Debate Guidelines Name: ____________________________________ Debate Partner: _____________________________ Topic: ____________________________________ Language Arts Teacher: _______________________ 0 Debate Guidelines Table of Contents Introduction: …………………………………. Position Statements………………………… Overview 1 2 Research for the debate: …………………………….. Democratic Ideals…………………………. Constitutional Principles……………………. Debate Terminology………………………… Search Terms……………………………… Research Checklist………………………… Research Web 3 4-5 6-8 9-10 11 12-13 Write the debate speeches: ………………… Notes Sheet…………………………..….. Pro Speech Writing Checklists……………….. Con Speech Writing Checklists……………….. Rebuttal Guidelines………………………… Notes Sheet…………………………..….. Rebuttal Form…………………………….. Transition and Verb Phrases 14 15 16-17 18-19 20 21 22-23 Participate in the debate: ……………………………… Delivery Scoring Rubric…………………….. Debate Score Sheet………………………… Delivery Tips 24 25 26 Helpful Resources: …………………………..….. 27 Written Speech Scoring Rubric…………..….. 28-29 Sample Speech……………………………. 30-32 Notes Sheet…………………………..….. 33 Works Cited/Bibliographic Pattern…………….. 34-35 Online Resource Page……………………….. 36 Notes Sheet 1 Overview What a debate is: A debate is a strongly researched, analyzed and organized discussion of both sides of a question. A debater researches and is equipped to debate both the Pro (for) and Con (against) arguments on an issue. It provides an excellent experience in thinking and communicating since it pits speakers with opposing ideas against each other. It tests students’ abilities to express their ideas and to defend them under direct challenge. This teaches poise, resourcefulness, ability to think on your feet, and that ideas must be backed by evidence, not merely by guess or opinion. Research for the debate: Each debate team chooses one topic and researches the Pro and Con arguments for that topic. A team is comprised of two people. You may use Liberty library sources, libraries in Camas and Vancouver, and any teacher-approved sites. Read, take clear notes, and prepare your ideas on Research Note sheets. It is helpful to discuss your research with your partner to ensure that you have a solid understanding of the issue and the information. Follow the specific guidelines for research. Maintain a bibliography of all of your sources in MLA format. Write the debate speeches: The speeches are similar to a 5 paragraph essay. Follow the specific guidelines for speech writing. Your paper must be typed in Times New Roman, size 12, and be between two and three pages double-spaced in length with a one inch margin all around. Do not use “I think…” or “I feel…” statements. Statements must be backed by fact. For example: o According to Jim Jones, in the May 2006 Law Review…(“direct quote”) o Chief Justice Rhenquist of the U.S. Supreme Court, stated…(paraphrase the fact as an indirect quote) In order to be persuasive and include all the necessary information, speeches must be well written, accurately planned and practiced. Speeches are a maximum of three and a half minutes long. Participate in the debate: In an actual debate, two teams of two people debate each other. Students earn their grade individually. The combined team score determines the winners of the debate. Each team is prepared to give their speeches on either side of the argument. At the beginning of the debate event, teams will draw for Pro or Con. Pro 1 delivers her/his three and half minute (maximum) speech. Con 1 follows, doing the same. Pro 2 follows. Con 2 delivers her/his speech last. Each team has a five minute period of quiet time to prepare their rebuttals. Follow the rebuttal guidelines. Con 1 has one minute to deliver the rebuttal. Pro 1 follows with one minute. Con 2 follows with one minute and also summarizes the Con position. Pro 2 follows with one minute and also summarizes the Pro position. Students have a seat and wait for the judge’s decision. After the debate is concluded and the decision announced, it is customary for teams to meet in the middle and shake hands. Displaying good sportsmanship throughout the debate is extremely important. Liberty Middle School Camas WA 2014 1 Position Statements Pro= the action by school or government is ok because it is supported by constitutional principles Con= the action by school or government is not ok because it does not support individual constitutional rights Uniforms: school mandated clothing Pro= schools have the right to require a set uniform Con= students have the right to choose attire worn at school Search and seizure of lockers/backpacks: schools searching through student materials in backpacks or lockers, including dog searches Pro= schools have the right to search student backpacks and lockers without probable cause and without student consent Con= students must give consent to the search of backpack and locker materials in cases where there is no probable cause Mandatory drug testing: schools conduct student drug tests for extracurricular activities, as well as random student testing for school purposes Pro= schools have the right to give students drug tests randomly or for extracurricular activities; students must consent to drug testing where there is not necessarily reasonable suspicion Con= students have the right to give consent to or refuse drug testing for any school purposes Student communication: what students write, text, speak, or otherwise communicate in thoughts or ideas that impact others in a harmful or defaming way Pro= schools have the right to set limits on appropriate content of student communication when it concerns student body or faculty in or outside of school Con= students have the right to freely communicate their thoughts and ideas Death Penalty: convicted criminals are sentenced to death in some states Pro= government has the right to impose the death sentence Con= convicted criminals have the right to life Gun Control: regulation of firearms and gun ownership Pro= government has the right to limit gun ownership Con= individuals have the right to own and bear arms Liberty Middle School Camas WA 2014 2 Research Web Your web is your map for researching the information that will make for a successful debate. Plan strategies for which online and print sources you will use. As you research, complete a minimum of 4 notes for Pro and 4 notes for Con, for each of the 5 subtopics. This means that each partner will have a total of at least 40 completed notes. Support for subtopics 3 and 4 must be represented by a total of 4 pieces of support, it is required that your variety of support represents a minimum of 1 court case, 1 example, and 1 statistic. The 4th type of support is your choice of a court case, example, or statistic. Paragraph Topics: 1. Background Information What is the issue? Who is involved in the issue? (stakeholders) Why is the issue important? 5. Call to Action Constitutional Issue 2. Constitution Citations 2 references to the Constitution Advocate change through a method or course of action Or Encourage the maintenance of status quo (current practices) 4. Stakeholders: (Groups Affected) 3. Democratic Ideals/Constitutional Principles (see following pages and debate terminology) Support uses: Court Cases Examples Statistics Liberty Middle School Camas WA 2014 3 Common Good Individual Rights Support uses: Court Cases Examples Statistics Democratic Ideals Justice: Based on fairness, people are treated in an honorable and fair manner according to the mores of a society. There is not necessarily a clear, absolute definition of what this means, or of what measure or code should be used to determine what justice looks like. Different societies and communities may have different value systems which might lead each to a unique approach to defining and administering justice. What happens when different systems intersect, and whose definition of justice rules? How are those who are “in the minority” guaranteed justice, as promised by the pledge of allegiance, which ends, “with liberty and justice for all”? Equality: When people are demanding equality they are demanding the same treatment, the same opportunity, the same status and the same rights under the law as anyone else. This becomes complicated because there has been unequal opportunity, treatment, and rights for members of certain groups of people throughout our history, which means that some groups have had more resources and a more privileged position for centuries. They are in a better position in terms of wealth, power, position, and connections to decision makers. If we then treat them in an equal manner with those who have not enjoyed the same advantages, the situation remains unequal. Pursuit of happiness: This phrase appears in the Declaration of Independence. It is not defined within that document but is generally understood to mean that citizens in the United States should be free to engage in that which brings