Debate topics – 1 topic per lesson
Inclusion and Diversity:
- “Schools should prioritize inclusive education by integrating students with disabilities into mainstream classrooms.”
- “Immigration enriches society and should be encouraged, not restricted.”
- “Affirmative action policies are necessary to address historical and systemic discrimination.”
Digital Transformation:
- “Online learning platforms are a superior alternative to traditional classroom instruction.”
- “Social media platforms should be held legally responsible for the content posted by their users.”
- “Governments should heavily invest in artificial intelligence research and development.”
Environment and Fight Against Climate Change:
- “Individual actions, rather than government regulations, are more effective in combating climate change.”
- “Nuclear energy is a necessary component of a sustainable energy future.”
- “International cooperation is essential to effectively address global environmental challenges.”
Participation in Democratic Life:
- “The voting age should be lowered to 16.”
- “Referendums are a more democratic way of making decisions than electing representatives.”
- “Citizens should be required to participate in some form of civic service.”
Common Values and Civic Engagement:
- “National identity is more important than a sense of European citizenship.”
- “Schools should prioritize teaching civic responsibility and engagement over academic subjects.”
- “Volunteering and community involvement are essential for a healthy democracy.”
Combining Priorities (to encourage more complex debate):
- “Digital technologies can be effectively used to promote inclusion and diversity in education.” (Combines Digital Transformation and Inclusion and Diversity)
- “Addressing climate change requires significant limitations on individual freedoms.” (Combines Environment and Fight Against Climate Change and Common Values)
- “Increased digital literacy is crucial for fostering informed participation in democratic life.” (Combines Digital Transformation and Participation in Democratic Life)
Learning outcomes:
| Skills | Knowledge | Attitude | Degree of responsibility | |
| In every lesson | The student can analyse information, identify biases, construct logical arguments, evaluate evidence, and recognizing fallacies. The student can speak with clear articulation of ideas, can persuade, can have active listening and effective non-verbal communication, adapting his style to different audiences. The student can gather and evaluate credible sources, synthesise information, and use evidence effectively to support arguments. The student can work effectively with partners, divide tasks, coordinate arguments, and build on each other’s ideas. The student can identify key issues, develop solutions, anticipate counterarguments, and adapt to unexpected challenges. The student can organise thoughts, present arguments within allotted time limits, and manage preparation time effectively. | The student knows the Debate Formats and Rules, understands and realises the rules of procedure. The student is familiar with judging criteria. The student recognises the different types of arguments (e.g., deductive, inductive), and notices the logical fallacies. The student constructs well-reasoned arguments. The student develops broad understanding of current events, social issues, and diverse perspectives on topics of paramount importance in connection to the Erasmus priorities: inclusion and diversity, digital transformation, environment and fight against climate change, participation in democratic life, common values, and civic engagement. The student is aware of the fact that this often requires research beyond the immediate debate topic. The student knows a lot about persuasive techniques, rhetorical devices, and strategies for effective communication. The student has intellectual honesty, respectful communication, and fair play. | The student is open-minded and willing to consider different perspectives, even those with which he disagrees. The student is characterised by respectful communication as he engages in civil discourse, listens attentively to opposing viewpoints, and avoids personal attacks. The student has intellectual curiosity, in other words a desire to learn about new topics, to explore different viewpoints, and to engage in intellectual discussions. The student aspires for self-confidence, also he develops confidence in his ability to research, to construct arguments, and to present ideas effectively. The student strives to be resilient, he is ready to accept criticism constructively, to adapt to unexpected challenges, and to persevere in the face of adversity. | The student of the Debate Club is ready to take personal responsibility in thorough preparation for debates, including research, argument construction, and practice. The student is accountable for his own arguments and behaviour during the debate lesson or during the competition. The student takes his share from the team Responsibility, as he is in collaboration with debate partners, contributing equally to the team’s efforts, and supporting each other. The student is characterised by ethical responsibility as he maintains intellectual honesty, respects opponents, and adheres to the rules of debate. The student also practices civic responsibility as he develops an understanding of civic issues and engages in informed discourse about important topics of the Erasmus priorities. During the debate the student is encouraged to participate actively in democratic processes. |
The methodological steps which the lessons are built on:
| 1. Preparation (Before the Lesson): | |
| Topic Selection: | Choose a relevant, engaging, and age-appropriate topic. It should be debatable, with valid arguments on both sides. Tie it to curriculum where possible. Provide the topic to students in advance (a few days or a week) to allow for research |
| Research & Resource Gathering: | Provide students with access to reliable sources of information (articles, videos, statistics) related to the topic. Encourage them to conduct their own research as well. Teach them how to evaluate sources for credibility. |
| Argument Construction: | Guide students on how to build strong arguments, including: Identifying their stance (pro or con). Developing clear claims. Supporting claims with evidence (facts, statistics, examples, expert opinions). Anticipating counterarguments and preparing rebuttals. |
| Debate Format & Rules: | Clearly explain the debate format (e.g., Lincoln-Douglas, Parliamentary, etc.) and the rules of engagement. This includes: Speaking times.Order of speakers.Rebuttal opportunities.Rules of decorum (respectful communication, no personal attacks) |
| Group Formation (if applicable): | If students are debating in teams, decide how teams will be formed (randomly, by interest, etc.). Ensure balance in team sizes and skill levels. |
| Assessment Criteria: | Make the assessment criteria clear to students. How will their debate performance be evaluated? (e.g., quality of arguments, use of evidence, presentation skills, teamwork, adherence to rules). |
| 2. During the Lesson: | |
| Introduction & Topic Context: | Briefly review the topic and its importance. Set the stage for the debate. |
| Clarification of Rules: | Reiterate the debate format and rules to ensure everyone is clear. Address any questions. |
| Debate Execution: | Facilitate the debate, ensuring that students adhere to the rules and time limits. Intervene if necessary to maintain respectful communication. Encourage active listening among the audience. |
| Note-Taking & Observation: | Encourage students (and yourself) to take notes during the debate. This helps with formulating rebuttals and providing feedback later. |
| Time Management: | Keep track of time and ensure the debate stays on schedule. |
| 3. Post-Debate (After the Lesson): | |
| Reflection & Discussion: | Hold a class discussion after the debate to reflect on the arguments presented, the effectiveness of different strategies, and the overall learning experience. Encourage students to share what they learned, even if their side “lost.” |
| Feedback & Evaluation: | Provide constructive feedback to individual students and teams, based on the pre-established assessment criteria. Focus on both strengths and areas for improvement. |
| Debriefing: | Debrief the debate, discussing the key takeaways and any unresolved issues. Connect the debate back to the curriculum or real-world issues. |
| Self-Reflection: | Encourage students to reflect on their own performance and identify areas where they can improve their debate skills. |