MADISON PUBLIC SCHOOL DISTRICT Current Affairs and Debate MHS Elective Authored by: Richard Bradshaw Reviewed by: Lee Nittel, Director of Curriculum and Instruction Mark DeBiasse, Supervisor of Humanities Adopted by the Board: January, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ 07940 www.madisonpublicschools.org
I. OVERVIEW In this course, students will learn about a broad range of contemporary issues which impact American lives. Government decisions and actions, as well as social issues, will make up the categories of current affairs to be studied. Each student will be a member of a research team that will examine a problem, research it and propose a plan of change. Proposals will be debated in formal interscholastic debate format. Each research team will become either the constructive or negative debate team. Learning debate will be a significant portion of the course. II. COURSE PHILOSOPHY The thematic structure of the Current Affairs/Debate class centers on a broad range of topics from which students will gather data, assess historical and current sources of information, and construct a resolution from a particular case for the purpose of public debate. As a result, students will gain proficiency in such skills as research, discussion, and forensics. Moreover, the course encourages students to become knowledgeable world citizens by devoting themselves to the important issues of our time. Students will be required to learn data, and then use the data to validate a statement, compare and contrast, demonstrate cause and effect, predict, locate reliable sources of information, solve a problem, make a decision, and/or construct a model. The construction of a meaningful unit of study around a critical thinking theme will sustain both student and teacher focus and allow students to become proficient within the goals of this course. Through research using both primary and secondary sources, students will improve their skills in interpreting and assessing different historical and current viewpoints and arguments. Following this will be the use of the higher-level cognitive skills of analyzing, application and evaluation, enabling students to find meaning and relationships to modern problems in the United States and the intertwined global community. II. GOALS (Linked to NJ Content Standards) Standard 6.1: All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics. Standard 6.2: All students will know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. Standard 6.3: All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future. Standard 6.4: All students will demonstrate knowledge of US and NJ history in order to understand life and events in the past and how they relate to the present and future. Standard 6.5: All students will acquire an understanding of key economic principles. Standard 6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. 2
IV. COURSE OUTLINE BY UNIT Unit One: Interscholastic Debate Public debate is fostered in a democratic society, specifically where the constitutional right to free speech is maintained. Interscholastic debate is an important decision-making tool in the formation of responsible members of a democratic society. Affirm or refute this statement. Importance of debate in the decision-making process of a democratic society Significant developments in the history of debate in democratic societies Origins of interscholastic debate competition Process of preparing for and participating in a debate Types of debate formats Examples of debates of historical and current social significance Time Frame: 2 weeks Unit Two: Constitution and Government The First Amendment of the Bill of Rights guarantees essential freedoms for Americans. During certain periods of American history restrictions have been placed upon First Amendment rights. When is it appropriate to restrict or limit the freedoms contained in the First Amendment? Individual freedoms guaranteed in the First Amendment Reasons for guarantee of those freedoms Laws limiting the rights provided in the First Amendment (1789 to present) Current issues pertaining to First Amendment rights Arguments for and against restrictions to the First Amendment. Literary and media sources pertaining to limits on First Amendment rights. Time Frame: 2 weeks Unit Three: Global Affairs What should be the guiding principle of a country s international relations? Support or refute the following statement: Concern for human rights should take precedence over a country s national interests. Major national and world leaders International and national agencies involved in international relations Types of government systems Foreign policy decisions by the U.S. or another world power and its effect on other nations Definition of human rights Attributes of national interests Countries reportedly practicing human rights violations Current issues pertaining to a conflict between human rights and national interests 3