them pleasure, joy, or satisfaction without interference or intrusion. The Declaration was written in response to the limits and intrusions that the British government placed on the lives and business interests of the American colonists. This gets complicated because the same things don’t necessarily make us each happy and what makes one person happy may in turn interfere with someone else’s happiness. It also must be noted that the Declaration of Independence is not law, and was written at a time when women had few rights and enslaved Africans none at all. Life: The Declaration of Independence also mentions this as an unalienable right guaranteed to all men (now understood to include men, women, and children), that all have the right to live their lives without fear or threat. This does become complicated in some instances, such as when one kills in self-defense, and in situations involving the death penalty. Liberty: The Declaration of Independence also includes the right of liberty within those unalienable rights (rights that cannot be taken away) granted by the Creator to all. Liberty means freedom to live your life as an independent person, having the ability to make choices without interference or restrictions from others. Common Good: The democratic ideal recognizes that there must be a balance between the welfare of each individual and the good of the population as a whole. Because of this, some individuals must give up what would be personally good for them so that the population as a whole can benefit. There are questions about who should decide what is best for the common good, and upon what basis they should make those decisions. There are also questions about whether those who get to decide what is best for the common good are always fair and equitable in their decisions, and many have felt that their rights have been consistently sacrificed for the benefit of others. Liberty Middle School Camas WA 2014 4 Diversity: This concept recognizes that we as a human population are not identical, that there are differences in our races, ethnicities, gender, sexual orientation, nationality, and experiences. We strive to have equality for all people. Truth: an honest, open, complete, and unvarnished account of how things are. Someone telling the truth does so without any intention of deceiving or dissembling, and with the intention of conveying information in an accurate and complete way. Popular sovereignty: This term refers to the authority or rule of the people; the idea that the government’s power comes from the people who vote for leaders and laws. The power or authority of the government and of governance rests with the people. The government serves the will of the people and they are the final authority for what the government does in their name. Patriotism: Patriots are people committed to working on their nation’s behalf, for the good of the community. The original term referred to the colonists who fought for independence from the British. It is a very difficult term to define, and it has become politicized in recent times. There are some who would say anyone opposing a president’s plan or agenda is not a patriot; others insist it is their patriotic duty to speak the truth, to question and challenge policies they oppose so that a thoughtful and thorough debate can be held. Liberty Middle School Camas WA 2014 5 Constitutional Principles Constitutional Principles A Constitution is a formal plan of government. The Constitution of the United States defines the plan, structure, and federal laws for our nation. Rule of law: Our society is said to be governed by a rule of law. This means that there are laws that define what behavior is allowed and not allowed, for all individuals, groups, and governments. The laws, beginning with the Constitution and including state and local laws, determine what is allowed, and no one is considered above or outside of them. There are many concerns and questions about whether the laws are applied equitably to all individuals, rich or poor, in power or out of power, and whether the laws are truly designed to equally benefit all citizens. Separation of powers: The Constitution organizes the federal government into three separate but equal branches; the executive, the legislative, and the judicial. Each of the branches is responsible for certain areas of governmental authority. It was created as a guarantee that no one person or branch of government becomes too powerful. Each branch has certain legal responsibilities and the legal means to limit the power and authority of the other two branches. The legislature is responsible for passing laws, including the federal budget, and for declaring war. The executive branch, headed by the president, is responsible for carrying out the law, for commanding the armed forces during a war declared by Congress. The judicial branch is responsible for ruling on laws, determining whether they are constitutional, and whether laws have been followed or broken. Democracy: The ideal and central notion of democracy is that it is a government of the people, by the people, and for the people. The people govern themselves, either directly or through elected representatives. The power to govern comes from them, and the government works for and is responsible to them. There are many ways in which a democracy can be organized, and as we have seen through our history a slight majority can entirely shut out the voices of a bare minority. Representative government: a representative government is one in which the population chooses representatives to carry out the governmental duties of the nation. Rather than personally making decisions on every item confronting the nation, the citizens choose representatives to take on that task on their behalf. The ultimate power and responsibility for governance still rests with the people, who can remove their representatives if they feel they are not being well served by them. Checks and balances: The Constitution divides the government into three separate branches: executive, legislative, and judicial. Each of the branches can check, or limit, the power of the other two so that no one branch can assume all power. This has not always worked as designed, especially when Congress and the president represent the same political party. Liberty Middle School Camas WA 2014 6 Civil rights: Civil rights are rights guaranteed to people by law, by virtue of their being citizens and living in this country. The struggle for civil rights continues, despite amendments to the Constitution and other laws guaranteeing the legal status of all citizens. Victories in the civil rights movement have often been in the legal arena, where “human rights” have become formally recognized as civil rights through the passage of laws and amendments, guaranteeing freedom from slavery, institutionalizing voting rights, and ending segregation of many different forms. Human rights: Human rights, or natural rights, are those rights inherent to all people on the planet. The Declaration of Human Rights was adopted by the United Nations General Assembly in 1948, “guaranteeing the rights of all people and encompassing a broad spectrum of economic, social, cultural, political and civil rights.” These rights are not ensured by law in individual nations, and they are not universally practiced or enforced around the world. The Declaration of Human Rights lays out general guidelines for how people should be treated and supported as members of the human community. Due process: Due process is a constitutionally guaranteed safeguard that protects the rights of individuals. Due process guarantees the administration of justice according to established rules and principles, based on the principle that a person cannot be deprived of life or liberty or property without appropriate legal procedures and safeguards. At a trial or hearing, due process guarantees that a person has the opportunity to be present, to be heard, to present evidence, and to challenge the testimony of his or her accusers. Habeas corpus: This Latin term literally means “you have the body.” Habeas corpus is the basic protection against arbitrary (unjustified) arrest and imprisonment. A writ of habeas corpus requires that the accused has a right to trial before being jailed. If they cannot justify continuing to detain the person he or she must be released. This basic protection is in place to keep the government from simply rounding people up and keeping them in prison indefinitely, without charging them or prosecuting them for any crime. This has been a very controversial topic, especially during times of war. Innocent until proven guilty: A basic principle of the U.S. legal system is that a person is presumed innocent until they are proven guilty. When a person is brought to trial it is assumed that he or she is innocent. It is up to the prosecution to prove guilt. If