in a formal debate. The following snapshot is placed in this section of the chapter because it illustrates
a type of oral presentation; however, many other themes (and sub-themes) are addressed, including
meaning making and writing within effective expression.
Snapshot 7.10. Debating Challenging Topics: Race, Religion, and Income
Integrated ELA/Literacy, ELD, and Civics in Grade TwelveTwelfth-grade English/history teacher, Ms. Durán, and her colleagues have been discussing
ways to address contentious issues that frequently emerge during classroom discussions.
Those who attend their urban high school are mostly students of color, many of them from
immigrant families, and most experiencing poverty. The teachers’ discussions have not always
been comfortable; some of the challenging social issues students have brought up include
racial stereotypes, religious differences, and income inequality. At times, the teachers have
been unsure about how—or whether—to address students’ questions and comments about
these topics; however, through collaborative reading, in-depth professional learning, and many
candid conversations, the teachers have come to feel that they can facilitate discussions about
these issues in their classrooms in ways that promote students’ critical thinking, academic
literacy development, and understandings about social justice issues.
To focus on social justice and civil rights issues and to support their students’
understanding that social justice transcends race, religion, gender, and even national borders,
Ms. Durán and her colleagues collaboratively design a unit in which students debate questions
such as the following:- Should children of undocumented immigrants be granted in-state tuition?
- How should immigration to the U.S. be regulated?
- Should college admissions be determined by affirmative action?
- Should high schools have dress codes?
After discussing these questions in small groups, Ms. Durán places students in debate
teams, strategically structuring the groupings of two to four to account for students’
personalities, interests, and academic and social strengths. She shares the following guidelines
with her students: - All students research each issue.
- Each team debates only one issue during the unit.
- The debaters prepare a six-minute argument, which they deliver from a podium, and
then respond to questions afterward. - Each team member takes part in either delivering the argument, answering questions,
or making counter-arguments. - Non-debaters ask the debaters questions.
- Each team provides a short rebuttal and summation.
The culminating assignment for the unit is a written argument that on an issue that
students did not debate thereby giving students an opportunity to transfer what they are
learning about argument to a new topic.
The teachers have found that this format provides students with a safe, structured,
and scholarly way to engage in civil debate: students who may be reluctant to speak about
challenging issues (such as race, religion, poverty, immigration, etc.) need to learn how to
do it in a way that is convincing yet not inflammatory. Importantly, they have also found that
debating these issues verbally first often results in stronger argumentative writing.
782 | Chapter 7 Grades 11 and 12