Unit: Debate
Time Frame & Duration: March-April 2015 (6 weeks)
Area of Interaction: Environment
Learner Profile: Inquirer
Significant Concept: “When you resort to attacking the messenger and not the message,
you have lost the debate. -Addison Whithecomb”
Objective: By the end of the unit, the students will compete in an informal debate.
Statement of Inquiry: We develop by challenging the perspectives and opinions of others, while keeping an
open-mind.
Class Schedule
Date
April 14/15
Agenda & Objective
ASSIGN GROUPS, CHOOSE RESOLUTIONS, BEGIN RESEARCH
By the end of today’s class the scholars will be assigned a role for the debates and begin
researching to build their case.
April 16/17
RESEARCH
By the end of the next two class days, scholars will research their topic, gather evidence
and write their case for the debates.
April 20/21
RESEARCH
By the end of the next two class days, scholars will research their topic, gather evidence
and write their case for the debates.
April 22/23
April 24/26
REHEARSE
By the end of today’s class, groups will have practiced their presentation and arguments
several times, received feedback from peers, and made adjustments to prepare for the
formal debate.
DEBATES
Scholars will compete in a formal debate.
Outline is due on 4/20 (A day) or 4/21 (B day), uploaded to Edmodo
FINAL ARGUMENTS due 4/22 (A day) or 4/23 (B day), to Edmodo.
Lincoln/Douglas Debate Format
1. First Affirmative Constructive – 3 minutes
A good introduction that attracts the audience’s attention and interest in the topic
Clearly state the resolution/claim
Clearly state each of your contentions
Support with reason and evidence
Conclude effectively
2. Cross Examination of the Affirmative by the Negative – 2 minutes
You ask questions – have a strategy and a direction to your questioning
Be courteous, Face the audience
3. First Negative Constructive – 3 minutes
A good introduction that attracts the audience’s attention and interest in the topic
Clearly state the Negative’s position on the topic
Clearly state the Negative’s Observations
Support with reason and evidence
Attack and question the Affirmative’s Contentions/evidence
Conclude effectively
4. Cross Examination of the Negative by the Affirmative – 2 minutes
You ask questions – have a strategy and a direction to your questioning
Be courteous, Face the audience
5. First Affirmative Rebuttal - 3 minutes
Respond to the Negative Observations – show how they are not as strong/relevant as the Affirmative
Contentions/Claims; Rebuild the Affirmative case
6. First Negative Rebuttal – 3 minutes
Respond to latest Affirmative arguments
Make your final case to the audience that the Negative position is superior to the Affirmative
Try and convince the audience the Affirmative has failed to carry the burden of proof
Summarize the debate and conclude effectively and ask for the audience to agree with the Negative
position
7. Second Affirmative Rebuttal – 3 minutes
Respond to final Negative arguments
Summarize the debate and show the audience how the Affirmative position is superior – and the Affirmative
has carried the burden of proof
Conclude effectively.
Writing Your Argument:
KEY TERMS:
Value- a concept representing something that is considered good, desirable or of high quality and
typically embraced by a society, culture or political group
Affirmative Case Outline:
Introduction: Place a quotation here Value- a concept representing something that is considered
good, desirable or of high quality and typically embraced by a society, culture or political group
Resolution: Write resolution here
Definitions: Define Key Terms (words you don’t expect your audience to know/understand
Affirmative Value: quote to define the value, quote to support the value
Contentions: points that prove resolution (should have 3)
Summary Statement: a statement summarizing major points of affirmative case
Negative Case Outline
Introduction: Place a quotation here
Statement opposing Resolution: Write statement here
Counter Definitions (if necessary): Counter Definitions provided if necessary
Negative Value: quote to define the value, quote to support the value (
Contentions: points that prove resolution (should have 3)
Summary Statement: a statement summarizing major points of negative case
Grading Scale for Debates
Name: _________________________________
Winner: Affirmative
Negative
Resolution: _____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Evaluation
Understanding of the Topic
Scholar clearly understands the topic-in depth and
presents information forcefully and convincingly.
Student’s viewpoint is clear and organized.
Presentation Style
Scholar consistently used gestures, eye contact, tone
of voice and a level of enthusiasm in a way that kept
the attention of the audience. Student addressed
remarks to the audience.
Length
Scholar used the allotted time.
Information
All information presented in the debate is clear,
accurate and thorough. Every point is well supported
with relevant facts, statistics and/or examples. All
arguments and counter arguments are accurate,
relevant and strong. Claims show evidence of
research.
Respect for other team
All statements, body language and responses are
respectful and in appropriate language. There are no
interruptions or name calling.
Essential Elements
Scholar speaks in a loud, clear voice. Scholar is well
prepared-i.e. note cards, evidence. Scholar maintains
eye contact with the audience.
Individual Assessment
Scholar performs their individual duty as outlined in the
Lincoln/Douglas format sheet.
Audience Etiquette
During debates you were listening, not talking,
sleeping or reading. You gave the person speaking
your full attention.
TOTAL
Points
Available
15
10
10
20
10
10
15
10
100
Points
Received
Websites for Students
Virtual Library Resource Centers
http://www.virtuallrc.com
MagBot is a full-text magazine reference and research site offering access to free hot-topic
magazine and journal articles for students and teachers.
http://virtuallrc.com/alphamarks
AlphaMarks are the subject classified bookmarks of the Virtual Learning Resources Center.
Alphamarks are chosen from carefully selected websites recommended by teachers, librarians, and
library and educational consortia.
General Information Sites
http://www.kidsclick.org/
Kidsclick is a web search for kids by librarians organized by areas of study (Facts & Reference;
Weird & Mysterious; Religion & Mythology; Society & Government; Reading, Writing, Speaking;
Science & Math; Health & Family; Home & Household; Machines & Transportation; Computers/The
Internet; The Arts; Popular Entertainments; Sports & Recreation; Literature;
Geography/History/Biography) just like a the library!
News Sites
http://www.newspaperindex.com/
Newspaper Index has newspapers and front-pages of newspapers from all countries around the
world
http://www.newseum.org/todaysfrontpages/flash/
The Newseum displays these daily newspaper front pages in their original, unedited form. Just
put your mouse on any city in the world and the local front page pops up. Double cli8ck and it gets
larger. It changes daily. It would be great for language arts, social studies, and other research
projects.
Timelines
http://www.thepeoplehistory.com/
Has a number of readable timelines of the decades of U.S. History.
http://www.pbs.org/greatwar/timeline/
PBS also has a number of readable timelines of the decades of U.S. History.
Databases Available To Our School (Infinity Preparatory)
The direct website address: http://infotrac.galegroup.com/itweb/tlc108033971?db=GVRL The password is
“lonestar.” If you want all the options open and available, all you have to do is click on change
databases on the top right-hand side of the screen, and all the databases available to us will appear
on the screen. (all schools)
Encyclopedia Britanica: http://school.eb.com
EBSCO: Type in web.esc20.net/access, then click on EBSCOhost - world’s foremost premium research database
service