they cannot prove guilt the defendant is judged not guilty and set free. This is true no matter how serious the crime, and no matter the publicity about the situation; defendants are still assumed innocent, and guilt still must be proven in court. Federalism: This is the concept of sharing power between the federal, or national, government and the states within the nation. The federal government has the power to tax, control trade, regulate and organize money, and raise an army and to deal with other nations (including declaring war). The states have power to pass their own laws, to establish schools, local governments, and other institutions. There is often an uneasy lack of clarity at points of intersection between federal and state jurisdictions, a tug of war over who has the authority to make laws or rules related to issues of both federal and local concern. Liberty Middle School Camas WA 2014 7 Citizenship: This is defined by the Constitution as follows: “All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.” Those who are born in the United States are U.S. citizens, and those who are born to a parent who is a citizen are also citizens themselves. Those born outside the United States can become naturalized citizens by meeting a series of requirements, including living in the United States for a certain number of years, passing a written test, and meeting other requirements. Bill of Rights: Ten amendments were added to the Constitution to specify and guarantee the rights of individuals. These first ten amendments are known as the Bill of Rights. Additional amendments have been added so that there are now twenty-seven in all. The protections in the Bill of Rights apply to every person living in the United States, both citizens and noncitizens. Dissent: One of the fundamental rights guaranteed by our Constitution is the right of dissent. The law guarantees that individuals and groups have the right to publicly disagree with their government and their leaders. They have the right to express their opinions, to protest, and to challenge the policies and practices of their government, and they have the right to work legally to change the policies and laws of the nation. Dissent has often led to changes in the laws, policies, and practices of the United States. Dissent is crucial in a democracy in that it protects the minority from being silenced by the majority, and guarantees that there be open debate and questioning of policies and practices. Equal Rights: All persons, both citizens and noncitizens, living in the United States are guaranteed equal treatment under the law. The Constitution prohibits discrimination by the government and grants all people "equal protection of the laws." The clause means that the government must apply the law equally and cannot give preference to one person or class of persons over another. Source (in proper MLA citation): “Constitutional Issues: Civil Liberties, Individuals, and the Common Good.” Densho Civil Liberties Curriculum v. 1.0. CD-ROM. Densho, the Japanese American Legacy Project, Seattle, WA. 2007. Liberty Middle School Camas WA 2014 8 Additional Debate Terminology Bill of Rights – The first ten amendments to the Constitution. Ratified in 1791, these amendments limit governmental power and protect basic rights and liberties of individuals. Brief – A summary of all the evidence to be used in a debate. Similar to what lawyers use in American courts, debaters can use this as an organizer in preparation for the formal debate. Burden of Proof – The affirmative or positive side is proposing a (new) position or resolution. Therefore it falls to this side to show evidence for that position. This requirement is called the burden of proof. Citizenship – A concern for the rights, responsibilities, and tasks associated with governing; the status of being a citizen as well as membership in a community and the quality of an individual’s response to membership in a community. Debate – A discussion adhering to parliamentary rules of a proposition between two opposing sides. Democracy – Form of government in which political control is exercised by all the people, either directly or through their elected representatives. Due Process – The right of every citizen to be protected against arbitrary action by government. Freedom of Expression – Refers to the freedoms of speech, press, assembly, and petition that are protected by the First Amendment. Fundamental Documents – These are the documents that have helped to define the core beliefs, ideals, and goals of a particular nation or society; e.g., the Declaration of Independence, the U.S. Constitution, The Federalist Papers, landmark decisions of the U.S. Supreme Court, the Washington State Constitution… Fundamental Rights – Powers or privileges to which everyone is justly entitled and that cannot be taken away without due process. For example, the Fifth and Fourteenth Amendments to the U.S. Constitution protect the fundamental rights to life, liberty and property. Ideals – The fundamental values of society, a nation, or humanity. The fundamental values of American democracy are considered to include, but are not limited to individual rights to life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; and patriotism. Opposition - the side that will oppose the proposition. Proof – evidence supporting the team’s position or used to denigrate or defeat the opposing view. Popular Sovereignty – The doctrine that the people have the power and authority and a government is subject to the will of the people. The policy of allowing voters in a region to decide an issue. Liberty Middle School Camas WA 2014 9 Principles – The guiding rules a community, society, or nation follows to achieve its larger goals and ideals. The fundamental principles of American democracy include, but are not limited to, the following: the people are sovereign; the power of government is limited by law; people exercise their authority directly by voting; people exercise their authority indirectly through representatives; and decisions are based on majority rule, but minority rights are protected. Proposition – A suggestion that is offered for consideration or acceptance. An idea presented calling the hearer to accept a specific position or changes his actions. There are several kinds of propositions. Depending on the nature of the proposition, the evidence for the position will change. A.K.A. the resolution. • Value - Television is harmful to kids; animals have rights too. This is a debate of opinions. • Fact – North American cars are more trouble prone than Japanese marks. This is a debate of fact. An argument based on whether something is true or false. • Policy – The government should include prescription medication as part of funded public health care. This is a debate proposing a change of procedure or a call to action. Proponent - the side that will argue the proposition Presumption – In a debate, the positive side is an advocate for change. Therefore the negative side is defending the status quo. The negative side enjoys the presumption that they are correct. Presumption is acceptance of the correctness of a position based on prior evidence or belief. Ex. Affirmative: The world is round vs. Negative: The world is flat. Rebuttal – Statements claiming that some proposition is untrue or incorrect. A team uses the rebuttal time to refute statements made by the opposition. Resolution – A formal statement of the proposition. Ex. “Be it resolved that the government should eliminate taxes on the purchase of reading material.” Rights – Something to which a person has a lawful claim. There are several categories of rights; civil rights are freedoms guaranteed to citizens; human rights are basic rights to which all people are entitled; individual rights are those belonging to each person; property rights are legal claims to land or other possessions; states’ rights are the powers the U.S. Constitution grants to the states. Status Quo – The generally held opinion held prior to the start of the debate. The proposition argues to change it in some manner. Liberty Middle School Camas WA 2014 10 Search Terms Death Penalty Capital punishment Cruel and unusual punishment Death penalty Death row Eighth Amendment Electrocution Hanging Lethal injection Student Communication Censorship Cyber bullying First Amendment Freedom of press Freedom of speech Hate speech Intellectual freedom Libel Sedition Student communication Mandatory Drug Testing Drug screening Drug test Drug testing Fourth Amendment Random drug testing Random student drug testing Sport drug testing Steroid testing Student drug testing Search and Seizure Backpack search Dog search Drug dog Fourth Amendment Locker search Search and seizure Unreasonable search Unreasonable seizure Gun Control Assault weapons Brady Bill Brady Law Concealed weapons Crime and guns Firearms Firearms control