Nuclear Energy: What is it good for?

Sean O'Leary, Ryan Searle, Annie Fitzgerald

Debate Day Outline:
Set up:

Day 30 and 31

1. Each group will select one person to be their representative for the “specialists” that will consult each debate group
2. Students who are not the specialists will have written their name under the pro or con list weeks in advance. First come, first serve basis per class period.
3. Each team will select three specialists they want to speak on their behalf.
4. All research and organization should be already finished and polished.
5. Each team needs to turn in their worksheet that divided up responsibility which also has the rubric attached so I can evaluate all on one paper.
6. Me, as well as a community member will be there to evaluate and decide who made the better argument.

This will take two days. The first day the pro argument will go, and the second day the con argument will go. They will have the entire class period to present their ideas, have the specialists present, answer questions, and have the concluding arguments. A person will not get a grade if they are no written on the responsibilities paper.
Grading:
75%- The Rubric.
25%- the outcome of the individual responsibilities divided on attached handout.

TEKS:
b(26)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B)  use a decision-making process to identify a situation that requires a decision, gather
i(24)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A)  locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C)  explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;
(D)  use the process of historical inquiry to research, interpret, and use multiple sources of evidence;
(E)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
(F)  identify bias in written, oral, and visual material;
(G)  support a point of view on a social studies issue or event; and
(H)  use appropriate mathematical skills to interpret social studies information such as maps and graphs.
information, identify options, predict consequences, and take action to implement a decision.

Nuclear Energy Debate
Opposition: _____________________ Proponents:______________________
You are now a member of your selected team. Your team will be graded as a whole. This means that you will be as strong as your weakest link. Be sure that you work together so that all members of your team have an adequate background of the positions and arguments that you will be proposing.


1. Engagment: There will be an opening statement made by your team. This should be 3-5 minutes long and should state your team's position and the arguments/solutions you will be proposing.
Responsible Members: ____________________________
 
2. Exploration: You should have at least 15 questions that can be asked of your opponents. These should be on separate sheets of paper or on note cards for easy reference. The questions should be specifically directed to your opponents and should be concise and clear.
Responsible Members: ____________________________
3. Explanation: You should have selected three specialists to speak at this time and reiterate your arguments while supporting it with new data that you have not already covered, and by specifying specific examples and research to make your point sound more solid. They should be ready for any questions asked of them as well.
Responsible Members: ____________________________

4. Elaboration: You should have answers prepared which will be used to respond to your opponents questions. Imagine that you are from the other teams and determine what questions may be asked of your team.

                   Responsible Members: _____________________________­­­­­­­­

5. Evaluation: You should have a final conclusive argument/statement drawn up which will be written at the end of your debate. This should be no longer than 7 minutes. You should take notes during the entire debate so that you may refer to these in your final presentation of your team's views.
Responsible Members: ____________________________
When you have determined who will be responsible for each portion of your team's debate, it is up to you to prepare yourself for the challenge that lies ahead. Only one team will win this debate. The winning team will:
-have a solid background regarding all material
-have plenty of evidence to back up claims
-use teamwork to teach all in group the important concepts behind specific positions
-be creative/psyche out opponents
-outclass opponents/never give an answer of "uh...."