Dec.

10, 2013
Lesson
Title/Focus

Voting Age Debate, Grade 6 Social

Teacher

Taylor Wood

LEARNING OBJECTIVES
Students will:
1. Re-evaluate their own opinions to better understand a topic or issue
2. consider the perspectives of other people when dealing with an issue or problem
3. listen courteously to others in order to understand their thoughts and ideas

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

students will need to organize the points of their argument in a logical order
Can students use reasoning and opinion to sway others to their side?
Can students present reasonable counterpoints to an argument?
Students will engage in a Voting Age Debate

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Voices in Democracy, Action and Participation. Teachers

Resource
Grade 6 Social Studies, Unit plan by Dana Wirachowsky

Voices in Democracy Student Text, Pages 42-43

Lined poster Paper
Loose-leaf
White Board

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behavior
Advance
Organizer/Agenda

Transition to Body
Learning Activity #1
Assessments/ Differentiation:

Learning Activity #2
Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Introduction
ok so for my last social lesson with you boys and girls we will be having a
voting debate, and I was hoping to have this one be a little more structured
than our cell phone debate
Have students list the requirements/restrictions for voting in
Canada
Students will contribute to class debate
Students will listen courteously while others are speaking
Students will respect the structure of the debate
Review of voting restrictions
Read pages 42-43
Organize arguments
Engage in Debate
Have students retrieve textbooks and turn to pages 42-43
Body
As a class read pages 42 and 43, have a student read each of the four
example opinions, have students decide whether each is for or against and
list the reasons on the board, these will serve as examples
Have students answer the example questions, have students who
are 12 raise their hand, explain that only those students would be
allowed to vote
Ask students to consider this as we move into the debate
Divide class in half and assign one half as being in favor of lowering the
voting age and the other half arguing against it. Students will then split off
into groups to devise points for or against lowering the voting age
After dividing the class in half have students form partners within
their teams to rapidly come up with ideas
After 10 minutes have the teams come together and consolidate
their ideas
Students will engage in a structured casual debate, one side will open and
after each point the opposing side will have a chance to raise a
counterpoint and introduce a point of their own, this can continue for as
long as time allows. at the end of the session have students provide an exit
slip describing which side of the debate they support and why
Flip a coin to see which side will open the debate
Students must listen quietly while others are speaking

Adapted from a template created by Dr. K. Roscoe

Time

5min

Time
10min

20min

25min

Dec. 10, 2013

Assessment of Learning:
Feedback From Students:
Feedback To Students

Closure
Students will engage in a structured debate
Students will lead debate and provide points for discussion
Comment on particularly well thought out points and those
working diligently

Transition To Next
Lesson

n/a, distribute thank you cards before students are dismissed

Time

Reflections
What went well? What
changes would you make
in your planning? What
have you learned to
improve upon future
instruction?

Adapted from a template created by Dr. K. Roscoe