History is not a Book Report: Advocacy and Debate in Social Studies Curricula

1. History is not a Book Report: Advocacy and Debate in Social Studies Curricula Bryan Weber Texas Council for the Social Studies 15 October 2010

2. Excerpts from The Savage Wars of Peace: Small Wars and the Rise of American Power • “What lessons might these small wars of the past teach us about small wars in the future?” • “These conflicts might as well be called “imperialwars”—a term that, American sensitivities notwithstanding, seems apt to describe many U.S. adventures abroad.” • “Whatever the specific causes of each war, we should not lose sight of a larger truth. Economists call it a yield curve: When cost is low, demand is high. America has long been more powerful than all but a handful of countries, so the cost of intervention in small states has always been low.”

3. History (and the historian) start with an argument • “And yet by allowing Eastern Europe to go its own way, Gorbachev had unwittingly set in motion the events that would doom the Soviet empire” (Ratnesar, Tear Down This Wall, 2009). • “…instability in Afghanistan probably creates more instability in nuclear armed Pakistan” (O’Hanlon & Sherjan, Toughing it out in Afghanistan, 2010).

4. How is social studies most often taught? • Worksheets • End of Chapter Textbook Questions • Lectures with Notes • Teacher prepared notes • Student prepared notes • Book Reports • Pop Quizzes • Socratic Seminar • Project Based Learning

5. Why do students drop out of high school?

6. Why is debate an effective teaching strategy? • Communication • “…the best example of a context for word learning by adolescent children is one that invites its own utterances, employing words in serious dialogue with other children or the teacher” (Corson, 1988). • “As we talk about a subject or skill in complex and appropriate ways, we actually begin to feel better about the subject and master it. That is why the everyday use of relevant terms and the appropriate use of language should be incorporated in every course from the beginning” (Caine & Caine, 1991). • “When students are encouraged to think aloud—specifically when they practice critical skills with their peers—they gain experience they may then apply to their own internal reasoning processes” (Bellon, 2000).

7. Why is debate an effective teaching strategy? • Critical Thinking • Referring to competitive performance: “…controversy can arouse conceptual conflict, subjective feelings of uncertainty, and epistemic curiosity; increase accuracy of cognitive perspective-taking; promote transitions from one stage of cognitive and moral reasoning to another; increase the quality of problem solving; and increase creativity (Johnson & Johnson, 1979). • “…debaters critical thinking test scores are significantly higher than those of nondebaters”(Colbert, 1987).

8. Other positive benefits of debate • Decrease in physically aggressive behavior (Boone & Montare, 1976) • Reduce verbal aggression (Colbert, 1993) • Increase beneficial argumentativeness (Colbert, 1993) • Interpersonal relationships (Neer, 1994) • Improve success in college, government, law and business (Pollock, 1992; Church, 1975; Schroder & Schroder, 1995) • It’s fun (Weber, 2010)

9. Classroom Debate as a Pedagogy • Student Engagement: Debate is student-led, entertaining, and forces students to use written evidence to advocate for a position. • Writing: A well-structured debate mirrors a well-written essay. Speech notes can be used as prewriting for thesis oriented writing assignments. • Reading: Debate is competitive reading: students must become proficient with a text to win. • Speaking: Students must engage arguments they do not at first understand. • Critical Thinking: Clash ensures reflection on one’s position and analysis to overcome competitive ideas.

10. Classroom Debate as a Pedagogy “(1) Debates require all students to contribute. (2) Debates bring forward a variety of different points of view. (3) Debates require “rational format” (perhaps opposed to mere expression of opinions). (4) Debates force participants to know what they’re talking about (as opposed to “BS”).” (Goodwin, 2003).

11. Can We Debate? CASE STUDY OF THE HOUSTON URBAN DEBATE LEAGUE Students from broad variety of ethnic backgrounds (92% students of color) Over 70% economically disadvantaged/low SES Wide range of educational needs (ELL, reading deficiencies, alternative education, first-generation college-bound) RESULTS? Over 1,000 students in two school years 100% graduation rate in year one Extended school year by over 100,000 student hours Closing the achievement gap (reading, competitive success)

12. Components of a Classroom Debate ADVOCACY The Resolution: A central premise around which the debate centers.

13. Components of a Classroom Debate STRUCTURED ARGUMENT

14. Components of a Classroom Debate TEXT BASED EVIDENCE

15. Components of a Classroom Debate LISTENING Listen, Understand, Respond (students must interact with each other (Caine & Caine, 1997))

16. Components of a Classroom Debate NOTE-TAKING

17. Components of a Classroom Debate NOTE-TAKING

18. Preparing for a Classroom Debate • Pick a resolution • Essential Questions • Context Questions • Pick Text(s) • Organize Students • Sides and Groups/Arguments • Pre-determined • Student-determined • Group Prep • Groups Brainstorm Arguments • Arguments Must Have Textual Evidentiary Support • Assign Students Roles in the Groups • Opening Statement • Cross-Examiner • Cross-Examinee • Attacker • Defender • Closing Statement • Students Prepare Individual Roles • On Their Own • With a Partner

19. Preparing for a Classroom Debate WARM UP DEBATES Round Table Debates Soap Box Presentations Cross-Examination

20. A Few Ideas to Get Started • United States History • Which colonial forms of protest were justified against the British during the Revolution • The federalist arguments were superior to the anti-federalist arguments • The Allied Powers were morally superior to the Axis Powers • Northern Aggression caused the civil war • World History • Which Greek/Roman god has the coolest back-story • Roman Republicanism was superior to Athenian Democracy • Industrialization improved the quality of life for most citizens • Which political philosopher’s (enlightenment) views would be best for America today? • Capitalism is superior to socialism

21. Thank you. Presentation available at http://houstonurbandebateleague.wikispaces.com/Curriculum