Debating Cultural Practices

WALT

We Are Learning To engage in debates about the relevance of traditional Samoan cultural practices today, developing well-structured arguments both for and against maintaining these practices.

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Curriculum Alignment

New Zealand Curriculum Refresh: Learning Languages (Level 7-8 / Year 12)

• Engage with texts from own and others’ cultures to explore language and identity.
• Develop verbal reasoning and presenting skills, including constructing detailed arguments and narratives.
• Understand and articulate multiple perspectives, using evidence effectively.
• Participate in sustained discussions and debates, anticipating and responding to counter-arguments.

Key Competencies

• Thinking: to critically analyse cultural practices and develop reasoned arguments.
• Using Language, Symbols, and Texts: planning and delivering persuasive presentations.
• Relating to Others: collaborating respectfully, listening to differing viewpoints.
• Managing Self: preparing confidently for formal debate contexts.

Learning Area Statement

• Explore language as a part of cultural identity, recognising that language use reflects values and beliefs.
• Understand the function of language in social interaction and power dynamics within culture.

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Success Criteria

Students will be able to:

• Identify and articulate clear viewpoints on traditional Samoan cultural practices.
• Support their arguments with appropriate evidence and cultural context.
• Respectfully present and respond to opposing viewpoints during a debate.
• Use persuasive language techniques suited to debate formats.
• Reflect on their own and peers’ ideas critically.

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Lesson Duration

60 minutes Class size: 20 students Year level: Year 12 (approx. 16-17 years old)

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Resources Needed

• Debate role and topic cards (pre-prepared with different traditional Samoan cultural practices)
• Whiteboard/chart paper and markers
• Copies of brief background texts on selected Samoan cultural practices
• Debate guidelines/rubric sheets
• Timer or stopwatch
• Video clip example of a formal debate (if available)
• Digital device for research (optional)

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Lesson Outline

1. Introduction and Warm-up (10 minutes)

• Hook: Show a short video clip or read a quote related to a Samoan cultural practice (e.g., face tattooing, ceremonies, traditional roles).
• Briefly discuss: Why might some traditional cultural practices be questioned today? What values could influence people’s opinions on them?
• Present WALT and success criteria clearly on the board.

Teacher models an example of a short argument for or against a practice, demonstrating clear reasoning and evidence use.

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2. Group Preparation (15 minutes)

• Divide students into four groups of five.
• Assign each group a specific traditional Samoan cultural practice (e.g., the 'ava ceremony, tattooing (tatau), roles in fiafia nights, fasting practices).
• Within each group, two prepare arguments for maintaining the practice, and two prepare arguments against; one acts as the moderator or note-taker.

Tasks:

• Research or discuss the practice’s cultural significance.
• Identify key reasons and evidence to support their assigned position.
• Use sentence stems and prompts to scaffold argument construction (e.g., "One important reason is...", "This matters because...").

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3. Structured Debate (25 minutes)

• Each group pairs with another group holding the opposite position on the same practice.
• Format:

1. Opening statements (2 minutes per side)
2. Rebuttals (2 minutes per side)
3. Summaries (1 minute per side)

• Teacher acts as timekeeper and observer.
• Groups should use persuasive language and aim to engage respectfully and thoughtfully.

Classroom Considerations:

• Encourage active listening.
• Use debating guidelines co-constructed with students about respectful communication.

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4. Debrief and Reflection (10 minutes)

• Whole class discusses:

• What did you find challenging about defending your position?

• How did hearing the other side influence your thinking?

• Which arguments were most persuasive, and why?

• How does debating help us understand and respect cultural diversity?

• Students complete a brief written or oral self-assessment against the success criteria.

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Differentiation Strategies

• For diverse learners:

• Provide sentence starters and writing frames for argument development.

• Allow use of bilingual dictionaries or glossaries of cultural terms.

• Offer the option to play simpler roles (e.g., summariser) or use digital tools to support note-taking.

• Pair ELL students with more confident speakers.

• For advanced learners:

• Challenge them to include counter-arguments and rhetorical devices.

• Encourage deeper research into contemporary cultural debates.

• Assign roles as lead debaters or cultural experts speaking from a perspective.

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Extension Activity (Optional)

• Students write a reflective essay or create a multimedia presentation evaluating the future of one traditional practice, integrating multiple viewpoints encountered during the debate.
• Take the debate online: students prepare a recorded podcast or video debate to share with wider school community or family, using formal presentation and digital communication skills.

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Assessment Suggestions

• Use a rubric that assesses:
• Clarity and structure of argument.
• Use of evidence and cultural understanding.
• Listening and responding skills.
• Respectful communication.
• Ability to anticipate and rebut opposing views.

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This lesson promotes culturally responsive and critical engagement aligned with the New Zealand Curriculum's refreshed focus on language as identity and intercultural competence, fostering skills vital for citizenship and belonging in a diverse Aotearoa and the Pacific context.