Begin working on debate/posterboard material

Table Talk with parents-

Extra Credit Interview with an adult on the topic you are debating.

***All posterboards are due beginning of class, Friday the 15th***

Formal debate *

Rule-based competitive debate is often encouraged in high schools and colleges. Often, it takes the form of a contest with explicit rules. It may be presided over by one or more judges. Each side seeks to win, by following the rules, and even by using some rules to break other rules, within limits. Each side is either in favor ("for, 'Affirmative' "), or opposed to ("against, 'Negative' "), a statement (proposition or Resolution) which if adopted would change something with the exception of some high school and college debate where moots may hold no outcome ie. the moot "ignorance is bliss". Some of the rules are broad and must be followed in a general way. For example, those in favor of the proposition are

• required to show the need for it to be adopted as it is written, and yet are
• allowed to define the scope of the proposition; i.e. they choose what it will mean if adopted.

To further illustrate the importance of rules, those opposed must destroy these arguments, sufficiently to warrant not adopting the proposition, and are not required to propose any alternative solutions.

The major goal of the study of debate as a method or art is to develop one's ability to play from either position with equal ease. To inexperienced debaters, some propositions appear easier to defend or to destroy; to experienced debaters, any proposition can be defended or destroyed after the same amount of preparation time, usually quite short. Lawyers argue forcefully on behalf of their client, even if the facts appear against them. However one large misconception about debate is that it is all about argument; it is not.

Class Debate Format

Slightly Skewed version of the Lincoln-Douglas Debate format

1. Affirmative (FOR) Introduction Here you will state your position, define any terms that observers need to know for your debate, and provide an overview of argument (1-3 minutes).-In short, tell us what you are going to prove and what steps or issues you are going to discuss to prove your position.

2. Negative (AGAINST) Introduction: State your position, define any terms that observers need to know for your debate, and provide an overview of argument(1-3 minutes). -In short, tell us what you are going to prove and what steps or issues you are going to discuss to prove your position.

3. Negative (AGAINST) Position Presentation:Taking turns throughout your group, state facts and quotes (your evidence and main debate points) to help back up your position. (8-12 minutes)

-state the evidence that you have found with little personal opinion involved.

4. Affirmative (FOR) Position Presentation: Taking turns throughout your group, state facts and quotes (your evidence and main debate points) to help back up your position. (8-12 minutes)

-state all of the evidence that you have found with little personal opinion involved.

5. Affirmative (FOR) Rebuttal Time: affirmative can ask questions to the opposing groups or present facts that disprove the negative (against position) (2-5 minutes).

6. Negative (AGAINST) Rebuttal Time: negative can ask questions to the opposing group or present facts that disprove the negative (against position) (2-5 minutes).

7. Questions from the audience.