History is not a Book Report:History is not a Book Report:

Advocacy and Debate in Social Studies Advocacy and Debate in Social Studies CurriculaCurricula

Bryan WeberBryan WeberTexas Council for the Social Texas Council for the Social

StudiesStudies15 October 201015 October 2010

Excerpts from Excerpts from The Savage The Savage Wars of Peace: Small Wars and Wars of Peace: Small Wars and

the Rise of American Powerthe Rise of American Power “What lessons might these small wars

of the past teach us about small wars in the future?”

“These conflicts might as well be called “imperial wars”—a term that, American sensitivities notwithstanding, seems apt to describe many U.S. adventures abroad.”

“Whatever the specific causes of each war, we should not lose sight of a larger truth. Economists call it a yield curve: When cost is low, demand is high. America has long been more powerful than all but a handful of countries, so the cost of intervention in small states has always been low.”

History (and the historian) History (and the historian) start with an argumentstart with an argument

“And yet by allowing Eastern Europe to go its own way, Gorbachev had unwittingly set in motion the events that would doom the Soviet empire” (Ratnesar, Tear Down This Wall, 2009).

“…instability in Afghanistan probably creates more instability in nuclear armed Pakistan” (O’Hanlon & Sherjan, Toughing it out in Afghanistan, 2010).

How is social studies most often taught?

Worksheets End of Chapter Textbook

Questions Lectures with Notes

o Teacher prepared noteso Student prepared notes

Book Reports Pop Quizzes Socratic Seminar Project Based Learning

Why do students drop out Why do students drop out of high school?of high school?

Why is debate an effective teaching

strategy? Communication

o “…the best example of a context for word learning by adolescent children is one that invites its own utterances, employing words in serious dialogue with other children or the teacher” (Corson, 1988).

o “As we talk about a subject or skill in complex and appropriate ways, we actually begin to feel better about the subject and master it. That is why the everyday use of relevant terms and the appropriate use of language should be incorporated in every course from the beginning” (Caine & Caine, 1991).

o “When students are encouraged to think aloud—specifically when they practice critical skills with their peers—they gain experience they may then apply to their own internal reasoning processes” (Bellon, 2000).

Why is debate an effective teaching

strategy? Critical Thinking

o Referring to competitive performance: “…controversy can arouse conceptual conflict, subjective feelings of uncertainty, and epistemic curiosity; increase accuracy of cognitive perspective-taking; promote transitions from one stage of cognitive and moral reasoning to another; increase the quality of problem solving; and increase creativity (Johnson & Johnson, 1979).

o “…debaters critical thinking test scores are significantly higher than those of nondebaters” (Colbert, 1987).

Other positive benefits of debate

Decrease in physically aggressive behavior (Boone & Montare, 1976)

Reduce verbal aggression (Colbert, 1993) Increase beneficial argumentativeness (Colbert,

1993) Interpersonal relationships (Neer, 1994) Improve success in college, government, law and

business (Pollock, 1992; Church, 1975; Schroder & Schroder, 1995)

It’s fun (Weber, 2010)

Classroom Debate as a Classroom Debate as a PedagogyPedagogy

Student Engagement: Debate is student-led, entertaining, and forces students to use written evidence to advocate for a position.

Writing: A well-structured debate mirrors a well-written essay. Speech notes can be used as prewriting for thesis oriented writing assignments.

Reading: Debate is competitive reading: students must become proficient with a text to win.

Speaking: Students must engage arguments they do not at first understand.

Critical Thinking: Clash ensures reflection on one’s position and analysis to overcome competitive ideas.

Classroom Debate as a Classroom Debate as a PedagogyPedagogy

“(1) Debates require all students to contribute.

(2) Debates bring forward a variety of different points of view.

(3) Debates require “rational format” (perhaps opposed to

mere expression of opinions).

(4) Debates force participants to know what they’re talking

about (as opposed to “BS”).” (Goodwin, 2003).

Can We Debate?CASE STUDY OF THE HOUSTON URBAN DEBATE LEAGUE

Students from broad variety of ethnic backgrounds (92% students of color)Over 70% economically disadvantaged/low SESWide range of educational needs (ELL, reading deficiencies, alternative education, first-generation college-bound)

RESULTS?

Over 1,000 students in two school years100% graduation rate in year oneExtended school year by over 100,000 student hoursClosing the achievement gap (reading, competitive success)

Components of a Components of a Classroom DebateClassroom Debate

ADVOCACYThe Resolution: A central premise around which

the debate centers.

Components of a Components of a Classroom DebateClassroom Debate

STRUCTURED ARGUMENT

Components of a Components of a Classroom DebateClassroom Debate

TEXT BASED EVIDENCE

Components of a Components of a Classroom DebateClassroom Debate

LISTENINGListen, Understand, Respond (students must interact with each other (Caine & Caine, 1997))

Components of a Components of a Classroom DebateClassroom Debate

NOTE-TAKING

Components of a Components of a Classroom DebateClassroom Debate

NOTE-TAKING

Preparing for a Preparing for a Classroom DebateClassroom Debate

Pick a resolutiono Essential Questionso Context Questions

Pick Text(s) Organize Students

o Sides and Groups/Arguments

• Pre-determined• Student-determined

Group Prepo Groups Brainstorm

Argumentso Arguments Must Have

Textual Evidentiary Support

Assign Students Roles in the Groupso Opening Statemento Cross-Examinero Cross-Examineeo Attackero Defendero Closing Statement

Students Prepare Individual Roleso On Their Owno With a Partner

Preparing for a Preparing for a Classroom DebateClassroom Debate

WARM UP DEBATES

Round Table Debates Soap Box Presentations Cross-Examination

A Few Ideas to Get Started

United States Historyo Which colonial forms of

protest were justified against the British during the Revolution

o The federalist arguments were superior to the anti-federalist arguments

o The Allied Powers were morally superior to the Axis Powers

o Northern Aggression caused the civil war

World Historyo Which Greek/Roman god

has the coolest back-story o Roman Republicanism was

superior to Athenian Democracy

o Industrialization improved the quality of life for most citizens

o Which political philosopher’s (enlightenment) views would be best for America today?

o Capitalism is superior to socialism

Thank you.

Presentation available at http://houstonurbandebateleague.wikispaces.com/Curriculum