Organizing a structured controversy in the classroom
DESCRIPTION
When organizing a structured controversy on the tropical forest, have students choose an issue which relates to the tropical forests on which two or more well documented, and opposing, positions can be taken (Commercial loggers vs cattle ranchers; population experts vs indigenous tribes, for example); by teaching them specific procedures about rational argument consider the following: generate ideas, collect and organize relevant information, reason logically, express the perspective of their "opponents", make conclusions based on the current understanding of the situation, ask "opponents" for proof that their analysis and conclusions are accurate, informed opinions.
OUTCOME
The student will defend a position concerning a current tropical forest issue.
ACTIVITY
Materials Needed:
Materials on people and issues of the tropics
Directions:
1. Prepare instructional materials which include a clear description of the group tasks, the
phases of the structured controversy procedure, skills to be introduced and used, the
position, and resource materials needed to complete the research task; structure the controversy within a cooperative context (for example, small group members formulate decisions and all receive the same grade).
2. Form heterogeneous groups of 3 or 4 students and broaden the resources of the group and the viewpoints within the groups; teach specific procedures to bring about a rational argument and to monitor students within the structured controversy model.
3. Provide the following student instructions:
* Groups plan how to "argue" effectively for their position. Learn as much as possible
about your position.
* Students should present their position persuasively and maturely to other members of
the class.
* Groups should openly discuss the issue, arguing persuasively, and supporting their
main points with relevant facts, case studies, etc. Participants should listen "critically"
to opposing view points, asking for facts, etc., which support their "opponents"
point of view.
4. Introduce the following information on counter-argument (rebuttals):
* Groups reverse perspectives (i.e.: the group who "argued" for a specific position now
"argue" against their position). Again, students should present their position per-
suasively and maturely to other members of the class introducing new facts not men-
tioned by their "opponents". If possible, elaborate on previous position.
* Group members reach a decision supported by relevant facts. The BEST arguments
from both groups' perspectives are summarized and a rationale is provided.
Model for Understanding -
To help students "focus" on their individual and group tasks and to guarantee a more well-rounded debate with sound research skills, have the students implement the following "Model for Understanding":
* Identify key issues which make the topic controversial or the public more aware. (For example, is protecting the tropical forests worth the time, effort and costs? How have commercial loggers, miners, indigenous tribes, cattle ranchers, and the drug trade contributed to the present day controversy?
* A historical perspective on tropical forests - 20th century; past 50 years; past 2 decades; timelines.
* What is the current situation (present day? past 3-5 years?) through the "eyes" of interested/concerned parties. What do they feel should be done to deal with the tropical forest controversy? Why?
* Outlook or futures perspective? What recommendations are the "experts" discussing, implementing, etc., to deal with the tropical forests as we head into the next 2 or 3 decades? Why?
5. Use the grid to help define the different positions on an issue.
GRADING CRITERIA
*Identify situations that illustrate the impact of the issue.
*Describe the range of positions on a particular issue.
