Debate Class

Course Overview

Debate Class will explore different debate formats such as Congress, Public Forum, and Lincoln Douglas. Students will learn the principles of argumentation by affirming a resolution or negating a resolution. Students will learn how to weigh their position against their opponents and build contentions, reference evidence, and establish warrants and impacts. They will learn how to effectively clash with the other side, meaning how to directly engage with the other side by refuting an opponent’s claims with counterarguments to minimize the other sides’ argument, and ultimately, will be able to articulate why their framework is stronger than their opponents by establishing which values and impacts matter most. This class can be taken multiple times starting with Debate I for the first year. Students are encouraged to compete with the Meridian World School Speech and Debate Club at local area tournaments throughout the debate season. The Debate Class will be a stacked class with novice and varsity levels.

Calendar & Syllabus

26-27 Calendar & 26-27 Syllabus

Major Units

Unit 1: Public Speaking and Argumentation Theory, Extemporaneous Speaking
- Students will learn the fundamentals of argumentation theory (data, claim, warrant, impact) and appeals (logos, ethos, pathos) and will deliver an extemporaneous speech on a current event topic.
Unit 2: Congressional Debate Unit
- Students will engage in parlimentary procedure as it relates to developing bills and resolutions and authorship of speeches as well as questioning.
Unit 3: Public Forum
- Students will engage in a 2 vs 2 policy debate on a current event issue developing contentions and refutations around affirmative and negative positions.
Unit 4: Lincoln Douglas
- Students will engage in a 1 vs 1 value debate on an ethical issue developing contentions and refutations around affirmative and negative positions.
Unit 5 Policy
- Students will defend or oppose a specific course of action that the federal government should do and argue how a policy has consequences and real-world impacts.
Unit 6 Original Oratory
- Students will write and perform an original oratory speech to persuade the audience about a real-world issue.
Unit 7 World School Debate
- World Schools Debate is a team debate style where students argue global or social issues using both prepared cases and on-the-spot reasoning.

MYP Standards Rubric

One Page Rubric (click on link)

Criterion A: Analyzing

i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. analyse the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

Criterion B: Organizing

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and

intention.

Criterion C: Producing a Text

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting

critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas.

Criterion D: Using Language

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention

iii. use appropriate non-verbal communication techniques.

State Standards

(a) Introduction.

(1) Controversial issues arise in aspects of personal, social public, and professional life in modern society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Debate I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Role in society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The student is expected to:

(A) identify the historical and contemporary use of debate in social, political, and religious arenas;

(B) examine the role of the forensic progression of discussion, persuasion, and debate in dealing with controversial issues; and

(C) recognize the role of argumentation and debate as an effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints.

(2) Analysis of issues. The student analyzes controversial issues. The student is expected to:

(A) use appropriate standards to analyze and interpret propositions of fact, value, problem, and policy;

(B) accurately phrase and define debatable propositions;

(C) analyze and evaluate propositions and related issues presented in academic and public settings; and

(D) recognize, analyze, and use various debate formats to support propositions.

(3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The student is expected to:

(A) explain the concept of a value as it applies to a debate;

(B) analyze the role of value assumptions in formulating and evaluating argument;

(C) analyze the works of classical and contemporary philosophers;

(D) apply various standards for evaluating propositions of value;

(E) apply value assumptions and/or classical and contemporary philosophies appropriately in formulating arguments;

(F) develop and use valid approaches to construct affirmative and negative cases;

(G) use valid proofs appropriately to support claims in propositions of value;

(H) construct briefs for value propositions; and

(I) apply voting criteria to value propositions.

(4) Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The student is expected to:

(A) evaluate implications of stock issues in affirmative and negative case construction and refutation;

(B) use and evaluate a variety of valid strategies to construct affirmative and negative cases;

(C) construct debate briefs for policy propositions; and

(D) analyze and adapt approaches to accommodate a variety of judging paradigms.

(5) Logic. The student applies critical thinking, logic, and reasoning in debate. The student is expected to:

(A) analyze and create arguments using various forms of logic such as inductive and deductive reasoning, syllogisms, traditional models of logic, and cause-effect;

(B) identify fallacies in reasoning and apply standards of validity and relevancy in analyzing and constructing argument; and

(C) analyze the role of value assumptions in personal, social, and political conflicts.

(6) Proof. The student utilizes research and proof in debate. The student is expected to:

(A) locate and use a variety of reliable technological and print sources;

(B) identify and apply standard tests of evidence for choosing appropriate logical proofs;

(C) demonstrate skill in recording and organizing information; and

(D) utilize ethical guidelines for debate research and use of evidence.

(7) Case construction. The student identifies and applies the basic concepts of debate case construction. The student is expected to:

(A) identify the roles and responsibilities of the affirmative and negative positions;

(B) explain and apply the distinctive approaches to prima facie case construction; and

(C) use a variety of approaches to construct logical affirmative and negative cases.

(8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The student is expected to:

(A) listen critically to formulate responses;

(B) take accurate notes during argumentation such as flow a debate;

(C) analyze and apply a variety of approaches for refuting and defending arguments;

(D) recognize and use effective cross-examination strategies; and

(E) extend cross-examination responses into refutation.

(9) Delivery. The student uses effective communication skills in debating. The student is expected to:

(A) use precise language and effective verbal skills in argumentation and debate;

(B) use effective nonverbal communication in argumentation and debate;

(C) use effective critical-listening strategies in argumentation and debate;

(D) demonstrate ethical behavior and courtesy during debate; and

(E) develop extemporaneous speaking skills.

(10) Evaluation. The student evaluates and critiques debates. The student is expected to:

(A) use a knowledge of debate principles to develop and apply evaluation standards for various debate formats; and

(B) provide valid and constructive written and/or oral critiques of debates.

Resources

NSDA

NSDA Topics

Congress

Overview of Congress round

Public Forum

Examples of Nationals

Lincoln Douglas

Examples of Nationals

Extemporaneous

https://www.youtube.com/watch?v=1ePYGzuNBJI

Policy Debate

25-26 Policy Topics

Original Oratory

Check out the videos from National Speech and Debate Tournaments below: