Argumentation Through Technology

Learning Outcomes
Students will understand that:

  • A well presented argument is well researched and defendable.
  • In order to develop a solid argument, you must know both sides of an issue and be able to defend yourself accordingly.
  • Argumentation has been a key force of change in society since the beginning of time.
  • Argumentation is important because it is used every day in society.


NC Standard Course of Study Goal 3.02: Students will understand how to select an issue or theme and take a stance on this issue by:

  • Reflecting the viewpoint(s) of Americans of different times and places
  • Showing sensitivity or empathy for the culture represented
  • Supporting the argument with specific reasons

Materials Needed

Teacher developed PowerPoint with examples of strong arguments for and against certain issues; time in a computer lab for groups to develop a presentation, time in class for students to prepare this argument; articles, books, and internet for sources to cite in presentation; journals; evaluation sheets for the other groups’ presentations

* Lesson plan design is for more than just one period – see time allotted for more details.

Time What the Teacher Will Do What the Students Will Do
45 min
  • Teacher will state objective and purpose and demonstrate why this is necessary to understand. PowerPoint presentation on argument.
  • Identification of terms, examples of arguments, introduction of themes.
  • Teacher will also model activity and teach necessary technological skills (PowerPoint, internet research) where needed.
  • Refer to previous knowledge of argumentation and participate in classroom dialogue.
  • Classroom discussion will include previous experience with argumentation and various examples of argumentation in everyday life.
45 min of 1 period
  • Teacher will assign students into groups of 4, divide them up, and provide different arguments, and pro- and con-s for each argument.
  • Teacher will lead students to class library to research for the 45 minute period and begin work on presentation.
  • Students will draw argument from hat, meet with group, and then research for the rest of the period.
  • Whatever preparation is necessary to complete project research and development for next period will be done at home.
90 min class
  • Teacher will take students to library and assist in the development of presentations.
  • Students will create multimedia presentations and finish research.
90 min


  • Teacher will facilitate presentations and evaluate performance.
  • Teacher will wrap up class by collecting evaluations and asking for any questions.
  • Students will present and assess other arguments.
  • Students will use last part of class to self-assess and complete journals.

Evidence of Student Success

  1. Students will present a STRONG argument. Students will work in groups to develop a 10 minute multimedia presentation which takes a stance on an issue drawn from a hat. Elements of a strong argument will be discussed before this project and students will be evaluated on strength of presentation, use of technology, and level of research.
  2. Students will keep a journal, dialoguing about how a strong argument is constructed and how difficult it might be defend something they may disagree with personally.
  3. Students will self-assess group work, use of technology, as well as strength of their argument in the form of a summary in essay form. Students will also assess the strength of other students’ arguments on sheets developed by teacher which allow students to comment on strengths and weaknesses of particular lessons.