RESOURCES FOR CLASSROOM DEBATES
http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml
Introduction
The classroom debates are exercises designed to allow you to strengthen your skills in the areas of
leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation.
Debate topics and position statements are outlined below. Groups may sign up on a first come,
first served basis, by specifying both the debate topic and the position desired (i.e., Pro or Con).
Note that all groups must have signed up for the debate by the date denoted in the class schedule.
All group members are expected to participate in the research, development, and presentation of
your debate position. Preparation will require substantial library research. Each participating
member will receive the same group grade.
Debate Format
6 minute Position Presentation - Pro
6 minute Position Presentation - Con
5 minute Work Period
4 minute Rebuttal - Pro
4 minute Rebuttal - Con
3 minute Work Period
2 minute Response - Pro
2 minute Response - Con
1 minute Work Period
2 minute Position Summary - Pro or Con
2 minute Position Summary - Pro or Con
5 minute Tallying of Ballots/Announcement of Winner
Debate Procedure
The debate will take the form of timed individual and/or group presentations and responses
separated by timed group work periods. The rules applied may deviate from the formal rules of
debating. When questions arise, the judgment of the instructor will provide the definitive ruling.
Prior to the beginning of the class period, both teams are to position their desks facing each other at
the front of the room. Each team is to write its team name, debate position, and debate position
statement on the blackboard behind their desks. Note that absolutely no changes may be made to
the position statements presented below. You must argue them exactly as written!
Team members may speak either from their desks or from the podium, as they desire.
Audiovisuals may be used at any time, including, but not limited to, handouts, flipcharts,
transparencies, slides, audio and videotapes, etc. While a team is not required to use all of the time
allocated to each debate component, speakers must stop immediately when the allocated time runs
out. Team members are prohibited from speaking to the audience or opposing team except at the
times specifically allocated to them. Thus, there can be no immediate, reciprocal interchange of
comments between the teams. The sequence of the position summaries will be determined by a
random procedure at the conclusion of the final work period. Note that no new information may
be introduced during the summary. Doing so may result in disqualification of the offending group.
If either team feels that their opponents are introducing new information during the summary, they
may challenge them immediately and request a ruling from the instructor.
Selection of Winner(s) and Allocation of Points
The instructor reserves the right to allocate fewer than the default or class voted points to a group, if,
in his opinion, the quality of preparation and/or presentation was inadequate. Debate "losers" who
prepare and present adequately will receive 30 points for their efforts.
Debate "Winners" will be selected in two ways, as follows:
Audience Vote: Class members in the audience will vote by secret ballot for a debate winner.
Votes are to be based upon presentation quality only, and not upon personal agreement or
disagreement with the position espoused. At the conclusion of each component of the debate,
class members will be asked to assign a point rating along with explanatory comments to each team
for their performance during that component. When the debate is over, the point ratings will be
summed. Whichever team has the higher sum will be the winner on that ballot. After all ballots
are collected, the number of votes for each team will be announced. Whichever team has more
votes will be the winner, and the team will receive 10 bonus points in addition to the 30 for basic
preparation. In the event of a tie, the instructor’s vote will decide the winner.
Instructors' Vote: The instructor will also evaluate both teams according to the above procedures
and criteria, and select his choice for the winner. The team of his choice will receive 10 bonus
points. Thus, depending upon the nature of the vote split, the "Winner(s)" may receive 10 or 20
bonus points, for a total of either 40 or 50 points for the debate.
Review of Ballots
Each debating team will have the opportunity to take home all of the ballots overnight for review
and feedback on their performance. If necessary, the team to take them first will be determined by
the flip of a coin. Once both teams have reviewed them, they are to be returned to the instructor.
Debate Topics
Whose Responsibility is Stress?
PRO: Employees who cannot take the stress inherent in a job should be relieved of their current
duties (i.e., transferred, demoted, or fired, as appropriate). Stress management should ultimately
be the employees' responsibility.
CON: Employees with stress problems should be guaranteed not to lose their current positions
while the company provides or arranges for special treatment to alleviate their stress related
problems. The corporation has an obligation to provide significant assistance to employees in the
area of stress management.
Employee Privacy
PRO: Employees of any organization should be accorded significant privacy rights relating to
both their time and behavior on the job, and the use of their personal information. Employee
privacy on the job should be respected as much as it is in their homes.
CON: By virtue of accepting employment in an organization, employees must relinquish many of
the privacy rights that they might enjoy in personal settings, such as their own home. The ability
of an organization to function effectively and meet its goals requires this limitation to personal
privacy rights.
Romance in the Workplace
PRO: Workplace romances are private matters between the individuals involved. Organizations
should not try to regulate them in any significant way.
CON: Workplace romances can impact negatively on morale and productivity, and may result in
charges of sexual harassment. Organizations have the right to regulate them as they see fit.
DEBATE BALLOT
