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Debate Prep: AFFIRMATIVE ACTION

Debate Prep: AFFIRMATIVE ACTION. 2013-2014 Constitutional Law Debate One. What is Success?. What it comes down to…. Define empathy…. em·pa·thy (ˈ empəTHē /) Noun 1 .the ability to understand and share the feelings of another. Deadlines/Prep Points. Case Briefs and Answers

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Debate Prep: AFFIRMATIVE ACTION

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  1. Debate Prep:AFFIRMATIVE ACTION 2013-2014 Constitutional Law Debate One

  2. What is Success?

  3. What it comes down to…

  4. Define empathy… em·pa·thy (ˈempəTHē/) Noun 1.the ability to understand and share the feelings of another.

  5. Deadlines/Prep Points • Case Briefs and Answers • DUE Next Tuesday (10/1) by 11:59 PM • USE manual templates as a worksheet • TYPE questions and answers, TYPE case briefs • No prep points assigned • Will receive up to two fall points if not completed up to standards • 2 Fall Points if not completed • 1 Fall Point if completed or not completed up to standards

  6. Deadlines/Prep Points Contd • FIRST DRAFT • DUE Tuesday, 10/15/13 by 11:59 PM • FOLLOW examples and specs in manual for formatting • e.g. Font, Spacing, Headings • Will NOT receive full prep points if not properly followed • EARN up to two prep points • FINAL DRAFT • DUE Tuesday, 10/22/13 by 11:59 PM (one week turn-around) • FOLLOW examples and specs in manual for formatting • e.g. Font, Spacing, Headings • Will NOT receive full prep points if not properly followed • EARN up to FOUR prep points

  7. Deadlines/Prep Points Continued • DEBATE COACHING • DUE Friday, 10/25 by 11:59 PM • Required one session • Earn up to two prep points • Will follow up with times to meet with debate coaches • MENTOR RECEIPTS • DUE Friday, 10/25 by 11:59 PM • Required – two meetings during cycle • Earn up to four prep points • 2 meetings = 4 points • 1 meeting = 2 points

  8. On to TEXABAMA!!

  9. EQUAL PROTECTION

  10. Three (3) Considerations

  11. Start by asking…

  12. C R E A C

  13. Croson • Main Points • Race = Suspect Class  Strict Scrutiny • Remedial = Compelling Interest, but must show evidence • Must be able to determine whether best-fit to accomplish specific objective • Note – about local and state laws

  14. Adarand • Main Points • Remedial = Compelling Interest • (Note – Croson holding summarized) • Again – strict scrutiny, but first time applies it to federal law, not state or local law

  15. Grutter • Main Points • Diversity in higher education = compelling interest • Must be narrowly tailored (approach to achieve interest is best fit) • Race can be one “plus factor,” but must be considered in conjunction with entire individual, cannot be preference solely based on race

  16. Seattle School District • Main Points • Involves diversity in grade school • Different from Grutter – Means not narrowly tailored • “Here, racial balance the school districts seek is a defined range set solely by reference to the demographics of the respective school districts….racial balance is not to be achieved for its own sake.” (p. 33)

  17. Hopwood • ID Pointers • Summarize Facts/Circumstances • Main Points • Case is a good example of the necessity at times for remedial action • Look at data and parts that are relied on by court in justifying remedying past discrimination

  18. Ms. Sloan esloan@njleep.org (973) 297-1555 (After School House) (908) 591-4670 (Cell)

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