Teacher's Guiding Script: Debate Your View

Warm-Up: What's Your Stance? (5 minutes)

"Good morning/afternoon, everyone! Today, we're going to dive into a powerful way to understand different perspectives: through debate. But first, let's warm up our thinking muscles.

I want you to consider this statement: 'All high school students should be required to volunteer in their community.'

Quickly, without much thought, do you generally agree, disagree, or are you unsure? Think about why you feel that way for a moment. You don't need to share your personal opinion yet.


(After a brief pause, encourage a few students to share their initial thoughts, focusing on the reason behind their stance, without getting into a full debate.)

Great! As you can see, even a simple statement can bring up many different ideas and feelings. Today, our goal is to understand how these different viewpoints shape arguments and how we can better understand each other by exploring various perspectives."

Introduction to Debate & Perspective (5 minutes)

"Let's look at our Debate Day Slides to set the stage.

(Display Slide 2: What is Perspective?)

As we discussed, your perspective is your unique lens on the world, formed by everything you've experienced. In a debate, we're going to intentionally step into different lenses to understand an issue more deeply.

(Display Slide 3: Why Debate Different Views?)

Debate isn't just about arguing or 'winning.' For us today, it's about understanding. When we actively try to argue from a perspective that isn't our own, we gain empathy, sharpen our critical thinking, and learn to communicate more effectively. It challenges our own assumptions and broadens our understanding of complex issues.

Think of it as trying on different hats to see how the world looks from someone else's head!"

Role-Play Debate Activity (15 minutes)

"Now it's time to put this into practice! You'll be working in small groups for our Debate Role Cards Activity.

(Display Slide 4: Your Mission: Role-Play Debate)

Each group will receive a set of Debate Role Cards Activity and a Debate Prep Worksheet. Your task is:

1. Each person will pick a role card. This role gives you a specific perspective on a topic.
   2. Individually, use your Debate Prep Worksheet to brainstorm arguments, reasons, and potential counter-arguments from your assigned role's perspective, not your own personal opinion. You have about 5 minutes for this preparation.
   3. Once prepared, you will engage in a short, respectful debate within your small group, arguing from your assigned perspective. Listen carefully to each other, and try to respond to the points made by others.

I'll be moving around to listen and support your discussions. Remember, the goal is to understand and articulate the assigned perspective, not necessarily to 'win.' Be respectful of all viewpoints. Let's begin!"

(Circulate among groups, listen to discussions. If groups are stuck, offer prompts such as:

• "What are the core values or concerns of your assigned role?"
• "How would this role's background influence their argument?"
• "What is the strongest point made by another role? How would your role respond?"
• After about 10 minutes for debate, give a 2-minute warning. Bring the class back together.)

"Alright, let's bring it back to a whole group. Fantastic work stepping into those different shoes! What was one challenge you faced arguing from an unfamiliar perspective, or what was something surprising you learned about another viewpoint?"

(Allow a few students to share briefly.)

"Excellent reflections! It's not always easy, but it definitely makes us think more deeply."

Cool Down: After the Bell (5 minutes)

"To wrap up our lesson today, let's take a moment to reflect.

(Display Slide 5: Reflecting on Diverse Views)

On your Debate Reflection Cool Down slip, or just in your mind, I want you to consider this question: What is one new insight you gained today about a different perspective, or how might this activity impact the way you listen to others in the future?


(Collect slips or ask for a quick show of hands/verbal shares.)

Wonderful! Thank you all for your thoughtful engagement today. Remember, the ability to understand and consider different viewpoints is a truly valuable skill for navigating our complex world. Keep practicing!"

Debate Role Cards Activity

Instructions: In your small group, each person will select one role card below. Read your role carefully and prepare to argue from that perspective on the topic: "Should cell phones be allowed in classrooms during the school day?"

Remember to argue as if you are this person, even if it doesn't match your personal opinion. Use the Debate Prep Worksheet to help you organize your thoughts.

Role 1: The Tech-Savvy Student

Perspective: You believe cell phones are valuable learning tools. You use yours for quick research, educational apps, and collaborating on projects. You feel responsible and think phones can enhance engagement if used correctly.

