Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
Debate I, II, and III
Fall 2015
Dr. W. Kuykendall
I. COURSE PURPOSE
Debate is the organized clash of ideas. Just like lawyers represent clients in trials, individuals
represent ideas in debate. Debate encourages each side to use evidence, reasoning, and
persuasion to best represent their ideas. Learning debate is a lot like learning a sport. Once you
know the basic rules, the best way to learn is by doing. One would not learn to play baseball
from a book. Likewise, the best way to learn debate is by debating often. This class therefore is
strongly based on performance through a variety of debate forms. The skills of debate are
valuable beyond the classroom; they are the skills that colleges and employers look for. Our
primary goal is to learn and practice these life skills.
II. COURSE DETAILS
Each student should demonstrate a high level of performance and development in the following
areas:
1. Research: Students will use a variety of informational resources to build a file of relevant
information on a given topic.
2. Public speaking: Students will demonstrate proficiency in basic public speaking skills such as
clear and interesting delivery, professional posture, and eye contact.
3. Argumentation: Students will build and defend a position with the use of critical thinking,
logic, evidence, and compelling language.
4. Note taking: Students will demonstrate advanced note taking technique by keeping a flow
chart of the arguments in a debate.
5. Organization: Students will demonstrate organizational skills by creating a system to
categorize their research and by maintaining clear organization during debates.
6. Active listening: Students will demonstrate their listening abilities by both responding
specifically to arguments made by their classmates and by constructively critiquing the
performance of their classmates.
Students are expected to prepare outlines, rehearse presentation skills, and perform a variety of
platform speeches. Oratory skills will be developed through a variety of techniques and styles.
Students will specifically engage in impromptu, persuasive, informative, demonstrative, and
interpretive types of speeches throughout the course of the year. They will engage in debates
both as individuals and with teammates. Technology such as PowerPoint, videotaping, and
online research will assist in the process of constructing and presenting speeches.
Core Skills and Concepts:
1. Students will demonstrate appropriate outline format. This includes the use of
MLA format (typed, double spaces, pagination, works cited page)
2. Produce legible work that shows accurate spelling and correct use of punctuation
and capitalization
3. Demonstrate organization within a speech, presentation or debate round
(introduction, main points with examples, conclusion, etc.)
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Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
4.
5.
6.
7.
Show control of language, style, vocabulary, and originality
Develop a strong voice and presence while speaking
Identify and use persuasive techniques of rhetoric
Use methods of presentation that involve the audience (establish credibility,
maintain interest, and vary tone, eye contact, gestures, and blocking).
8. Progress through stages of brainstorming, outlining, preparing, practicing, and
performing a variety of original speaking topics
9. Use props, visual aids, graphs, and electronic media to enhance the appeal and
accuracy of presentations
10. Demonstrate skills through one public speaking event outside of class (i.e. an
event at a debate tournament, church event, local speech competition, school held
speech, assembly, etc.)
Academic Integrity
I will use my own thoughts and my own words. I will do my own work to support my own
learning.
This means:
NO CHEATING
NO COPYING
NO STEALING
NO PLAGIARISM
NO REPRESENTING SOMEONE ELSE'S WORK AS MY OWN.
III. ASSESSMENT
Class Participation, Daily Classroom Activities (individual and group – live debate rounds –
drafting and speaking) is 20% of the six weeks average.
Homework is 20% of the six weeks average. Homework will be directly related to the debate
packet, debate skills, and public speaking.
Tests are 25% of the six weeks average.
Projects (Presentations, Reports, Research Statements, and Tournament Competition) are 20% of
the six weeks average.
The six weeks Exam is 15% of the six weeks average.
Make-up Work
Make-up work will be allowed for excused absences without penalty subject to the student
completing the missed work within two school days for every day missed. Example: Student is
absent 2 days; student has 4 school days (not class meeting days) to complete the make-up work.
Make-up work will be allowed for absences that are unexcused with a 20% penalty for every day
that the work is late two school days after the students return to school. This affords the student
the opportunity to find out what work he/she missed on the first day back, and to turn it in on the
next day of school without penalty. Example: Student returns to school on Monday after a Friday
unexcused absence. The student will use Monday, without penalty, to find out what he/she
missed, and may turn the work in Tuesday without penalty. Each day after Tuesday the grade is
reduced by 20%. It is your responsibility to contact me and make an appointment for all make-up
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Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
tests/quizzes. The rules outlined in the Dallas ISD policy regarding make-up work and late
papers will be enforced to the letter. It is your responsibility to check for homework after an
absence. It is your responsibility to note your syllabus with homework assignments. After these
provisions are followed by the teacher your parent/guardian will be contacted by phone and a
parent-teacher conference will be requested. If this action does not result in the completion of the
assignment within 5 school days the grade earned will be recorded in the gradebook.
IV. MATERIALS
Each student will receive a copy of the debate packet for this tournament year.
Various textbooks and articles will be used by the debate coach for instruction during the year.
Students will be given copies of the documents or pdf files of the documents to read and respond.
Use only blue or black pens when turning in assignments. Make sure your name, the title of the
class, the details of the assignment, the date, and your class period is written on the top of the
first page.
Use spiral notebooks for note taking and for recording assignments and due dates.
Use free leaf paper for turning in daily assignments.
Bring your debate packet and notes to every class meeting and tournament.
V. DISCIPLINE
Rules outlined and enumerated in the Dallas ISD and Garza ECHS Student Code of Conduct
Handbook will be enforced.
