Debate: Is Change Accelerating?
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGEACCELERATING? DEBATEUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Is Change Accelerating? Debate,” OER Project, https://www.oerproject.com/1PurposeIs change accelerating in our world? How can historical evidence help us evaluate this question? By gathering evidence and taking a side on this issue, you will be better prepared to use historical evidence to prepare for the future.Key information: Humans have been around for 250,000 years, and for almost all of that time the rates of innovation and of human population growth were very slow. The pace of change increased after the advent of agriculture, beginning12,000 years ago. Then,about 250 years ago, these ratesincreased even more as the Industrial Revolution began to reorganize society. And finally, some historians call the last century “the great acceleration” as rates of change picked up after 1945.After nearly a quarter million years of foraging and eleven millennia of farming, humansmoved from the first steam engine to AI(artificial intelligence)in just a bit more than two centuries. Inthe past 100 years,the population grewfrom 1.6 billion to over 8billion.Of course, all of this innovation and increase in population has come with both positive and negative results.Sofar,technologicalinnovation has more or less kept pace with population growth, but how long can that last? Will we continue to innovate rapidly enough to stay ahead of catastrophes related to challenges like global conflict, disease pandemics, and climate change? Can we innovate our way out of these crises,or are we headed toward global catastrophe?Process1.Working independently or with a small group, develop your position by gathering evidence on both sides of the claim below. Use evidence from this lesson, the rest of Unit 9, and additional research to gather information.Claim: The rate of innovation can continue to keep pace with acceleration.
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE2Evidence in favor of innovation keeping paceEvidence against innovation keeping paceMajor point 1:Major point 1:Evidence to support this claim: Evidence to support this claim: Major point 2:Major point 2:Evidence to support this claim: Evidence to support this claim: Major point 3:Major point 3:Evidence to support this claim: Evidence to support this claim:
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE32.Review the evidence you’ve gathered and circle theside you agree with.Claim: The rate of innovation can continue to keep pace with acceleration.Agree Disagree3.Explain how you made your choice.4.Choose one piece ofevidence that supports the argument that’s the opposite of your position. What’s a possible counterclaim in response to that evidence? A counterclaim is an argument that challenges the claim being made.
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE4Optional Extension—Class Debate1.For this debate, you’ll either choose or be assigned a side. Each group will take a different stance on the claim that the rate of innovation can continue to keep pace with acceleration—one group will be in favor, one against.2.Review the Debate Rubricon pages 5 and 6so it’s clear what your goals are.3.You can usethis guide, or an alternate format, to guide the activity. Be sure to have a timer available so that groups stay within the given time limits. Decide before you begin who will present what information.•Coin toss to determine which side goes first. •Team A has four to sixminutes to present their position. •Team B has four to sixminutes to present their position. Break: Each team has three to fiveminutes to prepare a two-minute rebuttal. A rebuttal is your chance to challenge the other side’s claims. In your rebuttal, focus on counteringtheir arguments against your position. This helps strengthen your own argument by showing why their points are flawed or less convincing.•Team A has twominutes to present their rebuttal. •Team B has twominutes to present their rebuttal. Break: Each team has three to fiveminutes to prepare a one-minute closing statement. A closing statement is your final chance to summarize your main points and reinforce your argument. Briefly restate your key ideas, highlight your strongest evidence, and remind the audience why your perspective is important. •Team A has oneminute to present their closing statement. •Team B has oneminute to present their closing statement. Debate ends: Winner of the debate is determined by using the Debate Rubric.
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE5Directions:Use this rubric to evaluate debates. Mark scores and related comments in the scoring sheet that follows.Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)Overall ArgumentArgument lacks logic and is unclear. Argument lacks suppor4ng evidence.Presents argument somewhat unclearly.Uses at least one suppor4ng piece of evidence.Presents argument somewhat clearly. Some suppor4ng evidence is provided.Presents argument extremely clearly.Gives suppor4ng evidence for all points made.Explana@on of Ideas and Informa@onDoes not present informa4on, arguments, ideas, or findings clearly, concisely, or logically.Argument lacks robust suppor4ng evidence.It’s difficult to follow the line of reasoning.Uses informa4on that is not in line with the overall purpose.Does not consider opposing or alterna4ve perspec4ves.Presents informa4on, arguments, ideas, or findings in ways that are not always clear, concise, or logical.Argument is supported by only some robust evidence.The line of reasoning is some4mes difficult to follow.Uses informa4on that is only some4mes in line with the overall purpose.AGempts to consider and address opposing or alterna4ve perspec4ves but does not do so clearly or completely.Presents informa4on, arguments, ideas, or findings clearly, concisely, or logically.Argument is well supported.The line of reasoning is logical and easy to follow and uses informa4on that is appropriate for the purpose and audience.Clearly and completely addresses alterna4ve or opposing perspec4ves.Does an excep4onal job presen4ng informa4on, arguments, ideas, or findings clearly, concisely, and logically.Argument is well supported with robust, relevant, and interes4ng evidence.The line of reasoning is logical, easy to follow, well craJed, and uses informa4on that is appropriate for the purpose and audience.Clearly and completely addresses relevant alterna4ve or opposing perspec4ves.
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE6Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)RebuEal and Closing StatementNo rebuGal offered.Makes no arguments against points the other side made.Does not explain why their side has the strongest argument.Makes one or two points in rebuGal, but the logic is somewhat ques4onable or not supported by evidence.Makes one or two points against the points the other side made, but the logic is somewhat ques4onable.Explains why their side had the strongest argument, but the logic is flawed.Makes some logical points as rebuGals but doesn’t support all points with evidence.Makes some logical arguments against the points the other side made.Explains why their side has the strongest argument but could give more reasons.Makes an abundance of logical points as rebuGals, and all points are supported with evidence.Makes an abundance of logical points against the points of the other side.Is thorough and logical in the explana4on for why their side has the strongest argument.Eyes, Body, and VoiceDoes not look at the audience or make eye contact.Lacks poise (appears nervous, fidgety, slouchy).Speaks in a way that is hard to understand.Makes infrequent eye contact with the audience.Shows some poise (limited fidge4ng or nervousness).Speaks clearly most of the 4me, but may be difficult to understand or hear at 4mes.Keeps eye contact with the audience most of the 4me—only glances at notes or slides.Shows poise and confidence.Speaks clearly and is easy to understand.Keeps eye contact with the audience throughout.Shows excep4onal poise and confidence.Speaks clearly and in an engaging way that is interes4ng to listen to.
OER PROJECT: WH/ LESSON 9.4ACTIVITYIS CHANGE ACCELERATING? DEBATE7Directions:Use this table to evaluate and comment on elements of a debate. Put an X in the cell that denotes the grade. Use the other cells for comments.Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)ScoreOverall ArgumentExplana@on of Ideas and Informa@onRebuEal and Closing StatementEyes, Body, and VoiceTotal Score