Hello. Hello, hello, Mike. I can hear you, but I can't see you. Oh, there you are. Hi. Nice to see you. We're just waiting for one another. Student, can you hear me? Okay. Yes, Oh, good. Hope you well. Oh, here is hello, Jay. Hi hi, Jack. Can you hear me? Okay? Yeah good. Nice to see you, Mike here as well. But he's just there. You are right. Got you, both of you. Okay, nice to see. But okay, so we're doing some debating today by the sounds of it. And what do you say about if an alien were to land from a different planet? Obviously Mars or any other planet will do. And they said, what is a debate? How would you define it? What is a debate? Debate is like you have a topic and two people gonna say like, do you like apple and one side I like, one side I don't like, then they will, if the side I don't like, they will say why they don't like apple and and the side they light is like, why did like. Yeah, really good. So you're making a few key points there. There's a given topic. There's two sides generally, and you have to kind of justify which side you're on. In other words, you have to explain which side you're on and make it sound convincing. Anything to add to that, Mike? Okay, Yeah, it sounds about right to me. That's a good summary. Have you ever done any debating before? Yeah. I debate like one month in the school. Oh, okay. You've done some school. Did they teach you different methods of debating, different ways of making your arguments? And I'm convincing. They teach me rebuttal and like the hook, like make a story or example. I make it more interesting. Good. So you mentioned a couple of things. They mentioned rebuttal. That's when you have a counter argument. So if you acknowledge somebody else's argument, for example, you might say, maybe you're trying to convince me not to give you any homework. And you would acknowledge my argument by saying, I know you think it's a good idea to give me homework because Yeah, it's going to help me with my studies. That's acknowledging the counter argument. That's acknowledging what somebody else thinks about the topic. But then the rebuttal that you mentioned is you tell them that you're wrong, that they're wrong. Sorry. So you would say, I know that you think you're right by giving me homework, but actually, I'm just a very tired person and I've already got enough work, and you tell them that they're wrong. Yeah, good. The other one that I think you mentioned is an anecdote. That's when you're giving a specific example of your own experience. And that's a good one as well that you might say, well, actually I know somebody who has given lots of homework but didn't really work for them because they just got too tired. So that's another example of the specific technique that you can use. I'm gonna to come to some more techniques later on and I'll give you them, some others to try out. It sounds like you've already done a few. You have you got any experience of any of these techniques? Mke? No, no pe, that's okay. We'll put in later on. I'll show you some examples. So don't worry. Okay, so we're looking at a particular motion today. When you said a given topic, that's the motion. That's the thing that you're debating. The motion today is, should the British Museum return artifacts? The first thing that you want to do, whatever topic you're given, whatever motion you're given, you need to think, do I understand the question first? And that sometimes involves just looking at the key terms in the question. So for example, we've got the term British Museum in here. Return. What does it mean by return and artifact? Do we know what it means by artifact? First of all, beside the the in the museum, like very old things by the Yeah okay. So artifacts, very old things. Oh, in the museum where you can see old things. Yeah, the British Museum, Interestingly, I didn't realize this is has artifacts, has things going back 2 million years, 2 million years of human history. And that's fascinating. And Mike, what were you going to say? Like no, like about the mean about the return. Yeah what did you like when British Museum return their right things to the a big give back maybe to other countries? Yeah, good. So sometimes if an artifact has come from a particular country, and perhaps hasn't you been taken in a way that we would think was morally correct today? You know, for instance, when Britain was a colonial power and they went into other countries and colonized to other countries, then they just took things that they thought belonged to them. It was a real kind of findeskeeper's attitude. I don't if you've heard that term before, people sometimes say, finders keep, I found it. Then it's my and the British kind of did that during June, the colonial there, they would go into other countries, find something they like the look of, and Oh, that's mine then, and bring it back to the museum. But Yeah, the debate really is whether they should be returned to their country of origin where they came from. And we'll look at some arguments for that. Okay. So we know what a museum is. We know what art artifacts, just to extend on this a little bit, but they're old things, certainly things that usually have some cultural significance to another country or to our own country. Could be that it's religious or something about how people use to live. It's something that you know people feel is a part of their identity. I think if you've got a good artifact, it's something that is significant to people. Okay, this is what I've just started to do. I think we've done this. Begin to understand