certain situations. These are often backed up with psychological studies.


Topic: There should be stricter punishments for texting and driving

» analytical warrant: Texting is a distraction and while driving, one should be completely focused on the roads as there may be unforeseen dangers and traffic.

» empirical warrant: “Researchers at Cohen Children's Medical Center in New Hyde Park estimate more than 3,000 annual teen deaths nationwide from texting [and driving]” (Ricks).

» psychological warrant: People tend to get distracted by their phones in everyday situations, including work meetings, therefore they miss out on important information. Texting and driving can cause even more extreme distractions on the road.

Try it out (Use the articles or internet)

» What is an analytical warrant for or against guns?

» What is an empirical warrant for or against guns?

» What is a psychological warrant for or against guns?

Exit Slip

» What is important to include after your warrants? Why?

4.21.15. » on the post it given to you please tell me if you believe that teenagers should have a...

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