Goals:

1. The students will develop a better understanding of life at sea.
2. The students will learn what is involved in the debating process.

Resources:

1. Multiple copies of the novel The True Confessions of Charlotte Doyle, by Avi [1990] New York: Avon Books.
2. Other non-fiction sources containing information on the negative/positive aspects of life at sea.

   
   For example:

   Dana, R. H. [1927]. Two Years Before the Mast. Grosset & Dunlap Publishers.

   Laing, Alexander. [1974]. The American Heritage History of Seafaring America. New York: American Heritage Publishing.

   Warner, Oliver. [1961]. Great Seamen from Drake to Cunningham. London: G. Bell and Sons, Ltd.

3. Internet access

   
   Some suggested sites:

   Positive Aspects
   http://www.dep.state.fl.us/parks/html/recactiv/boating.html
   http://andromeda.einet.net/galaxy/Leisure-and-Recreation/Boating.html

   Negative Aspects

   http://thunder.met.fsu.edu/explores/tropical.html
   http://www.apparent-wind.com/sailing-page.html
4. Note cards
5. Information on public speaking and the debating process

   
   For example:

   Bartanen, Michael D. & Frank, David A. [1994]. Nonpolicy Debate. Second Edition. Scottsdale, AZ: Gorsuch Scarisbuck Publishers

   Cirlin, Alan. [1989]. Introductory Handbook on the Theory and Practice of Debate. Second Edition. Pecan Grove Press.

   Freeley, Austin J. [1990]. Argumentation and Debate. Seventh Edition. Belmont, CA: Wadsworth Publishing Company.

   Fryar, Maridell, Goodnight, Lynn, & Thomas, David. Basic Debate. Second Edition. Lincolnwood, IL: National Textbook Company.

   Ochs, Donovan J. & Winkler, Anthony C. [1983]. A Brief Introduction to Speech. Second Edition. New York: Harcourt Brace Jovanovich, Inc.

   Osborn, Michael. [1982]. Speaking in Public. Boston: Houghton Mifflin Co.

   Vanderber, Rudolph F. [1991]. Essentials of Persuasive Speaking. Belmont, CA: Wadsworth Publishing Company.

Time required for lesson:

7 hours - not including the time to read the novel (Step 2 [1 hour]; Step 4 [3 hours]; Steps 5-6 [1 hour]; Step 7 [2 hours])

Procedure:

1. The novel should have been read and one chapter a day discussed in class.  Topics to be covered may include points that the students find difficult to understand, parts they liked or disliked, or passages that they can relate to their own lives.  The format of the discussion should be as open as possible  so that the students fell free to open up to the class.
2. Conduct a webbing activity on the board to find out what the students already know about the debating process.  Follow with a discussion of any of the details about debating that the students are not familiar with.
3. Divide the class in half.  One half will concentrate on the negative aspects of life as a sailor, while the other half considers the positive aspects (see attached sheet including ideas).  Divide each half into smaller research teams.
4. Some teams on each side should start by looking through the novel and identifying situations that support the side of the argument that they will be debating.  Other teams on each side should conduct library and internet research to provide evidence for their side of the debate.  Another team could research the opposite side of the argument so that they are able to counter it and provide a rebuttal.
5. The teams in each half get back together, discuss what they have found, and begin formulating a debate plan.  The team should select a spokesperson.
6. Each student takes a particular argument to support his or her side's viewpoint. The student makes an argument card which lists the argument and the supporting research.
7. Conduct a debate on the negative and positive aspects of life as a sailor between the two halves of the class.  Each side gets opening arguments which are presented by the group spokesperson.  Then, taking turns between sides, each student gets to present his or her argument followed by a rebuttal from the other side.  Each side then gets closing arguments which are also presented by the group spokesperson.  The actual time allowed fro each speaker is left up to the discretion of the teacher.
8. Each student will write a reflection on the debate including how his or her attitudes changed over the course  of the debate, what he or she thought of the process as a whole, and what was learned from it.

Assessment:

1. Each student will hand in his or her argument card. (Criteria for success:  The card lists the argument and contains an X# of facts/situations to support the argument.  The card should be a concise representation of the student's argument.  Since the purpose of the card is for the student's use during the presentation, insisting on grammatical correctness may not be necessary.  However, if the teacher finds that the student cannot argue the case because of mistakes on the card, then the written quality of the card may become a factor.)
2. Each student presents his or her argument. (Criteria for success:  The student clearly states the argument.  For example, "living on a sailboat is better than living on land because it doesn't cost as much as a house."  The student then presents the evidence to support the argument.  For example, the student could site the costs of a house as opposed to the cost of a sailboat.)
3. Each student writes a reflection on the debate. (Criteria for success: The reflection should include discussion of the argument process, convincing  arguments from the opposing team , and a final opinion on the topic.  It should also include details on how his or her attitude changed or did not change as a result of the debate.  If there are more than five grammatical errors found in the report, 1-2 points should be taken off, or the report returned to the student for corrections.)

Subjects and Major Concepts Covered:

1. Language Arts

   
   - research using non-fiction sources and the trade book
   - written reflection on the outcomes of the lesson
   - argument cards

2. Social Studies

   
   - the debate process (politics)
   - history of life at sea (negative and positive aspects)

3. Science

   
   - depends on student research - some negative aspects could involve things such as storms while some positive aspects could include things such as the stars

4. Math

   
   - the financial aspects of life at sea, both positive and negative

Possible Extensions:

1. Have a sailor come into the classroom as a guest speaker and talk about his or her life at sea.
2. In groups, the students will discuss the positives and negatives of Charlotte (The True Confessions of Charlotte Doyle) leaving her family and rejoining the crew. Each group will write a short continuation to the story.
3. Other trade books that can be used, such as:
   Crews, Donald. [1995]. Sail Away. Greenwillow

   Robinson, Bill. [1994]. The Sailing Mystique: The Challenges and Rewards of Life Under Sail.

   Williams, Marcia. [1994]. Sinbad the Sailor. Candlewick Press.

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