debate research handout

How to Research for a Debate Using Library Resources: Defining the Terms of Your Debate

• Defining the Terms of Your Debate
• Researching Pro and Con
• Newspapers and Magazines
• Think Tanks
• Speaker Point Boosters: Rhetoric and Logic

Defining the Terms of Your Debate Is Crucial to Winning a Case

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Very Short Introductions to Key Debate Subjects

Oxford Handbooks For Debaters

National and local leagues and organizations.

National Speech and Debate Association 

International Debate Education Association 

American Parliamentary Debate Association 

National Catholic Forensic League 

National Debate Coaches Association 

Brooklyn Queens Catholic Forensic League 

New York City Urban Debate League 

English-Speaking Union New York Debate League 

Reference Resources with Authoritative Definitions of Terms

The online version of the Oxford English Dictionary contains all work to date of the third edition, reflecting daily updates and revisions. Also includes the full-text of the second edition, and a historical thesaurus. **Patrons should read the Terms & Conditions and Privacy Policy of this resource before searching.**

Contains the complete text of the 20-volume Oxford English Dictionary, 2nd edition. The following information is provided for each word: etymology, definition, part of speech, date of origination, pronunciation, quotation, and cross-references.

Credo is a vast, online reference library, providing access to the full text of hundreds of highly regarded and popular titles. And Credo brings the facts alive with images, sound files, animations, and much more. Find speedy, simple answers and authoritative, in-depth articles.Credo Reference contains dictionaries, bilingual dictionaries, thesauri, encyclopaedias, quotations and atlases, plus a wide range or subject-specific titles covering everything from accounting to zoology, via maps, math, management, martial arts, media studies, medicine, mountains, moons, music, multimedia, mythology.

Covers the organization and key features of the American political system. Material is divided into general overviews (Topics) and explorations of issues (Perspectives), supported with articles, images, speeches, and other documentation. **Patrons should read the Privacy Policy of this resource before searching.**

Gale eBooks (formerly Gale Virtual Reference Library) is an online library of reference titles for multi-disciplinary research, including texts related to American and world history, biography, health, arts, business, travel, religion, and multicultural studies. **Patrons should read the Terms & Conditions and Privacy Policy of this resource before searching.**

Want to figure out the difference between Utopianism and Utilitarianism ?

It's essential to compare definitions of all terms in a couple of different resources. For example, your can look at the definition of utilitarianism in  Continuum Encyclopedia of British Philosophy  and compare it to the one found in Gale Encyclopedia of Philosophy. For a more substantial overview of Utilitarianism, read Utilitarianism: A Very Short Introduction . To see how utilitarianism compares to other ethical theories, read Ethics by Peter Cave or Ethics 101 by Brian Boone.To figure out how Utilitarianism compares to Utopianism, read Utopianism: A Very Short Introduction . Still wondering if utilitarianism is a good framework for your case? Read Utilitarianism as a Criterion for State Action in   Oxford Handbook  of Public Choice, Vol 1.

To further advance your understanding of utilitarianism, utopianism, or any other complex concept,  use Online Journals, Newspapers,Periodicals and Scholarly E-Books.

Finding Online Journals, Newspapers, Periodicals and Scholarly E-Books

The  Find E-Journals and E-Books by Title Page   is the best place to locate journals in electronic format and scholarly e-books.

• Title or ISSN/ISBN
• By journals only, books only, or both
• You can also browse by letter or subject
• The date coverage
• The database the serial is in (click on the database name to access the serial)
• Whether the database is available remotely or onsite only
• ​ If you are looking for books by scholarly publishers or text books this is the place to do it. Many of these books you will not find in NYPL's other e-book applications, such as Simply-E, Overdrive or 3M because they are part of collections specifically curated for different research topics.

Need an alternative primer to subject ? Try Beginners Guide Series

What Every Debater Needs to Know

A number of titles in  What Everyone Needs to Know , another excellent series from Oxford, can be of great help to all debaters. 

• Next: Researching Pro and Con >>
• Last Updated: Apr 3, 2024 4:26 PM
• URL: https://libguides.nypl.org/howtoresearchforadebatewiththenewyorkpubliclibrary

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Debate Worksheet Templates

Customize debate worksheet templates.

If you're assigning this to your students, copy the worksheet to your account and save. When creating an assignment, just select it as a template!

What is a Debate?

Debating is a valuable skill that can help students develop higher-level thinking and argumentation skills. By participating in debates, students can learn to organize their thoughts, research topics, and present their arguments in a clear and convincing manner. However, preparing for a debate can be challenging, especially for young learners. To help students prepare for debates, teachers can use a variety of resources such as graphic organizers, templates, and task cards.

What is a Debate Worksheet?

A debate worksheet is a planning document for a debate. Most debate preparations use evidence cards, flow sheets, and constructive speech templates but teachers have the option to create their own type of debate preparation worksheet.

Debate Graphic Organizers

One way to help students organize their thoughts and arguments is by using debate graphic organizers. These organizers can help students map out their arguments and counter-arguments, as well as identify evidence to support their claims. Some examples of debate graphic organizers include:

• T-Chart: These types of debate worksheet templates allow students to compare and contrast two opposing viewpoints, with one viewpoint on each side of the chart.
• Venn Diagram: This organizer helps students identify similarities and differences between two opposing viewpoints.
• Spider Map: This organizer allows students to brainstorm ideas and arguments related to a particular debate topic.

Debate Templates for Students

Another useful resource for preparing students for debates is debate templates. These templates provide students with a structured format for organizing their arguments and notes. Some examples of debate templates include:

• Debate Prep Worksheet: This template guides students through the process of researching and preparing for a debate.
• Debate Notes Template: This template provides students with a space to take notes on their research and arguments.
• Debate Preparation Worksheet: This template helps students organize their arguments and counter-arguments before the actual debate.
• Debate Planning Sheet: To help students prepare for the actual debate, teachers can provide them with a debate planning sheet. This sheet includes the debate format, rules, and guidelines, as well as the debate topics and argument assignments. Students can use this sheet to plan their arguments and prepare their speaking notes.

Using these templates in actual debate scenarios is very helpful. During the actual debate, students can use their notes and outlines to present their arguments and respond to their opponents' arguments. By participating in actual debates in the classroom, students can practice their debating skills, higher level thinking capabilities and improve their overall ability to articulate their opinions.

Why Are Debate Sheets Important and How Are They Best Used?

Debates are an important way to share ideas and to critically analyze information. Debates challenge speakers to carefully research both sides of a topic or question, and come up with solid evidence to support their chosen side, while at the same time anticipating problems and providing solutions. Students may find these skills will also help them in persuasive writing and research papers. Debates also encourage public speaking skills and careful listening skills.

There are many resources available online that teachers can use to help students prepare for debates. These resources include different types of debate worksheets, graphic organizers, templates, task cards, and planning sheets. By providing students with these resources, teachers can help students organize their thoughts, research topics, and present their arguments in a clear and convincing manner. Debating is a valuable skill that can help students develop higher-level thinking and argumentation skills, and these resources can help young learners develop these skills.

Planning: A Debate Outline Example

Knowing how to write an outline for a debate may not come naturally but by following these steps, you can create a strong debate outline example template that will help you to deliver a convincing argument. Remember to keep your arguments organized and supported by evidence, anticipate the opposing side's arguments, and use transition words to ensure a smooth flow of ideas.

