World War
Two: Great Debates
Perhaps the most interesting aspect
of studying history is how different conclusions can be drawn by examining the
same events. Being able to analyze data, form an opinion on a controversial
issue, and clearly defend that interpretation with evidence is a vital skill.
Assignment
Students will research a
controversial issue concerning World War II or Canada’s role or participation
in specific events during the Second World War.
Ø Students will form groups of six
Ø Students will research a question / topic and complete the
“Presenting an Argument” mind map (Smart Ideas)
Ø On the day of the debate, the group of six will draw for
teams / sides (3 per team per side)
Ø Students will debate in teams of three but will be marked
individually
Ø Each student
must present ONE argument for debate with EVIDENCE (quotes, statistics, speeches, pictures,
documents etc.) > Smart Ideas- Presenting An Argument (mind map)
Evaluation
Ø
Each student will be graded
individually using the Debate Rubric.
WWII DEBATE STRUCTURE (Gr. 10)
|
Opening
Statement FOR AGAINST |
|
|
30 seconds |
|
|
30 seconds |
|
|
Argument #1 Argument #1 FOR |
1 ½ minute |
|
Rebuttal AGAINST |
30 seconds |
|
Argument #1 AGAINST |
1 ½ minute |
|
Rebuttal FOR |
30 seconds |
|
|
|
|
Argument #2 Argument #2 FOR |
1 ½ minute |
|
Rebuttal AGAINST |
30 seconds |
|
Argument #2 AGAINST |
1 ½ minute |
|
Rebuttal FOR |
30 seconds |
|
|
|
|
Argument #3 Argument #3 FOR |
1 ½ minute |
|
Rebuttal AGAINST |
30 seconds |
|
Argument #23 AGAINST |
1 ½ minute |
|
Rebuttal FOR |
30 seconds |
|
|
|
|
Free For All |
6 minutes |
|
|
|
|
Closing
Statement AGAINST FOR |
|
|
30 seconds |
|
|
30 seconds |
|
Open Questions (by
class to the debaters |
5 minutes |
Ø
TOTAL
= 25 minutes
Topics: WWII Debates
|
Question |
Date |
Students
(6) |
|
Issue 1- Road to
War: Could
Hitler have been stopped prior to 1939? |
Fri. April 24 |
|
|
Issue 2- Road to
War: Was
strategic bombing immoral? |
Fri. May 1 |
|
|
Issue 3- Genocide and Atrocities: Do the Nazis bear the responsibility
for the Holocaust? |
Fri. May 1 |
|
|
Issue 4- Canada’s
Role in WWII:
Was the Internment of Japanese Canadians justified? |
Fri. May 8 |
|
|
Issue 5- End of
War: Was
the decision to drop the atomic bomb justified? |
Fri. May 8 |
|
|
|
||
Helpful Resources
Stats Canada http://www40.statcan.ca/
Ø
CBC Archives http://archives.cbc.ca/index.asp?IDLan=1
Ø
Historica! http://www.histori.ca/default.do?page=.index
Ø
Library and Archives Canada http://www.collectionscanada.ca/index-e.html
Ø
Canadian Military History http://www.cmhg.gc.ca/html/default-en.asp?Num=&RT=
Ø
McCord Museum http://www.mccord-museum.qc.ca/en/
Ø
Museum of Civilization http://www.civilization.ca/visit/indexe.aspx
Helpful Hints
Debating
Ø
Always stand when speaking
Ø
Stand as a team to show support of
your partner
Ø
use visuals (images, quotes, statistics, charts, graphs,
maps)
Ø
Use large font and bold , underline,
italics or highlight tool on overhead transparencies / powerpoints
/ visuals
Ø
Always include the source under all
evidence (or use footnotes)
Ø
Organize your evidence so it is easy
to read and follow
Ø
Have your team help with AV (Smart
Board, Smart Ideas, powerpoint,
slideshow) while you are presenting your opening / closing, arguments or
challenges
Ø
Name or categorize your argument
Ø
Always make clear connections and
provide analysis and conclusions between your evidence, arguments and your
thesis
Ø
face your opponents but also open
yourself to the audience (do not speak
with your back to them)
Ø
be confidence: eye contact, clear voice
Ø
prepare and practice your
arguments (use all your time as most
efficiently as possible)
Ø
dress professionally
Definitions
Ø
Depending on the topic question, key
terms may need to be defined
(ie. “justified”,
“winner” etc.)
Ø
Groups must come to a consensus on
all terms that need to be defined. This
will avoid the use of different definitions in the debate and keep the question
clear and concise.
|
Opening Statement |
Closing Statement |
|
1) Introduction |
1) Conclusion |