After the debate, teachers could have students write an essay on the pros and cons of the topic they debated.
The resource provides students deep analytical prowess on energy debates and lobbying for sustainable and efficient energy production and consumption. This is recommended for teaching.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.12.6-8 Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
Dimension 2: Economics
D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.