Directions
You will be participating in a one-on-one debate centered on one of the research questions listed below. There will be two people debating about each topic, from opposing perspectives. After topic assignment, you and your partner will determine which side of the issue you will defend.
First Amendment- Religion:
1. Does student-led prayer over the public address system before high school football games violate the
Establishment Clause?
Case: Santa Fe Independent School District v. Doe (2000)
2. Does a Christmas display, erected by the city, in a park owned by a nonprofit, violate the Establishment Clause?
Case: Lynch v. Donnelly (1984)
3. Should people that use drugs for religious reasons and are fired from their jobs for this reason, be denied unemployment benefits?
Case: E mployment Division v. Smith (1990)
First Amendment- Expression:
4. Is burning the United States Flag lawful or not?
Case: United States v. Eichman (1990)
5. Can a principal deny students the right to publish certain articles in a school newspaper that he/she deem inappropriate?
Case: Hazelwood School District v. Kuhlmeier (1988)
First Amendment- Assembly and Association
6. Can protesters attend a military funeral?
Case: Snyder v. Phelps (2011)
Fourth Amendment
7. Can a school district drug test students for extracurricular activities?
Case: Board of Education v. Earls (2002)
8. Is an anonymous tip that someone is carrying a gun sufficient for police to stop and frisk that person?
Case: Florida v. J.L.
(2000)
9. How far can a school district go in searching a student for drugs that were brought to school?
Case: Safford Unified School District v. Redding (2008)
Eighth Amendment
10. Should it be lawful to execute persons for crimes committed under the age of 18?
Case: Roper v. Simmons (2005)
Fourteenth Amendment
11. Can race/ethnicity be used in the college admission process?
Case: Fisher v. University of Texas at Austin (2013)

Written Materials Requirements
All items should be typed. See grading rubric for criteria. (20 points)
1. Constructive speech - Make TWO copies (one for you and one to turn in to me)

Your speech should be no more than 3 minutes long. Your speech should clearly present your argument in a compelling and convincing way. Also, you must submit your speech to www.turnitin.com
. (20 points for typed speech)
Speech format:
-Typed, double-spaced, 12 Font/Times New Roman, 1 inch margins
-Title: Position on topic should be clear, a title page is not necessary but a title is.
-Introduction/ Thesis Statement: need to include an introductory paragraph with at least 3 main reasons/support themes- more details and specific evidence should be included in the body of your speech
-In-text citations: For use of specific facts, statistics, quotes, etc in your speech. Any sources you cite must be included in your bibliography.
2. Cross-Examination Questions : Type a list of 3-4 potential questions you could use during your crossexamination time. You may be making some questions up on the spot, as well, but at least this will give you a few potential questions to ask. This means you will have to do some research on the counter-argument as well. (10 points)
3. Works Cited - You must use and cite 4 sources in MLA format. Wikipedia may NOT be one of your sources.
You may use a textbook as a source. (10 points)
Debate Format
Each debate will take 10-14 minutes total. Times must be adhered to; each portion of the debate will be timed.
The debate will follow this procedure:
1) Person A--- 2-3 minute constructive speech (this is the person who supports the issue)
2) Person B--- 2-3 minutes constructive speech (this is the person who opposes the issue)
3) Person B cross examines Person A--- 2-3 minutes (Questions will be asked and answered during this time)
4) Person A cross examines Person B --- 2-3 minutes
5) Person A Rebuttal/Final Statement --- 1 minute*
6) Person B Rebuttal/Final Statement --- 1 minute*
*The rebuttal should refute specific points that the opponent has made and restate key points you have made. Note: You are not required to submit a written rebuttal /final statement, but you will want to have this partially prepared ahead of time.
Schedule and Due Dates
Library Research Days -- Feb 4 th & 5 th (all other research must be done on your own time).
Written Materials Due (for all debates): Fri Feb 13th
In-Class Debates : Debates will begin on Fri Feb 13th and continue through Fri Feb 20th. Your actual debate date will be assigned once all topics have been chosen. There will be 2 per day. You may be called “early” if people before you are absent or unprepared. You must be ready to debate on any day between Feb 13 th and 20 th – even if it means debating on a day before your scheduled day.

LATE PENALTIES: -3 points if unprepared if called “early”; -6 points if unprepared on or after your scheduled day.
Judicial Branch & Court Cases Unit Test : Monday Feb 23rd
FAQ
1.
Should we debate the specifics of the case or the general question given?
You and your partner can decide this, as there are advantages to both ways. If you argue just the question, you must refer to the case at least once in your debate, as a relevant precedent.
2.
Should we argue as if we are in the year of the case or in present day?
You may only argue the case as if we are in the present day if you are arguing the question rather than the case. Otherwise you must argue as if you are in the year of the case.
3.
Should I come up with my own arguments or “steal” them from my sources?
You should steal them from sources – do not try to come up with arguments on your own: you are not a Constitutional scholar.
4.
Will I be able to read my speech during the debate from a printed copy?
No, but you will have a 5x7 card with notes – not with your printed speech.
5.
Can I reveal to the class which side won the case?
No.
6.
Can I take notes during my debate, as I listen to my opponent?
Yes.
7.
Will the segments be timed?
Yes.
8.
Will there be a winner?
Yes, after a silent, blind vote.
GRADING THE DEBATE
Speech – 20 points
Delivery – Smooth, practiced, seamless. The speaker is very confident and comfortable. There is considerable eye contact with the audience.
There is little reliance on notecard. The speaker uses all of the allotted time.
Argument – Compelling, convincing, logical. The facts presented are relevant and clearly persuade the audience that the speaker is correct.
Sophisticated, deep thought and organization are present.
Questioning – 10 points
Relevance – The questioner asks pertinent questions that deal directly with the speaker’s argument. The questions are concise and understandable.
There is a high degree of evidence that the questioner prepared for this portion of the debate.
Strength – The questioner exposes weaknesses in the speaker’s argument. The questions asked open up holes in the argument and clearly persuade the audience that the questioner is correct.
Control – The questioner asks sophisticated and organized questions that allow for command of this portion of the debate. The questioner is confident and comfortable and through excellent questioning skills maintains control and uses all of the allotted time.
Response – 10 points
Content – Student is well-versed in the topic. All questions are answered with substantial support. Answers are relevant and demonstrate complete understanding of subject.
Composure – Student is calm and collected. No signs of panic or discomfort are evident. No large pauses or stalling occurs. Student yields when another question is asked.
Final Statement – 20 points
Summary – Student effectively and briefly summarizes argument. “Wow” factor is apparent with a final, effective quote, point, or emotional appeal.
Persuasiveness – Student is compelling, convincing and logical. Student effectively draws on ideas that his/her opponent raised in their argument and/or questioning. Audience is wholly persuaded that the speaker is correct.