Transcript Debate

Debate
1
Can you get your point across?
Do you like expressing your opinion?
Can you make a convincing argument?
What’s your strategy?
Have you ever seen a formal debate?
What did it look like?
How did the participants behave?
How did the audience behave?
2
A formal debate
The Middle School Public Debate Program
http://www.youtube.com/watch?v=Vv1S9QPblv0
3
Do…
 Come prepared to support your





4
position.
Make sure you understand the
opposing position and how to
refute it.
Listen respectfully and silently
when your opponent is
speaking.
Only speak during your turn or
if you opponent gives you
permission.
Take notes throughout the
debate so that you can address
the specific issues raised by
your opponent.
Use formal language; sound
educated and informed.
Don’t…
 Expect to wing it. Do your




research and time your
argument to make sure you
have enough material.
Forget to prepare a strong
rebuttal. Stating your own
position is only half of the
battle.
Interrupt your opponent’s
constructive speech; if you
stand to speak and your
opponent says, “No thank you,”
sit down respectfully.
Fail to take notes. Without
written cues, it is difficult to
make the most of your limited
time in a debate forum.
Use slang or sloppy speech.
Vocabulary
5
Resolution
topic of debate
Example: uniforms in school.
6
Position:
a personal viewpoint or opinion.
Example: I think uniforms in school
would benefit students.
7
Motion or proposition:
a suggestion or proposal.
Example: I make a motion to require
uniforms in school.
8
Pro:
in favor of a motion.
9
Con:
against a motion.
10
Affirmative Side (proposition):
Supports the motion or proposition
Example: I represent the proposition and
support the motion to have uniforms in
school.
11
Negative Side (Opposition):
opposes the motion.
Example: I represent the opposition and
I do not support the motion to have
uniforms in school.
12
Argument:
oral disagreement.
13
Constructive Speech:
position is presented and supported.
My is name Mrs. Fava and I represent
the proposition. I make a motion to
require uniforms in school…
My name is Sarah and I oppose the
motion to require uniforms in school…
14
Flowing:
taking notes during the debate.
15
Rebuttal
response to opposition’s argument
My opponent says that uniforms save
money, but I disagree. Uniforms
actually increase a student’s clothes
budget because parents have to buy
uniforms and afterschool clothes.
16
Rebuttal Strategies
Refute
Discredit
17
Refutation
Rebuttal strategy disproving the
opposing view. Make their idea seem
untrue, illogical, or unimportant.
While uniforms may create order, the
more important issue is that they take
away individual expression.
18
Discredit
Rebuttal strategy to show someone to be
undeserving of trust or belief.
My opponent may have good intentions, but
she doesn’t understand what is at stake.
As a teacher, Mrs. Fava is more concerned
with order in her classroom than the
needs of students and parents.
19
Points of Interest
 May be a statement or a question. Can only be
attempted during the middle three minutes of each
constructive speech. May not be more than 15
seconds long. The speaker must recognize you to
make your point. If the speaker does not recognize
you, you must sit down.
20
Heckling
 Banging desks is an appropriate means of
heckling. It is an act of good will to bang a desk
when anyone takes the floor for a speech. It is also
helpful for debaters to bang desks when a speaker
on their side has made a good point. Shouting
‘Hear! Hear!’ is another way to affirm good
arguments.
21
Think Pair Share: use vocab in your answer
1. Think about the following resolution: Video cameras in
the classroom. What would be your position on this
resolution? My position on this resolution is…
2. If you could make a motion to have one new holiday on
the school calendar, what would it be? I propose a
motion to…
3. During a school board meeting, a motion has been
made to have separate classes for male and female
students. Would you want to represent the proposition
or opposition? I would represent the proposition
because…
4. You should never argue with a teacher. What would
your rebuttal be to this statement? How would you
refute this statement? Can really use vocab in response
22
Rebuttal Ball
 Teacher makes a statement and throws ball to
student.
 If you speak and are not the student, you must sit out
the game.
 Student who receives the ball must make a rebuttal
and throw the ball to another student who makes a
rebuttal. Use transitions: my opponent says…
but…
 When all students have had the chance to make a
rebuttal, teacher makes another statement.
23
Transitions for rebuttal
24
 My opponent might say… but
 It is true that….however
 Admittedly….on the other hand
 Of course…nevertheless
 Obviously….however
 Some critics assert…but
 Many believe that…however
 It has been argued…yet
 Some may claim that…but
Statements to refute:
 Saturday detentions have really helped to improve student











