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Introduction to DEBATE

Introduction to DEBATE. Why do this?. Part of your education in “civics” – this is how democracy works. Great way to learn History – if you can debate it, you have to know a lot about it and it sticks with you. Reduce anxiety about public speaking Develop good logical thinking skills

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Introduction to DEBATE

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  1. Introduction to DEBATE

  2. Why do this? • Part of your education in “civics” – this is how democracy works. • Great way to learn History – if you can debate it, you have to know a lot about it and it sticks with you. • Reduce anxiety about public speaking • Develop good logical thinking skills • It can be fun (in big schools, there are clubs for this)

  3. How will we use this? • Skill developed slowly with experience • Great option for extended tasks! • Once each month or so we will have a formal debate associated with the time period we’re studying.

  4. The Sides • Affirmative = in favor of the resolution • Negative = against the resolution • “Affirmative constructive” = a speech that gives details on the resolution and the reasons • “Negative Constructive” = speech in rebuttal and/or to give the opposing side

  5. The Resolution • “Be it resolved that…” • Policy: “Japan should abolish the death penalty.” • Value: “Watching TV is a waste of time.” • Fact: “Be it resolved that UFOs are space ships from other planets.”

  6. The Clash • Affirmative Constructive Speech • Negative Constructive Speech • Status quo • Rebuttal • Negative side is presumed correct • Affirmative side has “burden of proof”

  7. Styles of Debate • Discussion Style • Cross-examination Style • Parliamentary Style • Lincoln-Douglas Style

  8. Speeches • Participants need to be able to construct speeches ahead of time to support their point of view AND create impromptu speeches to “clash” with the opposition. • Participants should use a “flowsheet” to keep track of arguments as the debate goes on so they can attack later • Teams can split up the speeches among themselves

  9. Grading… • Constructive speeches are highly organized, logical, and thorough. • Cross‐examination is always strategic and relevant. • Successful rebuttal includes all opponent’s arguments. • Debater improvised successfully beyond prepared notes. • Debater shows strong command of subject matter beyond what was taught in • regular classroom lessons. • Public speaking was used effectively • Debater was positive contributor to team .

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