give you paperwork and allow you to submit it for students. Also, it would be a good idea for you to talk to your school librarian in order to have log-in information four your school/district databases available for students. Have students read the Handout 2--Research Handout. Then, 10-15 minutes discuss. Questions to consider: Why is research important in debate? Is all research created equal? Bias in Research— 5-10 Ask students what it means to have a bias. Define bias with them. After some discussion, it would be good to look up a minutes definition. [NOTE: Dictionary.com has a good one.] 5-10 Discuss with students whether bias impacts any aspect of research. Have them think about the possibility that people or minutes organizations have an agenda or something that they want the audience to think, believe, or do. 5-10 Give students a few specific organizations or people and ask minutes them what the bias or agenda of each might be. Companies that do advertisements can be a good place to start with this. **Colgate—“4 of 5 dentists agree, Colgate is the best.” **Car companies **Makeup companies **Cola companies **Politicians- name 2 from each political party- what are their biases? Discuss with students what types of organizations might have bias. Questions to consider: What kinds of bias might specific 5-10 minutes government agencies have? What kinds of bias might specific business organizations have? Education? Think through some of these with students: **Republican Party **Democratic Party **US Chamber of Commerce **PETA **Greenpeace **AFL-CIO **NAACP **NRA Is it more or less difficult 10-20 Follow-up reflection with students: minutes to find quality research on databases as opposed to Google or another search engine? Which search option provided the most credible research? From where is the more recent research culled—(can you be sure of the date/recency of research found on Google/Search Engines)? Homework: Needs to be done before beginning evidence lesson. Students should use databases and Google Scholar to find at least three articles that could be used for affirmative and three for negative on the topic used in the Resolutional Analysis lesson
give you paperwork and allow you to submit it for students. Also, it would be a good idea for you to talk to your school librarian in order to have log-in information four your school/district databases available for students. 10-15 minutes Have students read the Handout 2--Research Handout. Then, discuss. Questions to consider: Why is research important in debate? Is all research created equal? 5-10 minutes Bias in Research— Ask students what it means to have a bias. Define bias with them. After some discussion, it would be good to look up a definition. [NOTE: Dictionary.com has a good one.] 5-10 minutes Discuss with students whether bias impacts any aspect of research. Have them think about the possibility that people or organizations have an agenda or something that they want the audience to think, believe, or do. 5-10 minutes Give students a few specific organizations or people and ask them what the bias or agenda of each might be. Companies that do advertisements can be a good place to start with this. **Colgate—“4 of 5 dentists agree, Colgate is the best.” **Car companies **Makeup companies **Cola companies **Politicians- name 2 from each political party- what are their biases? 5-10 minutes Discuss with students what types of organizations might have bias. Questions to consider: What kinds of bias might specific government agencies have? What kinds of bias might specific business organizations have? Education? Think through some of these with students: **Republican Party **Democratic Party **US Chamber of Commerce **PETA **Greenpeace **AFL-CIO **NAACP **NRA 10-20 minutes Follow-up reflection with students: Is it more or less difficult to find quality research on databases as opposed to Google or another search engine? Which search option provided the most credible research? From where is the more recent research culled—(can you be sure of the date/recency of research found on Google/Search Engines)? Homework: Needs to be done before beginning evidence lesson. Students should use databases and Google Scholar to find at least three articles that could be used for affirmative and three for negative on the topic used in the Resolutional Analysis lesson