25
behavior.
Your parents listen to better music.
Pineapple on pizza is ridiculous.
Computers have changed life for the better.
It is easier to raise a female child.
Teachers always have your best interest in mind.
It is easier to endure extreme heat than extreme cold.
Lying is never okay.
Expensive sneakers are never worth their price tag.
Walking Dead is the best show on television.
Teens discriminate against older teachers.
It is better to have experiences than possessions.
Speed Debating!
1. Each pair will have 2 quick debates.
a) Person closest to the window picks position first and
argues first.
b) Person closest to the door picks position second and
argues second.
c) Person closest to the door always rotates.
2. Write down the following-
26
Position:
Reason:
D1:
D2:
D3:
Debate
Take 2 minutes to prepare an argument and fill in
the items written on the board. Make sure of the
following:
1.
a)
b)
Make sure details support reason!
Details are not repeated!
Debate with partner.
Hold up boards when timer goes off to look for
issues with focus or repetition.
4. Students (always student by the door)
5. Move onto next resolution and repeat the process.
2.
3.
27
Resolutions:
 Should students be able to grade their teacher? Yes No
 Guys make better friends than girls. Yes No
 Should parents implant tracking devices into their







28
children? Yes No
Life is so much more challenging today for teens. Yes
No
Should middle school students be drug tested? Yes No
Better to be famous or content. Famous or Content
Do celebrities get away with too much? Yes No
Human cloning should be legalized in America. Yes No
Should engineers pay less for college than art
majors? Yes No
Year round education is better for students. Yes No
Debate the teacher
 Resolution: listening to music on headphones
while working improves focus.
 Students: preposition
 Mrs. Fava: opposition!
 Work in pairs to generate reasons and rebuttal
points using a T chart
29
Teacher V Student Debate
Proposition: 2 minutes
 Students offer reasons to support motion (teacher flows)
Opposition: 2 minutes
 Teacher offers reasons to oppose the motion (Students flow!)
Proposition Rebuttal: 2 minutes
 Students provide rebuttal while teacher flows
Opposition Rebuttal: 2 minutes
 Teacher provides rebuttal
30
PRACTICE DEBATE
SUGGESTED MOTION
CHOICES
31
YOUR SUGGESTED
MOTIONS…
DEBATE INSTRUCTIONS
 Flip a coin to decide who picks topic.
 The opponent who did not pick the topic will get
to choose a position first.
 Each opponent must then prepare an argument.
 Each opponent will speak for two minutes for the
constructive speech and one minute for the
rebuttal.
 When the bell rings, stand and begin speaking.
 When the bell rings again, sit and stop speaking.
 No speaking during the other person’s turn; just
take notes and refute during your rebuttal.
32
position:
Reason 1
Reason 2
Reason 3
Rebuttal
33
Support
Motion: Teachers’ salaries need to be increased.
Reason 1:
long
hours
34
a.
It takes many hours to plan organized lessons. For
every lesson, teachers need to identify learning goals,
prepare materials for instruction and practice, and
plan assessments to measure student progress.
b.
Grading essays takes many hours as well; the average
essay takes four minutes to grade. An average of 130
students x 4 minutes equals 8.6 hours. That is just
one assignment.
c.
Teachers need to communicate with parents and often
spend time each day emailing, phoning, and meeting
with parents. In addition, teachers take time to post
grades, assignments, and update their web pages so
that parents can stay informed.
d.
If you were to include all of these additional hours for
planning, grading, and parent contact, teachers work
many hours in addition to 7:30 to 3:00 every day, and
should be compensated for all of this effort.
Motion: Teachers’ salaries need to be increased.
Reason 2:
valuable service
35
HOW CAN WE DEVELOP THESE DETAILS
FURTHER?
a.
Teachers build young minds and give
students the skills they need to prepare for
the future.
b.
Teachers build character and show students
how to contribute to a community.
c.
Teachers often provide emotional support
for troubled students when no one else
does.
a.
Athletes and actors are paid quite a bit for
their work, but do they make the
contribution to society that a teacher does?
Motion: Teachers’ salaries need to be increased.
Rebuttal:
point and
counterpoint.
36
My opponent might say…
a. …teachers have off all summer. While teachers
are officially off all summer, many teachers do a lot
of planning and preparation during this time.
b. … work shorter hours than most other
professionals. Although teachers officially work
from 7:30 to 3:00, the unofficial time spent on
grading, planning, and mentoring students is much
greater.
c. … earn a wage appropriate to their level of
education and expertise. Teachers do not earn a
wage appropriate for their education and expertise.
Most teachers have a Masters, so they went to
school for at least six years. Many people in
business with much less education can make double
what a teacher earns.
Format: Modified Parliamentary Debate
•
37
Involves two teams of three
speakers
FORMAL ARGUMENT
Objective: Collaborate with panel
members to prepare an argument for a
given topic and position.
Resolution: Each panel will argue a
different topic!
38
RUBRIC: 30 points
39
PANELS AND TOPICS
1. Meet with your panel members and
select a representative to meet with
other panel’s representative.
2. Representatives will flip a coin to decide
who gets to choose the position.
3. Record in notebook:
1.
2.
3.
4.
40
Resolution:
Position:
Group Members:
Opponent Members:
RESEARCH
Each panel member must review articles and prepare
an argument independently.

