Debate about news piracy: We believe that it is legitimate to pirate news

This lesson plan is about organizing a classroom debate. We are not — this is crucial — organizing a discussion. A debate differs from a discussion because it is structured and has clear rules:

• The debate topic is worded as a proposition that some speakers will support and some will oppose. There is no working towards a compromise; one team wins, and the other loses;
• In this version of formal debate (adjusted for classroom use), we have two participating teams (proposition and opposition);
• Debaters cannot choose which side they represent in a debate - the sides (proposition and opposition) are assigned randomly with a coin flip:
• The rules clearly specify who speaks when and for how long.

For a classroom debate, we propose the following format:

• Each team has three speakers, who will each hold a 4-minute speech;
• During the main speeches (but only after the first 30 seconds and before the last 30 seconds of the speech), the opposing team can stand up and offer a question. Every speaker must accept and answer one question from the opposing team. Alternatively, you can have a 1-2 minute time slot for questions after each speech – we recommend this option if you want to engage more students and if your students are new to public speaking and might be intimidated by interruptions;
• The students who are not delivering speeches act as debate adjudicators.

First speakers (on both sides) should set up the debate and provide the initial arguments. Setting the debate means establishing the main definitions and clearing up what the debate is about (for more information, see the lesson plan “Motion analysis”). Second speakers should be bringing in final arguments, responding to the opposing team’s arguments, and rebuilding their first speaker’s arguments. Third speakers should analyze all arguments, respond to their opponents, and rebuild their own argumentation. In other words, they should provide an overview of what happened in the debate and why their team won.

The rest of the class should serve as debate adjudicators. They should be taking notes and weighing proposition and opposition arguments. Instruct them to be objective and to evaluate only the speeches they’ve heard, putting aside their personal opinions and/or arguments and examples they would have used as debaters.

If you want to engage the students more actively, you can always adapt the proposed format to fit more students - have 6 students per team, and have each of them deliver a 2-minute speech. A separate pair of students per team can also be used for asking and answering questions. If you are curious about more classroom debate formats, we recommend you read the chapter “Debate in Classroom” in the Melita Methodological Guide.

After you form the teams, they should have time to prepare. Students who are not debating should also participate in preparing arguments.

Students are allowed to use textbooks and the internet while researching for their arguments. If your students are still struggling, we recommend you pause their group work and do a quick brainstorm as a class, making note of all the reasons to propose and oppose the motion.

To the extent possible, the students should try to build arguments on their own. If they are struggling, use any of the arguments listed below to provide them with an idea of what an argument for or against this motion could look like.

Proposition

Definitions:

News piracy: This term refers to the use, reproduction, or distribution of news of whichever kind goes beyond the scope of legal, fair use.

1st argument: Access to news and information is a fundamental human right.

Explanation:

People need access to accurate and diverse sources of news and information to make informed decisions and participate in a functioning democracy. By putting news and information vital to the well-being of individuals behind paywalls, media houses are putting profits before their main obligations, which are to guarantee well-informed citizens.

Example:

In some countries, news and information is controlled by a small group of people, leading to censorship and a lack of diversity of thought.

Impact:

By allowing for the free sharing of news and information through piracy, individuals are able to access information that would otherwise be restricted and promote a more informed and engaged population.

2nd argument: News organizations often have a bias in their reporting.

Explanation:

Media ownership is often concentrated in the hands of a few large corporations and individuals, and these entities may use their control of the media to promote their own interests. Piracy allows individuals to access more news and information from alternative sources, helping to promote a more diverse and balanced range of perspectives.

Example:

In some countries, free media outlets are controlled by the government and used to propagate propaganda and suppress dissenting voices. The media that goes against that is usually privately owned and supports themselves through advertisements; therefore much more likely to put things behind a paywall.

Impact:

We believe that a more varied media diet creates more well-informed, engaged, and active citizens.

Opposition

1st argument: Piracy is the unauthorized use or reproduction of copyrighted material and is illegal, and news piracy actually actively harms journalism.

Explanation:

News organizations rely on revenue generated by the distribution of their content to continue providing accurate and diverse news and information to the public.

Example:

If news piracy becomes widespread, news organizations may struggle to generate enough revenue to sustain their operations, reducing the amount and quality of news and information available to the public.

Impact:

Allowing for the piracy of news content undermines the ability of news organizations to continue providing the public with the information they need, ultimately leading to a less informed and engaged population.

2nd argument: News piracy can lead to the spread of false or misleading information.

Explanation:

When news is pirated, it is often taken out of context and shared without proper fact-checking or verification.

Example:

In the internet age, misinformation can spread quickly and widely through social media and other platforms, leading to confusion and harm.

Impact:

Piracy can contribute to the spread of misinformation, undermining the trust in news and information and ultimately leading to a less informed and engaged population.

The debate takes place; some students debate, the others take notes and adjudicate.

1. Who do you think won the debate and why?
2. What would you do differently?
3. Did your opinion on the topic change after watching the debate?