Debate: Ch. 23-27The Debate Casebook Assignment
Directions: You will be placed in groups and given a topic. Read ALL of the corresponding articles on your topic in your textbook (they begin in Chapter 18 and are colored in orange). Once you have read the articles, you must do the following:
1. Split your group into 2 sides—one group will present one side of the debate, and the other group will present the other side of the debate. You need to summarize your side of the debate and collect detailed examples from the articles of what the argument is all about. You will read the articles and split into groups in class today.
2. During class or at home, you will look up an article that “updates” this issue. Find an article from 2013 or 2014 (preferable) that provides the latest information about this issue—try to find one that is from the perspective of “your side.” Print it out, and bring it to class.
** Be prepared!
3. When you come back to class, you will be presenting your debates. This will take place on Wednesday. Each group will take turns presenting “their side” of the issue and giving the class “updates” about their issue. At the end of the debate, we will try to formulate our own “solution” to the “problem” at hand. You should have some “solutions” ready to present.
4. Before you present, make sure that you work out ahead of time (either in class or via email) who will present which aspects of the argument (the definition, the explanation, the summary of the articles, the proposed solutions). Everyone should get a turn to speak, but more motivated students should be offered more speaking time in order to make the presentation a quality one.
5. How many group members you have will depend upon how many students are in class on preparation day. Each group will have approximately 25 minutes of “presenting”: Define the issue, devote several minutes per “side”—keep explanations BRIEF, provide an overview of the articles your group read, go over the props and handouts, discuss possible solutions to this debate, and then open it up for class "discussion". Please allow ample time for discussion; prompt the discussion with a question to your audience. If you are watching a presentation, please participate in the discussion afterwards. Each person has a unique perspective; please contribute. We will begin the presentations right on time, if not early, so be in class as soon as you can be on presentation day.
Please be respectful of varying opinions, and please present your opinions in a respectful way.
We will have 5 groups of 4. Please elect a group "leader" and exchange contact information. The group leader should maintain contact with the group and make sure the presentation comes together with props, a handout, and adequate preparation. The group leader will also be in contact with me should any questions/problems arise.
**All of the work for this will be done IN CLASS. However, students may choose to communicate outside of class if needed.
Monday 28 July: Choose groups, read articles, split up tasks
Tuesday July 29: Debate Casebook Prep: Organize, Develop, Practice
Wednesday July 30: Debates (100)
GRADING:
Turn this in to me on the day of the presentation:
Notes on the issue: 20 -- please organize and write neatly or type. You should have at least a full page of notes.
Updated article that you find and bring to class: 20 -- Each group member should find 1 article.
Presentation:
Clarity of your speaking portion/Enthusiasm for project: 10
Display of knowledge: 10
Punctuality and organization: 10
Visual Prop(s): 10
Handout for class: 10 -- you will need 22 copies.
Quotes from articles incorporated into the presentation: 10
TOTAL = 100 Points
Groups:
1. HYDRAULIC "FRACKING" [Environment]
-- http://www.the-american-interest.com/blog/2011/10/24/fracking-the-good-the-bad-and-the-ugly/ : BOTH
--http://wattsupwiththat.com/2014/06/11/environmental-groups-have-lost-the-war-against-fracking/ : FOR
--http://wattsupwiththat.com/2014/06/11/environmental-groups-have-lost-the-war-against-fracking/ : AGAINST
and
http://www.nwf.org/What-We-Do/Energy-and-Climate/Drilling-and-Mining/Natural-Gas-Fracking.aspx
(basically the same information, 2nd article has a map)
Fracking & Denton:
http://www.dentonrc.com/local-news/local-news-headlines/20131119-fracking-dispute-erupts-at-city-hall.ece
http://www.huffingtonpost.com/2014/06/19/denton-texas-fracking-ban_n_5510800.html
http://stateimpact.npr.org/texas/2014/04/08/what-a-fracking-ban-in-denton-could-mean-for-texas/
2. GAY MARRIAGE [Sex & Gender]
--http://gaymarriage.procon.org/ : BOTH
--http://www.dissentmagazine.org/article/a-right-to-marry-same-sex-marriage-and-constitutional-law :FOR
--- http://www.washingtonpost.com/politics/support-for-same-sex-marriage-hits-new-high-half-say-constitution-guarantees-right/2014/03/04/f737e87e-a3e5-11e3-a5fa-55f0c77bf39c_story.html :STATISTICS
---http://www.nydailynews.com/opinion/arguments-gay-marriage-society-brace-corrosive-change-article-1.131144 :AGAINST
--http://www.nytimes.com/2014/06/21/us/politics/obama-to-extend-array-of-marriage-benefits-to-gay-couples.html?_r=0 :UPDATE
*Note: Your group is still responsible for submitting another article on "updates".
