During tech week for social studies, the assignment for all grades is to continue to work on your debate project. Below is the rubric for all grades.
Debate Activities March 19 to 23
I. Continue to develop your 1AC:
Re-write your 1AC to incorporate the teacher’s suggestions.
Outline your 1AC using the stock issues as major headings, e.g., “Contention 2: Inherency”. Then list the tag for each sub-point, e.g., “Sub-point A: Existing laws.” Show it to Mr. Katz.
Have you clearly supported your contention that there is a problem and that it is significant? (SIGNIFICANCE) YES ____ NO ____
Have you clearly supported your contention that serious harm is being done or that there is a potential for serious harm? (HARMS) YES ____ NO ____
Have you clearly supported your contention that the status quo will not improve the problem? (INHERENCY) YES ____ NO ____
Is your plan clearly stated? (“THE PLAN”) YES ____ NO ____
Have you clearly explained how your plan will solve the problem or at least significantly minimize the harms? (SOLVENCY) YES ____ NO ____
Time your 1AC. Read your 1AC to your partners or someone else. Ask them to time it and critique it. Do this TWICE.
Time #1: ___mins. Time #2: ___mins. Under 8 minutes? YES ___ NO ___
Did you “signpost” your speech to help the judges flow, i.e., did you introduce each argument with the contention and the tag for the sub-point? A Signpost sounds like this: “Contention 2: Inherency. Sub-point A: Existing laws.”
II. Begin developing a defense of your 1AC. Anticipate attacks from the NEG:
Write NEG’s cross-examination questions for your own 1AC. Consider where your 1AC might be weak, and find more support from the core files to strengthen your arguments. Also, conduct independent research to find more evidence. Write up the evidence into cards and incorporate the cards into your speech.
Why is your plan the only one that will solve the problem or minimize the harms?
What are some possible disadvantages, obstacles and risks of your plan? Write down as many as you can think of. The NEG will surely attack these, so be prepared!
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Why do the benefits of your plan outweigh these disadvantages?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What is the cost of implementing your plan? How will it be financed?
How long will it take to implement your plan? How long will it take to see any benefits from your plan?
Now pretend that you are NEG. Begin writing cross examination questions for your opponent’s 1AC.
Watch a sample debate online at: http://debate.uvm.edu/watchdebate.html Select one for high schools from the column labeled “Policy Debate”. I recommend this one:
“SCHOOL UNIFORMS”
SAMPLE DEBATE ON 1999-2000 USA NATIONAL HIGH SCHOOL DEBATE TOPIC
http://real.uvm.edu:554/ramgen/debate/PD2000A.RM
(The debaters speak at a slower pace, adequate for you to understand the content and structure of the debate. Title slides are provided to indicate the speaker roles. The debate is presented in two clips.)
See if you can identify the stock issues and the plan presented in the 1AC.
See if you can “flow” the debate.
Pretend you are the NEG. Pause the debate after the 1AC and write down cross-examination questions that you would ask. Then resume watching to see if these questions were asked.
Continue to “flow” the debate.
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NOTE: Your debate core files are available online at www.bakerdemschool.org
Click on “Teaching and Learning” at the top of the page.
Click on “Middle School” at left.
Click on “Social Studies Links” at right of photo.
DO NOT PRINT THESE FILES AT SCHOOL!
