Students will:
All students are given the topic with background information - a brief history of traditional gender roles and their evolution - one week before the class debate.The teacher explains the topc in simple words (e.g. Gender roles are how men and women are supposed to act. They are based on understanding masculinity and femininity. For exampe, women are traditionally seen as caregivers and men as leaders and breadwinners).
Students are instructed to consider traditional gender roles in the modern society in terms of occupations, earnings and parenthood. Also, they are encouraged to do the research individually and gather valuable information which will be exchanged within the assigned groups in the class debate. It is also emphasized that information presented in a debate must be factual.
A motion initiates a discussion. Motions are statements given to the two groups before a debate which they have to argue in favour of or against depending on the assigned group - proposition or opposition. The participants are supposed tu build arguments based on the given motions.
Proposition: THIS HOUSE BELIEVES THAT (THBT) both genders are equal in the contemporary society
Opposition: THBT traditional gender roles are still dominant which results in gender inequality
The groups brainstorm ideas and prepare their main arguments, supporting evidence, and counterarguments using the previous individual research.
They decide who the arguments and rebbuttalas presenters are (2 speakers from each groups)
Both groups should clearly state how they define gender equality/ inequality to introduce the topic
Key Points:
Proposition: Focus on gender equality, individual freedom, and the negative impacts of rigid gender roles. For example,the participants may mention the rise of paternity leave for fathers, women in leadership (Kamala Harris) or equal acces to education.
Opposition: Highlight the gender inequality and the impact of traditional roles. For example, the participants may mention the gender pay gap, domestic violence and femicides, breastfeeding.
The use of relevant statisticsis is crucial and real-life examples may be beneficial.
Rebuttals are the arguments that a team raises in response to the argument of its opposition.
It must be explained why the argument is wrong and provide relevant contraargument(s).
Rebuttal is allowed after the third minute of Proposition’s speech and vice versa. If so, the opponent team has the right to use additional minute to reach an agreed four-minute presentation. If not, rebuttal speakers perform after the opponent team finishes the presentation (after the fourth minute) .
Closing statement emphasizes the strongest points and summarizes the arguments in an effective way
Assessment: A worksheet containing statements about the speakers’ performance in terms of clarity, effectiveness, information relevance, addressing the opponent, timing and acquiring new knowledge.
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