Debate 4
Suggested Course Framework
The purpose of this course is to enable students to develop advanced skills and techniques for use
in debate and forensic activities.
The content should include, but not be limited to, the following:
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communication skills
logic and critical-thinking skills
techniques of public speaking
research skills
parliamentary procedure
argumentation and debate skills
analysis of debates
timing and judging techniques
Introduction to Debate 4: One Week
Introductory Speeches
Sunshine State Standards1
LA.C.3.4.4 apply oral communication skills to
interviews, group presentations, formal
presentations, and impromptu presentations
LA.C.3.4.1 use volume, stress, pacing,
enunciation, eye contact, and gestures that
meet the needs of the audience and topic
FL Frameworks for K-12 Gifted Learners
Program Goal 5: By graduation, the student
identified as gifted will be able to assume
leadership and participatory roles in both gifted
and heterogeneous group learning situations.
Program Goal 7: By graduation, the student
identified as gifted will be able to develop and
deliver a variety of authentic products /
performances that demonstrate understanding
in multiple fields / disciplines
Project Outline: Students will participate in a number of activities which are designed to provide
an opportunity for introductory speeches and for building the community within the class. Some
suggested activities are:
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Bag Speech: This speech is an opportunity for students to introduce themselves to the rest
of the class. The teacher will provide students with a brown bag. The student will place
three items that describe him/her in the bag and bring them in to show to the class.
Students should select objects that represent significant aspects of their background,
personality, values, ambition, etc. Using the chosen object as a point of departure,
students will develop a speech that explains how it relates to their life. Each speech
should have an introduction, (name, rank and serial number); three main points, (one for
each of your items); and a conclusion (a final thought.)
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The Sunshine State Standards and FL Frameworks referenced in this Project Outline are meant as an overview
and do not constitute an exhaustive list of the standards covered in the Debate 4 class. For a complete list of the
standards covered in the course, see the Debate 4 syllabus, from the FL Department of Education.
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Introductory Speech: The following topic list provides some ideas which may help to
focus students’ Introductory Speeches-
1. What activity has played or plays an important part in your life? Tell the story and
extract the message.
2. What is your main personal goal?
3. Can you come up with a turning point or milestone in you life?
4. What is your hobby or interest in your spare time?
5. Where you are from? Do your roots reveal something about yourself that's new for the
audience? That always works in a speech for self introduction.
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Personality Bulletin Boards: Many teachers are familiar with the concept of the
Personality Bulletin Board which is outlined by Harry and Rosemary Wong in The First
Days of School. Consider involving students in creating their own contributions to a
classroom personality bulletin board.
Suggested Resources:
 Brown Bag Speech Outline, from Amarillo College
o <http://sites.actx.edu/~gibson_j/spch1315brown_bag.htm>
 Introductory Speech ideas from “Speech Topics Help Advice and Ideas”
o <http://www.speech-topics-help.com/self-introduction-speech.html >
 Mastering Competitive Debate (Perfection Learning) p. 17 “Activities: Starting Out”
 Effective Teaching from Harry and Rosemary Wong (Personality Bulletin Boards)
o < http://teachers.net/gazette/AUG00/wong.html >
 Collier County Public Schools Speech and Debate Rubrics
o < http://www.collier.k12.fl.us/candi/langarts/docs/Speech%20Guide.pdf>
 Collier County Public Schools Debate Guide
o <http://www.collierschools.com/english/la/docs/Debate%20Guide.pdf>
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Small Group Discussion: Seven Weeks
Sunshine State Standards
LA.C.3.4.3 use effective strategies for
informal and formal discussions, including
listening actively and reflectively, connecting
to and building on the ideas of a previous
speaker, and respecting the viewpoints of
others
FL Frameworks for K-12 Gifted Learners
Program Goal 2: By graduation, the student
identified as gifted will be able to create, adapt,
and assess multifaceted questions in a variety
of fields / disciplines
Project Outline:
The class will address standard topics of universal appeal. (SIRS is a good source for topic lists.
See resources below.) Problem-Solution format will be used to facilitate a small group
discussion. Students will spend 2 weeks researching everything related to the problem in
question. In small groups, each panel will investigate all problems which are related to their
topic. For example, if the topic is “war on terror,” students will research cost, allocation of
resources, human freedom and rights etc. Once the panel has broken up all of the problem areas,
topics will then be broken down for research by individual group members. A group moderator
will need to conduct a panel discussion to flush out all areas related to the issue. (Teachers may
have access to the Speech book by Glencoe, which has a section on Small Group Discussion.)
Issues to consider are type of group, type of moderator etc. A secretary will record all areas of
the topic which are discussed and critiqued. At that time, individuals will conduct the solution
portion of the exercise and research all solutions related to their given problem area. Once again,
when this is completed the group will meet to discuss the solution portion in front of the class. It
is up to the instructor to decide whether or not the discussion will be open to class input. (The
instructor may also choose to make a follow up reflection question on an ANGEL discussion
board available.) A rubric is available for small group discussion on the district website.
Suggested Resources
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Problem-Solution Notes: Ideas from a secondary science teacher
o http://www.projectcriss.com/pdf_files/2_8_W07_MUSTHAVE.PDF
Elgin High School: Template for Problem-Solution Notes
o <http://schools.u-46.org/index.pl?id=26066&isa=Category&op=show>
Collier County Public Schools Speech and Debate Rubrics
o < http://www.collier.k12.fl.us/candi/langarts/docs/Speech%20Guide.pdf>
Collier County Public Schools Debate Guide
o <http://www.collierschools.com/english/la/docs/Debate%20Guide.pdf>
International Debate Education Association: a very useful resource which includes an
introduction to Parliamentary debate and an enormous database of potential debate topics
and/or questions.
o http://www.idebate.org
SIRS Knowledge Source
o <http://sks.sirs.com>
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Greek Philosophers and Ethics: Four Weeks
An Interview with a Famous Philosopher
Sunshine State Standards
LA.D.2.4.1 understand specific ways in which
language has shaped the reactions, perceptions,
and beliefs of the local, national, and global
communities
LA.A.2.4.8 synthesize information from
multiple sources to draw conclusions
FL Frameworks for K-12 Gifted Learners
Program Goal 1: By graduation, the student
identified as gifted will be able to critically
examine the complexity of knowledge: the
location, definition, and organization of a
variety of fields of knowledge
Program Goal 3: By graduation, the student
identified as gifted will be able to conduct
thoughtful research / exploration in multiple
fields.
Project Outline:
The instructor will introduce famous Greeks who contributed to the development of rhetoric,
including Socrates, Plato and Aristotle. The instructor will discuss the life and contributions of
each of the philosophers. If the instructor so chooses, students may be assigned either
individually or in groups to present research findings on the philosophers.
The instructor will introduce Ethos, Pathos and Logos. He or she will also address ends-based
thinking, care-based thinking and rule-based thinking. Next, the instructor will introduce John
Locke, John Stuart Mill and other modern philosophers. As with the Greeks, students may be
assigned to present research findings on these philosophers.
The instructor may also choose to discuss Free Will and Determinism, Religion and world
systems of government and their premises.
As a culminating activity, students may be assigned to stage an “interview” with a famous
philosopher. They should work with a partner or a group to create meaningful open-ended
questions and prepared responses. Students may choose to present either an ancient or modern
philosopher. The interviews may be presented to the class, videotaped, or presented as a
podcast.
Suggested Resources
 High School Broadcast Journalism Project: Excellent information and lesson plans about
creating effective interviews and many more resources.
o <http://www.hsbj.org/>
 Philosophy Pages: Biographical information on famous philosophers, includes extensive
bibliographies
o <http://www.philosophypages.com/>
 Stanford Encyclopedia of Philosophy: Extensive resource regarding both ancient and
modern philosophy, including biographical information on famous philosophers
(including all of those referenced above)
o <http://plato.stanford.edu/>
 Durham Technical Community College: a resource page for Ethos, Pathos, Logos which
includes essays and links for further reading
o <http://courses.durhamtech.edu/perkins/aris.html>
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Moral Courage by Rushworth M. Kidder (Google Books): page 239 gives an overview of
ends-based, care-based, and rule-based thinking
o <http://books.google.com/books>
Collier County Public Schools Subscription Sites:
o Gale, Grolier, World Book Online, SIRS Renaissance
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Student Congress: 9 Weeks
Sunshine State Standards
FL Frameworks for K-12 Gifted Learners
LA.C.3.4.2 select and use a variety of
Program Goal 3: By graduation, the student
speaking strategies to clarify meaning and
identified as gifted will be able to conduct
reflect understanding, interpretation,
thoughtful research / exploration in multiple
application, and evaluation of content,
fields.
processes, or experiences, including asking
relevant questions when necessary, making
appropriate and meaningful comments, and
making insightful observations
LA.C.3.4.3 use effective strategies for
Program Goal 2: By graduation, the student
informal and formal discussions, including
identified as gifted will be able to create, adapt,
listening actively and reflectively, connecting
and assess multifaceted questions in a variety
to and building on the ideas of a previous
of fields / disciplines
speaker, and respecting the viewpoints of
others
Project Outline:
Student Congress is an entry-level debate event. In this event students compete for speaker points
and nominations for best speaker of the chamber. Student Congress is a parliamentary style debate
that is tied to Robert’s Rules of Order. Senators run a chamber much like our own Senate. Students
are given the opportunity to give speeches and debate topics of merit that shadow current government
policy. For this project, the instructor will use the Mastering Competitive Debate book and the
Collier County Debate Guide (available through the district website- see link below). The
teacher will introduce Parliamentary procedure and Robert’s Rules of Order. With the class, the
instructor will create a list of topics based on universal topics of interest as well as Laureate
topics.
Every week, students will be given a list of 5 topics. One student will be assigned the authorship
role for one topic and will create an authorship speech. This must be a three minute 3 point
memorized speech that includes an attention step and a conclusion that extends thought and
demands action from the chamber. All students are expected to bullet out a speech in the
affirmation and negation for each topic to be debated for each class period. All students should
be given the opportunity to deliver at least one authorship speech during the student congress
unit. There is a rubric for rating student congress speeches on the district website under the
debate section. Important items to teach and expect are sign posting, attention steps that are
famous quotes and a request for action.
Suggested Resources
 Student / Teacher Introduction and Debate Activities: a resource from CCPS which
outlines many debate activities and includes rules and rubrics for scoring
o <http://www.collier.k12.fl.us/candi/langarts/docs/Debate%20Guide.pdf>
 International Debate Education Association: a very useful resource which includes an
introduction to Parliamentary debate and an enormous database of potential debate
topics/questions.
o http://www.idebate.org
 Robert’s Rules of Order
o http://www.robertsrules.com/
 Mastering Competitive Debate: Chapter 29 Student Congress
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Informational/Expository Speech: Four Weeks
Admiration Speech
Sunshine State Standards
LA.B.2.4.4 select and use a variety of
electronic media, such as the Internet,
information services, and desktop publishing
software programs, to create, revise, retrieve,
and verify information
FL Frameworks for K-12 Gifted Learners
Program Goal 7: By graduation, the student
identified as gifted will be able to develop and
deliver a variety of authentic products /
performances that demonstrate understanding
in multiple fields / disciplines
Project Outline:
Students will choose a great philosopher, scientist, world-leader, or activist to write and present a
10 minute multimedia presentation about. Students may use their Laureate topic if they choose
to focus on a person related to their research. There is a rubric available on the district website
under speech rubrics to rate this type of speech.
