Oxford Style DebateOxford Style DebateFishbowl Discussion GuideFishbowl Discussion Guide

Jim CameronJim Cameron

Executive DirectorExecutive Director

Michigan Council for History Michigan Council for History EducationEducation

cameronj@saline.k12.mi.uscameronj@saline.k12.mi.us

Oxford Style DebateOxford Style DebateFishbowl Discussion GuideFishbowl Discussion Guide

Jim CameronJim Cameron

Executive DirectorExecutive Director

Michigan Council for History EducationMichigan Council for History Education

cameronj@saline.k12.mi.uscameronj@saline.k12.mi.us

Oxford Style DebateOxford Style Debate

1. Choose a topic1. Choose a topic

Usually in Usually in ““Should…Should…”” form form

Each side has possible points to argueEach side has possible points to argue

Then vs. Now- POVThen vs. Now- POV

2. Formulate and utilize questions that stimulate 2. Formulate and utilize questions that stimulate investigations of the past investigations of the past

3. Develop and implement a common language for 3. Develop and implement a common language for investigating the past investigating the past

Teaching United States History as a MysteryTeaching United States History as a MysteryDavid Gerwin and Jack ZevinDavid Gerwin and Jack Zevin

““……teachers introduce teachers introduce

a sense of mystery…a sense of mystery…

by raising thought-provoking questions, by raising thought-provoking questions, ones that demand answers ones that demand answers

supported by reasons, supported by reasons,

by evidence…by evidence…””

Linda Levstik and Keith Barton, Linda Levstik and Keith Barton, Doing History: Investigating with Doing History: Investigating with Children in Elementary and Middle SchoolsChildren in Elementary and Middle Schools

““The point of questions…The point of questions…

is to provide direction and motivation is to provide direction and motivation for the rigorous work of for the rigorous work of doingdoing history. history.””

““What Leads to the Fall of a Great Empire? What Leads to the Fall of a Great Empire? Using Central Questions to Design Issues-based History Units,Using Central Questions to Design Issues-based History Units,”” Edward Caron Edward Caron

Six criteria for effective questions to guide historical inquiry:Six criteria for effective questions to guide historical inquiry:

Does the question represent Does the question represent an important issue an important issue to to historical and contemporary times?historical and contemporary times?

Is the question Is the question debatabledebatable?? Does the question represent a Does the question represent a reasonable amount of reasonable amount of

content?content? Will the question hold the Will the question hold the sustained interest sustained interest of middle or of middle or

high school students?high school students? Is the question appropriate given Is the question appropriate given the materials available?the materials available? Is the question Is the question challenging challenging for the students you are for the students you are

teaching? teaching?

““Challenging History: Essential Questions in the Social Studies ClassroomChallenging History: Essential Questions in the Social Studies Classroom”” by by Heather LattimerHeather Lattimer

Essential Questions Essential Questions 1. Get at the heart of the discipline.1. Get at the heart of the discipline.

2. Have more than one reasonable answer.2. Have more than one reasonable answer.

3. Connect the past to the present.3. Connect the past to the present.

4. Enable students to construct their own4. Enable students to construct their own

understanding of the past.understanding of the past.

5. Reveal history as a developing narrative.5. Reveal history as a developing narrative.

6. Challenge students to examine their own beliefs.6. Challenge students to examine their own beliefs.

Oxford Style DebateOxford Style DebateFishbowl DiscussionFishbowl Discussion

2. Determine the two sides2. Determine the two sides

A.A. Let students choose a sideLet students choose a side

B.B. Assign students who don’t have a Assign students who don’t have a strong intereststrong interest

3. Research your side3. Research your side

A.A. Five parts of the Discussion GuideFive parts of the Discussion Guide

B.B. Choose 3-4 Debaters for each sideChoose 3-4 Debaters for each side

Oxford Style DebateOxford Style DebateFishbowl DiscussionFishbowl Discussion

4. THE DEBATE4. THE DEBATE

A.A. DebatersDebaters

1. State your position + 1 support point1. State your position + 1 support point

2. Listen & respond to both sides2. Listen & respond to both sides

3. Cite a CDV-apply it to the issue3. Cite a CDV-apply it to the issue

4. Refute opposing points4. Refute opposing points

5. Summarize your position 5. Summarize your position

(may re-state intro+)(may re-state intro+)Use or create maps, globes, graphs, charts, databases and

models

Oxford Style DebateOxford Style DebateFishbowl DiscussionFishbowl Discussion

4. THE DISCUSSION (Continued)4. THE DISCUSSION (Continued)

B. Peanut GalleryB. Peanut Gallery

1. DO NOT TALK DURING DEBATE1. DO NOT TALK DURING DEBATE

2. Complete quantitative analysis 2. Complete quantitative analysis with noteswith notes

3. You may pass notes to your 3. You may pass notes to your debatersdebaters

4. Write an essay due 4. Write an essay due ““tomorrowtomorrow”” using using points from the debate points from the debate

