Last fall, UPrep parent Cassady Glass Hastings noticed her son Davis was participating in a debate for his 7th grade Science class. For the final project for the nuclear power plant unit, the students debated whether a fictional town should build a nuclear power plant. Students were assigned both an identity and position. Davis and two other students were assigned the identity of coal miners who are pro-nuclear energy. After students presented their arguments, the class voted on whether they were pro- or anti-nuclear energy.   

As she heard about this project, Cassady reflected on the value of debate-style learning experiences. “These are incredibly valuable assignments because they require students to simultaneously demonstrate mastery of course content with perspective taking and persuasive writing, while also fostering critical thinking and public speaking skills,” she said.

In UPrep’s Middle School, students start debating for classwork during 6th grade. For example, students in Geography simulate a historical crisis: the Suez Canal Crisis of 1956, which was the world’s first threat of nuclear war. Each student is assigned a country involved in the crisis and tasked with considering its interests and representing them while engaging in diplomacy with their peers before voting on what the United Nations will do.

Middle School English class assignments often require students to practice perspective taking, too, asking students to ponder how a character reacts in a story or novel. “This skill is then applied in other courses by asking students to pair perspective taking while simultaneously demonstrating content mastery through debate,” said Cassady, who is a lecturer at the University of Washington and the Director for New Programs and Innovation for the College of Engineering. 

When students prepare for debates, they learn how imperative it is to support statements with facts, too. When paired with perspective-taking, students also often craft an argument from a perspective they don’t personally hold. This furthers their critical thinking skills as they practice persuasive writing and public speaking. These assignments have it all!” said Cassady.  

UPrep Middle School students can also join the Debate Club. During this year’s season, 10 students practiced twice a week and competed in three tournaments. The league uses a three-person parliamentary style of debate. Students must write arguments that have an assertion, reason, evidence, significance, and impact. Then they work together to uphold their argument and refute their opponents’ argument. During a debate, students may ask points of information, and heckle their opponents to point out a faulty source, a false assertion, or a logical fallacy. Debates are high energy and well-informed.

Ninth grade student Corey S. helped coach the club with his dad, Derek Streat. “We help students build a handful of skills: finding valid sources, researching, writing, public speaking, and improv or thinking on your feet,” he said. “When we started this year, some of the debaters were quiet and I couldn’t hear them speak from across the room. They became more confident and by the last tournament, I could hear them all the way across an auditorium space.”

Corey said that the team celebrates their wins and comes together over their losses. “If one person gets feedback about something they need to do better, everyone will work on that skill. Like if one person is told not to pace so much while they speak, everyone will work on staying more still while speaking,” he said.  

Sixth grade student Maeli G. joined Debate Club because she thought the debate topics sounded interesting. “My favorite topic was factory farms. I also like getting to know students who aren’t in my grade,” she said. “I learned public speaking skills, which helped me during the debate in my Geography class, and I became more confident.”

Seventh grade student Rian S. said the Debate Club has taught him how to speak with assertion and confidence. “I feel like it’s a useful skill in life. I’ve learned how to present my points and refute other people’s points in a respective way,” he said.

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