LESSON 1:
What is Debate?
Name and something interesting
40 pieces of paper- Sonia
Objectives:
 Students will discuss the importance and many applications of debate.
 Students will learn about the structure of resolutions and how to take
them apart in order to start a debate.
Length: 45 minutes
Materials: Paper for the students to take notes
Potential Problems: Students may be uncomfortable with some of the
terminology in this lesson; make sure you instruct them to take notes and spend
time writing this information on the board.
Get to Know Each Other
Activity #1: Go around the room
Activity #2: Give each student
and have each student stand up
a piece of paper and have
and say their name and a fun
them make a nametag. Have
fact. Examples of topics include
the students write down their
what they wanted to be when
name and an answer to an
they were five, their perfect day,
icebreaker question and
their ‘spirit animal’ [animal that
present it to the class.
most resembles their personality,

Collect nametags at the
favorite movie, or what they
end of the class and re-
want to take away from the
distribute for each class
program.
until you remember all

Start the activity yourself
as an example then allow
all the students to
participate.
the students’ names.
Introduction to Debate
 ACTIVITY
Activity #3
Write a resolution on the board (samples in the folder). Have students by a show of
hands agree or disagree to it.
Have students write down on a piece of paper just a quick sentence on why they agree
or disagree with the sentence.
Have students share, start with a student who agrees, and then disagrees.
 DISCUSSION

Have you ever seen a debate (a Presidential debate on TV, a mock one on
SNL,a YFD Field trip)? Have you ever debated (at a family dinner, with
friends, in a more formal setting)? What do you think of when you hear
the word debate? What exactly is debate?

A debate is a discussion between two opposing sides of a topic about
which position is the correct one to take.

In more general terms, a debate takes place when two sides make
arguments for or against a statement (called a resolution).

What’s an argument?

A reason why you support a position.

Example: Coke is the best soda because it has the most bubbles
 Position: Coke is the best soda.
 Argument: Because it has the most bubbles.
Why is debate important?
 DISCUSSION

What types of skills do you think someone needs in order to successfully
debate? What are the steps involved in constructing good arguments?

Some points to cover:

Perspective: Think on both sides of a topic, regardless of what you
believe.

By creating arguments on both sides of an issue, you will better
understand your own position

Articulation: State your ideas clearly and effectively.
Support your
arguments with evidence to make them understandable, find flaws in
opposing arguments, and then communicate that to a judge

Presentation skills: Stand up in front of an audience and say why your
position is correct.
Be understandable and convincing.
“The Great Debaters” Video Clip: The Basics of a Resolution
(This activity is optional, as presentation technology may not be available)
1. Discussion

Show the clip from “The Great Debaters” that contains the team tryouts
scene.

Questions for Discussion:

What is the first topic that Mr. Tolson (Denzel Washington) presents?
(Written on the board in the clip)

What is the second topic he presents?
(Stated aloud before Ms. Booke gives her speech)

According to Mr. Tolson, what does “affirmative” mean in a debate?

What does “negative” mean in a debate?

What is Ms. Booke’s argument? What is her evidence?
What is a resolution?
2. A resolution is statement about an issue that you can either affirm (agree)
or negate (disagree).

Sample resolutions are included in Appendix A.
Write a few on the board
as you explain the concept of a resolution.

All resolutions have three fundamental characteristics:

Clear.
Resolutions should be precise and intelligible, concerning a
specific topic.
The meaning of the words in a resolution is certainly
open to interpretation, but there should not be uncertainty about what
is being discussed.

Contentious.
Resolutions encourage discourse, representing an idea
about which many different arguments can be formulated.
A
resolution should not be something that everyone agrees upon. (Give
an example: “Puppies are cute” or “Candy is good”)

Statements.
Resolutions take the form of a complete sentence.
It is
not a question to be answered, but rather a statement that is supported
or opposed.
 Agreeing and disagreeing with the resolution:

The affirmative side (the side that agrees with the statement) creates
arguments that support the resolution

The negative side (the side that disagrees with the statement) creates
arguments that oppose the resolution
 In debate, you will have to be able to make arguments and defend both sides.
This means that sometimes you will have to make arguments for something
you do not agree with or believe.
Picking a Class Resolution
 DISCUSSION

Note: Some teachers may prefer the resolution to be related to classroom
material. Discuss this with the teacher before you teach the lesson.
Examples include immigration in Social Studies, or World War II in
History.
If the teacher does not have a preference, allow students to pick
a topic that most interests them from a list you provide.

Each class will have one resolution that groups of students (either pairs or
groups of four) will develop into a case.

Write some interesting sample resolutions on the board (see Appendix A
for a complete list).

Have the students vote on which resolution they like the best.
Choosing and Explaining a Debate Format
3. In order to debate a resolution, you need a format.
Two in-class formats are
described in Appendix B, and either one is appropriate for this curriculum.
It is up to you, the teacher, to decide between Town Hall Format and Public
Forum Format.
Here are a few thinks to consider:
4. Read through Appendix B and choose between the two along with your
teaching partners.

Class size: Town hall is better for larger classes, as teams are bigger,
ensuring that more students are given the chance to speak.

Age level: Public Forum is a bit more difficult to learn, but certainly
appropriate for any age.
If you have specific concerns about the pace of
learning, Town Hall would be better.

Time constraints: You will need two classes to do the final debate with
Public Forum as opposed to one for Town Hall.
Select Teams
 Based on the format that you have chosen, split up students into teams. For
public forum, it is teams of two students.
For Town Hall, you have to split
the class into two teams.
o Assign a side (pro or con) to each team. Explain the importance of
being able to articulate coherent arguments for either side of a topic
regardless of your personal beliefs.
o Make sure that you assign an equal amount of pro and con teams.
o Tell each group that they will be writing a constructive (case) which
either affirms (agrees with) or negates (disagrees with) the
topic/resolution.
Important Note: Volunteers MUST talk with the classroom teacher after
Lesson 1 to see if they can assign homework after subsequent lessons.
Assignments are more effective when teachers offer their full support and even
have the assignments worth classroom points, as it authority to the program and
ensures that the students complete the work outside of class.