Firearms ownership Gun control Handgun control Million Man March Right to bear arms Second Amendment Uniforms Dress code First Amendment School clothing School uniforms Student conduct Student dress code Uniforms Liberty Middle School Camas WA 2014 11 Research Checklist I have my topic: ______________________________ I have my partner(s):___________________________ Using Research Note Sheets, I have research for the following: o All Internet sources must be from the teacher approved sites. I reviewed a variety of credible sources. I found relevant, reliable, and valid information. I collected evidence of research (hard copies, notes, paraphrased summary). I have evidence that I read and analyzed research materials (notes, charts, questions, highlighting). Pro ❐ ❐ Paragraph Topic 1: Background Information: I completed 4 Research Notes on background information for my topic, (including what the issue is and who the stakeholders are). ❐ ❐ Paragraph Topic 2: Constitutional Citation: I completed 4 Research Notes citing the U.S. Constitution for my Pro argument. For each note sheet: ❐ I quoted evidence from the U.S. Constitution that supports the position. ❐ I analyzed the quote to explain how it supported the position. ❐ ❐ Paragraph Topic 3: Democratic Ideal or Constitutional Principle: I completed 4 Research Notes citing articles that show Democratic Ideals or Constitutional Principles that support my Pro argument. For each note sheet: ❐ I quoted or paraphrased a court case, example, or statistic that supports the position. ❐ I analyzed the quote/paraphrase to explain how it supported the position. ❐ ❐ Paragraph Topic 4: Stakeholders: I completed 4 Research Notes citing articles that show that my Pro argument supports the common good or individual rights. For each note sheet: ❐ I quoted or paraphrased a court case, example, or statistic that supports the position. ❐ I analyzed the quote/paraphrase to explain how it supported the position. ❐ Con ❐ Paragraph Topic 5: Call to Action: I completed 4 Research Notes for my call to action (including what needs to be done in order to achieve or maintain the action/outcome indicated by my Pro argument). ❐ ❐ Paragraph Topic 1: Background Information: I completed 4 Research Notes on background information for my topic, (including what the issue is and who the stakeholders are). ❐ ❐ Paragraph Topic 2: Constitutional Citation: I completed 4 Research Notes citing the U.S. Constitution for my Con argument. For each note sheet: ❐ I quoted evidence from the U.S. Constitution that supports the position. ❐ I analyzed the quote to explain how it supported the position. ❐ ❐ Paragraph Topic 3: Democratic Ideal or Constitutional Principle: I completed 4 Research Notes citing articles that show Democratic Ideals or Constitutional Principles that support my Con argument. For each note sheet: ❐ I quoted or paraphrased a court case, example, or statistic that supports the position. ❐ I analyzed the quote/paraphrase to explain how it supported the position. Liberty Middle School Camas WA 2014 10 ❐ ❐ Paragraph Topic 4: Stakeholders: I completed 4 Research Notes citing articles that show that my Con argument supports the common good or individual rights. For each note sheet: ❐ I quoted or paraphrased a court case, example, or statistic that supports the position. ❐ I analyzed the quote/paraphrase to explain how it supported the position. ❐ ❐ Paragraph Topic 5: Call to Action: I completed 4 Research Notes for my call to action (including what needs to be done in order to achieve or maintain the action/outcome indicated by my Con argument). Each Research Note states whether it is Pro or Con. Each Research Note has the subtopic written on it. Each row of the Research Note has the bibliographic information included. Book, Magazine, Journal, Newspaper, (including SIRS, ProQuest, ELibrary) Author Book or Magazine/Journal title Article title (if applicable) Publisher Date of Publishing Page numbers Web Pages – ONLY teacher approved sites Author (if available) Web Page Title Article Title (if applicable) Date accessed site Date of last update or copyright URL address (i.e., http://www.ngs.org) I have my rough draft of my bibliography completed. (see www.noodletools.com or www.easybib.com) I have the final draft of my bibliography documenting each source (including title, author, publisher, date). I have written and revised my Pro speech according to the guidelines. I have written and revised my Con speech according to the guidelines. I have my Pro/Con note cards prepared for rebuttal. I have practiced my debate (in the mirror) at home at least 10 times, timing myself. I have practiced my debate in class. Everything is complete and I am ready to debate! Liberty Middle School Camas WA 2014 11 Transition and Verb Phrases Set up your quotes with different verb phrases. mentioned said that so says claims that proclaim as quoted in/by as told by as written in as stated in/by declares suggested informs that proves that details referring to speaks of according to defined by as studied by remarked states that research implies research boasts his/her research says Use transitions between ideas. Used to compare, emphasize, or clarify in the same way in addition likewise for example similarly together with again another for instance indeed for this reason furthermore truly along with to repeat with this in mind in fact to emphasize furthermore besides finally additionally equally important moreover as well Used to contrast Used to summarize but as a result yet finally on the other hand in conclusion although consequently otherwise thus however therefore in the meantime accordingly still due to even though in summary counter to in short even so to sum up nevertheless all in all on the contrary conversely as opposed to Set up your analysis with different verb phrases. This… proves that shows that displays means demonstrates establishes certifies verifies confirms validates authenticates upholds indicates exhibits Liberty Middle School Camas WA 2014 12 describes illustrates supports Notes _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Liberty Middle School Camas WA 2014 13 Pro Speech Writing Checklist DIRECTIONS: Revise your rough drafts using the following checklists. Use a dictionary and thesaurus to help you with your writing. Underline and circle on your final draft, according to the following instructions. 1. 2. 3. 4. 5. 6. 7. 8. INTRO: Underline the thesis and list of subtopics in blue. CONCLUSION: Underline the restated thesis and subtopics in blue. BODY: Underline all topic sentences in green. Underline all quotes or paraphrases in red. Underline all citations (article title or author) in blue. Underline all analyses or explanations in yellow. Circle all transitions, analysis set-up phrases, and quote set-up phrases. Circle all subtopic terms (Constitution, democratic ideals/Constitutional principles, common good/individual rights). FORMAT ____ heading and title of paper (your topic) ____ paper is double-spaced and written neatly ____ 12 point font, Times New Roman, 1” margin all around CONVENTIONS/SENTENCE FLUENCY/WORD CHOICE ____ words are spelled correctly ____ correct grammar, capitalization, spelling, and punctuation are used ____ sentences have different beginnings and lengths ____ word choice is engaging and synonyms are used to prevent repetition IDEAS AND CONTENT/ORGANIZATION/VOICE ____ hook makes the reader want to keep reading ____ organization is smooth and logical; it makes sense and flows well ____ the voice is appropriate for the topic and audience and has a persuasive effect Liberty Middle School Camas WA 2014 14 Pro Speech Writing Checklist I. INTRODUCTION: Background with transitions ____ Hook/Lead-- must be attention-getting ____ History or background quotes - introduce issue and connect with hook ____ Who are the Stakeholders? ____ Subtopics: Constitution, Democratic Ideals/Constitutional Principles, Common Good/Individual Rights ____ Thesis Statement II. BODY PARAGRAPH 1: Constitution Citations/ Reference ____ Topic Sentence that relates to the Constitution and the thesis, including transitional phrase ____ One direct quote from the Constitution, including a verb phrase ____ Analysis – explains how the quote supports the topic sentence, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another direct quote, including verb phrase ____ Analysis of quotes that relate to the Constitution, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis III. BODY PARAGRAPH 2: Democratic Ideals (DI) and/or Constitutional Principles (CP) ____ Topic Sentence that relates to the DI/CP and the thesis, including transitional phrase ____ One fact or direct quote that relates to the DI/CP, including a verb phrase ____ Analysis of quotes that relates to the DI/CP, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another fact or direct quote, e.g. court case, example that relates to the DI/CP, including verb phrase ____ Analysis of quotes that relate to the DI/CP, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis IV. BODY PARAGRAPH 3: Common Good (CG) and Individual Rights (IR) ____ Topic Sentence that relates to the CG/IR and the thesis, including transitional phrase ____ One fact or direct quote that relates to the Individual's rights ____ Analysis of quotes that relates to the CG/IR, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another fact or direct quote, e.g. court case, example that relates to the CG/IR, including verb phrase ____ Analysis of quotes that relate to the CG/IR, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis V. CONCLUSION: ____ Restate Thesis ____ Restate subtopics ____ Call to Action – how will someone affect a change in policy or argue for maintaining the status quo Liberty Middle School Camas WA 2014 15 Con Speech Writing Checklist DIRECTIONS: Revise your rough drafts using the following checklists. Use a dictionary and thesaurus to help you with your writing. Underline and circle on your final draft, according to the following instructions. 