Read through articles once for understanding.
Circle words that are confusing.

Read a second time and annotate

Label possible support: R1, R2, R3, etc…

Label 3 rebuttal points: C1, C2, C3, etc…

Write down reasons to support your position.
DO NOT WRITE DETAILS. JUST MAKE A LIST OF
THE REASONS!!!

Write down counterclaims the opposition might
make that you can refute. DO NOT WRITE
DETAILS. JUST MAKE A LIST OF THE
COUNTERCLAIMS!!!
41
MEET WITH PANEL
 Share your reasons and counterclaims.
 Assign each group member a task:
1. First Constructive Speech:
2. Second Constructive Speech:
3. Rebuttal:
42
Speech
Time Purpose
First Proposition 3
Constructive
First Opposition 3
Construction
• Introduces motion,reasoning, and discuss one reason.
Second
Proposition
Constructive
3
• Refutes anything recorded on the flow sheet
• Presents all other reasons and support
Second
Opposition
Construction
Opposition
Rebuttal
Proposition
43
Rebuttal
3
• Refutes anything recorded on the flow sheet
• Presents all other reasons and support
3
• Provides organized rebuttal, synthesizes argument’s
main points, and explains why opposition should win
3
• Provides organized rebuttal, synthesizes argument’s
main points, and explains why proposition should win
• Introduces opposition to the motion,reasoning, and
details one reason
• Refutes anything recorded on the flow sheet.
Proposition
Speech
Time
Purpose
First
Proposition
Constructive
3
Second
Proposition
Constructive
3
• Provides introduction including
attention grabber, context, and motion.
• Provides overview of reasons.
• Presents one of the reasons and support
• Refutes anything recorded on the flow
sheet
• Presents all other reasons and support
Proposition
Rebuttal
3
44
• Provides organized rebuttal.
• Synthesizes argument’s main points
• Explains why proposition should win
Opposition
Speech
Time Purpose
First
Opposition
Construction
3
Second
Opposition
Construction
3
Opposition
Rebuttal
3
45
• Provides introduction including attention
grabber, context, and opposition.
• Provides overview of reasons.
• Presents one of the reasons and support.
• Refutes anything recorded on the flow
sheet.
• Presents all other reasons and support.
• Provides organized rebuttal.
• Synthesizes argument’s main points.
• Explains why opposition should win.
SAMPLE PROPOSITION FIRST CONSTRUCTIVE SPEECH
Some athletes can make as much a 50 million a year, so how it is that
teachers often have to take a second job just to survive? Who really contributes
more to society? Who has the greater responsibility? My name is Mrs. Fava and I
represent the proposition. I make a motion to increase teachers’ salaries in this
country because of all the hours teachers dedicate to their work and because they
provide a truly valuable service to society by shaping young minds.
One reasons that teachers deserve a increase in salary is that they work
many hours to plan instruction, grade papers, and communicate with parents. It
takes many hours to plan organized lessons. For every lesson, teachers need to
identify learning goals, prepare materials for instruction and practice, and plan
assessments to measure student progress. In addition to planning, grading essays
takes many hours as well; the average essay takes four minutes to grade. An
average of 130 students x 4 minutes equals 8.6 hours. That is just one
assignment. After all of that planning and grading, teachers need to communicate
with parents and often spend time each day emailing, phoning, and meeting with
parents. In addition, teachers take time to post grades, assignments, and update
their web pages so that parents can stay informed. A teacher’s work day never
seems to end!