the core elements of the motion. Yet British Museum, yet we've mentioned that turning artifact, identifying the key terms. Yeah, we've done that. We've done that. We're ahead of the game. Here's another definition of an artifact. Artifacts are historical object artworks or cultural items that holds significant historical, cultural, or artistic value. They're important to people, in other words, and are preserved in museums for educational and preservation purposes. Okay. We're just starting to come to what some of the arguments are keeping them that. Look at some more in a minute. So to add a bit of context, in the context of this debate, return refers to the act of sending artifacts back to their countries of origin. That's exactly what we've already said. Yeah, we've said all of that as well. Okay. So just to you know put the most, sometimes you have to rewrite the motion in your own words just to make sure that you're really clearly on you can keep referring back to it, but you might say, should the British Museum actively engage in returning historical objects, artworks or cultural items to their countries of origin, considering factors such as cultural significance, historical context and the museum's mission? Right? I don't know if you've heard event any of these famous artifacts before. Have you been to a museum with with some famous artifacts in Mike, have you been to a museum? Nope. Yeah. Like Yeah, Yeah, I got I went to before you've been you've been to a museum. Can you can you remember anything important or interesting that you saw? Like wait, I don't remember. I think it's like when I'm very like Young, so I don't remember like what that museum name and, what's the artifact? India there maybe last time in the one month ago I went to the uk and I got to British Museum. All right, okay. You wup on me then. I haven't got a spot to travel and I've never been to the British Museum, though I would quite like to go. I will I will manage to get there at some point. At some point I'm a bit more like Mike. It's like I've been to museums at some point and I know I've enjoyed it, but I don't remember specifically what I was looking at. I think I've looked at some dead dinosaurs, which definitely interested me. I like a good dinosaur. Okay, so what I really wanted to spend a minute thinking about is what is the purpose of the museum? Why did you, if you owned the artiback to to like to shoartifact to their the people? What does that mean? And maybe they proud of it. Yeah, good point. They're proud to show to show things really. All right, let's make I'm just moving that out of the way. Let's make a bit of a list. The museums might say. So proud of their artifacts. Yeah they've collected them as well. They've spent a lot of time collecting them and curating them, orgzing them, in other words, and they've put a lot of probably money, time and effort into working out how to best show these artifacts are. So they would feel, even if they didn't come from that country originally, they would probably feel that they had some ownership rights over them because put so much effort into it. What else, Jack, can you, can you give us another sort of purpose of a museum? What are they for? Many type of things like. Just just 11 part that you would say if you were a museum owner. Mummies. What would be the purpose of showing government mummies? What's it for? What's the idea of it? How is it useful to people? The museum ums say, sometimes maybe the people can eat them too. And it's. I've never heard of that one that's between them. Oh, mikes just disappeared. Mikes just disappeared. Always there. Okay. Did you say to eat them? Yeah the museum ums say that they sometimes Yeah they can be healthy or something. Okay, I believe you. I know when I've been to them, it's been about teaching people, educating people, educational purposes. Yeah, I'm going to just point out a few other things that museums say as well. In fact, I've got a list for you 1s. Did have a list. I know that they say that for preservation reasons, museums, depending on where it is in the world, I think, or I suppose how much money the museum has, they have different means of preserving things. Some artifacts, for example, like ships that have been wrecked, have been been bought up and know there's one in London that's done this, brought up a very famous shipwrecand. They spend a lot of money on preserving that shipwreck. Once you bring it up out of the deep ocean, then you've you've got to keep it dam, you've got to keep it at a certain temperature. There's got to be a certain amount like oxygen around it in order to preserve it. And I think like on a lesser scale, this is of most artifacts. You need the right amount of our oxygen in the atmosphere and the right temperatures to preserve things, the right condition. And I think that the argument really of a lot of museums. That keep these artifacts is that they say, well, if we sent them back, they might not be kept as well, or we couldn't move them now because it might damage them. This has just happened actually in in Britain, there's a very famous tapestry that you might have heard of biotapestry either of you ever heard of it? No goes goes back to 1066a long time. And it it was made by the British, but the French have it French, they've got it a French museum. But they've sent it, they've loaned it to us for a while. They've sent it back to London for for a little while. And there was a whole argument breaking out over whether they should be moving it or not because it might damage it, moving