1. 2. 3. 4. 5. 6. 7. 8. INTRO: Underline the thesis and list of subtopics in blue. CONCLUSION: Underline the restated thesis and subtopics in blue. BODY: Underline all topic sentences in green. Underline all quotes or paraphrases in red. Underline all citations (article title or author) in blue. Underline all analyses or explanations in yellow. Circle all transitions, analysis set-up phrases, and quote set-up phrases. Circle all subtopic terms (Constitution, democratic ideals/Constitutional principles, common good/individual rights). FORMAT ____ heading and title of paper (your topic) ____ paper is double-spaced and written neatly ____ 12 point font, Times New Roman, 1” margin all around CONVENTIONS/SENTENCE FLUENCY/WORD CHOICE ____ words are spelled correctly ____ correct grammar, capitalization, spelling, and punctuation are used ____ sentences have different beginnings and lengths ____ word choice is engaging and synonyms are used to prevent repetition IDEAS AND CONTENT/ORGANIZATION/VOICE ____ hook makes the reader want to keep reading ____ organization is smooth and logical; it makes sense and flows well ____ the voice is appropriate for the topic and audience and has a persuasive effect Liberty Middle School Camas WA 2014 16 Con Speech Writing Checklist I. INTRODUCTION: Background with transitions ____ Hook/Lead-- must be attention-getting ____ History or background quotes - introduce issue and connect with hook ____ Who are the Stakeholders? ____ Subtopics: Constitution, Democratic Ideals/Constitutional Principles, Common Good/Individual Rights ____ Thesis Statement II. BODY PARAGRAPH 1: Constitution Citations/ Reference ____ Topic Sentence that relates to the Constitution and the thesis, including transitional phrase ____ One direct quote from the Constitution, including a verb phrase ____ Analysis – explains how the quote supports the topic sentence, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another direct quote, including verb phrase ____ Analysis of quotes that relate to the Constitution, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis III. BODY PARAGRAPH 2: Democratic Ideals (DI) and/or Constitutional Principles (CP) ____ Topic Sentence that relates to the DI/CP and the thesis, including transitional phrase ____ One fact or direct quote that relates to the DI/CP, including a verb phrase ____ Analysis of quotes that relates to the DI/CP, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another fact or direct quote, e.g. court case, example that relates to the DI/CP, including verb phrase ____ Analysis of quotes that relate to the DI/CP, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis IV. BODY PARAGRAPH 3: Common Good (CG) and Individual Rights (IR) ____ Topic Sentence that relates to the CG/IR and the thesis, including transitional phrase ____ One fact or direct quote that relates to the Individual's rights ____ Analysis of quotes that relates to the CG/IR, including a verb phrase ____ Topic sentence, including transition phrase that leads to the 2nd fact ____ Another fact or direct quote, e.g. court case, example that relates to the CG/IR, including verb phrase ____ Analysis of quotes that relate to the CG/IR, including a verb phrase ____ Conclusion sentence that relates the topic sentence to the thesis V. CONCLUSION: ____ Restate Thesis ____ Restate subtopics ____ Call to Action – how will someone affect a change in policy or argue for maintaining the status quo Liberty Middle School Camas WA 2014 17 Rebuttal Guidelines What a rebuttal is: The rebuttal is your opportunity to shoot holes in the argument of your opponent (the person from the other team). How the rebuttal is structured: After each both partners from each team have given their arguments (speeches), then you have 5 minutes to organize your rebuttal. Then each partner will have one minute to speak again, refuting their opponent’s argument. How to prepare for the rebuttal: 1. Listen carefully and take notes during your opponent’s speech. (If you are Con 1, then Pro 1 is your opponent and vice versa. If you are Pro 2, then Con 2 is your opponent and vice versa.) 2. Your goal is to jot down the basic statement of each of their facts along with the source that they quoted for each fact. How to organize your rebuttal: 1. You will have 5 minutes of complete quiet to look over your notes that you have taken while your opponent was speaking. 2. For each of their facts, you want to find one of your facts that supports your position. Have your notes organized ahead of time by subtopic (on note cards or some other system that makes the facts easy to locate). How to earn points in the rebuttal: 1. After the 5 minutes of preparation time, you will each have one minute for rebuttal. 2. During the rebuttal, you earn 2 points for each of your opponent’s facts that you quote, another 2 points for quoting their source, and another 2 points for your fact and source that argue it. Also, you earn 2 points for analyzing or explaining your fact. (Therefore, you can earn a total of 8 points for each set of facts and sources.) 3. You will continue doing this until 1 minute runs out. There is no limit for how many points you can earn in the rebuttal. Example: My opponent’s source Diana Yamada has stated that the First Amendment entitles citizens to free speech, which is commonly viewed as being able to express oneself in any way at any time. However, “When one takes a broader look at the amendment, the original intent changes the interpretation,” according to Jack Rakove in Original Intent (56). Therefore, the original intent of the amendment is to provide citizens an opportunity to promote change without fear of legal consequences. The common good outweighs the preferences or freedoms of the individual. Liberty Middle School Camas WA 2014 18 Notes _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Liberty Middle School Camas WA 2014 19 Rebuttal Form Main Ideas/Arguments: Rebuttal Phrases: Shoots down… Disputes… Contradicts… States… Corrects… Recants… Claims/Disclaims… Takes exception to… Introduction: My worthy opponent has stated that __________________ supported by the Constitution. your topic ___________ is / is not 1. My competitor’s source, _________________________, states that _______________ author/title of their source repeat the fact from their source ____________________________________________________________________ ____________________________________________________________________. However, my source, __________________, ________________ their source by saying, ___ author/title of your source rebuttal phrase ____________________________________________________________________ fact/quote from your source ____________________________________________________________________. This research proves that ___________________________________________________ analysis of facts/quotes ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. My competitor’s source, _________________________, states that _______________ author/title of their source repeat the fact from their source ____________________________________________________________________ ____________________________________________________________________. However, my source, __________________, ________________ their source by saying, __ author/title of your source rebuttal phrase ____________________________________________________________________ fact/quote from your source ____________________________________________________________________. This research proves that ___________________________________________________ analysis of facts/quotes ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Liberty Middle School Camas WA 2014 20 3. My competitor’s source, _________________________, states that _______________ author/title