The Great Debate Assignment World War II. Date Assigned: Thursday, June 11 Date Due: Wednesday, June 17 / 32 marks

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1 The Great Debate Assignment World War II Date Assigned: Thursday, June 11 Date Due: Wednesday, June 17 / 32 marks For this task, you will be divided into groups to prepare to debate on an aspect of World War II. You will be challenged to consider continuity and change, as well as cause and consequence, while avoiding presentism and focusing on the historical significance of the issue. GROUP A: The Canadian government was justified in interning Japanese Canadians during World War II. GROUP B: The Canadian government was not justified in interning Japanese Canadians during World War II. GROUP C: Hitler could have been contained or stopped by international action at any time between GROUP D: Hitler could not have been contained or stopped by international action at any time between GROUP E: GROUP F: The Canadian government did an effective job of managing the economy during World War II. The Canadian government did not do an effective job of managing the economy during World War II. IMPORTANT NOTES: Debates will take place June and debates teams will be selected randomly at that time. If you are not present on the day your team is selected, or if you are not present on the other days in order to cast a vote, you will lose marks. A grading rubric with marking criteria can be found below. Introduction World War II was one of the most, if not the most, significant period of the 20th century from the introduction of substantial advancements in technology to long-term consequences in the form or a range of post-war social changes. World War II killed more people, involved more nations, and cost more money than any other war in history. Altogether, between 60 and 70 million people died soldiers, civilians and victims of mass genocide. Some 70 nations took part in the conflict, and fighting took place on the continents of Africa, Asia, and Europe, as well as on the high seas. The war ended the Great Depression, brought millions of married women (back) into the workforce, initiated sweeping changes in the lives of minority groups, and once again dramatically expanded the government's presence in the lives of citizens. The primary combatants were the Axis nations (Nazi Germany, Fascist Italy, Imperial Japan and their smaller allies) and the Allied nations led by Britain (and its Commonwealth nations), the USSR and the U.S.A. The Allies won, and two superpowers, the U.S.A. and USSR, emerged from the war to begin a Cold War with each other that would define much of the rest of the century. For this task, you will be assigned to argue for or against one of the debate topics listed above. You will start by brainstorming (within your group and individually) about those points that will best prove your case. Each and every team member should have at least three (3) points to make two (2) he or she will argue, and one (1) as a possible response to the opposing team. Remember, you need to brainstorm the argument for the other side, too, so you know which opposing arguments you may need to respond to. Each person must participate in the debate by presenting arguments, and asking questions of and answering questions from the opposing side. At a minimum, each person must speak two (2) times, and every student may have up to three (3) turns. CHC2D8 I HUNT World War II : The Great Debate Outline 1 of 6

2 Roles and Rules The PRO side will speak first, and the last speaker for each side should sum up his or her team s position in a convincing way. (Peers not actively participating in a particular debate will vote for a winner.) When a group member is speaking, anyone not speaking may only communicate through written notes. You will be given time after each speaker to converse with your group. You must have a thesis statement that is stated and supported. Why should we listen to what you have to say? State your purpose for persuading us and support it. Your thesis statement should appear in your opening remarks, between each point, and in your concluding argument. Each speaker will be given a maximum of two (2) minutes per point. (Be sure to include clear evidence.) You must speak for at least 90 seconds per argument. The teacher will indicate to you when your time is up. Be sure to speak in a professional manner: Avoid using slang. Avoid words such as like, yea, and uh-huh. Do not curse. If you mess up in your speech, take a breath and move on. Avoid a conversational tone. You should appear comfortable, but keep it formal. Be prepared. Nothing looks more unprofessional than a speaker who has not prepared and cannot defend his or her argument, especially when responding to questions. Opening Statements The opening and closing statements should be assigned to the most energetic and lively speaker(s) of the group. This is the first and last impression your opponents and your audience will have of your group s presentation. This person or these persons should: Be able to speak well in front of a group of people. Be someone that does not get nervous easily. Have confidence in the topic. Have an ability to create emotion and show passion. Remember, your opening statement is the first chance you will have to present your side. Therefore, your statement should be designed so that it provides the audience with a general idea of what you will aim to prove. Your statement should tell the audience what evidence you will present and convince audience members to side with your group at the end of the debate. Tips for writing the opening statement: Keep your opening statement concise. Only include facts that you feel you can prove well. Remember: It must be two (2) minutes in length and no more than three (3) minutes. Know your case. Think carefully about what you want to say and why. It also helps to think about what the other side may say as well. Stick to the facts. For example, do not simply state why your side should win, but rather prove this through your thesis. Use an anecdote or short story. Only use stories that will enhance your argument. You must include a universal example and a thesis statement. Present your side clearly. This is your group s first impression, so you do not want your argument to be ambiguous. CHC2D8 I HUNT World War II : The Great Debate Outline 2 of 6

3 Closing Statements Your closing statement is your last chance to present your argument to the audience (i.e., judges). It must be based on evidence presented during the debate. This is not the time to introduce new information or ideas. Tips for writing the closing statements: Summarize the evidence that was heard during the debate. This should highlight key information. Tell the audience what specific behaviour you want them to follow (i.e., that your position is the only one they can possible agree with). Refute arguments that you expected the other side to make or heard them make. Discuss any factors that are favourable to your side of the argument. Include a universal example and your thesis statement. You may need to improvise some of the closing statement based on what you heard during the debate. (This means team members should be taking notes as the debate takes place.) Memorable ending this conclusion should have emotion and leave the audience with a specific feeling. You may use stories or quotes to help with this. This is the last thing the audience will hear; make it count. Do not attack the opposing side. State your position clearly and professionally. Show respect for everyone in the way you construct your speech, including the audience (i.e., judges). Rebuttals Rebuttal: Evidence that attempts to explain, counteract, or disprove facts given in evidence by the other party. It is a response to evidence presented by the opposing side. A rebuttal may include the introduction of contradicting or opposing evidence. During the debate, each team will be given two (2) opportunities of two (2) minutes each to engage in rebuttal. Before your rebuttal, you will have five (5) minutes to converse with your team. THIS IS THE ONLY TIME YOU WILL BE PERMITTED TO SPEAK. At all other times when a speaker is speaking (on either team), you may only communicate in writing. Rebuttals take critical thinkers and speakers that can think on their feet. The key to a good rebuttal is prediction. Brainstorm ideas for rebuttals with your group and come up with as many as you can. You can never be too prepared. Rebuttal speakers should: Predict what the opposing team will say. Prepare come backs to refute their arguments. Prepare a list of quotes to support your argument. Prepare a list of specific situations from the play to counteract the other side s position. Be over prepared! You never know what the other side may surprise you with. Consider all aspects of their argument. Although most of your speech will be prepared, you may have to improvise and add some last minute changes based on what the other side has presented. Therefore, you must be listening carefully to each speaker. You may have help from your group members that day; however, you may only speak to one another for 30 seconds in between speeches. YOU need to be ready. During rebuttals you may not bring up new arguments for your position, but you may bring up new evidence to support a previously made argument. CHC2D8 I HUNT World War II : The Great Debate Outline 3 of 6

4 Role of the Audience The audience must be respectful during the debate, which means they will be quiet and attentive. The audience has an important role in the debate: The audience should not bring in any personal bias to their decision. In other words, they will not vote for a team that did not present well just because their friends may be on that team. The audience must evaluate all evidence and support. Did the group have a strong argument, thesis statement, and support? Personal opinion should not be a factor in the audience s decision. The audience will be asked before and after the debate what their opinion is about the topic. It is okay their opinion has changed. That means one of the debate teams has great persuasion skills. The audience will vote for a winning side. Each person will vote individually. The side that receives that most votes wins. All votes will be anonymous. Debate Organizer Each side will present one side of the argument in a thoughtful, well-researched, and respectful way. Speakers from each side will take turns, with up to three (3) minutes for opening remarks, up to two (2) minutes per point, up to two (2) minutes per rebuttal, and up to one (1) minute per question beginning with the PRO side. (For full details, see the Debate Schedule.) Each team s questions should address the central arguments the other team presented. After questioning, each team s captain (or designate) will be given up to two (2) minutes to deliver a brief closing statement. NOTE: This task may require you to argue in favour of a position you disagree with. The point is not to get you to agree with an opposing viewpoint (though that may happen), but rather to ensure you look critically at both sides of an argument. Topic or resolution: Team Members: 1. Brainstorm as many arguments for and against the topic as you can. Yes, for and against. You need to be prepared to argue counterpoints from your debate opponents. PRO CON CHC2D8 I HUNT World War II : The Great Debate Outline 4 of 6

5 2. Review each potential argument. Highlight the ones that are likely to be most effective. 3. Assign each team member three (3) arguments to research: two (2) for your side and one (1) against. Find evidence and examples supporting your argument. 4. Review the evidence as a team and discuss the arguments. Work together to revise them. 5. Prepare your opening statement, which will be presented by your team captain. Opening Statement: 6. Decide what speaking order will be most effective. Point 1: Point 2: Point 3: Point 4: Point 5: Point 6: Point 7: Point 8: Point 9: Point 10: 7. Plan how you will work together to organize and present your ideas and questions for the opposition. 8. Prepare your closing statement, which will be presented by your team captain. Closing Statement: IMPORTANT NOTE: As individual marks are awarded (not group marks), each person MUST prepare his or her own arguments, and submit those arguments, with evidence, at the end of the debate. These notes will be included in the marking scheme. Each person is also required to submit a copy of the rubric on the day of the debate. CHC2D8 I HUNT World War II : The Great Debate Outline 5 of 6

6 Self-Evaluation Checklist / 3 bonus marks Basic Criteria Yes No All of the information I presented in the debate was clear, accurate and thorough. I clearly understood the topic in-depth and presented information forcefully and convincingly. I was always actively listening and engaged during the debate. At no time was I distracted, doing other homework, texting, sleeping, etc. My arguments were consistently well supported with several relevant cited facts, statistics and/or examples. I spoke at least three (3) times. 1. What was the best thing you did during the debate today? 2. What was the best comment made by your side? 3. What was the best comment made by the opposing side? 4. What comment or statement do you wish you had made but did not or were not able to? 5. What can you do to participate better in your next debate? NOTE: Bonus marks are not available to any student who misses even one (1) debate day. CHC2D8 I HUNT World War II : The Great Debate Outline 6 of 6