Role 2: The Easily Distracted Student

Perspective: You find cell phones a major distraction in class, both your own and others

Role 3: The Concerned Teacher

Perspective: You are a teacher who sees cell phones as a significant source of distraction and a challenge to academic integrity (e.g., cheating, inappropriate use). You believe they hinder face-to-face interaction and deep learning, and create management issues.

Role 4: The Safety-First Parent

Perspective: You are a parent who wants their child to have a cell phone at school primarily for safety and emergency contact. While you understand concerns about distraction, your priority is ensuring your child can reach you, and you them, at any time.

Debate Prep Worksheet

Instructions: Use this worksheet to prepare for your role-play debate on "Should cell phones be allowed in classrooms during the school day?" Remember to think from the perspective of your assigned role from the Debate Role Cards Activity.

My Assigned Role:

• Who am I? (Briefly describe your role):
  
  
  

My Stance:

• What is my role's main position on cell phones in classrooms (allowed/not allowed/conditional)?
  
  
  

Arguments for My Stance:

• List 2-3 strong reasons or points that support your role's position. Why does your character believe this?
  
  
  
  
  
  
  
  
  
  
  

Anticipating Other Perspectives:

• Which other roles might disagree with your position? What arguments do you expect them to make against your stance? (Think about the other roles on the Debate Role Cards Activity).
  
  
  
  
  
  
  
  
  
  
  

My Responses:

• How would your role respond to the counter-arguments you just listed? What points would you use to defend your position?
  
  
  
  
  
  
  
  
  
  
  

Cool Down: After the Bell

Instructions: Take a moment to reflect on today's debate activity. Please answer one of the following questions.

1. What was it like to argue for a perspective that might be different from your own? What did you find challenging or insightful?
   
   
   
   
   
   
   
   
   
   
   
2. What is one new thing you learned about empathy or understanding diverse viewpoints from participating in today's debate?
   
   
   
   
   
   
   
   
   
   
   

Teacher's Guiding Script: Walk a Mile in Their Shoes

Warm-Up: What's Your Angle? (5 minutes)

"Good morning/afternoon, everyone! Today, we're going to explore a really important skill called perspective-taking. But before we dive in, I want to hear from you.

If I say the word 'perspective,' what comes to mind? What does it mean to you? Think about it for a moment, and then share your ideas with a partner or the whole group.


(Allow students to share. Guide the discussion toward the idea of 'point of view' or 'how someone sees something.' You might use an example like two people watching the same movie but having very different opinions about it.)

That's right! Perspective is all about how we see the world, and how others see it too. Today, our goal is to understand what perspective-taking is and why it's so valuable in our daily lives."

Introduction to Perspective-Taking (5 minutes)

"Let's look at our Perspective Power Slides to get a clearer picture.

(Display Slide 2: What is Perspective?)

As you can see, perspective is your unique point of view, shaped by everything you've experienced – your background, your beliefs, your feelings. It's like looking at the same object, say a sculpture, from different angles. You'll notice different details, different shapes, different meanings depending on where you stand.

(Display Slide 3: Why is Perspective-Taking Important?)

Now, why do you think it's so important to try and understand someone else's 'angle'? Why should we 'walk a mile in their shoes,' so to speak?


(Encourage student responses, reinforcing ideas like empathy, better communication, and solving problems. Elaborate on each point as needed.)

Exactly! When we take the time to consider another person's perspective, we're not necessarily agreeing with them, but we are understanding them better. This builds empathy, helps us communicate more effectively, and can even help us resolve conflicts more peacefully. It truly strengthens our relationships and makes us more thoughtful individuals."

Scenario Cards Activity (15 minutes)

"Alright, it's time to put this into practice! You'll be working in small groups or pairs for our Scenario Cards Activity.

(Display Slide 4: Your Turn: Scenario Cards Activity)

Each group will receive a few scenario cards and a Perspective Practice Worksheet. Your task is to:

1. Read each scenario carefully.
2. Discuss with your group the different people involved in the scenario.
3. For each person, try to identify their perspective. What might they be thinking? How might they be feeling? Why might they be acting the way they are?
4. Use the prompts on your worksheet to guide your discussion and write down your answers.

I'll be circulating to answer questions and hear your fantastic discussions. Remember, there's no single 'right' answer, but there are many valid ways to understand a situation from different viewpoints. Focus on understanding, not judging. You have about 15 minutes for this activity. Let's get started!"