3. VACCINES [Health & Medicine]
--http://vaccines.procon.org/ : BOTH
-- http://www.usatoday.com/story/news/nation/2014/04/06/anti-vaccine-movement-is-giving-diseases-a-2nd-life/7007955/ :FOR
--http://vran.org/about-vaccines/general-issues/doctors-speak/the-case-against-immunizatons/ :AGAINST
--http://www.cdc.gov/vaccines/vac-gen/whatifstop.htm : FOR
--http://www.thehealthyhomeeconomist.com/six-reasons-to-say-no-to-vaccination/ :AGAINST
4. Legalization of Marijuana [Health & Business]
--http://legalizationofmarijuana.com/pros-and-cons-of-marijuana.html :BOTH
--http://www.nytimes.com/interactive/2014/07/27/opinion/sunday/high-time-marijuana-legalization.html?_r=0
: FOR
--http://www.balancedpolitics.org/marijuana_legalization.htm : BOTH
--http://www.huffingtonpost.com/2013/10/24/marijuana-legalization_n_4151423.html :FOR
--http://townhall.com/columnists/johnhawkins/2014/01/21/5-reasons-marijuana-should-remain-illegal-n1782086/page/full :AGAINST
5. The Drinking Age (Sociology)http://drinkingage.procon.org/ : BOTH
Articles from your textbook, pages 368-381 (Balko, Glasser, Herman, Gitz, Voas-- some are pro and some are con)
http://www.cbsnews.com/news/the-debate-on-lowering-the-drinking-age/
4. Tax Exemptions for Churches [Religion/Business]
--http://churchesandtaxes.procon.org/ : BOTH
--http://blog.speakupmovement.org/church/churches-and-politics/should-churches-be-tax-exempt/ :FOR
--http://www.nytimes.com/roomfordebate/2012/05/09/should-churches-get-tax-breaks/tax-breaks-good-for-religion-good-for-america : FOR
--http://www.dailykos.com/story/2012/06/17/1100892/-71-Billion-Forget-the-Corporations-Tax-the-Churches : AGAINST
--http://articles.orlandosentinel.com/2014-01-31/news/os-ed-church-tax-exemption-con-20140130_1_tax-exemption-churches-net-income
--http://money.msn.com/now/post--maybe-churches-shouldnt-be-tax-exempt :AGAINST
No matter our seeming differences, we are all more alike than different.
The Brain:The Princess:The Athlete: The Basket Case:The Criminal.
The Breakfast Club
Directions: You will be placed in groups and given a topic. Read ALL of the corresponding articles on your topic in your textbook (they begin in Chapter 18 and are colored in orange). Once you have read the articles, you must do the following:
1. Split your group into 2 sides—one group will present one side of the debate, and the other group will present the other side of the debate. You need to summarize your side of the debate and collect detailed examples from the articles of what the argument is all about. You will read the articles and split into groups in class today.
2. During class or at home, you will look up an article that “updates” this issue. Find an article from 2013 or 2014 (preferable) that provides the latest information about this issue—try to find one that is from the perspective of “your side.” Print it out, and bring it to class.
** Be prepared!
3. When you come back to class, you will be presenting your debates. This will take place on Wednesday. Each group will take turns presenting “their side” of the issue and giving the class “updates” about their issue. At the end of the debate, we will try to formulate our own “solution” to the “problem” at hand. You should have some “solutions” ready to present.
4. Before you present, make sure that you work out ahead of time (either in class or via email) who will present which aspects of the argument (the definition, the explanation, the summary of the articles, the proposed solutions). Everyone should get a turn to speak, but more motivated students should be offered more speaking time in order to make the presentation a quality one.
5. How many group members you have will depend upon how many students are in class on preparation day. Each group will have approximately 25 minutes of “presenting”: Define the issue, devote several minutes per “side”—keep explanations BRIEF, provide an overview of the articles your group read, go over the props and handouts, discuss possible solutions to this debate, and then open it up for class "discussion". Please allow ample time for discussion; prompt the discussion with a question to your audience. If you are watching a presentation, please participate in the discussion afterwards. Each person has a unique perspective; please contribute. We will begin the presentations right on time, if not early, so be in class as soon as you can be on presentation day.
Please be respectful of varying opinions, and please present your opinions in a respectful way.
We will have 5 groups of 4. Please elect a group "leader" and exchange contact information. The group leader should maintain contact with the group and make sure the presentation comes together with props, a handout, and adequate preparation. The group leader will also be in contact with me should any questions/problems arise.
**All of the work for this will be done IN CLASS. However, students may choose to communicate outside of class if needed.
Monday 28 July: Choose groups, read articles, split up tasks
Tuesday July 29: Debate Casebook Prep: Organize, Develop, Practice
Wednesday July 30: Debates (100)
GRADING:
Turn this in to me on the day of the presentation:
Notes on the issue: 20 -- please organize and write neatly or type. You should have at least a full page of notes.
