Unit #5 – Evaluation (Written Response)

Write a Written Response IN YOUR COPY BOOKS about one of the debate activities that you participated in Unit 5 (The trial; The presidential debate; The public hearing; or, The business deal).  COPY AND COMPLETE THE SENTENCE PROMPTS BELOW:

The activity(activities) I participated in was(were) …

In (one of) the activity(activities) that I participated in, my role was …

As I recall to the best of my knowledge, in that activity what happened was …

The final decision was …

It was a … (put an adjective) decision, because …

I think that the most important thing I learned from this activity is … because …

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Unit 5 – Debate in Society

In this unit, we will look at how debate and the skills you learn through debate are extremely useful in everyday life.

First, we will read a document, then take notes in your Debate Copy Books from a Prezi presentation about why debate is important in society. (You can copy the notes in English or Spanish or Both if you´re really fast!)

Why Debate?

Prezi link

Second, we will have a class discussion on the use of Debate Skills in the following areas:

  1. Law – Mock Trial in ENGLISH (8 people minimum) http://www.justiceeducation.ca/themes/framework/documents/Brashear.pdf      
  2. Politics – Presidential Debate SPANISH (3-5 people)   
  3. Community – Public Hearing in ENGLISH (11 people)  
  4. Business – Business deal in SPANISH (4-6 people)  

Third, you will work in groups using Debate Skills to resolve an issue in one of the above areas.  Scripts with a ¨fill-in-the-blanks¨ style format will be provided for each case.  In each case, there will be Proposing and Opposing teams.  Some of the cases will be in English and some in Spanish.  As in past debates we have had in class, teams will be expected to present clear and effective ARGUMENTS backed by real and convincing examples and evidence.

Motions for First Round of Middle School Internal Debate Tournament

1. This house would ban the sale of junk food in schools.

2. This house believes torture should never be used.

3.  This house believes use of cell phones should be allowed in school.

4.  This house would not allow kids to play violent video games.

5.  This house would make school uniforms manditory.

6.  This house believes Chile should have a manditory recycling program.

7.  This house believes people should not eat meat.

8.  This house would make the sale of cigarrettes illegal.

9.  This house would prohibit prize giving in schools.

10.  This house believes all education should be free.

Las mociones de los debates para terminar el primer semestre…

         

Estimados Alumnos,

Ya llegamos a los fines de junio y para terminar este semestre, vamos a hacer debates en las ultimas clases en la forma (3 vs. 3) de los World School´s Debate Championships.

Esta vez, los debates serán realizados en español y aquí están las mociones:

5th:  Esta casa cree que las mujeres musulmanas no deberían ser forzadas a usar burkas.

6th:  Esta casa cree que el uso de esclavos debería ser legal.

7th:  Esta casa prohibiría el uso de la tortura.

8th:  Esta casa cree que la información en los medios debería ser estrictamente controlada por el gobierno. 

9th:  Esta casa cree que los trabajadores del sistema público deberían recibir sueldos más altos.

10th:  Esta casa cree que el aborto debería ser legalizado.

11th:  Esta casa cree que Bolivia debería tener acceso al mar dentro de Chile.

Group Proposals

Lo Barnechea

7th A

Group 1: Carlota Garibaldi, Joaquín Morales, Alejandro Suarez, Arantza Bonilla, Andoni Jijena

Group 2: Stela Rosa, Jose Ignacio Tapia, Joaquín Zamudio, Sofia Allel, Nicola Chiappe

Group 3: Daniel Croudo, Andrei Guerb. Bhuni Dharandasani, Borja Cazañas, Benjamín Fischman

Group 4: Josefa Chacón, Benjamín Fuchslocher, Enrique Yen, Rodrigo Villegas, Pedro Pablo Lemus

Group 5: Benjamín Prieto, Dante Niada, Elena Giovani, Himanshu Kanjani

7th B

Group 1: Maria Ignacio Castro, Juan Ignacio Salazar, Nahuel Won, Valentina Jimenez

Group 2: Alfonso Pinto, Julio Rivera, Valentina Sarquis, Josefina Maspero

Group 3: Ernestina Mége, Nicolás Jacard, Joaquín Lüttges, Fernanda Carrion, Enzo Salvati

Group 4: Nicolás Ponce, Thomas Chung, Fernanda Gajardo, Nikolas Virreira, Jeronimo Larraín

Group 5: Amalia Cortés, Javier Soto, Andrés Ortega, Julias Mori, Cristobal Contardo

8th A

Group 1: Shin Young Park, Sol Rodriguez, Lucas Maragaño, Raimundo Cruzat, Iñaki Larraín

Group 2: Karen Picazo, Colomba Giangrandi, Ignacio Arenas, Jorge Willson, Francisca Jara

Group 3: Bastian Bois, Josefina Viotti, Martina Planella, Benjamín Díaz, Connor Deane

Group 4: Maria Irina Gavrilov, Maria Angelica Funes, Carlos Dominguez, Andrew Reiners, Antonia Villegas