• Choose a Debate Topic: The first step in making a debate outline is to choose a topic. Make sure the topic is debatable and has clear arguments on both sides.
• Research the Topic: Conduct thorough research on the topic to understand the different viewpoints and arguments. Gather evidence and data to support your position.
• Identify Key Arguments: Identify the key arguments for your side of the debate. These arguments should be supported by evidence and should be able to counter the opposing side's arguments.
• Organize the Arguments: Organize the arguments in a logical order. Start with the strongest argument, followed by the next strongest, and so on. Ensure that each argument flows smoothly into the next.
• Include Rebuttals: Anticipate the opposing side's arguments and include rebuttals for each of them. Address each point the opposing side is likely to make and refute them with strong evidence.
• Add Transitions: Use transition words and phrases to help your speech flow smoothly from one argument to the next. Examples of transition words include "furthermore," "in addition," and "however."
• Include an Introduction and Conclusion: Begin your outline with a strong introduction that captures the audience's attention and presents your stance. End with a powerful conclusion that restates your main arguments and leaves a lasting impression on the audience.
• Practice: Practice delivering your speech using the outline. Ensure that you stick to the time limit and that your arguments are clear and concise.

How to Make a Debate Worksheet

Choose one of the debate outline templates.

We have lots of templates to choose from. Take a look at our example for inspiration!

Click on "Copy Template"

Once you do this, you will be directed to the storyboard creator.

Give Your Worksheet a Name!

Be sure to call it something related to the topic so that you can easily find it in the future.

Edit Your Worksheet

This is where you will include directions, specific questions and images, and make any aesthetic changes that you would like. The options are endless!

Click "Save and Exit"

When you are finished with your worksheet, click this button in the lower right hand corner to exit your storyboard.

From here you can print, download as a PDF, attach it to an assignment and use it digitally, and more!

Even More Storyboard That Resources and Free Printables

• Cornell Notes Template
• Discussion Worksheets
• Critical Analysis Essay Outlines
• First Day of School Worksheet
• Blank Worksheet Template
• Lesson Plan Templates

Happy Creating!

Frequently Asked Questions About Debate Worksheets

How can debate worksheets and storyboards be integrated into different subjects.

Debate preparation templates and storyboards can be integrated into many different subjects, such as English, social studies, and science. For example, in an English class, students can debate the literary merits of a particular novel or play. In a social studies class, students can debate different historical events or political issues. In a science class, students can debate the pros and cons of a particular scientific theory or practice. Debate topics can be pulled from any subject and explored within context.

How can teachers assess students' use of debate worksheets and storyboards?

Teachers can assess students' use of debate worksheets and storyboards by evaluating the quality of their arguments, their use of evidence to support their arguments, their ability to communicate their ideas effectively, and their ability to respond to opposing arguments. Additionally, teachers can provide feedback and constructive criticism to help students improve their debating skills over time.

How can debate worksheets and storyboards benefit students?

Debate worksheet templates and storyboards can benefit students in many ways. They help students organize their thoughts, develop logical arguments, and communicate their ideas effectively. They also encourage students to research and gather evidence to support their arguments, which helps them build their critical thinking skills. Finally, using such visual aids can help students feel more confident and prepared when presenting their arguments.

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The New York Times

The learning network | great debate: developing argumentation skills.

Great Debate: Developing Argumentation Skills

Teaching ideas based on New York Times content.

• See all in Civics »
• See all lesson plans »

Overview | What makes for a strong debater and for a winning debate? In this lesson, students consider the characteristics of effective debate and learn about various formats. They then engage in debates about controversial issues in the news and/or curriculum and conclude by writing evaluations.

Materials | Computer with Internet access and a projector, copies of the handouts, research resources

Warm-up | Show a brief clip from a debate, such as one of the debates from the 2008 presidential election or the Bloggingheads debate about bullying .

Then divide students into pairs or small groups and tell them to evaluate the performance of each of the debaters. They should start by listing some qualities or traits that made these individuals effective debaters and some specific strategies they used. After a few minutes, invite them to share and compare their lists with the whole group; write the list on the board. Were there any points of disagreement in the room about the debaters’ performances? Why might that be?

Then give out the Evaluate a Debate handout (PDF) and invite volunteers to share how they would evaluate the debaters using this checklist. Then ask: Would you add anything to this rubric? If so, what and why?

Related | In “Resolved: Inmates Make Tough Debaters,” Susan Dominus writes about a debate between undergraduate students at the New School and inmates at the Arthur Kill Correctional facility, pointing out the qualities that put the supposed underdogs, the inmates, at an advantage:

So the Arthur Kill team had the home-turf advantage, plus passion, not to mention direct personal experience — of the four debaters, three are currently special students at the New School, as are many of the two dozen inmates who were on hand to watch. Then there’s the advantage of general life experience, on the outside and in.

Read the entire article with your class, using the questions below.

Questions | For discussion and reading comprehension:

• What are the advantages of the “home team”?
• To whose oration style does the author compare the Arthur Kill team? Why?
• Summarize the argument of the team supporting government financing of higher education in prisons.
• Summarize the argument of the team in favor of no government financing of higher education in prisons.
• What surprises you about this article and the event that it describes? Do you really think the Internet presents a major advantage to the debaters who are non inmates?
• Why do you think the Arthur Kill team has been undefeated in its two-year history?

RELATED RESOURCES

From the learning network.

• Lesson: Joining the Debate Club
• Lesson: On ‘Don’t Ask, Don’t Tell': Debating a Proposed Repeal
• Lesson: Going Mobile: Debating and Using Cellphones in School

From NYTimes.com

• Blog: Room for Debate
• Video: Bloggingheads
• Times Topics: Debating

Around the Web

• Debate Central
• National Forensic League

Activity | Tell students that they will be engaging in a debate. Divide them into two groups and assign a debate topic. (See below for suggested debate topics tied in to current events across disciplines.) Have them research and prepare for the debate using our handout Debatable Issues (PDF), then present their arguments to the group at large using one of the following debate formats, each of which is described in more detail in the following links.

Explain to students that there are a number of different formats for debate that are generally practiced. Most share some standard features:

• There are two sides: a proposition side and an opposition side. The proposition side argues for the adoption of a resolution or statement, and the opposition side must refute the statement.
• Both parties must find and compile evidence in support of their argument, then orally present it by making strong arguments, as well as listening to the other side and responding to their positions.

Debate formats include the following (there are others ):

Lincoln-Douglas Debate: In this formal debate format, arguments are divided into timed segments and go back and forth between the “pro” and the “con” sides, with teams presenting arguments, providing evidence to support arguments and offering rebuttals. See our 2004 lesson Weighing the War for more details about this format.

Roundtable Discussion: Students take on the role of experts and engage in a talk show-style debate similar to the discussion format on such TV shows as “Meet the Press.” See our lesson How to Save a Life? for more details about this format.

Tournament Brackets: Students hold a research- and debate-based “tournament” to determine the “winners” of each round, until a final “winner” is declared.

Nations Conference: Groups representing individual countries research a specific question, then discuss and debate its merits.

Structured Academic Controversy: Pairs assigned to each position research and then present their argument to a pair that is assigned the opposing side. The debate follows these steps: identify the argument; present the argument; restate the argument; discuss personal opinion; share conclusions; debrief the exercise. See our lesson On ‘Don’t Ask, Don’t Tell': Debating a Proposed Repeal for more details about this format.

Moving Debate: After preparing for a debate on an assigned topic, students are arranged in the room in three sections: agree, disagree and neutral/unsure. Debate proceeds with “members” of each section taking turns to make arguments for their position and ask questions of others. As they are begin to question, refine or change their positions (even momentarily so), they physically move to the sections of the room that reflect their mindset. See the civics section of our lesson Preserve, Protect and Defend? Considering Violent Protests and American Values for more details about this format.

Once a debate format has been selected, the next step is to choose the statement that will serve as the focal point. Assign or allow students to choose one of the following statements, using the links as starting points for research. Still more topic ideas can be found in our lesson March Madness: Using Tournament Brackets to Debate Academic Questions . And of course, many more debatable topics can be found in any day’s New York Times.

Civics and Social Studies

• School teachers and administrators are responsible for addressing bullying by students.
• Gay teens should be allowed to take dates to the prom .
• Looting is morally permissible during national disasters and emergencies.
• Prom should be held on a weeknight to deter students from drinking.
• All high school students should attend college.
• Not carrying legal immigration documents on your person is a crime, and police should have broad power to detain anyone suspected of being in the country illegally.
• Elena Kagan is qualified to serve, and should be confirmed, as the next Supreme Court justice.
• International adoptions should be suspended until international rules are adopted by all members of the United Nations.
• College graduates should enjoy a time of leisure rather than pursuing a rigorous path right away.
• Schools should have dress codes banning the wearing of “saggy pants.”

Science and Health

• A “sugar tax” would decrease obesity among children.
• Pedestrians should be subject to breathalyzer tests.
• Any contact with intelligent alien life , which likely exists, would be risky.
• There is a persistent bias against women in math and science.
• All professional athletes should be subject to drug tests .

Technology and Media Studies

• Advertising has no impact on whether people buy something.
• Childhood culture is being lost because of technology.
• To protect privacy and promote safety, online profiles at social networking sites should not be permitted for those under 18 .
• Students should be required to take some time off from using electronic devices .
• PowerPoint should be banned from classroom use .

Going further | Students use the Evaluate a Debate handout (PDF) to evaluate team performances, then write essays summarizing both sides’ positions and arguing for which team made the stronger argument. You might also have students post their debate topics and arguments at the social networking debate site ConvinceMe .

Standards | From McREL, for grades 6-12:

Civics 1. Understands ideas about civic life, politics, and government 11. Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society 14. Understands issues concerning the disparities between ideals and reality in American political and social life 19. Understands what is meant by “the public agenda,” how it is set, and how it is influenced by public opinion and the media 20. Understands the roles of political parties, campaigns, elections, and associations and groups in American politics 21. Understands the formation and implementation of public policy 25. Understands issues regarding personal, political, and economic rights 28. Understands how participation in civic and political life can help citizens attain individual and public goals 29. Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy

Language Arts 1. Uses the general skills and strategies of the writing process 2. Uses the stylistic and rhetorical aspects of writing 3. Uses grammatical and mechanical conventions in written compositions 4. Gathers and uses information for research purposes 5. Uses the general skills and strategies of the reading process 7. Uses reading skills and strategies to understand and interpret a variety of informational texts 8. Uses listening and speaking strategies for different purposes

Life Skills: Thinking and Reasoning 1. Understands and applies the basic principles of presenting an argument 2. Understands and applies basic principles of logic and reasoning 3. Effectively uses mental processes that are based on identifying similarities and differences

Life Skills: Working With Others 1. Contributes to the overall effort of a group 4. Displays effective interpersonal communication skills

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wow..what a great article..i hope i can find this site earlier,. maybe i can win in my college debate competition..

What's Next

Flipped Learning Module

Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy . In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.

In this FLM, students are asked to complete a fill-in-the-blank outline which accompanies all three videos, covering the topics of developing arguments, reasoning, and counterarguments. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.

proposition, argument, counterargument, pro/con side, inductive/deductive reasoning, premise, conclusion, debate etiquette

Module Overview Developing a proposition, argument, and counterargument Inductive and Deductive Reasoning Debate Structure Download Video Transcripts

Worksheet: Debates Module Outline

• A debate is: __________________________________________________
• Learning how to effectively participate in a debate can have a positive impact on your writing skills because: __________________________________________________
• A proposition is: __________________________________________________
• (Type 1)__________________________________________________
• (Type 2)__________________________________________________
• (Tip 1)__________________________________________________
• (Tip 2)__________________________________________________
• (Tip 3)__________________________________________________

Download Outline

Video 1: Developing a proposition, argument and counterargument

Video 2: inductive and deductive reasoning, debates online activity 1.

The Globe Spotlight Team examined Boston-area universities’ enrollment patterns as part of its exploration into why Boston is seen nationally as a city unfriendly to black people. It looked at the role area universities play in educating a critical mass of African-American graduates–people who could, as in other cities, form the next generation of civic and political leadership. It found that Boston-area universities are not producing that critical mass. The reason? Some area universities do not appear to have shown the will or creativity required to aggressively recruit black students, or simply have not made it the kind of priority that recruiting international students has become. Less easy to measure is whether Boston’s high costs, unwelcoming reputation, and scarcity of other black students on campuses here discourages them from the start. Either way, the city loses.

Dungca, Nicole. “ Lost On Campus, As Colleges Look Abroad .” The Boston Globe , 13 December 2017.

You decide to quote from the article. Here’s your passage:

Why is Boston seen as a racist city? Colleges like Boston University play a role because they are not producing the “critical mass” of African-American graduates who could “form the next generation of civic and political leadership” (Dungca). The city misses out because BU has not done what it needs to do to recruit black students in the same way that they recruit international students. If BU truly wants to be a global university, both groups should be a priority.

Is this patch writing, or an acceptable use of the Globe article? Why or why not? Explain in 1-2 sentences.

Video 3: Debate Structure

Debates survey.

• What was the one most important thing you learned from this module?
• Do you have any unanswered questions for me?

Debates Format

Debates In-Class Activity Option 1

• In teams, create a version of a debate proposition.
• Use the following rubric to evaluate the debate (Refer to the “Tips for Effective Debating” from the module while discussing your debate proposition).

Debate Rubric

5= agree 1= disagree

5 4 3 2 1 The team is well organized and prepared.

5 4 3 2 1 The team is unified.

5 4 3 2 1 The team members speak clearly and project their voices.

5 4 3 2 1 The team members use proper posture and body language.

5 4 3 2 1 Good examples and reasoning are used to prove each point.

5 4 3 2 1 The counterarguments are specific to the points presented by the opposing team.

5 4 3 2 1 The team considers the weaknesses of its position and addresses them.

5 4 3 2 1 The team stands its ground firmly during the crossfire session.

5 4 3 2 1 The closing statement is strong and sums up the argument.

5 4 3 2 1 Respect is shown for the opposing team.

5 4 3 2 1 ALL members make significant contributions.

Download Worksheet 1

Download Digital Implementation of the Activity

Debates Follow-up Activity: Debate Evaluation and Self-Reflection

• Which team were you on, pro or con?
• In your opinion, which team won the debate? Which team made the more compelling argument?
• What specifically made you come to that conclusion?
• What were the strengths/weaknesses of your team’s presentation today? Consider the following: team organization and preparedness; good examples and reasoning used to prove each point; strong counterarguments.
• What were the strengths/weaknesses of the opposing team’s presentation? Consider the following: team organization and preparedness; good examples and reasoning used to prove each point; strong counterarguments. What advice would you give them?
• What were your own strengths and weaknesses as an individual?
• What did you learn from the debate?
• What, if anything, would you change about the debate structure for next time?

(Credit Stephanie Mikelis & Tom Oller)

Debates In-Class Activity Option 2

• In “Mind over Mass Media” (p. 559-562), Harvard professor Steven Pinker argues that, if we exercise the proper discipline and self control, the use of computers, including modern social media, can actually improve our cognitive abilities.
• In “Our Semi-Literate Youth? Not so Fast” (pp. 570-576), Stanford professor Andrea Lunsford uses anecdotal evidence and data from research studies to argue that the younger generation, far from being debilitated by the Internet, is fully capable of distinguishing between academic and informal writing, and that today’s students know when each of these registers is appropriate.

Download Worksheet 2

The Norton Sampler: Short Essays for Composition. 8th ed., edited by Thomas Cooley, W.W. Norton & Co., 2013.

O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices . Bedford/St. Martin’s, 1999.

O’Hair, Dan, et al. A Speaker’s Guidebook: Text and Reference . 6th ed., Bedford/St. Martin’s, 2015.

Sprague, Jo, and Douglas Stuart. The Speaker’s Handbook . 4th ed., Harcourt Brace College Publishers, 1996.

Weaver II, Richard L. Essentials of Public Speaking . Boston: Allyn and Bacon, 1996.

Worksheetplace.com For Great Educators

Debate Printables, How to Debate

A free unit for teaching about debates. This free debate unit has everything needs to hold a debate. Many printables and teaching activities. Classroom debate worksheets for middles grades and high school. Use these worksheet to learn how to debate and how to prepare for a debate. These worksheets support higher level thinking in the classroom. You'll find debate topics, information on how to debate and graphic organizers to help students organize their thinking around their debate topic. Help teach debating in the classroom with this free how to debate teaching unit.

All worksheets are created by experienced and qualified teachers. Send your suggestions or comments .

Student handout 8.2: Rules for debating

Seating arrangement.

The chairperson sits at the head of the table. The two debating parties are seated opposite each other. The audience sit a short distance away from the table, and should be able to see both parties. So if necessary, additional seats for the audience should be arranged in several rows rather than behind one of the debating parties.

Order of speakers

The arrows indicate the order of speakers in the first round of the debate. In the second round, the order of speakers is simply reversed, until the first speaker for the affirmative side has spoken. Then a speaker for the negative side has the last word; the team may choose a member to give this state­ment – but not their first speaker, as this would give him/her a block of two minutes speaking time, which would be unfair on the other team.

Rules for the debate

• The first speaker for the affirmative side who is sitting next to the chairperson begins. Then, as indicated by the arrows in the diagram, the first speaker for the negative side responds. In this way, the speakers for both sides speak in turn. When the last speaker for the negative side has spoken, the second round of the debate begins, this time in reverse order.
• After the first speaker for the affirmative side has spoken, a speaker from the negative team (but not their first speaker) has the last word.
• The order of speakers must not be changed.
• Each speaker has a maximum time of one minute. The chairperson checks the time carefully. He/ she gives a sign when the speaker has 10 seconds to go, and after speaking time is over, the speaker may finish his/her sentence and must then stop. Spare time may not be transferred to another speaker.
• Interrupting a speaker is forbidden.
• The audience must not participate in the debate.
• After the debate, the audience has five minutes to share their impressions and opinions. Then they vote by a show of hands.
• In the vote, yes and no votes are counted. The majority wins the vote.

Tips for debating speakers

• With the exception of the first speaker for the affirmative side, spend approximately the first half of your statement to rebut an argument of the other side and then present a new point.
• (For the first speakers.) State your motion – say what decision you want to see.
• When you prepare for the debate, first brainstorm ideas. Then decide in which order you want to present your points, and assign them to a speaker. Begin and finish with a particularly strong and impressive point (see student handout 8.2).
• You can repeat or vary a key argument to “hammer it home”.
• The last speakers should sum up their side’s argument, highlighting three or four points. What should your audience keep in mind after the debate? If the debate is about a decision to be taken, make clear what your appeal to the audience is when they vote after the debate.
• Speak freely. Don’t read your statement from any notes, but establish eye contact with your opponents and with the audience.
• Treat your opponents with respect. Never insult a speaker, but work on his arguments.

Tips for the audience (see student handout 8.5)

• Before the debate, try to anticipate the arguments both sides might, or should, present. This gives you a framework of reference when listening to the debate.
• Take notes of the arguments presented by either side – in one sentence if possible.
• Link arguments with rebuttals by lines or arrows, and enter a comment. Which argument con-vinced you? (Steps 2 and 3 can be shared between several listeners.)
• Indicate which argument particularly impressed you.
• After the debate, share your results in the group. Then vote on the motions presented by the two parties.
• Educating for democracy (I)  
• Introduction  
• Part 1 - Understanding democracy and human rights  
• Unit 1 – What the concepts mean  
• 1. Politics, democracy & democratic governance of schools  
• 1.1 Politics  
• 1.2 Democracy  
• 1.3 Democratic governance of schools  
• 9 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-1/chapter-2/" class="text-dark">2. Childrens Rights & the Right to Education 9  
• 11 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-2/" class="text-dark">Unit 2 – The key to a dynamic concept of citizenship 11  
• 1. Challenges to the traditional model of citizenship  
• 1.1 A new kind of citizenship requires a new kind of education  
• 2. Political culture  
• 2.1 Democracy comes to life through its citizens  
• 2.2 The cultural dimension of human rights  
• 2.3 Teaching through democracy and human rights – democratic culture in school  
• Unit 3 - Educating for democracy and human rights  
• 1. The three dimensions of EDC/HRE  
• 1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights  
• 1.2 The participative dimension of EDC/HRE: learning “for” democracy and human rights  
• 1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights  
• 13 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-2/" class="text-dark">2. HRE and its connection with EDC 13  
• 3. Competences in EDC/HRE  
• 3.1 “I would like my students to be able to …”  
• 3.2 Competences – a general definition  
• 3.3 How can teachers find out what competences students have? Competence and performance  
• 3.4 A model of student competences in EDC/HRE  
• 3.5 Teacher competences in EDC/HRE  
• 16 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-4/" class="text-dark">4. “We create the world in our minds”: constructivist learning in EDC/HRE 16  
• 4.1 Learners “construct” meaning – they discover and create something new  
• 4.2 Learners “reconstruct” what they have learnt – they apply it and put it to the test  
• 4.3 Learners “deconstruct”, or criticise, their own results or each other’s  
• 5. Professional ethics of EDC/HRE teachers: three principles  
• 5.1 Principle of non-indoctrination  
• 5.2 Principle of controversial discussion  
• 5.3 Empowering students to promote their interests  
• 6. Key concepts in EDC/HRE  
• 6.1 Why do we need key concepts in EDC/HRE?  
• 6.2 The essence of the key concepts  
• 7. The method carries the message: task-based learning in EDC/HRE  
• 7.1 The shortcomings of traditional citizenship education  
• 7.2 Teaching though and for democracy and human rights requires active learning  
• 7.3 Tasks – the teacher’s tool to support active learning  
• 7.4 Task-based learning is problem-based learning  
• 7.5 The teacher’s roles in task-based learning sequences  
• 7.6 Active learning requires a follow-up  
• 23 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-8/" class="text-dark">8. A human rights-based approach to schooling 23  
• 26 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-4/" class="text-dark">Unit 4 - Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach 26  
• 1. Background  
• 2. Outcomes of the EDC/HRE project  
• 3. Practical instruments  
• 3.1 The EDC/HRE pack  
• 3.2 Six volumes on EDC/HRE in school projects, teaching sequences, concepts, methods and models  
• Part 2 - Teaching democracy and human rights  
• Unit 1 - Conditions of teaching and learning  
• 1. Introduction  
• 2. Task and key questions for conditions of teaching and learning  
• 2 - Work file 1: How to take students’ skills and knowledge into account  
• 2 - Work file 2: How to take my teaching skills and knowledge into account  
• 2 - Work file 3: Considering general teaching and learning conditions  
• 2 - Work file 4: What are my basic attitudes towards students?  
• 2 - Work file 5: Rethinking discipline and order from a democratic point of view  
• 2 - Work file 6: Rethinking the teacher’s role from a democratic point of view  
• 2 - Work file 7: How to develop a democratic atmosphere in the classroom  
• 2 - Work file 8: How to develop school as a democratic community  
• Unit 2 - Setting objectives and selecting materials  
• 2. Task and key questions for setting objectives and selecting materials  
• 2.1 Task  
• 2.2 Key questions  
• 2 - Work file 1: Students’ competences for EDC/HRE  
• 2 - Work file 2: Two categories of materials in EDC/HRE  
• 2 - Work file 3: Selecting and using materials in EDC/HRE  
• Unit 3 - Understanding politics  
• 1. Introduction: what must students learn?  
• 2. Task and key questions to understand politics  
• 2.1 Task for teachers in EDC/HRE  
• 2 - Work file 1: How can I address politics in my EDC/HRE classes?  
• 2 - Work file 2: How can I support my students in judging political issues?  
• Unit 4 - Guiding processes of learning and choosing forms of teaching  
• 2. Task and key questions for guiding processes of learning and choosing forms of teaching  
• 2 - Work file 1: Three stages in a learning process  
• 2 - Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”  
• 2 - Work file 3: Selecting adequate forms of teaching and learning  
• 2 - Work file 4: Five basic forms of teaching and learning  
• Unit 5 - Assessment of students, teachers and schools  
• 2. Task and key questions for assessment of students, teachers and schools  
• 2 - Work file 1: Different dimensions of assessment  
• 2 - Work file 2: Perspectives of assessment  
• 2 - Work file 3: Perspectives and forms of assessment  
• 2 - Work file 4: Standards of reference  
• 2 - Work file 5: Assessment of students – the influence of assessment on self-concepts  
• 2 - Work file 6: Checklist “How do I assess my students?”  
• 2 - Work file 7: Assessment of teachers  
• 2 - Work file 8: Self-assessment of teachers  
• 37 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-9/" class="text-dark">2 - Work file 9: Working with journals, logbooks, portfolios 37  
• 2 - Work file 10: Co-operative teaching and peer feedback  
• 2 - Work file 11: Assessment of EDC/HRE in schools  
• 2 - Work file 12: Quality indicators of EDC/HRE in a school  
• 2 - Work file 13: General principles for evaluating EDC/HRE  
• 2 - Work file 14: Guidelines for self-evaluation of schools  
• 2 - Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school  
• 46 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-16/" class="text-dark">2 - Work file 16: Governance and management in a school 46  
• 2 - Work file 17: Focus on democratic school governance  
• 2 - Work file 18: How to analyse and interpret EDC/HRE evaluation results  
• Part 3 - Tools for teaching and learning democracy and human rights  
• Unit 1 - Toolbox for teachers  
• Tool 1: Task-based learning  
• Tool 2: Co-operative learning  
• Tool 3: Chairing plenary sessions (discussion and critical thinking) in EDC/HRE classes  
• Tool 4: Interviewing an expert – how to collect information  
• 47 " href="https://www.living-democracy.com/textbooks/volume-1/part-3/unit-1/tool-5/" class="text-dark">Tool 5. Defining competence-based teaching objectives 47  
• Unit 2 - Toolbox for students  
• Tool 1: Worksheet for students to plan their learning schedules  
• Tool 2: Worksheet for students to reflect on their learning  
• Tool 3: Worksheet for students to reflect on their achievement  
• Tool 4: Researching in libraries  
• Tool 5: Researching on the Internet  
• Tool 6: Carrying out interviews and surveys  
• Tool 7: Interpreting images  
• Tool 8: Mind maps  
• Tool 9: Creating posters  
• Tool 10: Holding exhibitions  
• Tool 11: Planning and giving presentations  
• Tool 12: Preparing overhead transparencies or a PowerPoint presentation  
• Tool 13: Writing newspaper articles  
• Tool 14: Putting on performances  
• Tool 15: Holding debates  
• Growing up in democracy (II)  
• The conceptual framework of this manual  
• Unit 1: Identity – Me in my community  
• Lesson 1: This is what I like  
• Lesson 2: My personal symbols (coat of arms part I)  
• Lesson 3 - This is our coat of arms (coat of arms part II)  
• Lesson 4 - Individuals and groups  
• UNIT 2: Diversity and pluralism – At home in Europe  
• Lesson 1: What is Europe?  
• Lesson 2: I am at home in Europe (building a physical map I)  
• Lesson 3: I am at home in Europe (building a physical map II)  
• Lesson 4: Europeans are different and equal  
• UNIT 3: Equality – Minorities and majorities  
• Lesson 1: All different, all equal  
• Lesson 2: Is it fair? (research)  
• Lesson 3: Is it fair? (follow-up)  
• Lesson 4: A matrix of power  
• UNIT 4: Conflict – Rules help to solve conflicts  
• Lesson 1: Everything’s okay! Really?  
• Lesson 2: This is how we do it  
• Lesson 3: A list of ideas  
• Lesson 4: Our contract of rules  
• UNIT 5: Rules and law – The basis of living together  
• Lesson 1: Why do we need rules and laws?  
• Lesson 2: What happens if …?  
• Lesson 3: Our new school rules  
• Lesson 4: A campaign for our new school rules  
• UNIT 6: Power and authority – I am the boss! Am I?  
• Lesson 1: Superhero?  
• Lesson 2: Good guys, bad guys?  
• Lesson 3: One person does everything, the rest do nothing?  
• Lesson 4: Sharing the power  
• UNIT 7: Responsibility – I go eco … my school takes part!  
• Lesson 1: Responsibility  
• Lesson 2: School is life: living ecology?  
• Lesson 3: How can I start to be responsible?  
• Lesson 4: How did we do – what’s the plan?  
• UNIT 8: Rights and freedom – My rights – your rights  
• Lesson 1: Wants and needs: what is important to me?  
• Lesson 2: Human rights: what do they say?  
• Lesson 3: Survey: what people around us think and know  
• Lesson 4: Human rights alive!  
• UNIT 9: Media - Media in use: I would if I could  
• Lesson 1: We prepare an exhibition  
• Lesson 2: The power of knowledge and skills!  
• Lesson 3: Presentation time!  
• Lesson 4: We plan a media product  
• Unit 9 - Teachers’ handout 1: media in democracies  
• Unit 9 - Teachers’ handout 2: working with television  
• Manual for students  
• I. Handouts for students - Introduction  
• Student handout for Unit 1, lesson 1: “I like and don’t like” table  
• Student handout for Unit 1, lessons 2 and 3: Coat of arms template  
• Student handout for Unit 1, lesson 4: 3-step discussion  
• Student handout for Unit 2, lesson 1: Map of Europe (enlarge it to A3)  
• Student handout for Unit 2, lesson 1: The countries and capitals of Europe  
• Student handout for Unit 2, lesson 1: The flags of Europe  
• Student handout for Unit 2, lesson 1: Rivers in Europe  
• Student handout for Unit 2, lesson 1: Mountains and landforms in Europe  
• Student handout for Unit 2, lessons 2 and 3: Country portrait  
• Student handout for Unit 3, lesson 2: Table for notes  
• Student handout for Unit 3, lesson 3: Statistics sheet  
• Student handout for Unit 3, lesson 4: Word and power cards  
• Student handout for Unit 4, lesson 1: Our problem – my problem  
• Student handout for Unit 4, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 1: Rights, responsibilities and rules in our school  
• Student handout for Unit 5, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 4: Criteria for good rules  
• Student handout for Unit 6, lesson 1: Superhero?  
• Student handout for Unit 6, lesson 2: Schema of political representation  
• Student handout for Unit 6, lesson 3: Election information  
• Student handout for Unit 7, lesson 1: Responsibility for what?  
• Student handout for Unit 7, lesson 4: Who has what kind of responsibility?  
• Student handout for Unit 8, lesson 1: Task to decide between “WANTS” and “NEEDS”  
• Student handout for Unit 8, lesson 2: Human rights: a list for comparing rights and needs  
• Student handout for Unit 8, lesson 3: Survey on human rights  
• Student handout for Unit 9, lesson 1: Presentation cards giving a short description of the media devices  
• II. Toolbox for students - Introduction  
• 1. Researching in libraries  
• 2. Researching on the Internet  
• 3. Carrying out interviews and surveys  
• 4. Interpreting images  
• 5. Mind maps  
• 6. Creating posters  
• 7. Holding exhibitions  
• 8. Planning and giving presentations  
• 9. Preparing overhead transparencies or a PowerPoint presentation  
• 10. Writing newspaper articles  
• 11. Putting on performances  
• 12. Holding debates  
• Living in democracy (III)  
• The conceptual framework of the manual: key concepts  
• Part 1: Individual and community  
• UNIT 1: Stereotypes and prejudices  
• Lesson 1: How others see a person  
• Lesson 2: How differently a person can be described...  
• Lesson 3: Stereotypes and prejudices  
• Lesson 4: Identity - Stereotypes about me!  
• Student handout 1.1: (Group 1) Role play  
• Student handout 1.1: (Group 2) Role play  
• Student handout 1.1: (Group 3) Role play  
• Background material for teachers: Stereotypes and prejudices  
• Student handout 1.2: Self-perception – perception by others  
• UNIT 2: Equality - Are you more equal than me?  
• Lesson 1: Differences and similarities  
• Lesson 2: Vesna’s story  
• Lesson 3: Equality between men and women  
• Lesson 4: Social justice  
• Student handout 2.1: Vesna's story  
• Student handout 2.2: Men and women: the story  
• Student handout 2.3: The shipwreck  
• UNIT 3: Diversity and pluralism - How can people live together peacefully?  
• Lesson 1: How can people live together?  
• Lesson 2: Why do people disagree?  
• Lesson 3: In what ways are people different?  
• Lesson 4: Why are human rights important?  
• Student handout 3.1: The school on the edge of the forest  
• Student handout 3.2: Hope is for everyone  
• Student handout 3.3: Help for Hope College  
• Student handout 3.4 - The islanders and the settlers (role cards)  
• Student handout 3.5: Situation cards: the islanders  
• 15 " href="https://www.living-democracy.com/textbooks/volume-3/part-1/unit-3/student-handout-10/" class="text-dark">Student handout 3.6: Key elements of human rights 15  
• UNIT 4: Conflict  
• Lesson 1: Conflict resolution  
• Lesson 2: Applying the six-step approach  
• Lesson 3: Conflicting human rights  
• Lesson 4: Using violence  
• Teacher’s resource sheet: International humanitarian law  
• Student handout 4.1: A six-step approach to conflict resolution  
• Student handout 4.2: Conflict scenarios  
• Student handout 4.3: Five cases of conflicting human rights  
• Student handout 4.4: Is violence acceptable in some cases?  
• Part 2: Taking responsibility  
• UNIT 5: Rights, liberties and responsibilities  
• Lesson 1: Wishes, basic needs, human dignity and human rights  
• Lesson 2: Detecting human rights violations  
• Lesson 3: Rights and responsibilities  
• Lesson 4: Human rights quiz  
• Student handout 5.1: Wishes, needs and rights  
• Student handout 5.2: List of human rights  
• Student handout 5.3: Cases of human rights violations  
• Student handout 5.4: Rights and responsibilities  
• Student handout 5.5: Human rights quiz (training cards)  
• Teacher’s resource sheet  
• UNIT 6: Responsibility  
• Lesson 1: Responsibilities at home  
• Lesson 2: Why should people obey the law?  
• Lesson 3: Whose problem is it?  
• Lesson 4: Why do people become active citizens?  
• Student handout 6.1: Milan makes a choice  
• Student handout 6.2: Schmitt’s dilemma  
• Student handout 6.3: Things are getting out of control!  
• Student handout 6.4: Card sort: the life of Jelena Santic  
• Part 3: Participation  
• UNIT 7: A class newspaper  
• Lesson 1: The newspapers around us  
• Lesson 2: Our newspaper is the best... don't you agree?  
• Lesson 3: We produce our wall newspaper  
• Lesson 4: Our first issue!  
• Background material for teachers  
• Student handout 7.1: How to write an article  
• Part 4: Power and authority  
• UNIT 8: Rules and Law  
• Lesson 1: Good law – bad law  
• Lesson 2: At what age?  
• Lesson 3: You make the law  
• Lesson 4: Rules of evidence  
• Student handout 8.1: A questionnaire: at what age?  
• Student handout 8.2: Discussion cards  
• 8.1 Background information for teachers: Integration, not criminalisation  
• 8.2 Background information for teachers: Convention on the Rights of the Child  
• UNIT 9: Government and politics  
• Lesson 1: Who is in charge?  
• Lesson 2: If you were the president  
• Lesson 3: Me and my role  
• Lesson 4: Student parliament  
• Student handout 9.1: The Kingdom of Sikkal  
• Student handout 9.2: Discussion cards  
• Student Handout 9.3: Questionnaire  
• Taking part in democracy (IV)  
• Interactive constructivist learning in EDC/HRE  
• Part 1: Taking part in the community  
• UNIT 1: IDENTITY  
• Lesson 1: Views on choices and identity  
• Lesson 2: Looking back: what choices made me the person I am?  
• Lesson 3: Looking forward: three choices that shape our future lives  
• Lesson 4: Which job suits me?  
• Materials for teachers 1.1: Quotes on choices and identity  
• Materials for teachers 1.2: Job cards  
• Unit 1.3: Background information for teachers  
• UNIT 2: RESPONSIBILITY  
• Lesson 1: Risk losing a friend – or break a rule?  
• Lessons 2 and 3: What would you do?  
• Lesson 4: What values must we share?  
• Materials for teachers 2.1: How to use the tool for dilemma analysis  
• Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)  
• Materials for teachers 2.3: Liberty and responsibility - three lecture modules  
• UNIT 3: DIVERSITY AND PLURALISM  
• Lesson 1: If I were president …  
• Lesson 2: What goals do we want to promote?  
• Lesson 3: What is the common good?  
• Lesson 4: Taking part in pluralist democracy  
• Materials for teachers 3A: Four basic political standpoints  
• Materials for teachers 3B: Lecture: what is the common good?  
• Materials for teachers 3C: Suggestions for extensions and follow-ups  