of their source repeat the fact from their source ____________________________________________________________________ ____________________________________________________________________. However, my source, __________________, ________________ their source by saying, ___ author/title of your source rebuttal phrase ____________________________________________________________________ fact/quote from your source ____________________________________________________________________. This research proves that ___________________________________________________ analysis of facts/quotes ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. My competitor’s source, _________________________, states that _______________ author/title of their source repeat the fact from their source ____________________________________________________________________ ____________________________________________________________________. However, my source, __________________, ________________ their source by saying, ___ author/title of your source rebuttal phrase ____________________________________________________________________ fact/quote from your source ____________________________________________________________________. This research proves that ___________________________________________________ analysis of facts/quotes ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Conclusion: In conclusion, it is apparent from these sources that ______________________ ___________ supported by constitutional rights. is / is not Liberty Middle School Camas WA 2014 21 your topic Delivery Tips Eye Contact Do you look at your audience often? Do you look at your opponents when responding to them during rebuttal? Speaking Voice Do you speak clearly with good enunciation? Is your voice strong with good volume? Do you speak at a good pace, not too slow or too fast? Are you well-rehearsed? Have you eliminated the “ahs,” “ums,” and “you knows”? Poise Do you have confident posture and body language? Do you use hand motions appropriately? Are you dressed in professional attire? Engagement Do you show interest in your topic? Does it seem like you really care about the issue and believe your position statement? Have you practiced in front of a mirror, family, and friends? Do your facial expressions show that you care about the issue and believe your position statement? Are you just repeating your speech in a boring monotone, or do you use your voice to sound persuasive? Liberty Middle School Camas WA 2014 22 Delivery Scoring Rubric Speaking Voice 8 Voice is consistently clear Speaking speed is conversational Enunciation is good and effective 6 Voice is adequate Speaking speed is conversational Enunciation is adequate and clear most of the time 4 Voice is difficult to hear at times Speaking speed is too fast or slow Enunciation is poor in places, making it hard to hear 2 Voice is not clearly audible Speaking speed is too fast or slow Student mumbles Eye Contact 8 Excellent eye contact with audience, few references to notes 6 Uses notes effectively with regular eye contact with audience Poise 8 Confident posture, body language, and hand motions Professional Attire 6 Strong posture, body language, and hand motions Professional Attire Engagement 4 Minimal eye contact with audience Relies too much on note cards 2 Makes no noticeable eye contact with audience Speech is read directly from notes Liberty Middle School Camas WA 2014 23 4 Posture, body language, and hand motions lack confidence Nice Attire 2 Weak posture, body language, and hand motions Casual Attire 6 Shows strong enthusiasm, involvement, and engagement in the issue Persuasive tone 4 Shows some enthusiasm, involvement, and engagement in the issue Mostly persuasive tone 2 Shows little to no enthusiasm, involvement, and engagement in the issue Minimally persuasive tone Debate Score Sheet Language Arts Teacher_______________ Judge__________________________ Debate Topic __________________ Circle one: PRO CON STUDENT NAMES: #1. __________________ #2._________________ MAIN SPEECH: States Background information (2 pts.) ______ Quote from Constitution (3 pts. per box) ______ ______ Explains quote (3 pts. per box) ______ ______ Quote on Dem. Ideals/Con. Principles (3 pts. per box) ______ ______ Explains quote (3 pts. per box) ______ ______ Quote on Common Good/Individual Rights (3 per box) ______ ______ Explains quote (3 pts. per box) ______ ______ Call to action (2 pts.) ______ Transitional phrases throughout (1-2 pts.) ______ ______ Bibliography (2 pts) ______ ______ Notes (2 pts) ______ ______ Speech (2 pts.) ______ ______ Collect Required Materials/send to debate central Timing (2:30-3:30= 2 pts.) (under 2:30 =1 pts.) min-sec ______ min-sec ______ REBUTTAL: Direct response to opponent’s quotes (4 pts.) (2 pt. source/ 2 pt. fact) ______ ______ Own source/fact (2 pt.) ______ ______ Analysis (2 pts.) ______ ______ DELIVERY: Speaking Voice (1-8 pts.) ______ ______ Eye contact (1-8 pts. ) ______ ______ Poise (1-8 pts.) ______ ______ Engagement (1-6 pts.) ______ ______ Individual Totals Team Total Liberty Middle School Camas WA 2014 24 Notes _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Liberty Middle School Camas WA 2014 25 Constitutional Debates: Written Speech Scoring Rubric Name _____________________________________________ Excellent: Strong Word Choice 4 pts The writing has a logical organizational pattern conveys a sense of persuasion provides verb and transition phrases which clearly serve to connect ideas provides clear thesis The writing uses voice appropriate for the topic, purpose and audience is expressive, engaging, or sincere The writing uses language effectively exhibits word choice that is engaging has words that have been thoughtfully chosen and placed for impact The writing includes consistently strong sentences varies length and structure of sentences 10 pts The writing 3 pts The writing has a logical organizational pattern conveys a sense of persuasion, although some lapses occur provides adequate verb and transition phrases in an attempt to connect ideas provides clear thesis The writing uses an inconsistent voice that shows an attempt to match topic, purpose, and audience makes an attempt for expression, engagement, or sincerity The writing uses effective language uses appropriate word choices for intended audience and purpose The writing includes sentences that are somewhat varied in length and structure 5 pts 2 pts The writing shows an attempt at an organizational pattern exhibits little sense of persuasion provides transitions which are weak or inconsistent provides an attempt at a thesis The writing uses an inconsistent or questionable voice shows little attempt for expression, engagement, or sincerity The writing has predictable vocabulary uses word choices which may not be appropriate for the intended audience and purpose The writing shows limited variety in sentence length and structure 0 pts 1 pts The writing shows little evidence of an organizational pattern exhibits little sense of persuasion fails to provide transitions provides little evidence of a thesis The writing lacks a sense of involvement or commitment is missing voice The writing has limited vocabulary uses word choices that are inappropriate for the intended audience and purpose Some control; strengths outweigh the weaknesses; writing is taking shape Developing Strengths and weaknesses are about equal; first draft stage Emerging Getting started but result is unclear, struggling, tentative; isolated moments begin to show what writer intends Total Score ___________ Voice Shows control and skill; many strengths present Proficient: Maturing Date ________________ Organization Sentence Fluency The writing has little or no variety in sentence length and structure limited variety in sentence length and structure Liberty Middle School Camas WA 2014 26 Conventions follows standard English usage, spelling, capitalization and punctuation exhibits use of complete sentences except where purposeful phrases or clauses are used for effect indicates paragraphs consistently proper heading, formatting The writing generally follows standard English usage, spelling, capitalization, and punctuation exhibits use of complete sentences except where purposeful phrases or clauses are used for effect indicates paragraphs for the most part The writing does not follow rules of standard English usage, spelling, capitalization, punctuation exhibits errors in sentence structure mostly does not indicate paragraphs Constitutional Debates: Written Speech Scoring Rubric - Continued Content: Content: Content: Call to Action Source Citation & Variety Provides two Constitutional citations on the issue by: quoting the U.S. Constitution analyzing both quotes to support the information Provides two reasons for the position, each supported by evidence. The evidence includes: Two or more pieces of credible information