By Alberto Diaz – Staff Writer
This semester, Ms. Vernon’s Government class has partaken in debates that have sparked fiery discourse. Held every Thursday and Friday in the Carson High School Library, the debates pit two teams of students against one another, with each side being either for (pro) or against (con) a controversial stance. Those in the audience score the respective teams on their effectiveness and are able to chime in with commentary and ask questions of the debaters.
Intense disagreements, thus far, have not at all been uncommon. But that’s exactly the point according to Ms. Vernon, who’s taught at Carson High School for 26 years, and reinstituted her debate assignment since returning to a full-time teaching role in 2014.
“I feel that it’s important for students to know why they feel a certain way [about a topic] and not just because their parents feel a certain way or because they’ve heard somebody else say it, to be able to form their own educated opinions. Debates are helpful in doing that because students… engage in an educated debate with their peers where they are forced to explain or back up their belief systems,” Ms. Vernon said.
In preparation for their debates, students meet with their teammates at least twice in order to formulate debate strategies and discuss counter-argument opportunities. Before that, students research their topic extensively.
Marvin Roque, a CHS senior, who took the pro side of an arming teachers with guns debate, emphasized that remaining diligent and structured in the weeks leading up to a debate is paramount.
“My partners were cooperative. We talked to each other about our debate everyday,” Roque said vehemently.
While Roque felt that he had won the debate he participated in, he commended the structure of the discussion for its balance and fairness. “Both sides were represented equally. We all shared our thoughts and ideas,” Roque admitted.
Carlos Cowo, a CHS senior, who took the pro side of a mandatory vaccines for kids debate, said, “The audience becomes more informed about [a topic] during debates; they get a little bit more information about them.”
Cowo, a self-described introvert, doesn’t normally speak up during Government class, but proudly defended his stance that kids should have to get vaccines. He, too, felt that his side won his debate. But he expressed that that wasn’t what was important, but that the learning that took place was.
“There have been some students that, it’s really one of the only times [for them to be heard]… When I hear someone speak up that doesn’t normally speak up, it’s great. To hear them defending their point of view, being assertive with it, thats what its all about.” Mrs. Vernon explained.