Arguments for and against the interest of human rights taking precedence over national interests Literary and media sources pertaining to human rights and national interests Time Frame: 3 weeks Unit Four: Science and Technology With the rapid development of new technologies the very definition of when life begins or ends, what is human and what is subhuman, is open to. Support or refute: The benefits of acquiring and using these technologies outweigh the risks. Time Frame: 3 weeks Technologies involving human health and development Definitions of life (religious, moral and scientific) Benefits and risks of modern scientific technology International opinion and laws concerning technology and life Circumstances that bring science vs. morality to the forefront Pending court cases Right of government to get involved Arguments for and against the proposition that the benefits outweigh the risks Literary and media sources pertaining to bioethical s Unit Five: The Environment There is a growing consensus that global climate changes are occurring as a result of environmental pollution and deforestation. Assess the validity of this statement and propose a course of action (if any) for a nation to manage its environment or that of other nations. National and international agencies monitoring the impact of global climate change Summits and conferences concerned with global climate change Evidence for and against the existence of a growing consensus concerning global climate changes Evidence for and against global climate changes Causes and effects of environmental pollution and deforestation National and international legislation attempting to enforce environmental policy The authority of international bodies to enforce environmental policy Arguments for and against the existence of global climate changes and corresponding policies to regulate its occurrence Literary and media sources pertaining to global climate change Time Frame: 3 weeks Unit Six: Society and Morality 4
The family as a social institution in the United States is undergoing great change. Alongside the traditional marriages, there is growing acceptance of same sex unions. The occurrence of blended families of divorced couples continues to rise. Is a society s stability dependent on the maintenance of more traditional models of family? Are there social and moral reasons to oppose the changes? What is the impact of these changes upon society? Time Frame: 2 weeks Statistics on marriage, divorce, remarriage, and same sex unions, Research detailing the impact of the above statistics upon society Recent legislation and court decisions concerning marriage, divorce, remarriage and same sex unions Characterizations of family during the 1950s and the present Role of religious beliefs in the formation of family values Arguments to accept or oppose the abandonment of traditional family models Literary and media sources pertaining to changing family structure Unit Seven: War and Peace Throughout history citizens of nations have been called upon to go to war. The justifications for war include defending one s borders, preserving world peace, and suppressing rebellion. When is it acceptable for a nation to take up the sword? Time Frame: 3 weeks International rules of war established by the Geneva Conventions Causes and effects of war in the 20 th century Statistics of casualties of major civil and international conflicts Institutions responsible for conflict resolution Countries currently in a state of civil or international war Conditions contributing to the onset of war Ethical justifications for war: Just war theory, pacifism, religious (or holy) war Alternative methods of resolving disputes between nations or factions within nations Literary and media sources pertaining to the ethics of war V. UNIT CONTENT AND RESOURCES Unit One: Interscholastic Debate Public debate is fostered in a democratic society, specifically where the constitutional right to free speech is maintained. Interscholastic debate is an important decision-making tool in the formation of responsible members of a democratic society. Affirm or refute this statement. 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher Importance of debate in the decision-making process of a democratic society 5
Significant developments in the history of debate in democratic societies Origins of interscholastic debate competition Process of preparing for and participating in a debate Types of debate formats Examples of debates of historical and current social significance Define debate and explain its importance in the decision-making process of a democratic society List significant developments in the history of debate in democratic societies Trace the origins of interscholastic debate competition Examine the process of preparing for and participating in a debate Compare and contrast types of debate formats Analyze and evaluate examples of debates of historical or current social consequence 4. Construct a Debate Resolution in Response to the Problem/Question Review all data regarding the process of preparing for and participating in a debate Discuss among themselves the importance of debate as a decision-making tool in a democratic society Unit Two: Constitution and Government The First Amendment of the Bill of Rights guarantees essential freedoms for Americans. During certain periods of American history restrictions have been placed upon First Amendment rights. When is it appropriate to restrict or limit the freedoms contained in the First Amendment? 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher Individual freedoms guaranteed in the First Amendment Reasons for guarantee of those freedoms Laws limiting the rights provided in the First Amendment (1789 to present) Current issues pertaining to First Amendment rights Arguments for and against restrictions to the First Amendment. Literary and media sources pertaining to limits on First Amendment rights. List the individual freedoms guaranteed in the First Amendment Analyze the reasons for guaranteeing those freedoms Identify laws limiting the rights provided in the First Amendment (1789 to present) Identify current issues pertaining to First Amendment rights Summarize arguments and against restrictions to the First Amendment. Evaluate literary and media sources pertaining to the first amendment rights. 6
4. Construct a Debate Proposal in Response to the Problem/Question Review all data regarding past and current applications of the First Amendment Discuss among themselves the purpose of laws limiting First Amendment rights 5. To complete the unit refer to charts on pages 12-16 Unit Three: Global Affairs What should be the guiding principle of a country s international relations? Support or refute the following statement: Concern for human rights should take precedence over a country s national interests. 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher Major national and world leaders International and national agencies involved in international relations Types of government systems Foreign policy decisions by the U.S. or another world power and its effect on other nations Definition of human rights Attributes of national interests Countries reportedly practicing human rights violations Current issues pertaining to a conflict between human rights and national interests Arguments for and against the interest of human rights taking precedence over national interests Literary and media sources pertaining to human rights and national interests Identify major national and world leaders Identify international and national agencies involved in international relations Compare and contrast types of government systems Examine the cause and effect relationship between foreign policy decisions by the U.S. or another world power and its effects on other nations Construct a definition of human rights Define the attributes of national interests Identify countries reportedly practicing human rights violations Identify current issues pertaining to a conflict between human rights and national interests Summarize arguments for and against the interest of human rights taking precedence over national interests Evaluate literary and media sources pertaining to human rights and national interests 4. Construct a Debate Resolution in Response to the Problem/Question Review all data regarding the conflict between human rights and national interests 7
Discuss among themselves the concepts of human rights and national interests Unit Four: Science and Technology With the rapid development of new technologies the very definition of when life begins or ends, what is human and what is subhuman, is open to. Support or refute: The benefits of acquiring and using these technologies outweigh the risks. 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher Technologies involving human health and development Definitions of life (religious, moral and scientific) Benefits and risks of modern scientific technology International opinion and laws concerning technology and life Circumstances that bring science vs. morality to the forefront Pending court cases Right of government to get involved Arguments for and against the proposition that the benefits outweigh the risks Literary and media sources pertaining to bioethical s Identify and explain the technologies involving human health and development Explain definitions of life (religious, moral and scientific) Evaluate the benefits and risks of modern scientific technology Examine international opinion and laws concerning technology and life Identify circumstances that bring science vs. morality to the forefront Analyze pending court cases Evaluate the right of government to get involved with bioethical issues Summarize the arguments for and against the proposition that the benefits of acquiring and using these technologies outweigh the risks Evaluate literary and media sources pertaining to bioethical s 4. Construct a Debate Resolution in Response to the Problem/Question Review all data regarding the benefits and risks of using technologies to alter the basic structure of life Discuss among themselves the definitions of human life from a religious, moral and scientific perspective Unit Five: The Environment 8
There is a growing consensus that global climate changes are occurring as a result of environmental pollution and deforestation. Assess the validity of this statement and propose a course of action (if any) for a nation to manage its environment or that of other nations. 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher National and international agencies monitoring the impact of global climate change Summits and conferences concerned with global climate change Evidence for and against the existence of a growing consensus concerning global climate changes Evidence for and against global climate changes Causes and effects of environmental pollution and deforestation National and international legislation attempting to enforce environmental policy The authority of international bodies to enforce environmental policy Arguments for and against the existence of global climate changes and corresponding policies to regulate its occurrence Literary and media sources pertaining to global climate change Identify national and international agencies monitoring the impact of global climate change Identify and describe summits and conferences concerned with global climate change Analyze and evaluate evidence for and against the existence of a growing consensus concerning global climate changes Analyze and evaluate evidence for and against global climate changes Analyze the causes and effects of environmental pollution and deforestation on the environment Examine national and international legislation attempting to enforce environmental policy Evaluate the authority of international bodies to enforce environmental policy Summarize arguments for and against the existence of global climate changes and corresponding policies to regulate its occurrence Evaluate literary and media sources pertaining to global climate change 4. Construct a Debate Resolution in Response to the Problem/Question Review all data regarding the existence of global climate changes gathered from the scientific community Discuss among themselves the actions of agencies to enforce environmental policy and their authority to do so on behalf of the world community Unit Six: Society and Morality The family as a social institution in the United States is undergoing great change. Alongside traditional marriages, there is growing acceptance of same sex unions. The occurrence of blended families of divorced couples continues to rise. Is a society s stability dependent on the maintenance of more traditional models of family? Are there social and moral reasons to oppose the changes? What is the impact of these changes upon society? 9