8th B

Group 1: Delfina Mége, Sebastian Potes, Francisca Menanteaux, Benjamín Kohn

Group 2: Tomás Rodríguez, Rafaella Dálbora, Begoña Martinez, Iñaki Jijena

Group 3: Ivanna Borace, Franco Bencini, Felipe Gatica, Carol Rohrstock

Group 4: Natalia Tuane, René Montoya, Julian Camus, Maite Bonilla, Rafael Torres

Chicureo

7th A

Group 1: Ashley Bohmwald, Emilia Maturna, Alejandro Zhu, Santino Savastano

Group 2: Nolan Cividin, Martín Hernandez, Ignacia Riquelme, Isidora Rivera

Group 3: Natalia Rubio, Florencia Sanchez, Miguel Tomé, Raimundo Contardo

Group 4: Martina Banda, Fernanda Rios, Tomás Doran, Ricardo Luján

Group 5: Javiera Fernandez, Guilanna Mosso, Joaquín Salgado, Fernando Bravo

7th B

Group 1: Melanie Bohmwald, Josefina Pérez, Vicente Torres, Sebastián Urra

Group 2: Paula Vásquez, Antonia Meneses, Mathias Elers, Joaquín Olivares, Matías Quintana

Group 3: Rosario Urzua, Victoria Valenzuela, Sebastián Steffers, Nicolás Sales, Max Macoya

Group 4: Isidora Squella, Catalina Berenguela, Rodrigo Meza, Santiago Reig, Tomás Harseim

8th A

Group 1: Sebastián Crignola, Fernanda Mancilla, Isidora Ojeda, Simon Iacobucci

Group 2: Romina Denecken, Felipe Chandia, Domingo Allende, Fernanda Ruíz

Group 3: Maite Villegas, Trinidad Leone, Jose Tomás Fernández, Martín Belletti, Agustín Valenzuela

Group 4: Nizar Lama, Jaime Pinochet, Maite Zamarin, Eleonor Gumera, Martín Dominguez

8th B

Group 1: Constanza Medina, Andrea Mullen, Etienne Cazzi, Lucas Lecler, Matías Kiraly

Group 2: Sebastián Lanas, Juan José Sanchez, Emilia Oyarzún, Florencia Prochelle

Group 3: Santiago Carrasco, Mauricio Grosso, Fernanda Alegría, Benjamín Morales

Group 4: Diego Echeverria, Monserrat Nebot, Jose Mario Paredes, Javiera Díaz

Unit 3: Proposal

Your task is to work in groups to create a proposal that will solve an International conflict based on a Fictional country.  You will present your proposal to an International Committee where it may be accepted or rejected.

It is important that you research the topic, that you fully understand the complexity of the problem and the important factors that you will have to deal with.

Questions to consider:

1.  Is it a violation of International Human Rights ?  (check the link below!)

2.  Does it go against commonly recognized, universal morals?  (check the links below!)

http://www.universalmoralcode.com/

3.  Who are ALL the people or groups of people directly or indirectly involved in this conflict?  (ex. Governments, Companies, Community, Families, Small businesses, Non-Governmental Organizations (NGOs), Military groups, Religious groups, etc.)

4.  What is the problem exactly?  How will your group solve the problem?

5.  *Now that you have done some research, it´s time to create your plan!  Use your notes from class on how to create a proposal and/or peaceful protest. (Below is the powerpoint on proposals.  Use it!!)

How to make a PROPOSAL

Group Topics:

Conflict A – Your group is concerned about a situation occurring in a country called Islamistan, where an Islamic extremist group has taken control.  Under their laws, women have very little freedom.  They cannot vote, work in politics or administration jobs nor can they leave the house without their faces and bodies completely covered.  What can your group propose?

Conflict B – Your group is concerned about a situation occurring in a developing country in South America called Volivia where a private company has recently taken control of all access to clean drinking water.  The people in the villages can no longer take water from their traditional water source, as the company has diverted and blocked the natural flow; furthermore, these people are too poor to pay the private water company for the new manditory installation.  What can your group propose?

Conflict C – Your group is concerned about a situation occurring in a country called Zwahizi deep in the African Congo.  Here there are militant gangs that kidnap families from slums in cities, then they put the men, women and children to work in slave camps, working for the illegal trade of diamonds.  Once the diamonds are sold to International Markets, it is virtually impossible to detect that they came from slave camps.  What can your group propose?

Conflict D – Your group is concerned about a situation occurring in a country called Castro, on a small island in the Carribean, in an exclusive, top secret zone, where the US Army has a prison camp for international terrorists or war criminals.  There the prisoners are violently tortured as way of interrogation, or attaining information.  What can your group propose?

Conflict E – Your group is concerned about a situation occurring in a country called Kyong-Jin.  It is a communist country, so there are many strict rules and government controls.  For example Google, Facebook, Twitter and almost every other form of online social media is strictly forbidden, using such forms of media could result in the highest forms of punishment such as life in prison or death by firing squad.  What can your group propose?

Unit 2 Oral Evaluation

DATES: May 11th – 29th

Every student must present one argument.

The argument should make logical sense.

The argument can be presented in ENGLISH or SPANISH.

Students will be selected randomly to present their arguments, which will be either ¨For¨ or ¨Against¨ one of the corresponding motions.

Grading Criteria:

Strength of Argument (Has clear evidence and explanation) = 10 POINTS

Presentation Skills and Organization= 10 POINTS

Total = 20 POINTS

Students are encouraged to use one of the following argument models:

a) PEEL Model          b) Toulmin Model

Screen shot 2015-05-11 at 8.17.19 PM Screen shot 2015-05-11 at 8.17.58 PM Screen shot 2015-05-11 at 8.18.11 PM

Debate Motions:

7th: ¨Men should be able to use gene therapy to be bigger, stronger and more handsome.¨

8th: ¨Mothers should be able to take DNA from a third (or 4th or 5th, etc.) source to reduce risks of genetic disorders in their babies.¨

9th: ¨All ancient artifacts should be safely kept in museums in Europe and the United States with the highest security.¨

10th:  ¨The industrial revolution did more harm than good.¨

11th:  ¨This house would invest in companies that can reconstruct videos from thoughts.¨