Learning Outcomes

(** Throughout this section, click on the upper left icon to return to the Activities Main page **) Conservation Debate Form teams of 2 students each. As a class, decide on a clear "resolution" for the debate (one team will have to argue for this resolution, and another team will have to argue against it). Prepare information and arguments about both the pros and cons of salmon conservation for a debate about this issue. An example of a resolution for this debate is: "Be it resolved that more money should be spent on salmon conservation." Each team must have two arguments to make per team member. You will have to find supporting information by reading through parts of Haig-Brown's books, other books about salmon conservation, and this web site. Consider the perspective of the government, commercial fishermen, First Nations people, and conservationists. First Nations Symbol Roderick Haig-Brown Five minutes before the debate is about to begin the instructor tells the teams which side they will represent. A "pro" team and a "con" team will assemble at the front of the class. Each student must make their arguments for whichever team they represent plus a rebuttal (where the student makes statements which counter information and arguments the opposing team has presented). There must be a timer. The order of events is: First speaker for pro team - 2 minutes First speaker for con team - 3 minutes (including rebuttal) Second speaker for pro team - 3 minutes (including rebuttal) Second speaker for con team - 3 minutes (including rebuttal) First speaker for pro team speaks again - 1 minute rebuttal: cannot introduce new points The teacher and/or students may be the judges of the debates. Points shall be given for: logical arguments strength of arguments evidence effective rebuttals clarity of voice (including, "Honourable judges, worthy opponents, ladies and gentlemen,") manners Top of page.