Title:​​ Debate

Instructor: Learning Outcomes:

Mr Z 6.2 Historical Models of Democracy: Ancient Athens
Grade:​​ 6
SLO Outcomes:
Subject: 6.2.2 ​value​​ the role of participation by citizens in diverse democratic
Social societies (C, PADM)
Studies
Purpose: ​The purpose of this lesson is to teach the students about the role of
participation in a democratic society. The student will learn about formative
argument as a way to simulate democracy and decision making in ancient
Greece and be able to reflect on how the Canadian system is.

Materials, Teacher:​​ ​Worksheet​, ​Slides

Resources,
Technology: Students:​​ The notes for their roles, pen and paper, costumes if they wish.

Total Time: Learning Activities Assessment

Previous Classroom Work/Lesson (bridging):

Students will be bringing in knowledge from
Each class into this debate to demonstrate what they
Have learned as well as what they might need help
With. the debate should help them decide on how
They would like to be tested.

Body of Lesson:
This lesson To begin this lesson The students will learn about
will take 2-3 argument and debate as a method to solve issues. Formal:
days to They will then be able to brainstorm different ideas Debate worksheet
complete. as a class with a mind map on activities they can do
Students will for the final project.
need time to
learn more To get their minds around the debate the class will
about debates be doing a mock debate made on whether pizza or
as well as burgers are better. In this they will learn about
their roles.
Roles within
In the debate only male citizens get to decide on the
final option. Female citizens may help convince the
males on what they would like to do on the final
assessment. Children, metics, and slaves have no say
in the decision. Each city will choose which side
they want to speak for.

Roles will be given to them in the final debate.

Introduction to a debate
Typically an issue has 2 sides each city state can
choose which side they would like to fight now. This
is a formal debate so it remains civilized. And
requires everyone to follow a strict

1st proposition​​ of 2 minutes were they can state

their side.
1st opposition​​ gets 2 minutes to claim their side of
the argument.

1st Proposition- 2 male citizens

1nd Opposition - 2 male citizens

2nd proposition​​ gets 2 minutes to elaborate on their

position.
2nd opposition ​gets 2 minutes to further their
elaboration on their choice.

2nd proposition - 1 male citizen

2nd Opposition - 1 male citizen

Rebuttal each side gets to explain why their

opponents side is false or not as fun. During
rebuttal opposition side gets to speak first.

opposition​​ gets to speak first this time on why the

other side isn't a good choice.

1 male citizen and 3 female citizens get to speak for

the opposition.

Proposition​​ gets 5 minutes to counter opposition.

1 male citizen and 3 female citizens get to speak for
their proposition.
 If a member of an ​opposite ​side wants to interrupt he
can raise his/her hand and if the speaker agrees the
person has 15 seconds to speak.

Roles of non citizens

Metic Speakers:​​ 2 metics will be chosen for this
task and they will hold the debate in order and stop
the opposite side from speaking out of turn. They
will get 3 flags per side if a side interrupts they lose
a flag and that member is no longer allowed to speak
in the debate.

Slaves
Much like greek life Slaves do not have much
decision with what they're doing. They are to assist
their cities masters by finding information from
their notes on what would work best for the class as
well as to tidy the floor of any mess left behind.

Judges
Instructor, Educational assistant(if on
hand),administration(if free) and a metic from the
students.

Once the debate is finished the judges will decide

who had the best argument. Students will reflect on
the debate after in their journal.

Conclusion:​​ In conclusion students will learn how

to argument formally, cooperate as a team, and learn
the processes of government. Students will also be
able to reflect on each role and what was fair and not
fair.

Reflection of lesson plan: (to be filled in after the lesson is done)

- Explain decisions

- Why certain instructional strategies, learning assessment and activities