logically supporting constitutional principles/ democratic ideals AND Two complete analyses of how a constitutional principle/ democratic ideal logically supports the position on the issue Provides two reasons that take a position on the issue that: Considers two pieces of credible information logically supporting common good/ individual rights AND Two analyses of how the common good/ individual rights logically supports the position on the issue Takes a position on the issue that includes a call to action Includes cited quote Restates thesis Makes explicit references within the paper or presentation to six or more credible sources that provide relevant information Cites sources within the paper, presentation, and bibliography Uses subtopic terms in topic sentences Provides background on the issue by attempting to describe all the following: Provides two Constitutional citations on the issue by: quoting the U.S. Constitution attempting at least one analysis for the quotes to support the information Provides two reasons for the position, each supported by evidence. The evidence includes: Two pieces of credible information logically supporting constitutional principles/ democratic ideals AND One or more attempted analyses of how a constitutional principle/ democratic ideal logically supports the position on the issue Provides two reasons that take a position on the issue that: Considers two pieces of credible information logically supporting common good/ individual rights AND One or more attempted analysis of how the common good/ individual rights logically supports the position on the issue Takes a position on the issue that has a good attempt to a call to action Includes cited quote Restates thesis Makes explicit references within the paper or presentation to four or five credible sources that provide relevant information Cites sources within the paper, presentation, and bibliography Uses subtopic terms in topic sentences Provides background on the issue by describing two of the following: Provides one Constitutional citation on the issue by: quoting the U.S. Constitution attempting one analysis for the quotes to support the information Provides one reason for the position, each supported by evidence. The evidence includes: One piece of credible information logically supporting constitutional principles/ democratic ideals AND One attempted analysis of how a constitutional principle/ democratic ideal logically supports the position on the issue Provides one reason that take a position on the issue that: Considers one piece of credible information logically supporting common good/ individual rights AND One attempted analysis of how the common good/ individual rights logically supports the position on the issue Takes a position on the issue that includes a call to action that is lacking Includes cited quote Restates thesis Makes explicit references within the paper or presentation to two or three credible sources that provide relevant information Cites sources within the paper, presentation, and bibliography Uses subtopic terms in topic sentences Provides one Constitutional citation on the issue by: quoting the U.S. Constitution Provides one reason for the position, each supported by evidence. The evidence includes: One piece of credible information logically supporting constitutional principles/ democratic ideals Provides one reason that take a position on the issue that: Considers one piece of credible information logically supporting common good/ individual rights Takes a position on the issue that does not have a call to action. Includes cited quote Restates thesis Makes explicit references within the paper or presentation to one credible source that provides relevant information Cites sources within the paper, presentation, and bibliography Uses subtopic terms in topic sentences what the issue is who is involved in the issue (stakeholders) why this issue is important by relating it to a key/democratic ideal or constitutional principle includes cited quote, subtopics, clear thesis what the issue is who is involved in the issue (stakeholders) why this issue is important by relating it to a key/democratic ideal or constitutional principle includes cited quote, subtopics, clear thesis what the issue is who is involved in the issue (stakeholders) why this issue is important by relating it to a key/democratic ideal or constitutional principle includes cited quote, subtopics, clear thesis Provides background on the issue by describing one of the following: what the issue is who is involved in the issue (stakeholders) why this issue is important by relating it to a key/democratic ideal or constitutional principle includes cited quote, subtopics, clear thesis Liberty Middle School Camas WA 2014 27 Content: NOT Common Good, Individual Rights Citations Content: PASSING Constitutional Principles/ Democratic Ideals Provides background on the issue by describing all the following: Content: PASSING Constitutional Background Name Date Teacher/Period Debates Sample Pro Speech: Search and Seizure Students board the school bus in the morning, expecting to face another day of classes, exams, drama, and socializing. No student, however, should have to face the threats of violence or drugs in their schools. Unfortunately, in 2003 alone, students ages 12-18 were victims of an appalling 740,000 violent crimes. In addition, twenty-nine percent of high school students reported that drugs were made available to them on school property, according to author, Kari Staros. In fact, the news is full of reports of school shootings and innocent lives being taken because of the use of weapons on campus. The most effective way to prevent such horrible things from happening is to allow schools to search bags, lockers, and backpacks. The Constitution, democratic ideals, and the stakeholders affected by this issue, all firmly support school staff taking these actions. Clearly, schools should have the right to search student backpacks and lockers without probable cause and without student consent. To begin, the U.S. Constitution provides undeniable confirmation that school officials must be able to search students’ lockers and backpacks. As stated in the Preamble to the Constitution, it is the government’s duty to “provide for the general welfare” of its residents. This illustrates that the government must protect the general population by searching and seizing things that may cause harm in public venues. This same principle applies in schools. The school’s obligation is to protect the teachers’ and students’ safety, as well as their right to educate and be educated without harm or disruption. Additionally, the Tenth Amendment of the Constitution declares, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States.” This amendment confirms that schools, as a branch of the government, have the freedom to create rules for the good of its people. Without a doubt, schools must fulfill the obligation to protect its students and staff by searching students’ belongings when necessary. Liberty Middle School Camas WA 2014 28 Furthermore, America’s commonly accepted democratic ideal of the pursuit of justice provides indisputable reasoning for the search of lockers and backpacks. Without first establishing discipline and maintaining order, teachers cannot begin to educate their students. According to author, Charles F. Williams, “Searches are conducted for enforcing discipline in schools. If teachers don’t find the problem, and solve it, the problem will never be fixed and thus children will assume it is acceptable. We cannot sit around and just watch horrible things happen. Searches of students’ lockers and backpacks will ensure the safety of the children.” This plainly demonstrates that school staff cannot establish a safe learning environment without the right to pursue suspicions of wrongdoing in order to bring justice to students who may cause harm to others. Moreover, students and teachers have the right to safety and must be assured that they are free to attend school without concern for their lives. The article, “Stolen Childhood, Lost Learning,” proclaims, “Drugs and weapons are the main sources of violence, injury, and death in schools today. The only way to protect our children is for school officials to search students’ belongings to eradicate these harmful items from the halls of learning. Students who bring weapons or drugs to school must face the consequences.” This validates that justice must be served and this democratic ideal can only be accomplished when schools have the right to exercise search and seizure. Likewise, the stakeholders impacted by the search and seizure issue argue that the common good must be protected over individual rights. Even though the Fourth Amendment provides freedom from unreasonable search and seizure, this right must not be upheld when it potentially risks the lives of students