Title of lesson: Eyewitness Testimony Debate

 
I. CCSS met:

CCSS.ELA-LITERACY.W.S.9-10.1.b: Develop claim(s) and counterclaims fairly, supplying evidence for

each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level and concerns.

II.) Learning Goals/Objectives:

Students will… be able to develop a claim and counterclaim fairly on whether trials should/shouldn’t use
eyewitness testimony while supplying evidence

III. Big Idea(s)/Questions to Consider:

Should trials use eyewitness testimony?

IV. Context of lesson:

Students previously read an expert from Dr. Elizabeth Loftus’ book, “The Magic of the Mind.”
This discussed how memory and perception affect eyewitness testimony. It also discussed
Loftus’ point of view about the use of eyewitness testimony in criminal cases. For this lesson,
students will be given two perspectives on why or why not trials should use eyewitness
testimony in court. Students will be divided into two groups. One group will debate for
eyewitness testimony and one group will debate against eyewitness testimony. Both groups will
have to develop arguments with a claim, reasoning, evidence, and a counterclaim. Then, students
will go head-to-head in a debate providing opening and closing statements. In two weeks,
students will have to write an argumentative essay on eyewitness testimony and its reliability.
This debate was as a way to get students comfortable with writing claims, evidence,
reasoning, and counterclaims.

V. Overview of the lesson: 

Act 1: First, the teacher will begin class by asking students to recall Dr. Elizabeth Loftus’ book,
“The Magic of the Mind.” Then, the teacher will briefly introduce what the students will be
working on for the day. The teacher will tell students that they will be working in their Real
Book (p.42-33) and having a debate. The teacher will ask students if they have ever been in a
debate before and what a debate is. The teacher will project the pages onto the SMART board.

Act 2: Next, the teacher will introduce the topic of the debate: Should trials use eyewitness
testimony? As a class, we will read aloud the two given perspectives on why or why not trials
should use eyewitness testimony in court.
  
Act 3: Then, the teacher will introduce what makes a strong argument and have students analyze
both arguments presented on p.42. Students will have to develop a claim for and against using
eyewitness testimony. They will practice writing a claim, reasoning, and explaining how their
chosen reason supports their claim. Students will share their responses with the class.

Act 4: Next, the teacher will divide students into two groups. One group will debate for
eyewitness testimony and one group will debate against eyewitness testimony. The teacher will
explain that both groups will have to develop arguments with a claim, reason, evidence, and a
counterclaim. Also, the teacher will ask students what a claim is, what reasoning is, what
evidence is, and what a counterclaim is. Students will be given time to prepare for the debate
with their group. Then, students will go head-to-head in a debate providing opening and closing
statements.

Act 5: After the debate, the teacher will pass out the debate exit slip and explain what is expected
of them. Students will complete the exit slip independently and develop a claim, reason,
evidence, and counterclaim on if they believe eyewitness testimony should or shouldn’t be used
in court.

VI. Assessments:

Students will be asked to complete the debate exit slip and answer the following question:
Should trials use eyewitness testimony? They will have to provide a claim, reason, evidence, and
counterclaim.

VII. Adaptations/Modifications: 

The Real Book pages will be projected onto the SMART board, so students can follow along.
Students will be given a graphic organizer in their Real Book to plan out their debate. Students
may refer back to p. 42 to aid them through developing their claim, reason, evidence, and
counterclaim.