it. So they've had to be very careful how they move it. Also, you've you've got to think about whether or not an artifact would be safe in its country of origin, given that there are things like wars around the world. If you're sending an artifact back to a country where they're having a war, for example, then that artifact might get damage. So you have to take that into consideration as well. We might call that similar to preservation. We might say alterthe safety of the arts. Another argument that museums very often make is that history doesn't belong to one country. People believe this theysay well, if if something is very significant historically, then that's the whole of humanity, that it's significant too. If it's something like the the earliest thing that was ever made doesn't matter which country it came from, because it's humankind. So that's another argument that some museums put forward. History of humanity. Does it matter where it belongs? It sounds very convenient argument. Many if you don't want to send it back. Okay. I'm just going to see that there are 44 specific examples here. The benen bronze ers, the Ethiopian crowwn, I don't know how you say that one. Hoa hacking. Hacking. Yeah, that one. And then there's the Elgin marble. Just going read a little bit about a couple of those. So this is the this is the Benny bronzes. Already okay, I'm a bit of a read in order to delve into the recent repatriation dialogues. Repatriation means sending you back at obrushwood between Benin City and the British Museum. It's important to explain the history behind the Benin brances, the background of collecting in western Europe, and the history of the British Museum. The benen bronzes themselves are a large collection of around 5000 objects from the sixteenth century. The bronzes consist of plaques and sculptures made from bronze and brass by the Edo people, the community of southern Nigeria. Bronzes had many functions being used in religious rituals and to decorate the Benin court. Most importantly, however, the benen bronzes are physical manifestations of the spirits of generations of Edo. Thus, present day Edo people who still practice the traditional religion are prevented from paying their respects to the ancestors and utilising the bronzes in their religious practices. That for me, I don't know about you, but for me that's quite a strong reason for sending them back. If you've got a people who believe that these bronzes actually represent their dead ancestors and they want to be able to I don't pray to them all or I guess honor them, then surely they should be able to do that. There's quite an emotive argument there. Either of you fancy doing some reading. Somebody read this paragraph for me. Either you like reading. This one very quiet, this all graph Yeah would you mind jfrom the the violent and unethical I, the and measure in which British versus the band many bruises highlights why the bruises should be returned. In 1897, British forces invaded the center of of modern Geria. Erigood time to establish. Rule and control training boards in West Africa, British troops, storm and rorecord and place in berkingdom were sharing scarred objects and approximately approxately the good 3000 to 1 million. No, not 1 million. The the 10000 artworks will forstly removed from the police or destroyed. See other worn the bronze who were brought back to Europe. An action of in international and European markets were donated to private art collectors. Discmission. Civias part of whether scramble for Africa whereby European powers curved of countries in Africa during the 1884 birding conference a competing to create force of influence. It was not until 1960 that the Federation of Negro intended the ruthless meaning by which brsoto plunder and earth the rich culture identity in history of the benign kingdom. It's why ating the bronze is not forgiveness and should not be used as a tool to forget. Ation does not right, coming around well ever will. Well done, right. I just underlined a few words in there that I think made it really clear what this writer's bias is. I don't know if you know what I mean by bias. You know what I mean by bias? Not sure. But iis is when the writer has clearly has a particular side that they're on. And I think by this writer saying calling the British roof less, saying that they plundered the things that belong to other people and that they were erasing their culture, really shows this, that this writer is on the side of the people in Benin who want their bronzes back. It's suggesting that the British were really quite brutal and forceful in the way that they took the bronzes from them. So, you know, that gives them some really strong reasons why they should be returned. Mike, did did you want to do a little bit of reading? Maybe the ornate ated copper headgear featuring image of trees and twelve apopostle was on earth after a refugee turned Dutch citizens strias far as far conducted Dutch art detective order brand brand known for tracking down missing work inside the crown, which is currently being held in a secure location, will soon be handed to the thiopan odties, speaking at his apartment in the Dutch port city of rotordom as far. Told A F P the remarkable story of how he became into possof the crown. Sirc, a former, is a former Ethiopian refugee who today works as a management consultant for the Dutch government throughout the country. During the late 19 seventeenth, during so called red tower parts, once seated in the Netherland, thak used to receive a string, two of