Mat-Su School District Middle School Debate

1. Mat-Su School District Middle School Debate Gather Explore Form Defend Refine

2. Policy proposition statement • RESOLVED: • The United States Federal Government should substantially increase its exploration and/or development of space beyond Earth’s Mesosphere.

3. Debate… • …how to investigate new ideas, help develop critical thinking skills, and open your mind to different viewpoints

4. It’s not just an Argument • Never confuse debating with arguing • It is an open-minded, intelligent way to explore diverse viewpoints • Debate is a way to demonstrate your ability to change your opinions and gather new information

5. It is oral communication • We debate all the time… • In families • In schools • In sport team meetings • At work places • In town meetings • In the courtroom • In Congress

6. Did you ever… • Did you ever loose an argument with your parents? • Did you ever not present good facts for your point of view with friends? • Did you ever want to be more respected for your own ideas?

7. Did you ever… • Did you ever imagine yourself as a leader? • Did you ever enjoy competition? • Did you ever like being “right”? • If you answered yes then debate is for you!

8. Debate is a discussion • Debate is a discussion and exchange of two opposing points of view • Teams engage in formal “arguments” in an attempt to convince the audience or judge that their point of view is best • A debater uses effective oral delivery—speech—skills to support their position

9. The goal is to persuade • A debater’s goal is to persuade the audience that his/her position is the strongest • A debater is able to refute, or argue, against the opposite view • A debater provides researched evidence and reasoning to support their view

10. Value of debating • Improves speaking skills • Improves ability to “think on your feet” • Develops points of view that can stand up under “attack” from an opponent • Develops critical thinking skills • Develops reasoning skills

11. Value of debating • Develops active listening skills • Develops the ability to become informed on current issues • Develops stronger research skills • Impresses your teachers and friends

12. Just imagine… • Becoming a critical thinker • Having thoughtful discussion • Sharing informed comments • Showing your flexible opinion • Developing a written point of view

13. Just imagine…sharing your opinion like a professional • Clearly identifying reasons for your point of view • Exploring opposite opinions • Gaining experience conducting research • Gaining experience speaking

14. So you want to debate… • Keep this slide show handy as you learn the steps to become a championship debater.

15. Examples of Debate topics • Should Olympic athletes be tested for drugs? • Should schools have dress codes? • Do teens have too many activities? • Should students have to do volunteer work to graduate? • Should kids learn riflery in schools? • Should cell phones be allowed in class? • Should student athletes have to get good grades to play sports? • Do police belong in schools?

16. More Debate topics • Should students get paid for attending school? • If you find $100, is it yours to keep? • If you see someone cheating on a test, should you tell? • Should you change the way you dress because of what other people might think? • Is year-round school a good idea? • Should laws be stricter for teenage drivers? • Should male and female training in the military be separate?

17. 2-Person debate • The proposition is the topic • 1) Constructive speeches • The affirmative constructive argues for the proposition • The negative constructive argues against the proposition • 2) Rebuttal speeches • The affirmative rebuttal explains previous arguments, responds, and defends their position • The negative rebuttal does the same

18. 2012 MSBSD debate topic policy Proposition • RESOLVED: • The United States Federal Government should substantially increase its exploration and/or development of space beyond Earth’s Mesosphere.

19. The proposition • The actual topic or subject of the debate put in positive terms and clear language • Begins with the word “resolved” • 3 kinds of propositions • Proposition of fact • Proposition of value • Proposition of policy

20. Policy proposition statement • This statement suggests that a specific action or policy should be adopted. This proposition does not involve verification, but argues whether a policy should be adopted or abolished.

21. The issues • The point, matter or question to be disputed or decided • The Pros: points or matter on which they base their argument for change • Cons: the basis of why they do not wish to change

22. The 4 questions • Is the problem inherent in the status quo? • Will the plan that we propose solve this problem? • Will there be more advantages because of the implementation of the plan than there will be disadvantages? • Is there really a problem?

23. The argument • The debater makes a claim. • On what basis is the claim? • What evidence applies? • Is the evidence acceptable? • What are the logical conclusions?

24. Affirmative constructive • Burden of proof: the requirement to prove a proposition, claim, or issue • This is the primary job of the affirmative team • Must prove the need for the adoption of the proposition

25. Affirmative Constructive • The affirmative constructive case is composed of 4 parts or areas of the debate • Definition of terms area • Problem or justification area • Solution or plan area • Advantages area

26. Affirmative Constructive • Definition of terms area • Decide what are the key words in the proposition • Find definitions from reliable sources; dictionaries encyclopedias, web sites, experts • Apply their various meanings to the resolution • Use examples • Use negation: explain what a key word does not mean • Use testimony: quote a qualified person

27. Affirmative Constructive • Problem or justification area • Demonstrate a problem exists in the present policy and is widespread enough to cause concern • Demonstrate the problem is significant enough to require a change; it is a serious problem • Inherency: determine if the present system will solve the problem or make it worse • Must show the problem exists because of the present system or status quo • Must show there is need for a change • Must include good evidence and reasoning

28. Affirmative Constructive • Solution or Plan area • This is where you connect the solution to the problem in a clear and persuasive manner • Must convince the judge or audience that you plan will it work • Must show that your plan will solve the problem • Must show that your plan will correct the weakness in the status quo

29. Affirmative Constructive • Advantages area • Show additional advantages on a wider scope or elaborate about advantages • Show how advantages outnumber or outweigh the disadvantages • Minimize the disadvantages

30. Negative constructive • Burden of rebuttal: the requirement to disprove a proposition, claim, or issue • This is the primary job of the negative team • Must attack the case for the adoption of the proposition

31. Negative constructive • The negative constructive is composed of 4 parts or attack issue areas. • To be successful, you must refute or disprove at least one of these stock issues: • Attack the affirmative’s definition of terms • Attack the affirmative’s problem or justification • Attack the affirmative’s plan or solution • Attach the affirmative’s advantages

32. Negative constructive • Definition of Terms • It is unlikely that a definition will be a successful attack • However, you may want to challenge a definition if it is unusual

33. Negative constructive • Attacking the problem or justification • Show that the affirmative team has not shown that a problem exists with the status quo • Show that they have not shown inherency or significance with the problem • Show the problem can be resolved without adopting the proposition • May defend the current policy; it may not be perfect but it is superior to the proposal

34. Negative constructive • Attacking the plan or solution • Prove the affirmative has not presented a good remedy for the harm • Show how the plan will not solve the problems • Show that not enough evidence was presented; or perhaps, no evidence was presented • Challenge the affirmative’s sources • Show that the affirmative’s reasoning is faulty

35. Negative constructive • Attacking the advantages • Show that the advantages will not happen • Point out the number of disadvantages that would result if the plan was adopted • Attempt to prove there are more disadvantages than advantages for adopting the plan

36. Affirmative Rebuttal • Attacking your opponents arguments and defending or rebuilding your own arguments • Challenge opponent’s points of view • Show flaws or weaknesses in opponent’s arguments

37. Negative Rebuttal • Attacking your opponents arguments and defending or rebuilding your own arguments • Challenge opponent’s points of view • Show flaws or weaknesses in opponent’s arguments

38. evidence • Supporting materials used in a speech to prove or disprove something • Examples to prove the case • Includes an affirmative team • Includes a negative team

39. evidence • 4 examples of evidence • Examples • Comparison • Statistics • Testimony

40. Evidence: Examples • The telling or retelling a story • Given clearly and in an orderly fashion • Use a variety of examples

41. Evidence: comparison • An analogy is comparing two items, events, people • Pointing out similarities applying to the proposition • Similarities must outweigh the differences • Comparisons must be similar is all respects

42. Evidence: statistics • Use of numbers to prove or disprove a point • Must be representative of a whole • Must not be out of context • Must come from a reliable source that is identified • May need to be explained and interpret them • Must identify the source • Must not be overused

43. Evidence: testimony • Quotations stating the opinions or conclusions of others • Authors who have special knowledge or experience about the issue • Must use authors who have knowledge and experience about the topic and are recognized as experts • The person must be qualified by training and experience to speak on the topic • Must quote the person accurately • Must quote the overall meaning and intent • Must identify the person • Should read the testimonials from notecards for the judges • It is unethical and dishonest to change the meaning of the quotation to fit your own purposes

44. Reasoning • Reasoning = the Argument • The process of drawing conclusions from evidence and connecting ideas, situations and events • A part of critical thinking • Connecting events to similar previous experience

45. types of reasoning • 3 types of reasoning • Inductive reasoning • Deductive reasoning • Analogical reasoning

46. Inductive reasoning • Reasoning from the specific to the general • Based upon specific examples and specific evidence • Always includes several exceptions • Use backup evidence • Quotations • Statistics • Do not use “sweeping terms” such as “all, only, never, always, and everyone” unless the evidence supports the statement • Be careful with the conclusion

47. Deductive reasoning • Reasoning from the general to the specific • Opposite of inductive reasoning • Uses 3 statements: • Major premise: general statement of belief • Minor premise: specific case of issue as it relates to the major premise • Conclusion: connection between the major and minor premises • Be certain that both premises are true • Be careful of using sweeping terms • Show a clear relationship between major and minor premises • Be sure the conclusion draws it al together

48. Analogical reasoning • Reasoning from analogy • Comparing the similarities between two items, events, people • If alike in some ways, they will be alike in others • This is most effective when dealing with propositions of policy • Show as many similarities as possible • Most important is to make sure the two things being compared are actually similar • If they are basically alike, they may be similar, if not, they will not be similar

49. Cross-examination • Requires spontaneous thinking and responses • It’s creative • It’s challenging • It has a question and answer period, “cross-x”; it’s a face to face questioning of your opponent

50. Cross-x format • 1st Affirmative Constructive / 5 minutes * • Negative Cross Examination / 3 minutes • 1st Negative Constructive / 5 minutes • Affirmative Cross Examination / 3minutes • 1st Affirmative Rebuttal / 3 minutes • 1st Negative Rebuttal / 6 minutes • 2nd Affirmative Rebuttal / 3 minutes • *3 minute total preparation time during the entire process after the first affirmative constructive; any additional time is subtracted from their remaining speeches