2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher Statistics on marriage, divorce, remarriage, and same sex unions, Research detailing the impact of the above statistics upon society Recent legislation and court decisions concerning marriage, divorce, remarriage and same sex unions Characterizations of family during the 1950s and the present Role of religious beliefs in the formation of family values Arguments to accept or oppose the abandonment of traditional family models Literary and media sources pertaining to changing family structure Analyze statistics on marriage, divorce, remarriage, and same sex unions, Evaluate research detailing the impact of the above statistics upon society Identify recent legislation and court decisions concerning marriage, divorce, remarriage and same sex unions Compare and contrast characterizations of family during the 1950s and the present Assess the role of religious beliefs in the formation of family values Summarize arguments to accept or oppose the abandonment of traditional family models Evaluate literary and media sources pertaining to changing family structure 4. Construct a Debate Resolution in Response to the Problem/Question Review statistics concerning trends in marriage, divorce, remarriage, same sex unions, and their impact on society Discuss among themselves the role religious beliefs play in the formation of family values Unit Seven: War and Peace Throughout history citizens of nations have been called upon to go to war. The justifications for war include defending one s borders, preserving world peace, and suppressing rebellion. When is it acceptable for a nation to take up the sword? 2. Information To Be Gathered About the Problem (These content areas are recommended. Each teacher International rules of war established by the Geneva Conventions Causes and effects of war in the 20 th century Statistics of casualties of major civil and international conflicts Institutions responsible for conflict resolution Countries currently in a state of civil or international war Conditions contributing to the onset of war Ethical justifications for war: Just war theory, pacifism, religious (or holy) war Alternative methods of resolving disputes between nations or factions within nations 10
Literary and media sources pertaining to the ethics of war List international rules of war established by the Geneva Conventions Analyze causes and effects of major wars in the 20 th century Compare and contrast statistics of casualties of major civil wars with international conflicts Identify institutions responsible for conflict resolution Identify countries currently in a state of civil or international war Analyze conditions contributing to the onset of war Evaluate ethical justifications for war: Just war theory, pacifism, religious (or holy) war Compare alternative methods of resolving disputes between nations or factions within nations Evaluate literary and media sources pertaining to the ethics of war 4. Construct a Debate Resolution in Response to the Problem/Question Review all data regarding conditions leading to war Discuss among themselves the ethical justifications of conducting wars V. RESOURCES Unit One: Interscholastic Debate Dunbar, Robert, How to Debate Sather, Trevor, ed., Pros and Cons: A Debater s Handbook, pp. 1-10 Unit Two: Constitution and Government McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues Issues for Debate In American Public Policy: Selections from the CQ Researcher Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 7: Constitution. Grolier Educational. (Ref.) Unit Three: Global Affairs McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues Issues for Debate In American Public Policy Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 8: U.S. Foreign Policy. Grolier Educational. (Ref.) Unit Four: Science and Technology McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues 11
Unit Five: The Environment Issues for Debate In American Public Policy Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 5: Science. Grolier Educational. (Ref.) McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues Issues for Debate In American Public Policy Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 4: Environment. Grolier Educational. (Ref.) Unit Six: Society and Morality McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues Issues for Debate In American Public Policy Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 11: Family and Society. Grolier Educational. (Ref.) Unit Seven: War and Peace McKenna, George, ed., Taking Sides: Clashing Views on Controversial Political Issues Issues for Debate In American Public Policy Sather, Trevor, ed., Pros and Cons: A Debater s Handbook Vasudevan, Aruna, ed., Pro/Con Vol. 8: U.S. Foreign Policy. Grolier Educational. (Ref.) VI. EVALUATION/GRADING Students are assessed through written assignments, quizzes, tests, class discussion, in-class note-taking, and rubric-scored assessment of student performance during debate. Preparation for the group s debating task and overall participation in team activities will also be assessed. 12