Toolkit for “Buttoned Down”

Students, parents and administrators have hotly debated the issue of school uniforms for decades. Proponents of school uniforms believe that they save money, prevent violence, alleviate social pressures and improve students’ behavior. Opponents of school uniforms believe that they cost additional money, eliminate individuality and lower students’ morale, and that there is no measurable evidence that supports them. What do your students think? The activity below encourages students to examine all sides of the issue through a type of debate called structured academic controversy. 

1. Hang four signs around the room that say “Strongly agree,” “Agree,” “Disagree” and “Strongly Disagree.” Write this statement on the board: “School uniforms should be required in all schools.” Then ask students to stand next to the sign that best represents their opinion.
    
2. Ask students at each sign to discuss, summarize and present a justification for their opinions. If any of the signs have no student support, ask students to come up with reasons why someone might support that answer.
    
3. Tell students that now that they have indicated their opinions on this issue, you want them to find relevant facts and evidence to back them up.
    
4. Direct students to split into groups of four, and further into two pairs. Each pair must support the pro or con side related to school uniforms. Note: These pairings and assignments do not need to mirror students’ true opinions. In fact, it is often an eye-opening experience for students to research and support an opinion that differs from their own.
    
5. Direct each pair to conduct research and review material that supports the position they have been asked to defend (see “Buttoned Down”). They should identify relevant facts and statistics as well as expert opinions. Encourage them to focus on at least three arguments that support their position.
    
6. Have pairs come back together as groups of four. Have one pair present its three most important arguments to the other pair. The listening pair should take notes, then repeat the arguments back to the presenting pair to ensure that they understand them. Encourage them to ask clarifying questions.
    
7. Have each group switch sides, with the second pair presenting its three most important arguments. Again, have the listening pair take notes, repeat the arguments back to the presenting pair and ask clarifying questions.
    
8. Encourage each side to provide feedback to the other until everyone is satisfied that all positions have been heard and understood.
    
9. Encourage every group of four to reach a consensus and forge an opinion as a group, based on what they researched and heard, as well as their own opinions. If they can reach consensus, direct them to summarize their conclusions. If not, direct them to clarify where their differences lie.
    
10. Have all groups present their results to the class as a whole.