SHORT TERM GOALS:
(1) To help students critically analyze an argument.
(2) To show students the necessity of using credible sources to support the arguments
they make.
(3) To illustrate how different people explain the strange events that occur in the
Bermuda Triangle.
TIME ALLOTMENT: 3 3/4 hours
CONTENT AREAS ADDRESSED:
(1) Language Arts
(2) Social Studies
(3) Computer usage
CONCEPTS ADDRESSED:
(1) Debate technique
(2) Research methods
(3) Cooperative learning
(4) Public speaking
MATERIALS:
(1) Reference materials (i.e. books, Internet) about the Bermuda Triangle
(2) Computers with Internet access
(3) Any notes or materials students garner from their "Bermuda Triangle Experiments"
PROCEDURE:
(1) After the four "Bermuda Triangle Experiments" are conducted, the class should be
divided into two groups--one group will argue that strange or supernatural events
cause the disappearance of ships in the Bermuda Triangle and the other group will
argue that rational or scientific explanations exist to account for the disappearance of
ships in the Bermuda Triangle.
(2) Once each large group is formed, students of the same large group should splinter
into small groups of three or four. Each small group should research a particular
theory that will help the large group argue its particular point. For example, those
arguing in favor of strange or supernatural events may research UFO activity in the
area while those defending a rational explanation may research the existence of
magnetic fields that wreak havoc on navigational compasses. To complete this
research, students may use reference books listed in the unit bibliography or
information from the following web sites:
http://www.m-m.org/~jz/sphinxu.html http://www.parascope.com/en/bermuda1.htm
http://www.meninblack.com/meninblackmag/Volume4/Phenomena.html
(3) After each small group completes its research, one student from each small group
should be selected as a representative to sit on the main debate panel. The
representatives from each small group will form the debate panel. The students on
the debate panel should compose an opening and closing statement for the debate.
The opening statement should be no longer than one or two sentences defining the
large group's stance while the closing statement should be one or two paragraphs that
outline the large group's strongest arguments in defense of its position.
(4) As the debate panels compose the opening and closing statements, the other students
who are not on the panels should meet and compose questions to ask during the
debate. Each student should have three or four questions prepared to ask the debaters
on the side with which he or she does not agree.
(5) With the teacher as the moderator, the debate should begin with the opening
statements from each debate panel. The teacher may wish to have questions prepared
in order to begin the debate; however, students should ask most of the questions
during the debate. After each question is asked, the panel to which it was directed
should formulate an answer. Once the answer is given, the other debate panel should
be allowed to respond. After this response, the debate panel that originally answered
the question may make a short reply to the response of the opposing panel.
Whenever possible, students--both panelists and questioners--should be encouraged
to mention the source from where their arguments come and why they should be
believed.
(6) Students should take notes throughout the debate so they can remember particularly
interesting points and the names of those who made them.
(7) Once the debate is finished, each debate panel should deliver its closing statement.
Following the closing statements, a discussion should arise that gives students the
opportunity to share what they learned from the debate process and whether or not
the evidence presented changed their mind about their initial position.
(8) In order to give students the opportunity to state their ideas and feelings about the
debate in a more organized manner, each student should compose a two or three page
debate reaction paper that addresses such questions as: (a) Explain why your beliefs
about the Bermuda Triangle have been strengthened or changed by the information
revealed in the debate (cite specific examples from the debate); and (b) Who do you
think "won" the debate? Why do you think as you do?
ASSESSMENT:
(1) Group Participation Rubric
(2) Evaluate student performance on the debate reaction paper by using the "Writing
Rubric" contained in this unit. Section III, "Integration of Sources," may be modified
to read as follows:
4 - The writer effectively integrates evidence from the debate to support his/her
argument.
3 - The writer uses some evidence from the debate to support his/her argument.
2 - The writer uses little evidence from the debate to support his/her argument.
1 - The writer uses no evidence from the debate to support his/her argument.
For a student to be successful on the revised Section III, we believe a score of 3 or 4
is necessary.
EXTENSIONS:
(1) In lieu of the debate reaction paper, students may use a journal entry(s) to address the
questions posed in Procedure #7.
(2) After the debate is finished, students may take the role of a political pundit and write
a newspaper article or make a video that tells which panel "won" the debate and why.
newspaper articles or seeing video clips of pundits commenting on past presidential
debates may be helpful in this process.
(3) Students may "ham it up" in the debate. Panelists can make name plates that declare
themselves professionals of their area (i.e. "Judy Doe, Professor of Parapsychology at
St. Norbert College") while those in the audience asking questions can act like
reporters looking for a major scoop. The debate can be fun as well as informative!
REFERENCE LIST:
Abels, H. (1987). The bermuda triangle. Mankato: Crestwood House. [ISBN: 0-89686-340-9]
Baumann, E.D. (1976). The devil's triangle. New York: Franklin Watts. [ISBN: 0-531-01094-5]
Berlitz, C. (1977). The bermuda triangle. Garden City: Doubleday. [ISBN: 0-385-04114-4]
Cusack, M.J. (1976). Is there a bermuda triangle? New York: Julian Messner. [ISBN: 0-671-32783-6]
Gaffron, N. (1995). The bermuda triangle: Opposing viewpoints. San Diego: Greenhaven Press. [ISBN: 1-56510-217-7]
Kusch, L.D. (1975). The bermuda triangle mystery-solved. New York: Warner Millbrook Press. [ISBN: 0-446-89014-6195]
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