Suggested Resources:
 Advanced Placement Laureate Essay Process
 <http://www.collier.k12.fl.us/NHS/Glancy/2007 2008APLaureate%20EssayProcess.pdf>
 A Guide to the Advanced Placement Laureate Program
o <http://collier.k12.fl.us/gch/guidance/pdfs/Laureate.pdf>
 Collier County Public Schools Subscription Sites:
o Gale, Grolier, World Book Online, SIRS Renaissance
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Laureate Presentation: Five Weeks
Sunshine State Standards
LA.A.2.4.8 synthesize information from
multiple sources to draw conclusions
LA.C.3.4.5 develop and sustain a line of
argument and provide appropriate support
FL Frameworks for K-12 Gifted Learners
Program Goal 7: By graduation, the student
identified as gifted will be able to develop and
deliver a variety of authentic products /
performances that demonstrate understanding
in multiple fields / disciplines
L.A.B.2.4.3 write fluently for a variety of
occasions, audiences, and purposes, making
appropriate choices regarding style, tone, level
of detail, and organization
Project Outline:
Students will prepare their multimedia Laureate presentation during this unit. There is an
Original Oratory Rubric available on the district website that can be tailored to rate this speech.
Suggested Resources:
 Advanced Placement Laureate Essay Process
 <http://www.collier.k12.fl.us/NHS/Glancy/2007 2008APLaureate%20EssayProcess.pdf>
 A Guide to the Advanced Placement Laureate Program
o <http://collier.k12.fl.us/gch/guidance/pdfs/Laureate.pdf>
 Collier County Public Schools Speech and Debate Rubrics
o < http://www.collier.k12.fl.us/candi/langarts/docs/Speech%20Guide.pdf>
 Collier County Public Schools Subscription Sites:
o Gale, Grolier, World Book Online, SIRS Renaissance
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Lincoln Douglas Debate: Five Weeks
Sunshine State Standards
LA.C.3.4.5 develop and sustain a line of
argument and provide appropriate support
LA.A.2.4.5 identify devices of persuasion and
methods of appeal and their effectiveness
FL Frameworks for K-12 Gifted Learners
Program Goal 2: By graduation, the student
identified as gifted will be able to create, adapt,
and assess multi-faceted questions in a variety
of fields / disciplines
Program Goal 5: By graduation, the student
identified as gifted will be able to assume
leadership and participatory roles in both gifted
and heterogeneous group learning situations
Project Outline:
Lincoln Douglas Debate is a value-based debate. L/D is a one-on-one debate where one side upholds
the proposition and the other side opposes it. An example of a value proposition is, “Resolved: On
balance, violent revolution is a just response to political oppression.” L/D topics change monthly.
The best way to develop your case is to use the traditional 5-paragraph essay format that includes an
introduction, three main points and a strong conclusion.
Key points to include and consider are:
 Value- examples, justice, liberty, freedom
 Definitions- define the scope of the debate and are agreed upon
 Criterion- a statement or a concept that supports your value premise
 Contentions- are your examples that support you criterion
To receive the highest possible score, while participating in a Lincoln Douglas Debate students must
consider the points presented in chapter 29 of Mastering Competitive Debate. Information about
formatting and scoring a Lincoln Douglas debate is available in the CCPS Debate Guide.
Suggested Resources:
 Collier County Public Schools Debate Guide
o <http://www.collierschools.com/english/la/docs/Debate%20Guide.pdf>
 Collier County Public Schools Speech and Debate Rubrics
o < http://www.collier.k12.fl.us/candi/langarts/docs/Speech%20Guide.pdf>
 Introduction to the Lincoln Douglas Debate by Seth Halvorsen and Cherian Koshy
o <http://www.nflonline.org/uploads/CoachingResources/IntroductiontoLDDebateO
nlineText.pdf>
 International Debate Education Association: a very useful resource which includes an
overview of the Lincoln Douglas debate format, including official rules.
o <http://www.idebate.org/standards/ruleslincolndouglas.php>
 Collier County Public Schools Subscription Sites:
o Gale, Grolier, World Book Online, SIRS Renaissance
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