Updated article that you find and bring to class: 20 -- Each group member should find 1 article.
Presentation:
Clarity of your speaking portion/Enthusiasm for project: 10
Display of knowledge: 10
Punctuality and organization: 10
Visual Prop(s): 10
Handout for class: 10 -- you will need 22 copies.
Quotes from articles incorporated into the presentation: 10
TOTAL = 100 Points
Groups:
1. HYDRAULIC "FRACKING" [Environment]
-- http://www.the-american-interest.com/blog/2011/10/24/fracking-the-good-the-bad-and-the-ugly/ : BOTH
--http://wattsupwiththat.com/2014/06/11/environmental-groups-have-lost-the-war-against-fracking/ : FOR
--http://wattsupwiththat.com/2014/06/11/environmental-groups-have-lost-the-war-against-fracking/ : AGAINST
and
http://www.nwf.org/What-We-Do/Energy-and-Climate/Drilling-and-Mining/Natural-Gas-Fracking.aspx
(basically the same information, 2nd article has a map)
Fracking & Denton:
http://www.dentonrc.com/local-news/local-news-headlines/20131119-fracking-dispute-erupts-at-city-hall.ece
http://www.huffingtonpost.com/2014/06/19/denton-texas-fracking-ban_n_5510800.html
http://stateimpact.npr.org/texas/2014/04/08/what-a-fracking-ban-in-denton-could-mean-for-texas/
2. GAY MARRIAGE [Sex & Gender]
--http://gaymarriage.procon.org/ : BOTH
--http://www.dissentmagazine.org/article/a-right-to-marry-same-sex-marriage-and-constitutional-law :FOR
--- http://www.washingtonpost.com/politics/support-for-same-sex-marriage-hits-new-high-half-say-constitution-guarantees-right/2014/03/04/f737e87e-a3e5-11e3-a5fa-55f0c77bf39c_story.html :STATISTICS
---http://www.nydailynews.com/opinion/arguments-gay-marriage-society-brace-corrosive-change-article-1.131144 :AGAINST
--http://www.nytimes.com/2014/06/21/us/politics/obama-to-extend-array-of-marriage-benefits-to-gay-couples.html?_r=0 :UPDATE
*Note: Your group is still responsible for submitting another article on "updates".
3. VACCINES [Health & Medicine]
--http://vaccines.procon.org/ : BOTH
-- http://www.usatoday.com/story/news/nation/2014/04/06/anti-vaccine-movement-is-giving-diseases-a-2nd-life/7007955/ :FOR
--http://vran.org/about-vaccines/general-issues/doctors-speak/the-case-against-immunizatons/ :AGAINST
--http://www.cdc.gov/vaccines/vac-gen/whatifstop.htm : FOR
--http://www.thehealthyhomeeconomist.com/six-reasons-to-say-no-to-vaccination/ :AGAINST
4. Legalization of Marijuana [Health & Business]
--http://legalizationofmarijuana.com/pros-and-cons-of-marijuana.html :BOTH
--http://www.nytimes.com/interactive/2014/07/27/opinion/sunday/high-time-marijuana-legalization.html?_r=0
: FOR
--http://www.balancedpolitics.org/marijuana_legalization.htm : BOTH
--http://www.huffingtonpost.com/2013/10/24/marijuana-legalization_n_4151423.html :FOR
--http://townhall.com/columnists/johnhawkins/2014/01/21/5-reasons-marijuana-should-remain-illegal-n1782086/page/full :AGAINST
5. The Drinking Age (Sociology)http://drinkingage.procon.org/ : BOTH
Articles from your textbook, pages 368-381 (Balko, Glasser, Herman, Gitz, Voas-- some are pro and some are con)
http://www.cbsnews.com/news/the-debate-on-lowering-the-drinking-age/
4. Tax Exemptions for Churches [Religion/Business]
--http://churchesandtaxes.procon.org/ : BOTH
--http://blog.speakupmovement.org/church/churches-and-politics/should-churches-be-tax-exempt/ :FOR
--http://www.nytimes.com/roomfordebate/2012/05/09/should-churches-get-tax-breaks/tax-breaks-good-for-religion-good-for-america : FOR
--http://www.dailykos.com/story/2012/06/17/1100892/-71-Billion-Forget-the-Corporations-Tax-the-Churches : AGAINST
--http://articles.orlandosentinel.com/2014-01-31/news/os-ed-church-tax-exemption-con-20140130_1_tax-exemption-churches-net-income
--http://money.msn.com/now/post--maybe-churches-shouldnt-be-tax-exempt :AGAINST
No matter our seeming differences, we are all more alike than different.
The Brain:The Princess:The Athlete: The Basket Case:The Criminal.
The Breakfast Club