This is just one of our reasons to support the motion to raise teachers’
salaries.
46
SAMPLE PROPOSITION SECOND CONSTRUCTIVE SPEECH
Second Reason: My name is John Smith and I represent the
proposition and support the motion to increase teachers’ salaries. My team
member discussed the time that teachers devote to their career. I would
ask you to consider another reason to support this motion. Teachers
provide a valuable service to society. Teachers build young minds and give
students the skills they need to prepare for the future. Teachers build
character and show students how to contribute to a community. Teachers
often provide emotional support for troubled students when no one else
does. Look at how we currently reward athletes and actors who, in reality,
do nothing more than entertain us. According to Forbes Magazine, NFL
quarterback Cam Newton earns 53.1 million a year. NBA superstar Lebron
James earns 77.2 million, and soccer’s best, Lionell Messi, earns 81.4
million annually. Actors are also overpaid for what they contribute to our
world. This year alone, Chris Pratt earned 26 million. Meanwhile, the
average teacher salary is $45,000 a year. Does this seem fair?
Flow Sheet Rebuttal: Now my opponent has said…however…
47
SAMPLE PROPOSITION REBUTTAL SPEECH
My name is Jason Brown and I represent the proposition. As my
teammates said, teachers work long hours and provide a valuable service to
society, so they deserve to be well paid. However, my opponents disagree. My
opposition have argued that teachers are officially off all summer, but I challenge
this assumption. Many teachers do a lot of planning and preparation during this
time. Although teachers aren’t in the summer, they are still working. My
opponents assert that teachers had reasonable hours, but this assumption is false
as well. Although teachers officially work from 7:30 to 3:00, the unofficial time
spent on grading, planning, and mentoring students is much greater. In addition,
my opponent’s belief that teachers earn a wage appropriate for their education
and expertise is simply not true if you compare teachers’ salaries to those in
other fields. Most teachers have a Masters, so they went to school for at least six
years. Many people in business with much less education can make double what a
teacher earns. Think about doctors, lawyers, market analysts: their salaries are at
least double a teacher’s income.
Overall, the proposition has the better argument for this resolution. We
have argued that teachers deserve to be paid for their long hours of work and
their valuable services. Our opponents argue that teacher pay is just fine, but
they ignore the much higher salaries of people with similar education and work
load.
The proposition has provided a much stronger argument all in all. Thank
48
you for listening.
REVISION
Meet with panel to get feedback:
 Is your reason clearly stated?
 Do details support reason?
 Are supporting details well-developed?
 Is language formal and concise?
 Have you used appropriate starters such
“According to Smith…” and “In Ashe’s
article…”? Plagiarism is unacceptable.
Give credit to the source!
49
REVISION AND PRACTICE
Final preparation:
 Make suggested revisions to your
argument
 Time your constructive speeches and
rebuttals.
50
FINAL PANEL MEETING
Final preparation:
 Present argument to the panel.
 Get feedback on presentation.
51
Some things to avoid:
 Confusing pronoun usage
 Informal or sloppy speech
 Repetitive reasons
 Details that don’t support the reason
 Make sure that you don’t just summarize
the opposing view; provide a rebuttal!
52
What is wrong with the highlighted material?
They make all children equal no matter what.
a. Some kids get bullied for their fashion
choices.