VI. TEACHER REMARKS
You are expected to be seated in your desk, on time, and prepared for class to begin. Excellence
is not an event, it is a habit; a routine practiced over time. I expect excellence from all students in
the class. I expect students to behave with a high degree of emotionally maturity resolving
conflicts or addressing issues in a civilized and professional manner. You or your
parents/guardians may schedule a conference with me between 2:00 p.m. - 4:00 p.m. on Tuesday
or Thursday, or other times as we may mutually agree. I can be contacted by email at
wkuykendall@dallasisd.org or phone at (940) 783-7713.
VII. TUTORING
I am available for tutoring after school on Thursdays from 4:00 p.m. to 6:00 p.m. and on
Tuesday and Thursday mornings from 8:00 to 9:00 a.m. You must schedule this tutoring in
advance.
VIII. AFTER SCHOOL PRACTICE
After school practice will be on Thursday from 4:15 to 6:15 p.m.
IX. MENTOR MEETINGS
We have the privilege of having a practicing attorney and a graduate debate student from
Southern Methodist University as our mentors. Meetings with and special training with our
mentors will be one Wednesday each month from 4:15 p.m. to 6:15 p.m. The dates are subject to
change:
A schedule will be provided and will be posted for student’s access early in the semester.
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Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
Attending the mentor meetings will also get you extra credit; as well as a free dinner. Attendance
is worth 50 bonus points to be used on any assignment or test.
X. ADDITIONAL TRAINING OPPORTUNITIES
Attending Debate Central, SMU Debate Center, and or DUDA Workshops will also get you
extra credit; as well as a free meal. Attendance at SMU Debate Center is worth 50 bonus points
to be used on any assignment or test. Attendance at Debate Central or attendance at the DUDA
High School Workshop is worth 100 bonus points to be used on any assignment or test.
A schedule will be provided and will be posted for student’s access early in the semester.
XI. TOURNAMENTS
All students in Debate I, Debate II, and Debate III shall attend and compete at tournaments.
Returning debate team members will also be competing at these tournaments and attending after
school practice and training. The tournament schedule is subject to change.
See Attachment #1: Debate Tournament schedule.
XII. COURSE SCHEDULE (Subject to Change as Needed)
Week 1: What is debate? What is a resolution? What is the debate vocabulary? Introduction to
topics
Week 2: Affirmative and Negative Burdens/Presumption/Topic and Potential Case Areas.
Exploring, Analyzing, Understanding, and Applying the data packet
Seminar #1:
Novice: Exploring the topics, Affirmative and Negative Arguments, Following the flow
Junior Varsity: On-case/Stock Issues
Varsity: Defensive v. Offensive Arguments/Case turns; Lab: Argumentation (Toulmin
model)/Syllogisms/Proof (Evidence)
Week 3: On-case-Stock Issues/Case Turns/Finding and labeling evidence. Writing 1AC and 1NC
for the topics
Week 4: Building a case/Direct Clash/Defensive Arguments/Argue a mini-round. Live debate
rounds.
Week 5: The Topicality Debate—Listening and Flowing
Week 6: Sample debates (Video and PPT from instructor for analysis and application by
students).
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Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
Seminar #2:
Novice: Case Building Workshop/Cutting Affirmative and Negative On-case evidence
Junior Varsity: Case Building Workshop/Cutting Affirmative and Negative On-case evidence
Varsity: Case Workshop/Cutting Affirmative and Negative On-Case Evidence
ALL: Flow a mock debate
Week 7: Disadvantages/Clash/Timeframe, Scope, Magnitude, Probability
Week 8: Disadvantages/Link Turns, Impact Turns, Straight Turns and Double Turns
Week 9: Best evidence. Reliability, credibility, and validity
Week 10: Counterplans; Counterplans/Disadvantages in combination
Week 11: Troubleshoot Tournament Problems
Seminar #3:
Novice: Disadvantages/Topicality
Junior Varsity: Counterplans/Kritiks
Varsity: Writing new evidence and arguments
Week 12: Disadvantages/Counterplan/Kritik
Week 13: Strategic Argumentation
Week 14: Strategic Argumentation
Week 15: Strategic Argumentation
Week 16: Strategic Argumentation
Week 17: Strategic Argumentation
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Dallas Urban Debate Squad - Trinidad “Trini” Garza Early College High School at Mountain View College
XIII. CORE BELIEFS
Staff Core Beliefs
1.
Our main purpose is to promote student success through a high-quality education.
2.
For every child to succeed, we must hold students and ourselves to high expectations.
3.
Only the courageous pursuit of excellence will lead to success.
Student Core Beliefs
1.
My future success depends on working hard today.
2.
I have high expectations for myself, my classmates, and my school.
3.
I aim for excellence even when it's difficult.
Debater Core Beliefs
1.
I will excel and prevail as I will prepare and study for the challenges I shall face.
2.
I am part of something grand; a team of equals that works together, stays together, and
shall be successful because we have it together.
3.
I am a voice that will be heard for I will speak with clarity and purpose about significant
issues that I have great knowledge of.
Coach Core Beliefs
1.
Debate transforms the educational experience in every academic subject.
2.
The success of each student is my responsibility.
3.
I build confidence, belief, and mental strength in every debate team member.
Team Core Beliefs
1.
We are ONE: Together we learn, we teach, we study, we share, we win, we lose, we
work, we play, we prepare and we compete.
2.
The success of our team depends on each one of us.
3.
We are champions in all that we do. That is our tradition.
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