1. Rebecca Haught
The Hunger Games and The World.
Welcome Page:
Welcome: The Hunger Games
Description: Welcome Students! For this task your groups will be preparing your
debate! Debate is the life-blood of politics and is critical for voters to understand.
Grade Level: 6-8
Curriculum: English / Language Arts / Speech
Keywords:Debate, The Hunger Games
Author: Rebecca Haught
Introduction Page:
Hello my young debaters! For this task we will be working in our groups again, and
breaking into four roles: introduction, speaker 1, speaker 2, and closing arguer.
Debate is a crucial part of politics in the world, so we will be practicing what we
know about “The Hunger Games,” and what we know about persuasive writing, and
having a live debate in the classroom! We can also invite students from around the
school so they may view it and give us feedback!
Task Page:

2. Your task is to convince more students to believe what you are arguing in favor of.
You will be randomly assigned pro or con on one of four topics. The Topics are as
followed: should Panem revolt against the Capitol, should Katniss have volunteered
for her sister, should Katniss be part of the revolution or help the Capitol, or should
the Hunger Games continue?
I understand that some of you may not agree with the point of view you are
assigned, but if you can debate in favor of something you can agree with, you can
debate anything. The best way to understand your opposition is to try walking in
their shoes.
Process Page:
Step one: Break into your groups of 4
Step two: Take time to analyze your topic, and go on a mission to find evidence for
why your side is right. The evidence can be found in your book, “The Hunger
Games,” but a much faster way would be to use the link provided below for
SparkNotes. SparkNotes has summaries of each chapter, so you can find what you
are looking for quickly, and then reference the book if you need more specific
information. Once your team has gathered information, you should have 4-6 points
and examples to support your argument.
Step three: Decide who will be each role.
Intro speaker: The introduction speaker will deliver a 1-2 minute speech

3. summarizing your groups’ point of view and main points. This role is
important because your audience does not have a piece of paper with the
speech on it, so they can not remember at the end everything that you said,
but giving a brief introduction, and then hearing the points repeated in the
speech, will help the audience remember your examples and evidence.
Speaker 1:Speaker one will speak first if your team is pro. They will
highlight the first 2-3 points and examples your group has prepared. If your
team is con, speaker one will rebuttal the pro argument using your
researched examples.
Speaker 2: Speaker two will speak third if your team is pro. They will deliver
the final 2-3 points your group has prepared, and address arguments your
opposition has made. Speaker two will be the last debater to speak if your
group is con. This will be your groups’ final chance to directly rebuttal the
opposition.
Closing Arguer: The pro team will again go first in closing arguments. This is
very similar to the introduction speaker. The closing arguments should
include a summary of your points, and your main idea. This will be a chance
to refresh your audience on your main points throughout the debate.
After the debate is over, the students will vote on which side convinced them most.
The students can choose to give some feedback to help the debaters so in the next
debate they can improve!

4. Remember: When debating it can be hard to remember your manners. You should
always be polite to your opposing team. Never insult them; beat them with your
information, not with mean remarks. When the debate is over, you should shake
hands and thank one and other. No one wants to vote for someone who is rude.
Resources:
SparkNotes- The Hunger Games
Basic Debating Skills
A video of another student debate
Nonverbal Communication
Debate Tips
A video I created that summarizes the above
information.

5. Evaluation Page:
Your evaluation for this assignment will be fairly simple. It will be broken into two
categories.
Topics discussed
Speech Performance
Topics discussed - 20 points.
0-7 less than two points supporting argument.
7-14 three points supporting argument.
14-20 4-6 points supporting argument
The creative-ness of the points made, will allow for some wiggle room with
grading.
Speech Performance:- 10 points.
0-5 Students had trouble speaking clearly, making eye contact, or speaking
audibly.
5-10 Students spoke clearly, made eye contact, and spoke loudly.
Conclusion Page:

6. Congratulations students on completing a successful debate! I hope you all enjoyed
this as much as I did! Remember that this is how we can practice persuasive writing,
without being forced to write long papers. I encourage feedback on the debate. If
you liked or disliked the assignment for any reason, please let me know so I can
alter it for future students. Pat yourselves and your group members on the back!
You are all successful debaters now!
Conclusion Page:
This assignment is about teaching students how to write or speak persuasively
without having to write a long paper about it. I think the students like this
assignment because they get to work as a class on something and showcase it to
other students. This will take about 2 days in the class. One day is to prepare and
one is to present.
Standards:
1. Relate and analyze connections/themes among ideas in literary and
informational texts, such as text to self, text-to-text, text to world
connections, and recognize that global awareness promotes understanding,
tolerance, and acceptance of ethnic, cultural, religious and personal
differences.
2. Use examples, and details in practical texts to make inferences and logical
predictions about outcomes of procedures in such texts.

7. 3. Using student-prepared notes, create an outline and use it to develop a
written and/or oral presentation using computer-generated graphic.
4. Use analogies, illustrations, examples, or anecdotes to enhance oral and
written communication
5. Use oral/visual information to research, explore, question and imagine a
topic.
Credits:
The link to the video is included above. The “how to” video was created by me.
Thanks to the teachers who taught me the usefulness of WebQuest!