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		Post-Viewing Lesson Plans The Rest of the Story Great Debates
		Supplementary Activities
		Internet Resources
		Printable .pdf of Entire Guide (Adobe Acrobat required)

» Post-Viewing Lesson Plan

» Lesson Objective:

Students will develop critical thinking skills as they construct arguments for one of the three debates described in this lesson.

» Time Needed:

Two class periods (one class for development and one for the debates)

» Materials Needed:

• Rules for Debate (you may want to consult simplified debate rules for high school at: http://www.lalc.k12.ca.us/uclasp/ISSUES/landfills/debate.htm)
  
  
• Access to FRONTLINE Web pages:
  
  
  • The Battlefield in the States:
    http://www.pbs.org/wgbh/pages/frontline/shows/other/etc/states.html
    
    
  • Will Controlling the Prices of Prescription Drugs Hinder Innovation?
    http://www.pbs.org/wgbh/pages/frontline/shows/other/themes/controlling.html
    
    
  • Pros and Cons of Drug Advertising and Marketing
    http://www.pbs.org/wgbh/pages/frontline/shows/other/themes/marketing.html
    
    
  • Access to Internet sites listed on the Internet Resources page

» Procedure:

1. Discuss the tactics of debate and presentation of evidence as they are used in political and legal forums. Explain the rules for debate.
   
   
2. Depending on the size of your class, divide your class into two or three groups of approximately 8-10 students each.
   
   
3. Assign or let each group choose one of the following topics:
   
   a. Which plan is more effective for helping consumers defeat high drug prices, Maine's or Oregon's?
   b. Should the U.S. government press for changes in Medicare?
   c. Would price controls hinder drug research and development?
   d. Should direct-to-consumer drug advertising and marketing be barred or controlled, or should it continue as it is?
   
   
4. Divide each group in half, with one half of each group taking one side of their assigned debate, and the other half taking the remaining side. Give students time to research and prepare their debate information.
   
   
5. Conduct the debates in class, allowing for class critiques following each debate.

» Method of Assessment:

Evaluate students' use of information in the debate and their participation.

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