The Prevalence, Abuse
& Exploitation of Street Children
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LESSON PLAN 4 Title – Children Living on the Street – Debating the Fundamentals Unit Topic: Sociology Grade Level: College Lesson Topic: Debating Fundamental Issues of
Children Living on the Street Primary Method Used: Cooperative Learning and
Competitive Interaction (Debate) Purpose of the Lesson The purpose of this lesson is to have students become informed on
issues related to street children and then participate in a structured debate
relating to those issues Duration of the Lesson: 2 class sessions Lesson Objectives: Students will be able to: 1.
Identify and research issues relating to the
rights of children who live in the street 2. Work in
teams to prepare arguments which support their point of view Equipment and Supplies
Needed (for
preparation): PC access to the Street Children website [http://www.gvnet.com/streetchildren] Anticipatory Set: The anticipatory set for
this lesson will be a brief description of some of the causes of children
taking to the streets, and how street children are treated by the society in
which they live. [http://www.gvnet.com/streetchildren/00-StreetChildren.htm] [http://www.gvnet.com/streetchildren/00-Background.htm] Procedure – Part 1 1.
Instructor selects one of the topics from the web page http://www.gvnet.com/streetchildren/00-DebateTopics.htm 2.
Instructor explains what will take place during the remainder of this
class meeting and during the next class meeting (see Procedure – Part
2). Distribution of a printed copy of
this lesson plan is recommended. 3.
Instructor divides the class into an even number of groups, each with
four or more students (six students would be ideal). Half of the groups will be expected to
develop the pro positions on the topic and the other half will develop the
con positions of the topic. 4.
Class breaks into assigned groups and has 15 - 20 minutes to do some
brainstorming to develop arguments relevant to their position on the
topic. Each member of the group is
asked to give some input. The
arguments are recorded and the group sets a time and place to meet prior to
the next class session. 5.
At their out-of class meeting, each group researches and refines
their arguments and selects a leader. Procedure – Part 2 (Back in Class) 6.
In the follow up class session, the group leaders on the pro side of
the issue join together to form a team.
The con side group leaders do the same. The teams take five minutes to get organized and appoint a
spokesman. 7.
The debate is opened by the spokesman from the Pro team to summarize
their position. The opening statement
should be between 2-3 minutes long. The Con team’s spokesman would then
present their opening statement. 8.
Each member of the Pro team will then make a statement supporting the
team’s position. The Con team then
does the same. 9.
The Con team then has the opportunity to rebut the statements made by
the Pro team. They can ask the Pro team
for clarification on certain issues or they may question them on other issues
that they feel to be relevant. It is
important that the debate moderator not let things get out of hand, while at
the same time allowing the students the freedom to express their ideas. 10.
The roles then switch and the Pro team has the same opportunity to
rebut arguments brought up by the Con team. 11.
Five minute intermission while the two teams organize their closing
statements. 12.
The spokesman from the Pro team then takes 2-3 minutes to present
their closing statement and is followed by the Con team’s spokesman. Assignments: All students in the class will write a report, summarizing the pros and cons for the topic in a balanced way, without taking a position. The original group leaders (the two debating teams) are exempt from this assignment and will be graded on their participation in the debate. |