This is a lively lesson in which students research rules of debating in preparation for a debate on immigration issues in their 4th grade classroom. In groups, students research rules on debating using both print and the Internet and use that background information to formulate their own rules for debating their issues. There is a video with this lesson that captures the enthusiasm of the students and the collaboration effort.

Students will be able to locate information on rules of debating in both print and on the Internet. Students will work cooperatively in groups. Students will see the relevance/value of learning rules for debates in their everyday lives.

Web site that features Abraham Lincoln and his debates Posters with several URLs for search engines Computers Note paper/pencils Reference books

-Since students are already familiar with Abraham Lincoln, use one of the many web sites that discuss the debates as visual support and to connect their research on debating with their prior knowledge. Mention how debating helped build Abe Lincoln's reputation and help him become well-known.

-With the classroom teacher helping to facilitate have a class discussion on what students already know about debates. Ask questions such as "In a debate, is your personal opinion important?" "How important is backing up your statements?" "What if you forget a fact to back up your side of the argument, should you make one up?" Then, ask why they think it might be important to have rules for debating. This should set the stage for their research activity.

-Provide tips for searching such as recommending search engines or where they are most likely to find information. (Posters are helpful for URLs of common search engines)

-Break into groups and have students explore for information on debating using all the resources of the LMC. Both the LMS and classroom teacher circulate to facilitate the group work.

-As students find information, one student in the group should be note-taking the rules they think would be good to adopt as their own. (Students will find some rules particularly appealing such as ringing a bell to signal the end of a speaker's allotted time)

-After students have had about 20 minutes to explore for information and start of list of rules, reconvene as a large group and debrief. Students will formalize their lists of rules in the classroom in preparation for their own debates.

Students were very enthusiastic about this assignment and tieing it in with what was going on in their classroom made it particularly relevant and useful to them.

Observation of students (e.g., are they able to locate the right information?) Written rules of observation

Vickie Volkle, 4th grade classroom teacher