• Part 2 - Taking part in politics: settling conflict, solving problems  
• UNIT 4: CONFLICT  
• Lesson 1: The fishing game (1)  
• Lesson 2: The fishing game (2)  
• Lesson 3: How do we catch "as many fish as possible"?  
• Lesson 4: How can we achieve sustainability?  
• Materials for teachers 4.1: Fishing game: record sheet for players  
• Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)  
• Materials for teachers 4.3: Fishing game: record chart  
• Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches  
• Materials for teachers 4.5: Homework Instructions (mini-handout for students)  
• Unit 4.5: Background information for teachers: Reading list on the fishing game  
• Unit 5: RULES AND LAW  
• Lessons 1 and 2: Why does a community need rules?  
• Lesson 3: What rules serve us best?  
• Lesson 4: The conference  
• Unit 6: Government and politics  
• Lesson 1: “Our most urgent problem is …”  
• Lesson 2: Politics - how a democratic community solves its problems  
• Lesson 3: Applying the policy cycle model  
• Lesson 4: How can we take part?  
• Lesson 5: Feedback session (optional)  
• Materials for teachers 6.1: Illustration of the policy cycle model - how can we reduce the number of car accidents?  
• Materials for teachers 6.2: Key statements on the policy cycle model  
• UNIT 7: EQUALITY  
• Lesson 1: The majority always rules?  
• Lesson 2: How can we balance majority and minority interests?  
• Lesson 3: Draft statutes  
• Lesson 4: What is a good way to govern a democratic community?  
• Part 3 - Taking part in politics: participation through communication  
• Unit 8: LIBERTY  
• Lesson 1: What issues are interesting for us?  
• Lesson 2: Preparing for the debate  
• Lesson 3: We debate – we decide – we report  
• Lesson 4: One debate – different perspectives  
• Materials for teachers 8.1: Why freedom depends on framing by rules and laws  
• UNIT 9: The media  
• Lesson 1: We are the gatekeepers!  
• Lessons 2 and 3: We are the gatekeepers!  
• Lesson 4: Do we control the media – or do the media control us?  
• Materials for teachers 9A: Skills and strategies for media education  
• Student handout 1.1: What choices have made me the person I am today - and who made them?  
• Student handout 1.2: Three options that shape our futures  
• Student handout 1.3: My criteria for choosing a job  
• Student handout 1.4: Questionnaire: job shadowing  
• Student handout 2.1: The dilemma concept  
• Student handout 2.2: A tool to analyse and solve dilemmas  
• Student handout 2.3: How would you decide? Dilemma case stories  
• Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)  
• Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)  
• Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)  
• Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”  
• Student handout 3.2: Taking part in democracy – basic rules and principles  
• Student handout 3.3: Establishing a political party  
• Student handout 3.4: How does a democratic political system handle diversity and pluralism?  
• Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship  
• Student handout 3.6: Map of social cleavages and political parties  
• Student handout 4.1: Case story: the conflict in the fishing community  
• Student handout 4.2: A model of sustainability goals  
• Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?  
• Student handout 4.4: What is the optimum balance between fish reproduction and harvest?  
• Student handout 5.1: Preparations for the conference on a framework of rules  
• Student handout 5.2: Basic questions to consider in institutional design  
• Student handout 5.3: Comparing frameworks of rules  
• Student handout 5.4: Procedural rules for the conference – draft version  
• Student handout 5.5: Summary: what can we learn through these games?  
• Student handout 5.6: Feedback on units 4 and 5  
• Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community  
• Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes  
• Student handout 6.3: Feedback on the unit “Government and politics”  
• Student handout 7.1: Is majority rule unfair to the minority? A case story  
• Student handout 7.2: How do democracies care for the protection of minorities?  
• Student handout 7.3: Task: drafting a statute for the sports club  
• Student handout 7.4: Record of group presentations: draft statutes for a micro-community  
• Student handout 8.1: Suggestions for a debating issue  
• Student handout 8.2: Rules for debating  
• Student handout 8.3: Planning sheet for the debating teams  
• Student handout 8.4: Planning sheet for the chairpersons  
• Student handout 8.5: Record sheet for the audience  
• Student handout 8.6: Worksheet for news story writers  
• Student handout 9.1: Creating a wall newspaper - making choices  
• Student handout 9.2: Tips for producing a wall newspaper  
• Student handout 9.3: Tips for writing a good news story  
• Exploring Children’s Rights (V)  
• Introduction: What the nine units have to offer (Class 1– 9)  
• Part 1: Lesson plans  
• Unit 1 (Primary school, Class 1) - I have a name – we have a school  
• Unit 2 (Primary school, Class 2) - Names are more than just letters!  
• Unit 3 (Primary school, class 3) - We are wizards!  
• Unit 4 (Primary school, Class 4) - Our rights - our treasure  
• Unit 5 (Primary school, Class 5) - We make rules for our classroom  
• Unit 6 (Primary school, Class 6) - Children's rights: a work of art!  
• Unit 7 (Primary school, Class 7) - Is what I want also what I need?  
• Unit 8 (Primary school, Class 8) - Children's rights - thoroughly researched  
• Unit 9 (Primary school, Class 9) - Why must we obey rules?  
• Part 2: Background information  
• 1. Frequently asked questions about the children's rights convention  
• 2. Children's rights - part of the human rights process  
• 3. How children's rights were created  
• 4. Children's rights: experiencing, getting to know and implementing them  
• 5. Pedagogical approach: learning by example  
• 6. Task-based learning: accompanying learning  
• 7. Teaching children's rights: key questions to guide the choice of teaching methods  
• 8. "But that means that I have the right to have a break, doesn't it?" - Children's rights in the classroom  
• Part 3: Documents and Teaching Materials  
• 1. Pupil's version of the Convention on the Rights of the Child  
• 2. Grouping children's rights into four dimensions  
• 3. The UN Convention on the Rights of the Child (20 November 1989)  
• 4. The illustrated Children's Rights (Children's Rights cards)  
• Teaching Democracy (VI)  
• Chapter 1 - Building up classroom atmosphere  
• Exercise 1.1. - Matching cards  
• Exercise 1.2. - Rights, responsibilities and rules in the classroom  
• Exercise 1.3. - Identity coat of arms  
• Exercise 1.4. - A bouquet of flowers  
• Exercise 1.5. - Chinese sticks  
• Chapter 2 - Clarifying values  
• Exercise 2.1. - The raft game  
• Exercise 2.2. - Value Systems  
• Exercise 2.3. - Philosophy of life  
• Chapter 3 - Getting to know human rights  
• Exercise 3.1. - The human rights poster  
• Exercise 3.2. - The strings  
• Exercise 3.3. - The human rights tree  
• Exercise 3.4. - The balloon ride  
• Exercise 3.5. - Wants and needs  
• Exercise 3.6. - The treasure box  
• Chapter 4 - Perceiving others  
• Exercise 4.1. - All different, all equal  
• Exercise 4.2. - Difference  
• Exercise 4.3. - True and false  
• Exercise 4.4. - First impressions  
• Exercise 4.5. - We all have prejudices  
• Exercise 4.6. - We are all equal, but some are more equal than others  
• Exercise 4.7. - The tourists  
• Exercise 4.8. - Globingo: "A human being is part of the whole world".  
• Chapter 5 - Making justice work  
• Exercise 5.1. - It's not fair  
• Exercise 5.2. - The exception  
• Exercise 5.3. - The jigsaw puzzle  
• Exercise 5.4. - The role of law  
• Exercise 5.5. - Perspectives on justice  
• Chapter 6 - Understanding political philosophy  
• Exercise 6.1. - Basic concepts of political thought  
• 5 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-6/exercise-2/" class="text-dark">Exercise 6.2. - Attitudes to power 5  
• Exercise 6.3. - If I were a magician  
• Chapter 7 - Taking part in politics  
• Exercise 7.1. - The wall of silence  
• Exercise 7.2. - My feelings about dictatorship  
• Exercise 7.3. - Questionnaire on attitudes to change  
• 6 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-7/exercise-4/" class="text-dark">Exercise 7.4. - The planning project 6  
• Exercise 7.5. - We and the world  
• Exercise 7.6. - Should we take part in politics?  
• Exercise 7.7. - How does government affect your life?  
• Exercise 7.8. - Ways of participating in democracy  
• Exercise 7.9. - The policy cycle  
• Chapter 8 - Dealing with conflict  
• Exercise 8.1. - Win-win solutions  
• Exercise 8.2. - A structured approach to conflict resolution  
• Exercise 8.3. - Family and peer conflict  
• Exercise 8.4. - Brainstorming session on conflict and peace  
• Exercise 8.5. - The statues  
• Exercise 8.6. - Punishment versus positive conflict resolution  
• Exercise 8.7. - Minorities  
• Exercise 8.8. - Images of war and peace  
• Illustrations  

Spring 2024

Research & homework, magnet learning academy homework.

We do research and homework to help debaters prepare for upcoming classes and debate events: Week 1 : Students arrive having watched videos, read articles, and having written a t-chart or evidence. Week 2 : Students arrive having written evidence, arguments, and rebuttals vs each argument. Week 3 : Students arrive having completed all writing assignments and we do a full debate (PF or Skills). Week 4 : Students arrive having practiced their speeches & crossfires. [Full debate]. Week 5 : Whenever we have a 5th week during a month, we arrive and do misc. activities & crossfires. ZOOM: Here is the link for the online classes & online events: https://zoom.us/j/7146558135  (pw:  magnet ).

DEBATE RESEARCH & RESOURCES (2023-24)

Abolishing p5 status (unsc), eating meat is undesirable, us-eu trade agreement, summer topic (tbd), debate homework (all classes):, elementary skills debate classes (grades 3-4):, [thursdays (3:50-5:20)], & [thursdays (5:30-7:00)]..

HW Due (May 20-24, 2024): Week 1 A.  Research :  Please do the following research assignments… 1. Do the required research for [ US-EU Trade Agreement ]. B.  Writing :  Please do the following writing assignments… 1. Create a T-chart with 3-5 facts w/sources for each side. 2.  [Optional]   Write two arguments (SEE-IT) for  each  side: Please use the following categories… Economy & Stability/Security. 3. [Optional] Write rebuttals (4-Step) against  each  of your arguments. C.  Speaking :  Please do the following speaking assignments… 1. Practice speaking from your t-chart/facts to prepare for crossfires. 2. [Optional] Practice speaking from “Refutation” & “Voting Issues” outlines. 3. [Optional] Be ready for a “full” debate about the “US-EU Trade” topic.

Here are some items that may be useful for preparing for  the Concordia University Online Debate event… everything is ready on the Google  Shared Folder: Click Here .

Online Debate Class in Korea (Grades 3-5)

[sundays (6:00-7:00 pm)]..

HW Due (May 20-24, 2024): Week 1 A.  Research :  Please do the following research assignments… 1. Do the required research for [ US-EU Trade Agreement ]. B.  Writing :  Please do the following writing assignments… 1. Create a T-chart with 3-5 facts w/sources for each side. 2.  [Optional]   Write two arguments (SEE-IT) for  each  side: Please use the following categories…  Economy & Stability/Security. 3. [Optional] Write rebuttals (4-Step) against  each  of your arguments. C.  Speaking :  Please do the following speaking assignments… 1. Practice speaking from your t-chart/facts to prepare for crossfires. 2. [Optional] Practice speaking from “Refutation” & “Voting Issues” outlines. 3. [Optional] Be ready for a “full” debate about the “US-EU Trade” topic.

Here are some items that may be useful for preparing for  the  Concordia University  Online Debate event… everything is ready on the Google  Shared Folder:  Click Here .

Elementary Debate Classes (Grades 5-6):

[tue (3:50-7:00)] & [mon* (7:10-8:40)]. *online class, online debate class in korea (grades 5-7), [sundays (7:00-8:30 pm)]..

HW Due (May 20-24, 2024): Week 1 A.  Research :  Please do the following research assignments… 1. Do the required research for [ US-EU Trade Agreement ]. B.  Writing :  Please do the following writing assignments… 1. Create a T-chart with 3-5 facts w/sources for each side. 2.  [Optional]   Write two arguments (SEE-IT) for  each  side: Please use the following categories…  Economy & Stability/Security. 3. [Optional] Write rebuttals (4-Step) against  each  of your arguments. C.  Speaking :  Please do the following speaking assignments… 1. Practice speaking from your t-chart/facts to prepare for crossfires. 2. [Optional] Practice speaking from “Refutation” & “Voting Issues” outlines. 3. [Optional] Be ready for a “full” debate about the “US-EU Trade” topic.

Here are some items that may be useful for preparing for  the  Concordia University  Online Debate event… everything is ready on the Google  Shared Folder:  Click Here .

Middle & High School Classes (7-12):

[tue, & fri (5:30-7:00)] & [wed* (7:30-9:00)]. *online class, online speech & debate in korea (grades 8-12), [sundays (8:30-10:00 pm)]., pf debate (videos, pdfs, & outlines).

First Speaker Role  = Present Arguments and do “Rejoinders”. /  Second Speaker Role  = Refute Arguments and do “Voting Issues”.

DEBATE VIDEO LIBRARY (Animated "Explainer" Videos)

First Speakers  = Present Arguments and do “Rejoinders”. /  Second Speakers  = Refute Arguments and do “Voting Issues”.

Also…  here is a PDF with some blank forms for Public Forum Debate. You may find them useful when doing your work [ Forms ] *Videos* = Still in development and should be available fairly soon .

CONTACT INFORMATION (Coach Bill):

Bill Eddy, [email protected] 714.655.8135  (I prefer text) When contacting me, please include your name and class information (day/time). Thanks ! 

Tim's Free English Lesson Plans

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• Debating at Higher Levels

Image credit:  The Merkle

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This is a lesson plan for higher levels (C1+) designed to help students develop their discourse management and debating skills. Download the handouts below:

• Debating at Higher Levels Teacher’s notes
• Advanced Debates Phrase Sheet + Topics
• 5 min Debate Slang: Transcript

Discourse Analysis: Guardian 5-minute Debates

In this section of the lesson students will watch a video from the Guardian 5-minute debate series in order to analyse the ways in which the speakers structure their arguments and the language they use. The topic of the debate is:

• Should slang words be banned in the classroom?

In the debate the two speakers (Michael Rosen and Lindsay Johns) are specifically talking about London street slang. A school in South London took the decision to ban street slang from the classroom, the banned words are in the picture below:

If you want to look up any of these words you can use the urban dictionary.

Language to pre-teach:

• code switching – changing from one language, dialect, or way of speaking to another depending on who you’re speaking to.
• cultural relativism – the theory that beliefs, customs, and morality exist in relation to the particular culture from which they originate and are not absolute. (What’s considered acceptable in one culture might not be in another)
• Live in an ivory tower – to be out of touch or to not understand the true reality of a situation. To live in a privileged position and therefore not understand the real world.

Have students watch the debate, while they are watching they should answer these questions:

• Who wins the debate and why?
• Useful phrase for debating.
• Ways of structuring an argument.

https://www.theguardian.com/commentisfree/video/2013/dec/09/should-schools-ban-slang-video-debate

Discuss their thoughts in open class.

Give out the transcript and show students the powerpoint. The powerpoint will take them through some of the structural techniques that Michael Rosen uses such as:

• Conceding/partially agreeing
• Hedging/being more indirect
• Asking and answering your own questions
• Presenting evidence
• Being emphatic

A Less Formal Debate – Debate-O-Rama Cats vs. Dogs

Now tell students they’re going to watch a less formal debate, the topic is dogs vs. cats. Split the class into two groups: the dog group and the cat group. Each group has to watch the video and and write down the arguments that the two people give to support their animal, i.e dogs are smelly, cats are selfish.

Students watch the video and takes notes. (Video from 1:15)

Give out the debate language handout. Tell students that they are going to recreate the dogs vs. cats debate but using the language on the handout and some of the structural techniques we saw earlier. Give them 8-10 minutes to structure their arguments. The debate will follow the following structure:

Debate Structure

• Opening statement (90 secs)
• Cross examination (30 secs)
• Rebuttal #1 (30 secs each)
• Rebuttal #2 (30 secs each)
• Closing Statements (30 secs each)

Award a winner based on the strength of their arguments and how well structured they are. The debate handout has further debate topics for future classes.

Debate Handout:

Low-stakes debate topics.

(Credit to debatable youtube page)

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Author: Tim Warre

Barcelona based English Teacher, blogger and sometime actor and director. View All Posts

10 thoughts on “ Debating at Higher Levels ”

I have diploma of cambridge and I am a simultaneous interpreter invated by eurolanguages to travel and Boston Philadelphia regards

Thanks so much for your detailed instructing !

• Pingback: Debating at Higher Levels | Klara@eoi

Thank you so much! This is perfect for my C2 class.

Fab lesson…cheers!

Thanks for this Tim. I am teaching advanced business English to undergraduates and this will be tremendously useful!

• Pingback: Reading, Video & Debate: Compulsory Vaccination – Tim's Free English Lesson Plans

I tried this lesson, slightly reworking on it and re-adapting it, and it was extremely successful. Thank you so much!

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• Pingback: Debatable issues | E.O.I Oviedo

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Debate template

Subject: Biology

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

28 January 2019

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This worksheet is designed to help prepare students for a debate lesson.

Can be used in any subject.

Very clearly set out to help students with little experience of debate.

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