This document outlines a cross-curricular debating unit for a senior English and philosophy course. The unit is designed to teach students how to debate using research and evidence. It is divided into four modules covering defining debating, research, brief writing, and arguing using rationale. The unit will be delivered through a wiki platform containing lessons, videos, and tools to help students with the difficult tasks of locating sources, taking notes, and citing evidence. Challenges students may face include difficulty with research and relying only on opinions. The objectives are for students to understand debating and what makes a good debate through gaining skills in research, brief writing, and arguing. The unit aligns with state English and philosophy standards and will be evaluated

1. Debating Presented to Dr. Lou ELRC 7505 Trish Baudoin and Tom Eldringhoff

2. Purpose Cross Curriculum unit for Senior English and Philosophy Course. Instruct students on how to debate a topic using research supported evidence English Course research brief writing Philosophy Course defining debating arguing using Rationale

3. Target Learners Seniors in high school planning to attend college. Students are in a college prep atmosphere (AP courses or college prep school) and are serious about their studies. Comfortable with technology Highly motivated to learn by their desire to be prepared when they enter into the collegiate atmosphere. Challenging material helps these students excel, whereas, easier material sometimes gets a lack of effort because of its lack of challenge.

4. Unit Description Debating Unit broken into four Modules Debating Defined Research Brief Writing Arguing Using Rationale

5. Student Issues Difficulty with the research portion of debating Trouble locating good sources and properly citing their evidence Having evidence to back up their arguments Want to just give a blanket statement Attitude that “It’s my opinion” is sufficient justification for a claim.

6. Objectives The student will gain knowledge of debating and be able to explain what it is. The student will be able to understand what makes a good debate. The student will be able to locate good resources and information. The student will be able to take notes and cite research information. The student will be able to debate a topic given by the teacher using the program Rationale. The student will be able to interpret evidence, identify salient arguments, analyze alternative points of view, draw conclusions, and justify key results and procedures.

7. Key Standards (Louisiana GLEs) (English) 14. Develop complex compositions, essays, and reports. 15. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose. 16. Develop complex compositions using writing processes. 17. Use the various modes to write complex compositions. 19. Extend development of individual writing style. 25. Use Standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions. 26. Select language appropriate to specific purposes and audiences for speaking. 29. Deliver presentations that include delivery techniques. 34. Select and critique relevant information for a research project. 35. Locate, analyze, and synthesize information from a variety of complex resources. 37. Access information and conduct research using various grade-appropriate data-gathering strategies/tools. 39. Use word processing and/or technology to draft, revise, and publish various works. 40. Use selected style guides to produce complex reports that include credit for sources. (Philosophy) 1. Accurately interpret evidence, statements, graphics, questions, etc. 2. Identifies the salient arguments (reasons and claims) pro and con. 3. Thoughtfully analyzes and evaluates major alternative points of view. 4. Draws warranted, judicious, non-fallacious conclusions. 5. Justifies key results and procedures, explains assumptions and reasons. 6. Fair-mindedly follows where evidence and reasons lead. 7. Identifies fallacious reasoning by fallacy name, “straw man,” “false dilemma” etc.

8. Design Strategies Set up Unit in a Wiki Home Page allows access to each Module SideBar allows navigation through the site Each lesson links to the next lesson Student Folders set up to turn in graded work

9. Tools Used YouTube Videos Original Videos Noodle Tools Adobe Captivate Rationale Power Point (SlideShare) Google Docs (Form) RubiStar

10. Strategies Signaling Rationale Redundancy : videos, slide (parts of a brief) Pre-Training: Rationale Captivate Personalization, and Debate videos (see “Redundancy” above). Coherence: Slides removed excess words Segmenting: Wiki use, with links to lessons, allows user pacing Modality: throughout Captivate demos Personalization: Use of “you” and informal voice in Captivate and student created videos.

11. Product www.debate101.pbworks.com

12. Evaluations Quizzes Activities Research Skills – citations and notecards Brief Argument Map

13. Future Development List of possible debate topics Produce videos of students taking the course debating a topic. Create interactive voting by comment while watching a debate. Better pre-training quizzes. Create video argumentation that can be used to lobby government officials about a topic important to students. Create an assignment that has students create a debating form for rating a debater’s performance.

14. Conclusion Strengths Access to information anytime and anywhere with internet access Not limited to just classroom time with a teacher Uses dual channels Move at own pace Can go back and look at previous information Wiki is fun to digital natives Limitations Access to technology Access to information