EBA: Debate Skills Across the Curriculum

1. EBA: Debate Skills Across the Curriculum

2. What is EBA across the curriculum? Practicing argument structure and defense: Claim, Evidence, Reasoning + “3 Cs” Consequences, Clash/Counterclaims, Comparing Impacts Growing confident as we recognize, comprehend, shape, research, and assessevidence-based argumentation with complex sets of texts. 3. Distinguishing between persuasion and argument, especially in multimedia.

3. Why emphasize EBA across the curriculum? Even in every course, every week or every day?

4. Argumentation and College and Career Readiness

5. Module 5: Grades 6-8The Common Core and Argument Writing

6. Argumentation Key to Common Core Rigor College and Career Readiness Anchor Standard for Writing #1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

7. The Standards College and Career Readiness Anchor Standard for Writing #1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

8. State Standard RI.8 RI.8.ANCHOR: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.9–10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.8.11–12: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.

9. What Does Argument Look Like In The Content Areas?

11. Debating Skills Raise Scores & Spirits

12. A Tool for Justice From January 2018 The Guardian • An acclaimed book about discrimination against African Americans in the criminal justice system has been banned from some prisons in New Jersey, according to newly obtained records. • The New Jim Crow, an award-winning book by Michelle Alexanderpublished in 2010, appears on lists of publications that inmates in state correctional facilities may not possess. • In a letter due to be sent on Monday to Gary Lanigan, New Jersey’s corrections commissioner, the ACLU said the ban was particularly troubling because the state had the country’s widest disparity between white and black incarceration rates. • “For the state burdened with this systemic injustice to prohibit prisoners from reading a book about race and mass incarceration is grossly ironic, misguided, and harmful,” Tess Borden, an ACLU staff attorney, said in the letter.

13. What hinders chances to reap EBA’s benefits regularly across the curriculum?

14. What hinders chances to reap EBA benefits regularly across the curriculum? • Time 1. Training time. 2. Materials research and lesson planning time. 3. Class time. • Attitudes 1. Student/admin/teacher confidence vs. intimidation. 2. Prioritization of CCSS test focus. 3. Literacy-driven. “I’m not a reading teacher.” “Don’t overlook hands-on learners and ELLs.”

15. What Is the Difference between Persuasive and Argument? Persuasive- In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing . The same might be said of propaganda and advertising.

16. What Is the Difference between Persuasive and Argument? Argument, on the other hand, is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals, Argument is at the heart of critical thinking and academic discourse; it is the kind of writing students need to know for success in college and in life—the kind of writing that the Common Core State Standards puts first.

17. Claim-Evidence-Reasoning Claim: An arguable assertion or conclusion that answers the original question Evidence: Support for the claim that is appropriate and sufficient Reasoning: A justification or explanationthat links the claim and evidence

18. Elements of Argument CLAIM WARRANT Cite evidence: relevant and verifiable Clarify: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles, or research, and extended definitions. Often extended definitions or further support. links to IMPACT cite and explain how future results are caused, and cite and explain the significance of those future consequences.

19. Dig Deeper: Argument Structure + “3 Cs” CLAIM Point My dad is an alien. WARRANT Evidence/Reasoning. He drinks green juice, which aliens drink. IMPACT: So What? Why significant? Future result?Impact? (with warrant links) Sources show alien bots manipulate social media, which was shown to sway elections. Therefore, NASA email surveillance can thwart aliens like him from dividing our democracy. Statistics show divided countries have higher occurances of violence and even civil war.. COUNTERCLAIM Challenges. Alternatives. (Claim, Warrant, link Turn or Impact turn) CLASH Refute. Rebuild your claim. COMPARE THE IMPACTS Whose purported consequences do more good for more people? Whose benefits outweighs any possible risks or disadvantages MR.T= Magnitude (scale, scope, severity), Risk (probability, proven likelihood or chance of occurring) Timeliness (urgency, duration, which happens first)

20. Use this to assess each text. (poster, graph etc.)

21. Argumentation: A Tool for Peace

23. Writing Comparative Claims about Perspective and Argument • Students write evidence-based claims to help understand and analyze each argument. • They will use these claims later as they compile notes and thoughts to build their argument paper.