thiopia, including piand, a diplomats, along with people who had a flat, a continuous, a continuous cycle of hardship in Africa. Smooth ancing country. Then in April 19 eight, 98, while looking for a document, Sarah sumounded upon the crown in a suitcase left behind by one of his visitors. I looked into the suitcase and saw something really amazed and I thought that this is not right. He has it. This has been Sten. This should not be here. This belongs to to Eshe said Rick said he confronted the suitcase owner, whom he did not identify, and told him that the crown will not leave my house unless it goes back to ethiia. The farmer refused. Refufuture decided to become the crown, the factor factor a guardian until such time it called to go back for 21 years. The crown was hidden in his apartment as Ethiopia continued to be ruled a ruled by an iron visit one party government during that time, Syah was persuaded by eopia who knew he had the crown and wanted to force him to give it back. But I know I knew if I gave it back, I would just disappear again, he said. Good, wilso, that's quite an interesting story, isn't it, about the whole refugee and somebody from another country has stumbled across the Ethiopian crown. And there was no doubt in that person's mind, the argument was very clear, this crown belongs to another country. And he made it his personal mission to return it. And it took him a long time to return it. You know, he kept it safe for 21 years by the sanof it, but eventually he made sure that he got returned to the country. So it just goes to show how strongly people feel about this argument that, you know, something belongs to another country and it's important to that country should be returned to them. I'll just read through this one really, really quickly because I'm very interested in this Easter iisn't it where they have these, I don't know how you pronounce the name of them, hakanani hohacanani something like that. It's very interesting looking like so saying that it's this statue for Easter Island, currently housed in the British Museum, is known for its unique carvings and cultural importance to the rapannui people. Hoa hakananis a moe, a type of statue from Easter Island which was taken in 1868 by a crew of the British ship hms topas and is now located at the British Museum in London. Statue is considered a masterpiece of Easter Island sculpture and is one of the few moe carved from Bassel. A much harder volcanic rock compared to the softer tuough used for most of the moe cultural significance. Therefore, the name hoa hakanani can be translated to mean the hidden friend or stolen friend. That's interesting. It's associated with the birdman cult, a belief system that emerged after the decline of moe construction. The statue features unique carvings on its back, which are rare among moe and symbolize the transition from ancestral worship to a new spiritual practices centered around the creator God macamacu. Historical context originally, it stood in orrongo ceremonial village on the rim of the rano Keo volcano, facing the crater. It was likely erected there for its ceremonial significance. The statue is thought to date from 1000 to thousand 200 see during a period when moa construction was prevalent on the island repatriation debate level. Repatriation, remember, means sending uper the debate for sending uper the removal of the hoahakanani has sparked ongoing discussions about cultural heritage and repatriation. The rapannui community has made formal requests for the statue's return, emphasizing its deep spiritual and cultural significance. The British Museum argues that its presence there serves to preserve and share different cultures with the global audience. This debate reflects broader issues regarding the ownership and display of cultural artefacts taken during colonial time. So in conclusion, not just an artistic object embodies the history, spirituality and identity of the rapanary people. Each journey from Easter Island to the British Museum highlights the complexities of cultural heritage and the ongoing dialogue about the rightful ownership of such significance artifacts. I just, I underlined a few bits as I was going along there that I felt were interesting. The fact that it's it's of ceremonial significance to people means, presumably that they can't perform those ceremonies, a bit like with the benen and bronzes unless they've got that artifact, unless they have it in their possession. So it's really affecting the people of the culture where it came from. However, whereare, you know some of the arguments in which I also think are very strong arguments, or the British Museum wanting to keep it, as they're saying, they helped to preserve it. Nobody would wanted to get damaged or destroyed and also to share different cultures with the global audience. Lots of people visit the British Museum. Jack, you said that youvisited the British Museum from you've traveled a long way to do that. Presumably you've traveled across the world today and and people do that. You know people traveled to the British Museum, not just British people, but from all around the world. So the British Museum argument is that that they're preserving it for everybody and that they have that educational purpose. So I think they've got some strong arguments as well for keeping it easy to get sort of overwhelmed by the emotive debate, the emotional debate, for sending things back to people they belong to. But there are arguments for keeping it in the museums as well. I do think it's interesting though that the