Central Bank Digital Currency (CBDC) Debate & Critical Look - High School Intro

Looking for an interesting debate activity and topic about Central Bank Digital Currencies for your high school group but don't know where to start? Our CBDC class debate topic is a great way to introduce students into the politics of new and economics and tech.

This one-click download for our CBDCs - Should we create them? is perfect for critical thinking and group collaboration. It encourages critical thinking/ IT/ high school students (and adult ESL learners new to the country) to fine tune their listening and logic skills in a debate format and target language format. The download includes everything you need to get started all in one zip file - along with an instructions document. It also encourages the use of simple business logic and research during the debate!

Detailed summary found below

*Ideal for:

★ Introducing Debates in English/Business/Economics/ESL and group lessons

★ Critical thinking & Analytical-focused discussions

★ Group collaboration and Public Speaking Classes for Various Levels

Class Objectives and Outcome

☑ Think critically and analyze arguments empathically

☑ Assess and present thoughts in a logical manner on conflicting topics

☑ Learn about what various countries have been doing about their CBDCs

☑ Use research and collaboration to argue a point

☑ Improve listening, public speaking and articulation skills

Download details

✎ 1-3 Day class activity (Teacher's discretion)

⌨ 6 easy to understand files

Table of contents

ℹ️ Instructions for Teachers

ℹ️ Debate Intro and handout

ℹ️ A slide show that you can use to guide some thoughts and discussions with your class

ℹ️ Multi-page student graphic organizer to help students as they plan and research their debates and ongoing arguments

ℹ️ Terms & Conditions, Our socials, Freebies for Teachers!

Optional Instructions

Teachers will decide how long they would like this activity to last. More time = more research and teamwork. For first time debaters, please read below:

1. Have classroom projector ready for ppt and class introductions

2. Create copies of debate intro and student organizer equivalent to the number of students you have, each document will be given to one student

Optionally: Prepare a box where the judges may be submitting their votes for debate winners anonymously

During class:

1. Introduce classroom debates by giving students a copy of the debate intro and handout (PDF or Word File)

2. Add any extra notes or concepts you’d like students to understand. Go over the importance of debates, the structure, keywords, target language and what NOT to do during a debate. If necessary, mention the importance of note-taking and body language during the debate process and public presentations

3. As a class, open the PPT file for students to view their next debate topic. Touch on the file slide’s Helpful Resources section in case students need resources for research

4. Again, highlight any important cases/ideas prior dividing the class into debate groups. Remind students that multiple speakers per group are necessary during the debate

5. Close the PPT and divide the class into groups (I’ve found 4-person groups to be the best if possible) and inform each side who will be the Proposition/Opposition sides

Optionally, delegate who the judges of the debates will be

- This can be remaining students, yourself, other groups not involved with this debate etc

7. Hand out the student organizer to each group member, remind students to divide their groups into first/second/third/forth speakers while encouraging all team members to take active notes of the ideas and oppositional arguments

8. Begin!

- During the debate the teacher may have to act as an active moderator and timekeeper

- The teacher may also choose to write down key points from both sides in order to show structure, and maintain class focus on key points

- Encourage/restrict the use of cellphones for research during class debates or set rules on using online resources. If encouraged, restrict cellphone use while members of the debate are presenting their cases

9. At the end, the teacher may ask the audience to decide on a winner with a show of hands or to have the audience write down which side they thought had stronger arguments and put the results in a box to tally for later

I've found this to work with:

✯ Critical thinking and logic classes

✯ ESL learners interested in western culture and democracy

✯ Engaged high school students needing a challenge

*leave a comment below if you’ve had success using this resource with other groups! We also love the feedback, so please comment below and we’ll be in touch!

Appropriate Age/Grade or Cambridge English Scale

➽ Native English High school students

➽➽ B2-C1 Level High school and university students

➽➽➽ Older students of international classrooms

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We decided to start Teacher Fuel after working as English, ESL and TEFL teachers for the last decade.

We were often shocked at the lack of resources many institutes and centers had for teachers wanting to break into education as English teachers- The amount of time we wasted trying to dig up sub-par resources took away from the time we wanted to spend teaching.

After creating and accumulating our own resources, we started sharing with our staff and were surprised by the encouraging feedback we got. After taking a step away from teaching full-time, we decided to open our online marketplace!

T-Fuel is all about giving you the tools required for ESL, English and TEFL classrooms without having to spend precious hours scouring for scraps online. We never shy away from a challenge and are dedicated to giving teachers complete and convenient resources so you can have that little more fuel to teach your next lesson or inspire that tricky student.

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