25. Shape any CWI argument for PTP task.Use this or any “close reading” text excerpt. Breakfast Item A Breakfast Item B Which item is the healthier choice?

26. Use handout to create more advanced challenges. from ReadWriteThink “Argumentation”

27. Some Other Mini-Argument Activities FOUR CORNERS: Strongly Agree? Agree? Disagree? Strongly Disagree? Prep your article, then head to a corner. Deepen by recording on gallery posters for later cross comments. Also as in-seat “exit slip” or quick-write “check for understanding.” PAIR SHARE or TABLE DEBATES: Use the given texts—or sort cards to pros/con—and clash claims & impacts to weigh & win. Sync the timing for stop action moderation, coaching, and general scaffolding. 2X4: 4 folks write 2 cards each with ideas to counter the text claims. Leader guides a process of consolidating and editing to select the best 2. PTP PASS THE PAPER: A silent debate sequence that walks through all the steps of refutation and impact weighing from any CWI argument. PANELS/ DEVIL’S ADVOCATE: Role play multiple viewpoint panelists who field probing questions of clarification, qualification, and refutation.

28. Argumentation with Historical Thinking Hamilton vs. Jefferson Lesson Plan Central Historical Question: What were the differences between Hamilton and Jefferson? Materials: • Textbook Excerpt on differences between Hamilton and Jefferson • Copies of Jefferson Letter to Washington • Copies of Hamilton Letter to Washington • Copies of Hamilton vs. Jefferson Guiding Questions From Stanford History Education Group (SHEG) https://sheg.stanford.edu

29. What’s this got to do with our debate team?

30. “…In the debate classroom students do more than just memorize and spit back facts, they own and direct their learning…” http://budl.org/about/

31. Boston Public Schools Endorse for ESLs

32. Google for much, much, more… Debate.nycHas lesson plans for coaches in each debate format, and the EAB teacher’s guide for approaches used at Boston Public Schools. National Speech and Debate Association for EAB guides NYCUDLDEBATE Sharing site for best practices to improve debate thinking. Article Sets: The Economist, IQ2US Intelligence Squared; Room for Debate NYTimes; NEWSELA, COMMONLIT, Stanford History Education Group (SHEG) Upfront Scholasticalso has archives of past debates online to subscribers Lessons/Units: ReadWriteThink, Odell Education; SERC-Role Playing Scenarios; 10 Ways to Teach Argument with the NYTimes; Teachingchannel.org Teaching with EBA, especially science. video: https://www.teachingchannel.org/video/engaging-argument-evidence-ngss

36. References Beers, Kylene and Robert Probst. Reading Nonfiction. Notice and Note Stances, Signposts, Strategies NH:Heineman, 2015. Daniels, Harvey “Smokey,” and Nancy Steineke. Texts and Lessons for Content-Area Reading. Portsmouth, NH: Heinemann, 2011. ---. What Works in Writing Instruction: Research and Practices. Urbana, IL: NCTE, 2010. Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. New York: Norton, 2006. Hillocks, George, Jr. Teaching Argument Writing. Portsmouth, NH: Heinemann, 2011. Or ask for more! Loretta Brady Loretta@debate.nyc

37. What hinders reaping EBA benefits regularly?Now give a response to these “blocks.” • Time 1. Training time. 2. Materials research and lesson planning time. 3. Class time. • Attitudes 1. Student/admin/teacher confidence vs. intimidation. 2. Prioritization of CCSS test focus. 3. Literacy-driven. “I’m not a reading teacher.” “Don’t overlook hands-on learners and ELLs.”