11. Schengen in crisis (COVID-19 and the impact of border controls on the trucking industry)

Objectives

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Students will explore and present arguments on how COVID-19 influenced border controls and the trucking industry, evaluating both the necessity of strict border measures and the impact on global trade.

1. Warm-up & group discussion (20 minutes)

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• Introduction to the Topic (5 minutes):
  
  • Introduce the topic of COVID-19 and its effects on the trucking industry, specifically focusing on how the pandemic influenced border controls.
  • Start by asking students to think about the global trucking industry during COVID-19. Pose the question, "How do you think COVID-19 impacted the movement of goods across borders?"
  • Goal: Encourage students to begin thinking critically about the effects of COVID-19 on travel and trade, setting the stage for the debate.
• Quick poll (5 minutes):
  
  • Use an online tool (like Mentimeter or a show of hands) to ask the students: "Did you experience delays or challenges due to border controls during COVID-19?"
  • After the poll, engage with the class by discussing the results. Ask follow-up questions to gather insights into their personal experiences as truck drivers.
  • Goal: Activate prior knowledge and engage students in reflecting on the real-life impacts of border restrictions during the pandemic.
• Team formation & research assignment (10 minutes):
  
  • Divide the class into two teams:
    
    • Team 1: "Border controls were necessary" (argue for the necessity of border controls during the pandemic for health and safety).
    • Team 2: "Border controls hurt the trucking industry" (argue that the border controls harmed the trucking industry and logistics).
  • Ensure each team gets a research worksheet to help them gather facts and organize their arguments. Explain that each team will be responsible for researching and presenting at least three strong arguments to support their position.
  • Goal: Begin the research process and set expectations for argument preparation.

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2. Argument development & team strategy (25 minutes)

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• Argument structuring (15 minutes):
  
  • Have students spend 15 minutes working in their teams to organize their arguments. Encourage each team to create 3-4 main arguments supported by evidence, which can include:
    
    • Statistics on COVID-19 border restrictions.
    • Examples of logistical challenges faced by truck drivers.
    • Economic consequences of border delays.
    • Health safety measures.
  • Walk around, checking that students are using credible sources (online resources, articles, or case studies). Provide support to any team struggling to find relevant information.
  • Goal: Ensure that students clearly structure their arguments and gather enough factual evidence to back them up.
• Role assignment & strategy discussion (10 minutes):
  
  • Have each team assign roles:
    
    • Lead Speaker: Introduces the team's stance and presents the first argument.
    • Supporting Speakers: Provide additional arguments and examples.
    • Rebuttal Specialist: Focuses on countering the opposing team's claims.
    • Closing Speaker: Concludes the debate by summarizing the team’s key points and final arguments.
  • Encourage students to discuss how to present their arguments effectively (using statistics, emphasizing key points, staying calm). Remind students that rebuttals are essential, and they should anticipate what the opposing team might argue.
  • Goal: Foster collaboration, helping students align their roles with their strengths and prepare for an effective debate.

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3. Debate session (30 minutes)

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• Opening statements (6 minutes):
  
  • Each team has 3 minutes to introduce their stance and outline their key arguments. Emphasize that the opening statement should clearly state the team’s position and provide an overview of their main arguments.
  • Time the statements using a countdown timer and ensure each team respects the time limit. After the opening statements, summarize what each team’s position is for the class.
  • Goal: Allow students to present their position confidently and clearly.
• Main argument presentations (12 minutes):
  
  • Each team will present their arguments. Each speaker will have 3 minutes to present their points. Monitor the time and ensure each speaker stays within the limit.
  • As speakers present, encourage active listening from the other team. Remind the class to take notes, especially on points that they might want to counter during the rebuttal round.
  • Goal: Give students the opportunity to present their research and arguments persuasively.
• Rebuttal round (8 minutes):
  
  • Each team has 4 minutes total to respond to the opposing team’s arguments. Encourage students to stay calm and focus on weaknesses in the other team's logic or evidence.
  • Watch for any personal attacks or interruptions, and ensure the rebuttal remains respectful and focused on the arguments.
  • Goal: Encourage students to think critically, respond to opposing arguments, and defend their positions.
• Closing statements (4 minutes):
  
  • Each team will have 2 minutes to summarize their argument and make a final appeal to the audience. Encourage students to be persuasive and clear about why their side is stronger.
  • Remind students that closing statements should be concise and forceful, reinforcing their strongest points without introducing new arguments.
  • Goal: Allow each team to wrap up their presentation effectively and leave a lasting impression.

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4. Reflection & feedback (15 minutes)

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• Class reflection (5 minutes):
  
  • After the debate, lead a class discussion by asking, “Which arguments were the most convincing, and why?”
  • Encourage students to reflect on the strengths and weaknesses of both teams. Highlight critical thinking and persuasive argumentation used by the most effective speakers.
  • Goal: Facilitate reflection on the debate and ensure students learn from both their own performance and the other team’s points.
• Peer feedback (5 minutes):
  
  • Have students provide constructive feedback to their teammates and opponents. Focus on:
    
    • Clarity of presentation (Was the argument easy to follow?)
    • Use of evidence (Was the evidence convincing?)
    • Engagement (Did they keep your attention?)
  • Remind students to give specific feedback and avoid vague statements. Encourage them to focus on what can be improved rather than just what went well.
  • Goal: Encourage a culture of constructive criticism and improvement.
• Teacher's feedback (5 minutes):
  
  • Provide feedback on the debate overall, highlighting key strengths (clear arguments, strong rebuttals, effective public speaking) and areas for improvement.
  • Focus on public speaking skills, argumentation techniques, and the team's collaboration. Point out where students can improve for future debates.
  • Goal: Offer a final review and suggestions for improvement in future debates.

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Assessment

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1. Team performance (20 points total)
   
   • Coherence & Structure (8 points):
     Did the team present well-organized arguments that were easy to follow? Were the points logically structured?
   • rebuttal skills (6 points):
     How effectively did the team counter the opposing arguments? Did they stay focused on the key points?
   • Team coordination (6 points):
     Did the team work well together? Did each member contribute meaningfully to the debate?
2. Individual performance (10 points total)
   
   • Public speaking skills (5 points):
     Was the individual clear, confident, and engaging? Did they maintain good posture, eye contact, and voice projection?
   • Research & Evidence (3 points):
     Did the individual support their arguments with strong, relevant evidence (facts, statistics, examples)?
   • Collaboration (2 points):
     Did the individual work effectively with their team members during preparation and in the debate?

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Tips and tricks

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• Stay focused on the topic: Remind students to stay on topic and ensure that all arguments relate to COVID-19’s impact on border controls and its effects on the trucking industry.
• Use simple, real-life examples: Encourage students to relate the issue to their personal experiences (e.g., how COVID-19 border restrictions delayed shipments or made it harder for truck drivers to cross borders).
• Anticipate opposing arguments: Advise students to prepare responses to potential counterarguments. For example, the opposition might argue that border controls were necessary for health and safety, so students should think of ways to rebut this effectively.
• Keep Rebuttals Clear and Concise: During the rebuttal round, remind students to focus on key weaknesses in the opposition’s argument rather than trying to refute every point.
• Encourage active listening: Emphasize that debates are not just about presenting your own arguments, but also about listening carefully to the other side and identifying weaknesses that can be used in rebuttals.

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Teacher's final notes

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• Adaptability: You may adjust the time for each section based on how the students are engaging with the material.
• Monitor engagement: Ensure all students participate, and if anyone is less involved, encourage them to share their thoughts.
• Encourage respect: Remind students that the goal is not to "win" but to present persuasive, well-supported arguments while engaging in respectful dialogue.