Debate ______________________________________________ Class _____________
Name of Evaluator ____________________________________ Date _____________
1
Excellent
2
Good
3
Poor
4
Fair
5
Average
PRO
CON
6 Minute Position Presentation
Rating = ____
Comments:
Rating = ____
Comments:
***** 5 Minute Work Period *****
4 Minute Rebuttal
Rating = ____
Rating = ____
Comments:
Comments:
Continued on Reverse ---------->
***** 3 Minute Work Period *****
2 Minute Response
Rating = ____
Comments:
Rating = ____
Comments:
***** 1 Minute Work Period *****
2 Minute Position Summary
Rating = ____
Rating = ____
Comments:
Comments:
[
] Total Points
[
]
Total Points
Circle Winner Below:
PRO
CON
General Comments:
Signature of Evaluator:
______________________
Team Presentation Evaluation1
Team Name ____________________________________________
Grade _______
Case _________________________________ Date___________ Duration _______
Content
1
2
3
4
5
Overview (Review/posting of agenda; Summary of case)
1
2
3
4
5
Diagnosis/Analysis (Review of chapter content; Issues/Problems in case)
1
2
3
4
5
Quality of Recommendations/Explanations (Reccs for what should be/
1
1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.
have been done differently, OR, Expls for why current situation
successful)
1
2
3
4
5
Summary/Conclusion (Review of major points; Statement of relevance to
practice of management)
Process
1
2
3
4
5
Quality of Professional Attire/Grooming
1
2
3
4
5
Verbal Behavior (clarity/choice of words/voice level)
1
2
3
4
5
Nonverbal Behavior (posture; gestures/movement; eye contact; presence;
use of notes/reading)
1
2
3
4
5
Variety in Style (lecture; discussion; game; activity; skit; role play; quiz)
1
2
3
4
5
Audiovisual Support (Transparencies; PowerPoint; blackboard; video)
1
2
3
4
5
Level of Audience Involvement (Stimulation/structuring of activity/disc)
1
2
3
4
5
Timing (Within limit; coordination; use of time)
1
2
3
4
5
General Coherence (Ability to follow points; quality of transitions)
1
2
3
4
5
Creativity/Psychological Impact
Content
Process
Strengths
Weaknesses
Improvements
General Comments
Signature of
Evaluator:
__________________________________
David M. Leuser, Ph.D.
DEBATE ROLES and RULES
Roles
Rules
Opening Statement Presenter:
Gathers the main arguments into an introductory statement. Does not give
specific information; just says "this is true because of A and B and C."
1.________________________________________
Topic Presenters:
Present the main arguments for the team. Each presenter give specific
details that prove A and B and C.
(2 or 3)
1.________________________________________
2.________________________________________
3.________________________________________
Rebuttal Presenters:
Answer the arguments of the other team. These presenters must take notes
as the other team is presenting their arguments and respond to every
argument, using specific information to disprove them.
(1 or 2)
1.________________________________________
2.________________________________________
Closing Statement Presenter:
Presents the closing arguments for the team. Repeats the main idea for this
and this and this reasons.
1.________________________________________
Debate Rules
No put downs.
You must raise your hand if it's not your time to speak.
Teams lose 1 point for each interruption.
Teams lose 1 point for whispering while another speaker is talking.
TIMES
Opening statements for both sides = 3 minutes each
Arguments for both sides = 3 minutes each
Rebuttal conference = 1 minute
Rebuttals = 2 minutes each
Closing statements for both sides = 3 minutes each
The Debate
Date:
Class:
PRO
CON
Clear statement of main idea in opening statement
Points
1.
2.
3.
Rebuttals
Closing statement
nominate a team CAPTAIN
(Responsibilities include: maintaining team discipline and focus, leadership, being fair
and unbiased, delegating group member responsibilities) show of hands, tallies
GROUP MEMBER Responsibilities: to support the captain, plan and research arguments,
participate actively in planning and discussions, collate information and maintain
self-control.
 Review Teamwork Expectations and tasks with your students.
 The teacher's role is facilitator . . . monitor each group to assist with understanding
their roles, maintaining focus, brainstorming research topics, etc.
 After teams have nominated a Captain and brainstormed research topics, team
members should assume responsibility for researching their supporting topics, using all
available resources.
 Once resources have been collected, it is important that each group member have
an opportunity to present their research and materials to the group for discussion.
 At that point, the group will need to decide if and how that information should be
used, and assist members in supporting their arguments. (Would the information
contribute to the defence of the argument?)
 Encourage each team to try to conjecture what the other team's arguments and
responses may be, so that team members are as prepared as they can be!
Debate Scoring Sheet
http://myweb.lmu.edu/tshanahan/nt-debatescoring.html
Ideas for debate topics
Submitted by: Barbara D. Martin
2. Should students be required to wear uniforms at school?
4. Should you be permitted to have a job such as mowing yards or baby-sitting if your grades
are poor?
5. Should you be permitted to purchase or buy whatever you want to with your own money or
allowance?
6. Should you be permitted to get any style of haircut you want?
11. Should you be permitted to have or attend a sleep-over party?
12. Should you be permitted to have a pet?
17. Should you be allowed to take up any hobby that you want to?
21. Should you be allowed to have your ears pierced or maybe pierce other body parts?
23. Should you be required to wear mandatory bicycle helmets?
25.
Should there be corporal punishment at school?
26. Does society have a right to put someone to death?
27. Should you have a curfew?
If so, what time and on what days?
28. Should the cafeteria offer fast food lunches instead of cafeteria food.
35. Should kids between the ages of ten and thirteen be dropped off at the mall without adult
supervision?
37. Should animals be used for scientific experimentation?
and more...
Television is better than books.
Computers should replace teachers.
The Olympics are a waste of money.
Social Issues

