Debate

The Art Behind Debate

​Introduction to Controversial Topics

Open Ended

Pre-Assessment: tell me anything and everything you THINK you already know about Debate. Keep it silent and write as much as you can in 3 minutes. Even if you have no clue, say that!

Debate

A formal discussion on a particular topic in a public meeting, in which opposing arguments are put forward.

Multiple Choice

True or false: a Debate and an Argument are the same thing

• True

• False

• Consists of 8 speeches

  • the first 4 = constructive - laying out most important points.

  • last 4 = rebuttals - extend and apply arguments

Team Policy Debate

Types of Debate

EXAMPLE: The US should substantially increase funding for public transportation.

Team A (Affirmative)

• Arguments in favor of the resolution, such as reducing traffic congestion, promoting environmental sustainability, and improving access to transportation for underserved communities.

• Evidence supporting the benefits of investing in public transportation infrastructure.

• Proposed plan for how the increased funding should be allocated and implemented.

Team B (Negative)

• Arguments against the resolution, such as concerns about cost-effectiveness, potential inefficiencies in government spending, and the impact on other budget priorities.

• Evidence challenging the effectiveness of public transportation infrastructure investments.

• Counter-proposals or alternative solutions to address transportation issues without a substantial increase in federal funding.

Each team presents their arguments and refutes the points made by the opposing team, with the goal of persuading the judge(s) and audience that their side has the stronger case.

• 2 on 2 debate

• kind of like you'd see in a court drama on TV (we won't be doing this in class)

Cross Examination Debate

Types of Debate

EXAMPLE: Should plastic straws be banned in restaurants to reduce plastic waste?

Team A (Affirmative)

• Team A presents arguments supporting the ban on plastic straws, citing environmental concerns and the impact of plastic pollution on marine life.

• During the cross-examination period, Team B asks questions to clarify Team A's stance and challenge their evidence and reasoning.

• Team A responds to Team B's questions, providing additional support for their arguments and addressing any weaknesses pointed out by Team B.

Team B (Negative)

• Team B argues against banning plastic straws, presenting points about the importance of consumer choice and the potential negative effects on disabled individuals who rely on plastic straws.

• During the cross-examination period, Team A asks questions to probe Team B's position and test the strength of their arguments.

• Team B responds to Team A's questions, defending their stance and highlighting flaws in Team A's case.

The debate continues with each team taking turns presenting their arguments, questioning the other team, and responding to inquiries. The goal is to effectively communicate their position, challenge their opponents' arguments, and persuade the judge(s) of the validity of their side of the debate.

• Consists of 5 speeches

• 2 cross examination or rebuttal periods

Lincoln-Douglas

Types of Debate

EXAMPLE: The death penalty is morally justified in some cases.

Team A (Affirmative)

• The affirmative debater argues in favor of the resolution, presenting moral principles and ethical frameworks that support the use of the death penalty in certain situations.

• They may discuss concepts like justice, deterrence, and retribution as reasons why the death penalty can be morally justified.

• The affirmative debater anticipates and responds to potential objections raised by the negative debater.

Team B (Negative)

• The negative debater argues against the resolution, presenting ethical arguments against the use of the death penalty and advocating for alternative forms of punishment.

  They may highlight concerns about the risk of wrongful convictions, the inequitable application of the death penalty, and the possibility of rehabilitation.

  The negative debater challenges the affirmative's arguments and offers counterpoints to undermine the moral justification for the death penalty.

The debaters engage in a back-and-forth exchange, presenting their arguments, cross-examining each other, and providing rebuttals to counter their opponent's points. The focus is on persuading the judge(s) with logical reasoning, ethical considerations, and rhetorical skill in a respectful and structured debate format.

• 2 debaters draw a topic at random

• a few minutes to prepare

• a few minutes of debate

• WE WILL DO THIS

Spontaneous Argumentation

Types of Debate

EXAMPLE: Should schools implement a mandatory community service requirement for high school students?

Team A (Affirmative)

• High school students can benefit from engaging in community service as it promotes civic responsibility, empathy, and a sense of social awareness.

• Mandatory community service can provide students with valuable real-world experiences, develop their leadership skills, and foster a sense of community involvement.

• Schools have a responsibility to instill values of giving back to society, and a mandatory requirement ensures that all students participate in service activities.

Team B (Negative)

• Mandating community service may infringe on students' free time and personal autonomy, potentially leading to resentment and disengagement from the service experience.

• Not all students may have equal access to community service opportunities, creating disparities among students based on their socio-economic backgrounds.

• Instead of mandating community service, schools could offer voluntary opportunities and promote a culture of service without imposing requirements.

Spontaneous argumentation involves quickly assessing the prompt, formulating coherent arguments, and presenting them persuasively. It requires thinking on your feet, organizing thoughts effectively, and adapting to the topic at hand to engage in a dynamic and fluid discussion.

Multiple Choice

True or false: You are allowed to interrupt your opponent during a debate

• True

• False

Debate is not meant to discredit the other person's perspective. It is used to better understand both sides of the argument and come to a rational solution.

For the Audience

• Brainstorm ideas before debating so you only use the strongest ones

• Speak freely - don't read from a notecard, be sure you know what you're saying and say it

• Treat your opponent with respect - don't attack people, attack their claims

For the Debater

Tips for Debate

• Take notes of the claims represented by both sides

• Circle particularly interesting or convincing arguments

• after the debate, discuss with other audience members, and vote on who was more convincing