(Circulate among groups. Listen to discussions. If groups are stuck, offer prompts such as:

• "What information do we have about this person? What information are we missing?"
• "How would you feel if you were in their situation?"
• "What assumptions might we be making?"
• "How might Person A's background influence their view compared to Person B's?"
• After about 12 minutes, give a 3-minute warning. Bring the class back together briefly.)

"Alright, bring it back together, everyone. Great discussions! Can one person from each group share just one interesting observation or a challenge you faced when trying to understand a different perspective in your scenarios?"

(Allow a few students to share briefly.)

"Fantastic insights! It's not always easy, is it? But it's always worthwhile."

Cool Down: One Big Idea (5 minutes)

"To wrap up our lesson today, let's reflect one last time.

(Display Slide 5: Putting Yourself in Others' Shoes)

On your Cool Down Reflection slip, or just in your mind, I want you to think about this question: What is one new thing you learned today about perspective-taking, or one way you plan to use this skill in your own life?


(Collect slips or ask for a quick show of hands/verbal shares.)

Excellent! Thank you all for your engagement today. Remember, being able to 'walk a mile in someone else's shoes' is a superpower that helps you understand the world and the people in it a little bit better every day. Keep practicing!"

Scenario Cards Activity

Instructions: Read each scenario with your group. Discuss the different perspectives of the people involved. Use your Perspective Practice Worksheet to guide your discussion and record your thoughts.

Scenario 1: The Group Project

Situation: Sarah, Marcus, and Chloe are working on a history project together. Sarah always takes charge and assigns tasks, often without much discussion. Marcus feels like his ideas aren't heard, and Chloe is frustrated because she feels Sarah's approach isn't always the most efficient, but she doesn't want to cause conflict.

• Sarah's Perspective:
  
  
  
  
• Marcus's Perspective:
  
  
  
  
• Chloe's Perspective:
  
  
  
  

Scenario 2: The Hallway Rush

Situation: It's the end of the day, and the hallways are packed. David is rushing to get to his locker because he forgot his bus pass and the bus is leaving soon. As he pushes past a group of friends chatting, one of them, Maya, glares at him and mutters, "Rude much?" Maya and her friends then start talking about how inconsiderate some people are.

• David's Perspective:
  
  
  
  
• Maya's Perspective:
  
  
  
  

Scenario 3: The Social Media Post

Situation: Alex posts a meme on social media that he finds hilarious. It's a bit sarcastic and pokes fun at a certain academic subject. Jamie, who is very passionate about that subject and often struggles with it, sees the post and feels personally attacked and discouraged. Jamie unfollows Alex.

• Alex's Perspective:
  
  
  
  
• Jamie's Perspective:
  
  
  
  

Perspective Practice Worksheet

Instructions: For each scenario from the Scenario Cards Activity, discuss with your group and write down your answers to the following questions. Focus on understanding why each person might think or feel the way they do.

Scenario 1: The Group Project

1. Sarah: What might be Sarah's intentions or goals by taking charge? What might she be thinking or feeling?
   
   
   
   
2. Marcus: How might Marcus be feeling when his ideas aren't heard? What might he be thinking about Sarah's leadership style?
   
   
   
   
3. Chloe: What are Chloe's concerns? Why might she be hesitant to speak up?
   
   
   
   
4. How could this situation be improved if each person understood the others' perspectives?
   
   
   
   

Scenario 2: The Hallway Rush

1. David: What is David's urgent need? What is he focused on, and why?
   
   
   
   
2. Maya: Why might Maya react the way she does? What assumptions might she be making about David's behavior?
   
   
   
   
3. If David and Maya understood each other's perspectives, how might their interaction be different?
   
   
   
   

Scenario 3: The Social Media Post

1. Alex: What was Alex's intention in posting the meme? What might he be thinking or feeling about the post?
   
   
   
   
2. Jamie: Why does Jamie feel personally attacked? How might their personal connection to the subject influence their reaction?
   
   
   
   
3. What lesson can be learned about communication and social media from this scenario, considering both perspectives?
   
   
   
   

Cool Down: One Big Idea

Instructions: Take a moment to reflect on today's lesson about perspective-taking. Please answer one of the following questions.

1. What is one new thing you learned today about perspective-taking?
2. What is one way you plan to use this skill in your own life?