and teachers. The article, “Schools Have the Right to Search Lockers,” declares, “School officials agree locker searches are the best way to keep guns out of schools.” This indicates that school staffs know that weapons are a problem on campus and that looking through lockers will help prevent this concern and its impending fatal results. Indeed, even the Juvenile Defense Network, an organization designed to protect the rights of children, admits on its website that school policies and statutes dictate that lockers and their Liberty Middle School Camas WA 2014 29 contents are not the private property of students. This organization unmistakably verifies that schools must maintain their right to search students’ belongings in order to protect all students in the school. To conclude, the right of schools to search and seize students’ backpacks and lockers must be upheld. The U.S. Constitution, democratic ideals, and the common good of stakeholders all substantiate the necessity of this right. In order to fulfill this right and to ensure public safety in schools, it’s time to take a stand. Students, staff, and parents can write to Superintendent Nerland to insist that this vital right be maintained in Camas. As defined by Camas School Board Policy Number 3230, “All student lockers may be searched at any time without prior notice and without reasonable suspicion that the search will yield evidence of any particular student's violation of the law or school rules.” This is the chance for students to demand that their safe learning environment continue to be protected. Imagine these same children again riding the bus to school. If the right of schools is supported, these kids’ main concerns will be about what they’re wearing or if they did their homework, not about whether they will fall victim to drugs or be violently impacted by weapons in their school. Liberty Middle School Camas WA 2014 30 Notes _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Liberty Middle School Camas WA 2014 31 WORK CITED/BIBLIOGRAPHIC PATTERNS MLA 7 FORMAT In writing a research paper, you must indicate exactly where you found whatever material you borrow-whether facts, opinions or quotations. –MLA Handbook for Writers of Research Papers If your source does not fit one of the following patterns, consult the MLA Handbook for Writers of Research Papers (7th edition) or CHS Format and Documentation Guidelines in the Liberty Library Information Center. If you are confused about how to cite a source, get help from your Teacher-Librarian. WORK CITED/BIBLIOGRAPHY IS DOUBLE-SPACED AND ALPHABETIZED BOOKS & REFERENCES: Printed Book by One Author PATTERN: Author (Last Name, First Name). Title of Book. City of Publication: Publisher, year of publication. Type of Material. EXAMPLE: Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1999. Print. Two or More Authors List the names in the order they appear on the title page, with commas between authors, and a period after the last author's name. Only the name of the first author should be reversed (Last Name, First Name); the other name(s) should be written in regular order (First Name Last Name). For more than three authors, either give only the first author and add et al. or give all the names. PATTERN: Author (Last Name, First Name), and Author (First Name Last Name). Title of Book. City of Publication: Publisher, year. Type of Material. EXAMPLE: Brockway, Wallace and Herbert Weinstock. The World of Global Warming. New York: Pantheon Books, 2004. Print. Editors, Compilers, Translators, Anthology PATTERN: Author (Last Name, First Name-If the persons named on the title page are editors, compilers, or translators, add a comma and a descriptive label, for example; eds. comps. trans.). Title of Book. City of Publication: Publisher, year. Type of Material. EXAMPLE: Untermeyer, Lois, ed. Modern American Poetry. New York: Harcourt, Brace & World, 1998. Print. Work in an Anthology (Reprinted article in an anthology such as Opposing Viewpoints, Current Controversies or At Issue books.) The original source information is at the bottom of the first page of an “Opposing Viewpoints-type” article. If the article is an excerpt from the original source, use the words excerpted from in front of the original source title. If the original source is a web site, put Web. after the name of the web site. PATTERN: Author (Last Name, First Name). “Title of Article as it Appeared in Original Source.” Title of Original Source Date of Original Publication: Page number(s) in original publication ( if given). Rpt. in (meaning “Reprinted in”) Title of the Work in which the Reprint Appears. Place of Publication: Publisher, Date of Publication. Page numbers of article in the anthology (if no page provided, put n. pag.). Print. EXAMPLE: Henkoff, Ronald. “Kids Are Killing, Dying, and Bleeding.” Fortune 10 Aug. 1992: 38-40. Rpt. in Youth Violence: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 122-130. Print. Liberty Middle School Camas WA 2014 32 ONLINE SUBSCRIPTION RESOURCES: CITATION PATTERNS AND EXAMPLES Most online subscription resources include a CITATION GENERATOR that will provide a recommended MLA citation for the source you are using. HOWEVER, usually you must EDIT the generated citation to conform to the correct MLA format. SIRS Researcher: Owned by ProQuest PATTERN: Put author’s Last Name, First Name; if no author, citation begins with title. Capitalize all important words in the title (Even if not capitalized in original) – in Microsoft Word, under format menu, use “Change Case” and “Title Case” After date of original source, insert colon: then page number(s). Put n. pag. If original page number(s) is not supplied. Abbreviate months to align with MLA standards (May June July not abbreviated). Author (Last Name, First Name). “Title of Article.” Original Source of Article [Location of source (if available)] Date of original source: page numbers. SIRS Researcher. Web. Date of Access. EXAMPLES: Hastings, Michael. “Whatever Happened to Global Warming?” New American 16 Feb. 2011: n. pag. SIRS Researcher. Web. 18 Aug. 2011. Hiserodt, Ed. “Green Food.” Winston-Salem Journal [Winston-Salem, NC] 4 Mar. 2011: 10-17. SIRS Researcher. Web. 18 Aug. 2011. FREE WEB SITES Do NOT cite search engines, such as netTrekker, Google etc. They are how you get to the web site-like a library catalog gets you to the books you cite. You MUST include the publisher or sponsor of the site you are citing. What organization or institution put the information on the Internet? If no date of most recent updating can be found use n.d. (for “no date.”) Include the URL of the site ONLY when the reader probably cannot locate the source without it OR when your instructor requires it. Information or Article from a Free Website: PATTERN: Author (Last Name, First Name, if given). “Title of Webpage or Article.” Title of overall Web site. Publisher or sponsor of the site, Date of Publication (use n.d. if no date is provided). Web. Date of access. EXAMPLES: “Projected Impacts of Global Change.” EPA.gov. United States Environmental Protection Agency, 9 Dec. 2009. Web. 29 Sept. 2011. Peterson, Marcus. “The History of Skateboarding.” Ezinearticles.com. Ezine Articles, n.d. Web. 15 Sept. 2011. Green, Joshua. “The Rove Presidency.” The Atlantic.com. Atlantic Monthly Group, Sept. 2009. Web. 20 July 2010. Liberty Middle School Camas WA 2014 33 Online Resources Page Liberty currently subscribes to the following databases and search engines. You DO NOT need a user name and password if you access these from school. However, these databases and search engine are valuable research tools and accessing them from home is important. We have set up remote user names and passwords so you can access them when you are not at school. ONLINE RESOURCES netTrekker Grolier Online Proquest eLibrary SIRS Researcher Culture Grams https:// delicious.com/ tomasetti Description Search engine to find information from high-quality evaluated websites. Search in encyclopedias; Book of Knowledge; Popular Science; Lands and People; Amazing Animals; America the Beautiful, Daily News. World's largest digital newspaper archive and magazine databases for student use. Magazines, newspapers, books, transcripts, maps, pictures, web links, audio, video files for your perusal. General reference on social, scientific, historic, economic, political, and global issues: Leading Issues, Natural Disasters, Focus on Terrorism, Today’s News, Maps of the World. Articles are selected from domestic and international newspapers, magazines, journals, and government publications. Daily life and culture, including history, customs, and lifestyles of the world’s people. Database of Liberty teacher approved DEBATE websites and links. Go to the right of the page and click on your topic to find pro and con information. Liberty Middle School Camas WA 2014 34 Login Password none needed none needed