December 13, 2011
Mini-Debate
Classical Economics vs. Keynesian Economics vs. Monetarism
There are three sides to this debate. Each team will consist of four members, all of whom must be prepared to make a valid point, or rebuttal during the debate session.
Your group will be chosen by drawing numbers. Once your team has been defined, read the instructions below to get started.
We will be in the library Tuesday and Wednesday. The debate is Thursday!
Student Steps in the Mini-Debate Process
1. Research with ProQuest Learning Resources—Most ProQuest learning resources provide considerable information on controversial topics that students can use to support or refute a real-world engaging issue. You will be teamed with three other students for the research and the mini-debate. Be sure to coordinate with your team on the following:
a. Each should select at least 1 articles, and they should be different from the other team members
b. Each will select at least 2 facts and 2 expert opinions that support your side of the issue
c. Each will have a collection of facts and opinions that are different from the other partner
d. Each will copy/paste essential information and citations from the selected articles to a Draft Summary
e. Use the Draft Summary to organize and print note cards for your presentation
f. Each will have sufficient information for a 2 to 3-minute presentation
2. Mini-Debate Sequence of Activities—Mini-debate activities include presentations by you and your partner and also the opposing partners. You and your partner must also be prepared for a series of 3 Crossfires that give you the opportunity to question each other between presentations.
a. Round 1
b. Round 2 (Repeat the instructions for Round 1)
c. Round 3 (Repeat the instructions for Round 1)
d. Round 4
3. Evaluating the Mini-Debate—There will be both a teacher and a student evaluation of each mini-debate. The teacher evaluation includes all the student work involved in the mini-debate including the research, organization, and presentation. Your teacher will share the criteria for this evaluation with you prior to the mini-debate assignment. Your fellow students will judge the winning side in the mini-debate. This does not necessarily affect your teacher evaluation. Students like to keep score and it helps them to be part of the activity. You will have your turn to do this when other mini-debates are scheduled.
Mini-Debate
Classical Economics vs. Keynesian Economics vs. Monetarism
There are three sides to this debate. Each team will consist of four members, all of whom must be prepared to make a valid point, or rebuttal during the debate session.
Your group will be chosen by drawing numbers. Once your team has been defined, read the instructions below to get started.
We will be in the library Tuesday and Wednesday. The debate is Thursday!
Student Steps in the Mini-Debate Process
1. Research with ProQuest Learning Resources—Most ProQuest learning resources provide considerable information on controversial topics that students can use to support or refute a real-world engaging issue. You will be teamed with three other students for the research and the mini-debate. Be sure to coordinate with your team on the following:
a. Each should select at least 1 articles, and they should be different from the other team members
b. Each will select at least 2 facts and 2 expert opinions that support your side of the issue
c. Each will have a collection of facts and opinions that are different from the other partner
d. Each will copy/paste essential information and citations from the selected articles to a Draft Summary
e. Use the Draft Summary to organize and print note cards for your presentation
f. Each will have sufficient information for a 2 to 3-minute presentation
2. Mini-Debate Sequence of Activities—Mini-debate activities include presentations by you and your partner and also the opposing partners. You and your partner must also be prepared for a series of 3 Crossfires that give you the opportunity to question each other between presentations.
a. Round 1
- Team A Speaker 1 – 2-minute limit (make logical points for your side of the issue)
- Team B Speaker 1 – 2-minute limit (your opponent makes opposing points)
- Team C Speaker 1 – 2-minute limit (your opponent makes opposing points)
- Each side makes notes to prepare questions for the first Crossfire
- Timeout – 1 minute (Create the questions for the Crossfire)
- Crossfire (between A1 & B1 & C1) – 2-minute limit (use the questions you created from the Timeout
b. Round 2 (Repeat the instructions for Round 1)
- Team A Speaker 2 – 2-minute limit
- Team B Speaker 2 – 2-minute limit
- Team C Speaker 2 – 2-minute limit
- Timeout – 1 minute
- Crossfire (between A2 & B2 & C2) 2-minute limit
c. Round 3 (Repeat the instructions for Round 1)
- Team A Speaker 3 – 2-minute limit
- Team B Speaker 3 – 2-minute limit
- Team C Speaker 3 – 2-minute limit
- Timeout – 1 minute
- Crossfire (between A3 & B3 & C3) 2-minute limit
- Timeout – 2 minutes (you and your team should decide only the most important points to present)
- A1 summary -- 1 minute limit
- B1 summary -- 1 minute limit
- C1 summary -- 1 minute limit
- Grand Crossfire (all speakers) -- 2 minute limit
d. Round 4
- Timeout – 2 minutes (you and your partner should decide on the most important point for your side and any glaring weakness in your opponents’ arguments)
- A2 Last Shot -- 1 minute limit
- B2 Last Shot -- 1 minute limit
3. Evaluating the Mini-Debate—There will be both a teacher and a student evaluation of each mini-debate. The teacher evaluation includes all the student work involved in the mini-debate including the research, organization, and presentation. Your teacher will share the criteria for this evaluation with you prior to the mini-debate assignment. Your fellow students will judge the winning side in the mini-debate. This does not necessarily affect your teacher evaluation. Students like to keep score and it helps them to be part of the activity. You will have your turn to do this when other mini-debates are scheduled.