Oxford Style DebateOxford Style DebateFishbowl DiscussionFishbowl Discussion

5. Debrief the Discussion5. Debrief the Discussion

A. Self EvaluationA. Self Evaluation

B. Peer EvaluationB. Peer Evaluation

Constructive criticismConstructive criticism

C.C. Teacher commentsTeacher comments

D.D. Informally address the Informally address the topictopic

Oxford Style DebateOxford Style DebateFishbowl DiscussionFishbowl Discussion

Why use Oxford Style Debates/Fishbowl Why use Oxford Style Debates/Fishbowl Discussions in Connecticut?Discussions in Connecticut?

CONTENT STANDARD 1: Historical ThinkingCONTENT STANDARD 1: Historical Thinking

Grades K-4 Grades K-4 will assure that students: gather will assure that students: gather historical data from multiple sources;historical data from multiple sources;

Grades 5-8 Grades 5-8 will assure that students: formulate will assure that students: formulate historical questions based on primary and historical questions based on primary and secondary sources, including documents, secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, real or simulated historical sites, charts, graphs, diagrams and written texts;diagrams and written texts;

CONTENT STANDARD 1: Historical ThinkingCONTENT STANDARD 1: Historical Thinking

Grades 9-12 Grades 9-12 will assure that students: formulate will assure that students: formulate historical questions and hypotheses from multiple historical questions and hypotheses from multiple perspectives, using multiple sources; gather, perspectives, using multiple sources; gather, analyze and reconcile historical information, analyze and reconcile historical information, including contradictory data, from primary and including contradictory data, from primary and secondary sources to support or reject secondary sources to support or reject hypotheses;hypotheses;

CONTENT STANDARD 6: Rights And CONTENT STANDARD 6: Rights And Responsibilities Of CitizensResponsibilities Of Citizens

Grades 5-8 Grades 5-8 will assure that students; research an will assure that students; research an issue of interest and be able to take and defend a issue of interest and be able to take and defend a position on that issue;position on that issue;

Grades 9-12 Grades 9-12 will assure that students: take a will assure that students: take a position on a current policy issue and attempt to position on a current policy issue and attempt to influence its formation, development and influence its formation, development and implementation.implementation.

CONTENT STANDARD 5: United States CONTENT STANDARD 5: United States Constitution And GovernmentConstitution And Government

K-12 PERFORMANCE STANDARDS K-12 PERFORMANCE STANDARDS

Grades K-4 Grades K-4 will assure that students: explain the will assure that students: explain the purposes of laws and the ideas and principles that purposes of laws and the ideas and principles that make just laws;make just laws;

Grades 5-8 Grades 5-8 will assure that students: demonstrate will assure that students: demonstrate an understanding of the historical background of an understanding of the historical background of the Declaration of Independence;the Declaration of Independence;

CONTENT STANDARD 5: United States CONTENT STANDARD 5: United States Constitution And GovernmentConstitution And Government

K-12 PERFORMANCE STANDARDS K-12 PERFORMANCE STANDARDS

Grades 9-12 Grades 9-12 will assure that students: apply an will assure that students: apply an understanding of historical and contemporary understanding of historical and contemporary conflicts over Constitutional principles;conflicts over Constitutional principles;

CCSS Match to CT English Language ArtsCCSS Match to CT English Language Arts

1. CC.8.SL.1.c : Engage effectively in a range of CC.8.SL.1.c : Engage effectively in a range of collaborative discussions: Pose questions that collaborative discussions: Pose questions that connect the ideas of several speakers and connect the ideas of several speakers and respond to others’ questions and comments with respond to others’ questions and comments with relevant evidence, observations to clarify relevant evidence, observations to clarify information, strengthen claims and evidence, and information, strengthen claims and evidence, and add interest.add interest.

History Habits of the MindHistory Habits of the Mind

1. SIGNIFICANCE OF THE PAST: understand the significance of the past to their own lives, both private and public and to their society.

2. WHAT’S IMPORTANT AND WHAT’S NOT: distinguish between the important and the inconsequential, to develop the “discriminating memory” needed for discerning judgment in public and personal life.

13. EVALUATING EVIDENCE: read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and thereby to frame useful questions.

Is the South responsible for causing the Is the South responsible for causing the Civil War?Civil War?

1. Write a complete statement agreeing or disagreeing with the above issue**

2. List and explain three reasons that support your position

3.List and explain one core democratic value that pertains to this issue

4. List and explain two reasons that oppose your position

5. Refute the two opposing reasons (These need to relate to #4 above.)

Questions?Questions?

HandoutsHandouts

Let’s Get Started!Let’s Get Started!