| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | No subject |
| What topic | Lincoln Douglass Debate |
| What length (min) | 30 |
| What age group | Year or Grade 10 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Lincoln-Douglas Debate
Year/Grade 10
No subject (Debate/Communication Skills)
20 students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Lincoln-Douglas Debate | 5 | Introduce the concept of the Lincoln-Douglas Debate, its history, and its significance in ethical discussions. |
| 2 | Overview of Debate Format | 5 | Explain the structure of the debate including constructive speeches, rebuttals, and cross-examinations. |
| 3 | Divide into Teams | 5 | Split the class into two groups, ensuring a fair balance of students. Assign initial roles (aff or neg). |
| 4 | Topic Selection | 5 | Provide sample topics for each debate team to choose from. Discuss how they can select a relevant and interesting topic. |
| 5 | Preparation & Strategy | 5 | Allow time for each team to prepare their arguments and strategy. Offer guidance on effective argumentation techniques. |
| 6 | Conduct Debates | 5 | Facilitate the debate rounds. Each debate should include timed speeches followed by cross-examination. |
| 7 | Reflections and Homework | 5 | Summarize key takeaways from the debates. Introduce homework: write a reflection on what they learned about the debate topic without presentations. |
The lesson aligns with U.S. National Standards for Speaking and Listening, emphasizing the importance of collaborative discussions and presentation of ideas.
Students will write a one-page reflection on what they learned regarding the ethical issues debated, the effectiveness of their arguments, and areas for improvement. This should be submitted at the beginning of the next class.
Assessment will be based on participation, teamwork, ability to articulate arguments, and the quality of the homework reflection. No formal presentations of the homework will be required in class to encourage individual reflection.