Project 1 - The Great Public Smoking Debate

  General Information

Lead Teacher(s): David Antle
Keith Fagan
Brian Hodder
School: LeGallais Memorial
P.O. Box 170
Isle aux Morts, NF
AOM IJO
Grade Level: Level I
Number of Students: 22
Project Start and Finish Dates: Early March, 1999
Late March, 1999
Project's URL:

  Project Overview


During this debate the question to be resolved is:
" Should public buildings be legislated as smoke free?" You are divided into three groups, one arguing the affirmative, one arguing the negative a and one to judge the debate.
PART I (The Research)
The first part of the assignment is to research relevant information to support your argument. Mr. Fagan will give you time in Communications Technology class to find information on the Looking in old encyclopedias is likely a mute exercise given the fact that this move to regulate smoking is a relatively new one. I do not mean to give you the arguments you should use however some relevant topics for each side to research are outlined below. The list is by no means exhaustive. Furthermore the way you search for information on the web may determine the way go about finding information. The main point here is for you to find facts and statistics that can support your arguments. Other wise you will simply be arguing from an unsupported position.
Affirmative could lookup:
  1. Statistics on death rates from second hand smoke
  2. Harmful affects of second hand smoke
  3. Rights of nonsmokers
  4. Court cases that support the current legislation regarding smoking in public.
  5. Legislation in different provinces, states and countries that limit smoking in public places.
  6. Medicare costs to the government for taking care of people affected by second hand smoke
  7. Influence on young people.
  8. Cleaning costs
Negative could look up:
  1. Tobacco company research refuting the affects of second hand smoke
  2. Rights of smokers. Court cases where smokers rights have been upheld.
  3. Air filtering technology
  4. The revenue created for government by cigarette companies.
  5. Jobs created by tobacco companies.
  6. Affect on restaurants and bar owners.
The Judges can research all these topics to well educated in the topics so they can reasonably judge the arguments.
PART II (The Debate)
Mr. Antle will act as the debate moderator. Each 5 member team will be seated on opposite sides of the room. Each member of both teams will present arguments in turn.
AFFIRMATIVE BEGINS
The first member of the affirmative team will present arguments followed by the second person, followed by the third person and so on.
NEGATIVE FOLLOWS
The first person from the negative side presents arguments followed by the second member of the team and so on. Five minute break for teams to prepare rebuttals and judges to prepare part of their judgment.
AFFIRMATIVE REBUTS
One member of the affirmative team will rebut the arguments of the negative side. NEGATIVE REBUTS
One member of the negative side will rebut the arguments of the affirmative side. Two minute break for the judges to rule on the winner.

  Curriculum Connections


Main Curriculum Areas?
This project directly addresses three Curriculum areas:
  • Biology 2201
  • Language
  • Computer technology
School Curriculum Plans?
Our previous projects fit well with our school improvement goals of integrating computers across the curriculum and Language development. While those goals remain constant our focus this year is moving towards increasing time on task and making the student work meaningful. This project directly addresses that goal. The integration of three different curricular areas into one project means the students will be given more time to work on a significant project. Students are like the rest of us if let them know it is important by providing significant amounts of class time and credit they will respond with work that will amaze us. This project includes the technology requirement which serves to heighten the interest level and provides cutting edge information.
Provincial Curriculum Objectives:

Biology 2201
Discuss the ethical issues surrounding the Government's right to legislate public places as smoke free.
Communications
Technology 2104
Learn searching techniques for use on the YAW
Language 1101
Objectives include discerning relevant information, oral communication and expository writing. This project is a great opportunity to meet these objectives as well as those for oral communication.

  Resource Connections


How will Stellar schools Connection Help?
Especially in the field of science & technology where new information is being developed and published daily we need access to that current information . We would not have access to this current information without our Stellar schools connection. Where else would students from Isle aux Morts be able to find information about current legislation and smoking research in with in a week.
Other Resources?
Students will obviously not forget the solid human resources on their door step. They will use any available print material as well

  Evaluation


Learning Outcomes
  1. Development of sound arguments based on research and not just opinion.
  2. Improved web searching skills.
  3. Improved debating skills.

  Project Summary

Summaries will be added as they become available.

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