the the one they're called rapid nui, people have made formal requests. They've asked for route back. And that to me makes a difference. I know that the people have been in us have also asked for the bronzes back. And the people of Elgin, another famous one, have asked for the Elgin marbles back. And there's been a lot of debate about that. I do think it makes a difference when they actually ask rebewhen, they're saying, actually, we can look after it. It belongs to to us. Then to my mind, that makes a difference, okay? But we get around to what you think because I want you to start having to go at constructing your own arguments. Before we do that, I'm just going to show you some of devices that you might use to help make your arguments stronger. Is one I made earlier. In British schools, we tend to use a thing called deforest or something very similar. Old schools tend to use a similar way of remembering how to use a few persuades of devices. Deforest stands for a few of the devices. So it's a way of helping you to remember direct address when you're speaking to your reader directly, your reader, or if you were in debate, person listening to to you and saying, you you must take responsibility for this. Or you could use the collective pronoun we we must take responsibility. That's really quite an effective tool because when you use direct address, you're engaging your reader or the person listening to you, you're saying to them, this is your responsibility as well and this involves you. It's important to you and to all of it. Anecdote mentioned earlier, that's when you're giving a specific example from your own or somebody you know experience. Some of the examples that I've put on here are about the environment. You know it's a big issue, isn't it? And then anecdote for that might be just last year I visited the Arctic and I saw it melting. So you're giving your own experience in order to back up a perspective. Facts, just stating things that can not be argued with because they're provable fact is a really strong way of backing up an argument. So you might say the Arctic is melting at an exponential rate, and you can prove that you you prove it scientifically. Very often though, when people are giving facts, they would also give their opinion and make it sound like a fact at so if I said there is nothing more beautiful than the natural world, that is a good way of trying to convince you to look after the natural world. But it isn't necessarily something that can be proven fisaid the algae marbles would be better off in their country of origin. I can't prove that. That would just be my opinion. Rhetorical questions I'm sure you've probably heard of before. Do you both know rhetorical questions? We heard of that one. Yes. No, it's when you're asking a question where the answer seems very obvious. For example, where would we be without the air we breathe? There's a very obvious answer to that. If we didn't have the air we breathe, we we wouldn't be anywhere. Would we wouldn't be able to live without it. So people do that. They ask questions, they pose questions where the answer seems very obvious. Vious in order to to convince you where would we be without the air we breathe nowhere. So we need to protect it. Repetition is one that people use for persuasion as well, just repeating words or phrases that sound really compelling, convincing. For example, if I was talking about the algin marbles, I might, or the Benning bronzers, I would say these belong to that country they belong to. Now, by repeating the word belong, I'm really emphasizing the point that I want to make here. I've said, we must, absolutely must put the brakes on the deption of the rainforei'm. Also, using the metaphor in there, you might emotive language. I've talked a little bit about being emotive. One of the best ways to convince people of your perspective on any point of view is to make them feel some sort of emotion. When we read about the British being like the writer of one of those extracts had done, they were talking about the British really being quite aggressive when they went into parts of Africa and and took the artifacts that belong ged to other people. Then you're making people feel an emotion because you're making them feel anger. If I wanted to persuade either of you to adopt a dog, for example, I might say, this cute, adorable puppy with the big Brown, gorgeous eyes needs a new owner. I'm trying to make you feel an emotion there, trying to make you feel sorry for it or feel kind of a connection to it. And that's a use of emotive language and being emotional. I might say its previous owner was really cruel and nasty to it. And then I'm making you feel angry so that you might want to adopt it. People use statistics. I'm sure you've heard this one all of the time, and people say, well, nine out of ten people would agree with me. It's using numbers to back up your points, very often in the form of percentages. In the the environment debate, you might say in the last 50 years, 60% of the rainforests have been lost. That's a very strong argument for looking after the rainforest. So statistics is always a good one. You can make them up overway. When you're practice in debating or practice in writing for persuasion, you can make statistics up. You can make that. Not if you're doing it for real, for in the real world, but you're just prsing. You can. And the last one of that to forerest is triplets. Rule of three, saying something three times or putting in a list of three things for some reason just sounds very effective. And people tend to put a list of three very often at the end of a speech. For example, nature is our mother, our home and our life. And you leave that impression lingering then in the mind of your listener by putting a list of three. You can also use descriptive devices in order to be persuasive. You can use metaphor. You're familiar with metaphors. Making something seem like something it isn't really, but he's liking some way. The world is a beautiful, fragile marble, and we are its only beacon of hope. It's a compelling use of metaphor, makes you sound persuasive. You can use similas when you're comparing two things. Using like or earth destroying our world is like setting your own house on fire. Good use of assembly or alliteration when you're repeating letter sounds. Acres of glorious Green garlands of foliage are destroyed each year. Okay, so there's just a few examples of devices that you can use in order to be persuasive and to bring them into your own argument. Okay, what I'm gonna to do is I'm going to give you both a side to be on and Yeah if I let you pick, you might both pick the same side and I'd really like you both do to argue a different side. I think. I think it's really important when you're debating or you're planning for a debate that you research both sides very well. The reason for that is that when you're debating at school or college, they're not necessarily going to let you pick a site. Sometimes they will say, right, you're arguing this side, and you lot are arguing that side. And you might have, I don't know, a classroom split t into two hearts, but you have one side of the classroom arguing for one side, one for the other. And you don't always get to choose which side you're going to be on. So it's always important to research your topic very well. Of course, in the real world, it would be important to do that anyway so that you're making the correct arguments, making correct points, right? Okay, I'm going, I'm going to give you a sketchboard. You should see this pop up now. Can you see that? Should have a skeokay. What I would like you to do on that sketchboard is if I say, Jack, you are in favor of returning the artifacts, you think that the British Museum should send artifacts back to where they've come from. And so I think so I think they should return the thing. Okay, good. So that will be easier for you to argue then, because it is always easier if you actually agree with the motion. It's a bit more of a challenge if you don't. So on your sketchboard, I want you to see if you can not just write some ideas down, some reasons why you agree with it. But let's see if you can use some of these devices as well that I've put on the right hand side some of those deforeis devices. And so on the next slide as well, I'll give you the pen so that you can flick between the slides and have a look at those. And then, miyou've guessed it, I'm going to give you the other side. You need to argue that actually the British Museum should keep them and see if you can do the same thing. Okay. Going to give you how long am going. I give you seven minutes. I think we'll start with and we'll see where you get to and just see if you can write down some reasons for your the side that you've been given, but see if you can use some of those devices that I've put on the sheet as well. I'm giving you both the pen so that you should be able to then flick through the PowerPoint as well. If you go to the bottom right, you're both clear what you're doing. I've got a mission. All right, six minutes. I'm watching you do it. Anytime you're putting your opinion in, it's a good idea to make it sound like it's a. Rather than saying I think that it is a fact that makes that more component. I don't think we need that one out at the moment. She needed that for some reason. Done there. Think back to some of the points that we've made, the reasons that museum is given to keeping them and the reasons for sending them back. And then choose one of the devices off the sheet. And see how many you can get in there. You've both gone for opinion so far. That's fine. Now the scanin sheet. See, see if you could get maybe a rhetorical question in could you ask your, you ask the other people in the debate a question where the answer seems to you to be very on vious. Might choose to include an anecdote. For example, I went to a museum and I might not have been able to see that artifact if it was back in its own own country. I think of any any other examples you might have from your own experience. You can make them up. They don't have to be. Using we is a very powerful one as well a collective pronoun we. We are all members of the same human community. We all have a right to see the artifacts. Does it matter where they are? That's a rhetorical question. Good Jack. You're just starting to touch on some emotive language there. Could you make that seem even more emotive? And what way is it important to them? It's part of their heritage and I feel like it's part of their identity. They can't worship their gods without some of these artifacts. You maybe you know gods something. Yeah Yeah. Some of them are religious significance and some of them are just about but their ancestors there, they're relatives, distant relatives that they belong to. Is it okay that we stle? There's another rhetorical question. Not okay to steal things. Yeah. Where else in society do we think it's okay to steal things we never do? Why should this be any different? Yeah, good use of a specific example there. Makes it sound convincing. Yeah you make an