Student Worksheet

Advocate Planning Guide

Directions:

1. Work independently or with another student who has the same role as you and review the articles: "Debating Iraq's War Strategy," "Iraq and U.S. Policy," and "Representative John Murtha's Stand on War in Iraq." You may use other sources if necessary as time allows. Then complete this worksheet. Use extra paper if necessary.
2. Meet with the other students who take the same position as you and review your evidence.
3. After reviewing the worksheet, form a debate group with one advocate counterpart and two of the policymakers. Follow the format below to conduct your debate.

One of the following positions is proposed for debate:

"The U.S. military should end its occupation of Iraq at the earliest possible moment." Or "The U.S. military should stay in Iraq until the insurgency has been defeated and Iraq is able to govern itself."

My position on the issue is:


One reason to support the position is:


One piece of evidence that supports this position is:


A second reason to support the position is:


One piece of evidence that supports this position is:


A third reason to support the position is:


One piece of evidence that supports this position is:


Opponents of this position might say:


I would reply to their arguments by saying:

Debate Format:

• Part 1
  
  
  • The Advocate For should begin by presenting and defending his or her position on the issue. (10 minutes)
  • During this time the Advocate Against should listen, but may not speak. He or she can write notes if necessary. The policymaker may ask questions at any time.
  • Then the Advocate Against explains and defends his or her position on the issue. (10 minutes -- same rules as above)
• Part 2
  
  
  • In the last 10 minutes, each advocate group may refute the arguments made by the other side, one point at a time. The policymakers should moderate this so that each advocate group takes a turn rebutting the other side's points. The policymaker can also ask questions during this time to either advocate.
  • Following the debate, the policymakers complete their planning guide. (This can be done as a homework assignment.)
• Part 3
  
  
  • The teacher will debrief the activity by asking the student debate groups the following questions:
    
    
    • Which arguments by each side were the strongest? Which arguments were the weakest? Why?
    • Which ones were the best supported with evidence and most convincing?
    • Which issues are at the center of the controversy? Which issues are in conflict?
    • How can the groups achieve consensus on this issue? What would such a policy look like?