b. Some kids can’t afford what the rich kids
can.
c. Uniforms are cheap.
d. Some kids aren’t allowed to wear the
latest fashions, so it makes them feel bad
when others can.
Avoiding confusing pronouns!
Don’t repeat details!
Uniforms make all children equal no matter
what.
a. Some kids get bullied for their fashion
choices.
b. Some kids can’t afford what the rich kids
can.
c. Wearing a uniform promotes school spirit.
d. Some kids aren’t allowed to wear the latest
fashions, so it makes them feel bad when
others can.
54
Avoiding confusing pronouns!
Don’t repeat details!
Uniforms make all children equal no matter
what.
a. Some kids get bullied for their fashion
choices.
b. Some kids can’t afford what the rich kids
can.
c. Wearing a uniform promotes school spirit.
d. Some kids aren’t allowed to wear the latest
fashions, so it makes them feel bad when
others can.
55
What is wrong?
Us kids are told what to do 24/7 its so annoying we
never get to be us.
a. Like what if we want to express who we are we
can’t with stupid uniforms.
b. Some kids are into sports why can’t we wear
sports stuff.
c. Some kids are into music why can’t they wear
music stuff.
56
Use formal language! Be clear and concise!
Uniforms can take away our right to express who we
are and what we stand for.
a. Students do not have the creative outlet of
clothes to tell how they are.
b. Kids who like sports want to wear sports jerseys
to support their teams.
c. Kids who like music want to wear band t-shirts to
support their bands.
57
Make sure detail supports reason! Which one
of these details does not support the reason?
Uniforms increase discipline at school.
a. Students behave more appropriately
when they are dressed more appropriately.
b. With uniforms, gang colors and symbols
are avoided and gang violence is reduced.
c. Students are not distracted by the
clothes of others and can better pay
attention in class.
d. Some families cannot afford to pay for
both uniforms and afterschool clothes.
58
Make sure detail supports reason!
Uniforms increase discipline at school.
a. Students behave more appropriately
when they are dressed more appropriately.
b. With uniforms, gang colors and symbols
are avoided and gang violence is reduced.
c. Students are not distracted by the
clothes of others and can better pay
attention in class.
d. When everyone is dressed the same,
students recognize that they are part of a
community and learn to respect the school
59
community more.
What is wrong with this rebuttal?
IV. My opponent may say uniforms can take
away our right to express who we are and
what we stand for.
a. students do not have the creative outlet of
clothes in school.
b. kids who like sports want to wear sports
jerseys.
c. Kids who like music want to wear band tshirts to support their band.
60
Summarize opposing view AND provide your rebuttal
IV. My opponent may say uniforms can take away our
right to express who we are and what we stand for.
a. While students do not have the creative outlet of
clothes in school, they can still dress however they
want at home.
b. Although kids who like sports want to wear sports
jerseys, wearing rival teams shirts can cause conflict.
c. Kids who like music want to wear band t-shirts to
support their bands often get bullied for their
musical tastes.
61
Day of expectations
1. Audience remains silent.
2. Panel remains respectful.
3. Heckling is allowed by panel members only.
4. One point of interest should be accepted per speech
to show your ability to think on your feet, but more
can be accepted.
5. If you stand to offer a point of interest, the speaker
should say, “No thank you” or “Not at this time” if
they don’t want to hear your point. You must then
quietly sit to show respect.
62