actually really good point there as well. Like that perhaps there are times in history when it was necessary to take things and to keep them safe, such as during the world wars. But when we're in peace time, then is it necessary anymore? Surely we should reevaluate whether or not we still should have those things. What's one decade might not be in another. And these ones as well on this slide. Remember statistics, if you could make up a statistic here, how many people visit the British Library, library, British Museum? How many people from a particular country have visited the British Museum? Maybe. And it goes to that just is good evidence for how important. The human history is, and that it can be shared from the British Museum. You can do some counter argument here as well if you want to. Like you could say, some people might say the artifacts would be just as, just as well if in China. Why can't people visit China to visit the artifacts? They could look after them as well as anybody else. However. And you might choose to disagree. Good. Think about your plural form there, my countries, when a word ends in why the plural form is usually iis countries would be ie. I'd be impressed if either of you can use a metaphor. Metaphors is going to be quite hard to use, suggesting that something is something else. You are a ray of sunshine. In order to persuade us museums are. Bastions of. Cultural heritage, they represent cultural heritage. One minute I've gone over how long I said, but one minute, and then I'll the last few minutes, I'll just let you have a debate. I think, why not? You can just read out what you've written, maybe agree or disagree with each other. Okay. If you just finish up the sentence that you're on. And I'm just going to mention that right? There has to be rules for debating because otherwise chaos would just break out. No, I don't think it's that as important when there's only two of you. But certainly some of these things, if you are having a big debate with lots of people, and some of these things would be very important. They're also you know fairly obvious to people with good manners you know not to interrupt each other is always, always very important. Of course, you know wait wait your turn, listen to what somebody has to say. And then if you do have something that you want to say, well, they're speaking. You can raise your hand if you want to get the attention of the person who would be chairing the debate or you know sort of organising the debate, then you can raise your hand to indicate that you've got something that you want to say. You can always use your own notes when you're in the debate. So usually with people will write a few bullet point notes and theytake them into the debate with them. And it's fine to do that and keep looking dead back down at your own notes when you're doing that. Even if you watch politicians on the television, they always have got some written notes with them. And theykeep looking at those written notes, the most important thing is always to be respectful to each other and you know respect each other's perspective and perhaps to remember as well that it's not always the person's perspective. It's the one that they've been asked to argue. Okay, you've both both put some interesting ideas into there and you've both used some of the devices. That's really good. Okay, I'm going to give you the last literally, you've got three minutes and I'm just going to get Jack to start us off. I think, Jack, can you tell Mike what you've been writing? No, well, I'm writing Yeah can you just read it out to him or give him a few of the key points from what you've written? I think the British Museum should give things back to the country because maybe some of the things is important to other country. They respect it, would like got something. But if they just like steawith, it's not very good. Like for example, if you have things, it's very important to you, but like one day like like some people just stay with you. Yeah, definitely. You faa little bit disappoint and and angry. So this is why I think British Museum should return the things to your country. Brilliant. Yeah, well done. Good good use of a specific example in there as well, you know and I think that's compelling. It does make us think somebody stole something for me, I would be angry. Good. Okay, Mike, respond to that using what you've written. The British Museum shouldn't give ft artifacts bags because the other country also hold many outbanfrom British, some some of other country. And now now they like the whole world is just being peaceful. So we can like to like before the the war like the war like it very like many countries are fighting. So you guys can to go to still there the important artifact in the museum and going to come back to the other country now it can now it's peaceful and like Yeah just just this Yeah can really good points the point that we not always having wars that when we have wars we might feel that it's justified because we of you know fighting for something that we believe in we might feel that it's justified to take something either to protect it or just because we're at war with that country but then in peacetime you have to re evaluate that don't you have to re evaluate value? Okay, well done both of you. Excellent points on both sides. I will set you a little bit of homework. I'm not too sure what that will be yet but it's going to be some probably something with the deforest devices to practice a few of those. Well done. Take care. Hope to you again. Hey you bye. Bye.