Teaching Problem Solving (TIPS) through Educational Technology Interdisciplinary

By Natalie Berhumoglu

Death Penalty Debate WebQuest

Introduction

The controversy over the death penalty has been raging for years. It is argued on many levels and with different strategies. We, of course, won’t solve it in this debate class. What we do hope to accomplish is to gain greater knowledge of both sides through research. Another goal will be to hone our debating skills.

Meeting New York City and State Standards

City Standards for ELA:

E1c – Read and comprehend informational materials

E2e – Produce a persuasive essay.

E3a – Participate in one-to-one conferences with the teacher.

b – Participate in group meetings.

c – Prepare and deliver an individual presentation.

e – Listen to and analyze a public speaking performance.

E4 – Conventions, Grammar, and Usage of the English Language.

E6 – Public Documents.

State Standards for Social Studies:

5.1 – The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.

Task

You will work in one of two groups (FOR or AGAINST) to research information on the death penalty in America.

Learning Advice

Items to consider in compiling your data for your arguments:

1. How should the Eighth Amendment be interpreted? “ Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.”

2. Should each death penalty case be judged on its own merits, or should studies which show vast racial differences in the rates of death penalty convictions be allowed?

3. Is the death penalty an effective deterrent?

**Be sure to brainstorm to generate various arguments in preparation for your research.

Process

1. You will be in one of two groups.

A. In favor of the death penalty.

B. Opposed to the death penalty.

2. Each person in your group will have a job.

Team leader – will assign arguments for research.

Secretary – one or two people who will hold research materials and take notes

during debate for rebuttal preparation.

Researchers – everyone will do research and develop an argument supported by

that research.

3. You may use the Internet resources provided to you, sites you find on your own (with

teacher approval), and the handouts previously given.

Internet Resources

General

· http://www.uaa.alaska.edu/just/death/index.html

· http://www.findlaw.com/

· www.supct.law.cornell.edu/supct/findlaw.com

· www.maxwell.syr.edu/plegal/related.html

· www.policy.com/issues/8/item361.asp

For

· www.2.jfa.net/

· www.murdervictims.com

· www.prodeathpenalty.com

Against

· www.aclu.org/library/case_against_death.html

· http://www.death-penalty.net/

Evaluation

The two groups will conduct a debate on the following: “Resolved: The death penalty should be abolished.” The team will decide which members will actually debate and rebut but all will receive a grade for the debate portion. Those who do not have oral roles will be assisting with the providing of information and formulating of rebuttals.

Each student will also produce a persuasive essay based on research done for his particular side. Standard essay form will be followed.

Your grade will consist of the following:

Team participation 20%

Debate presentation 40%

Persuasive essay 40%

100%

Conclusion

Upon completion of this WebQuest you will have gained an understanding of the social and legal complexities of the death penalty controversy. You will have learned critical thinking skills necessary to analyze and weigh data, determine its validity, and craft an informed opinion.