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Lesson Plan
Title
Legislative Debate: The Importance and Role of Debate within the Legislative Process
Audience
Grades 4 and 5
Overview
This series of lessons is a unit within a larger study of legislative government focusing on the discussion of issues and developing an understanding of opposing viewpoints.
Learning Outcomes
Grade 4
- Identify and clarify a problem, issue or inquiry.
- Locate and record information from a variety of sources.
- Identify alternative interpretations from specific contemporary sources.
- Assess at least two perspectives on a problem or an issue.
- Organize information into a presentation with a main idea and supporting details.
Grade 5
- Defend a position on a regional issue in light of alternative perspectives.
- Use an outline to organize information into a coherent presentation.
Activities and Method
- Pre-teach and discuss:
- necessary vocabulary
- concept of “issues” and
- the difference between fact and opinion.
- Teacher models use of discussion web strategy using graphic organizer on overhead or other webbing software (e.g., Inspiration 7.0). Teacher pre-selects a controversial student-oriented topic such as: “students should be allowed to ride scooters on school grounds,” etc.
For overview and graphic organizer model see: www.justreadnow.com/strategies/web.htm
- Brainstorm as a class for further potential student issues.
- Increase sophistication of conversation by initiating ‘real-world’ situations or issues (e.g., current issues in health, education, environment or specific community issues).
- Encourage students to discuss topics with parents at home, collect relevant media and case study examples from sources such as newspapers, internet or television news, and report back.
- Students work in learning groups of 4-6 and complete discussion web using a teacher-prescribed issue or one of their own choice. (The focus is on seeing two sides/perspectives of issue).
- Students report out as group.
- Repeat process on independent basis, if necessary.
- Choose a debate format (see resources) and give students practice presenting ideas on an issue orally.
- View provincial Question Period (available on “ Discover Your Legislature” CD or on Hansard TV) as background material.
- Students simulate and model government debate or Question Period behaviour in debating style format.
- Connect students’ style of debate with the one used by government. Which way would be more effective in resolving issues and why?
Next steps/possibilities.
- Organize students into government and opposition.
- Initiate mock election
Preparation (by teacher and students)
- Identify current issues in the school.
- Generate vocabulary list. (refer to Glossary)
- Create and print discussion web sheets.
- Find current issues/case studies in the newspaper.
- Access Question Period CD from “Discover Your Legislature [ Flash | PDF ]” CD or Hansard TV or archived webcasts.
- Read Hansard transcripts.
Duration of Activity
- 4-6 lessons or more depending extensiveness of study
Materials & Resources
Evaluation of Activity
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Utilize general discussion/debate rubric to assess student discussions/debates.
- Utilize cooperative group rubric to assess group interactions.
- Assess discussion web for quality and depth of opposing viewpoints and conclusions.
- Gather anecdotal observations.
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Utilize presentation rubric to assess discussion web presentation.
Submitted By:
Gail Scott, MEI Elementary School, Abbotsford
Margaret Wiens, Godson Elementary School, SD # 34 (Abbotsford)
Tim Lofstrom, Mackenzie Elementary School, SD # 57 (Prince George)
Janice Wycherley, Hammond Elementary School, SD # 42 (Maple Ridge-Pitt Meadows)
NOTE: The ideas and opinions expressed in this classroom activity belong to their authors and do not necessarily reflect those of the Legislative Assembly of British Columbia. The Public Education and Outreach office only edits for clarity.
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(PDF)