Abortion

Capital punishment

Euthanasia & assisted suicide

Global warming

Welfare

World population

Poverty
Introduction to Argument
An Educator's Reference Desk Lesson Plan
Submitted by: Lori Freeman
Email: lfreeman@hcrhs.k12.nj.us
School/University/Affiliation: Hunterdon Central Regional High School, Flemington, NJ
Date: August 4, 2001
Grade Level: 7, 8, 9, 10, 11, 12, Higher Education, Adult/Continuing Education
Subject(s):

Language Arts/Debate
Duration: Two 45-minute sessions
Description: This activity introduces students to argumentation. By the end of the lesson, students have a
better understanding of the terms controversial , pro , and con , and they are better able to see both sides
of a controversial topic.
Goals:
1. To understand key terms in the early study of argument.
2. To be able to see opposing viewpoints of an issue.
3. To speak, read, write, and listen in an effort to make a cohesive argument.
Objectives:
1. Students will be able to work in groups to discuss the pros and cons of a controversial issue.
2. Students will be able to list pros and cons of a controversial issue.
3. Students will discuss the pros and cons of a controversial issue to the rest of the class.
Materials:



8 index cards with controversial topics written on them
pens/pencils
paper
Procedure:
Ask students to define the word, controversial . "Can you think of a controversial topic? What makes that
topic controversial? What do the terms pro and con mean?"
Divide students into groups of three or four. Inform students that each group will be given a controversial
topic. Students will need to work together to determine pros and cons related to the topic. Afterwards,
each group will present their topic to the rest of the class, discussing both sides of the issue.
Have one student from each group select an index card from your hands. Fan the cards out and turn them
upside down so that students can't see the topics on the cards. [ Author's Note: Have one topic per index
card, but make sure that the students understand they are to argue both sides (pro and con) of that issue.
For example, one card may have the sentence: "Homework should/should not be given." Students will
need to evaluate the purpose of homework and try to see its pros and cons. You can come up with any
topics that are interesting to you and your students.]
Each group will also need a piece of paper to record the pros and cons of the topic. Students should write
the topic on the top line of the sheet. Then they should draw a line down the center and put "pro" on one
side and "con" on the other. Give each group about 20 minutes to discuss the issue and to list the pros and
cons on their argument sheet. After 20 minutes, see if students need more time to talk. Remind students to
complete the argument sheet so that they have a guide to help them present their topics. Have each group
present their topics to the whole class by first stating the issue, then discussing the pros and cons of that
issue. Close by asking, "What made each topic controversial? Did you have trouble seeing both sides of
each issue?"
Assessment:
Each student will be given an oral participation grade:




Talking at least THREE times during the presentation = 10 points
Talking at least TWICE = 8 points
Talking at least ONCE = 5 points
Not talking = 0 points
The argument sheets will be handed in for a homework grade based on detail and completion:

At least FIVE pros and FIVE cons = 10 points

At least FOUR pros and FOUR cons = 8 points

At least THREE pros and THREE cons = 6 points
At least TWO pros and TWO cons = 4 points
At least ONE pro and ONE con = 2 points
A blank sheet = 0 points



the student jury
The jury will then discuss why they voted the way they did. The instructor will then ask the students
how public policy is decided
Three-Card strategy
"Comment or Question." When a student wishes to make a point as part of the discussion,
he or she raises one of the cards; after making a comment or asking a question pertinent to
the discussion, the student turns in the card.
Participation Countdown strategy
Tag Team Debate strategy