WNDI NOVICE POLICY LECTURE NOTES

In this section, I offer an explanation of how to use the lesson plans for your lectures. The lesson plans have been carefully constructed so that you can give organized, clear lectures. Students can easily take notes of the lectures because they use outline organization. At the same time, the lectures include activities, examples, stories, and more that keep student interest and keep them doing instead of just listening.

For each day, the lesson plans explain what you need to do. Specifically, they include the MATERIALS that you need to prepare and bring to class, the OBJECTIVES for the class session including what students should do, and an outline of the lecture with suggested activities, examples, stories, etc. Obviously, and I encourage you to do this, adjust the plans to match your teaching style and your own specific objectives.

To use the lecture notes, I suggest that you begin on the first day of class when you present the "benefits of debate" lecture that you tell students to take careful notes of the lectures. They need to do this for several reasons. First, it gives them practice for flowing in their debates. Second, in order to keep up with the course, they need to take notes to serve as a reference for the many concepts taught. Third, you will engage in class reviews where you will call on students to answer questions about the material you have discussed. Begin each following lecture by telling students to take out a piece of paper on which to take notes.

When you lecture, present the outline organized points to the students. So, you will say, "Observation I: Using evidence to prepare arguments." You should do this slowly--frequently three words at a time, because students have a hard time keeping up. I sometimes write down my outline notes on a overhead projector as I lecture, so I can better gauge whether I am going too fast for students. Whatever you do, students will tell you if you go too fast. If you are, just repeat the point.

When you get to a boxed section, you need to shift gears. Boxed sections look like this:

ACTIVITY: Tell students that they need count off 1, 2. When they . . .

To do the boxed sections, you switch from the outline notes to an activity, story, example, etc. which you explain to the students and/or incorporate into your lecture. When you finish the boxed section, you return to your outline notes. The boxed sections explain what you should do, but some of the boxed sections follow a format that the following descriptions will help you present more effectively.

PREPARE AHEAD: Take the suggested action ahead of time so that you are prepared for future class days.

ACTIVITIES: Here you engage in practice argumentation, debate games, or fun exercises designed to emphasize the importance of a concept. Just follow the directions.

EXAMPLES: Give an example of the concept you are discussing. For example, if you are talking about inherency, you might say, "An example of an affirmative inherency argument would be, 'Current programs for the homeless are inadequate.'"

STORIES: Here you tell a story in which you or someone you know or heard of did what you are talking about. For example, a story about a debate might begin: "In one debate that I watched, one of the debaters was so nervous, she kept biting her lip. She bit it so hard--she began to bleed!"

WORKING EXAMPLES: With working examples, you develop an example throughout a section of your lecture. So, if you are describing how to construct a mini-debate case, your working example would be to develop an example mini-debate case as you go through each of the step by step instructions. So, to do such a working example, you would begin by saying, "Subpoint A. Choose the three best pieces of evidence. (moving away from the outline) I have chosen three of my best pieces of evidence. Here they are (showing them on the overhead projector or blackboard). Let's continue (returning to the outline) Subpoint B. Number the arguments. (moving away from the outline) I put the evidence in this order. Then I number it very simply--1, 2, and 3 (writing the numbers on the overhead transparency or blackboard)." Continue this process throughout the section for which the working example is designed.

CLASS REVIEWS: With class reviews, you call on students to see if they know the class material. Give students two or three minutes to review their notes. Then, tell them to close their notes. Then, begin calling on students randomly to answer the review questions. Call on every student if you can. Reward students who answer questions correctly. Make students who cannot answer restudy their notes and answer again in a minute.

LECTURE OUTLINES

DAY 1: INTRODUCTION TO THE CLASS

MATERIALS:

1. Class Syllabus

2. Class Schedule

3. Enough People Bingo Sheets (explained below) for each student in the class

CLASS PRESENTATION:

1. INTRODUCE YOURSELF.

Tell who you are, why you find debate interesting, what your goals are, etc.

2. REVIEW THE COURSE.

Handout syllabus and schedule. Tell students what you expect. Make it very clear that this class is not like other classes. First, the material is sequential--so they must master each step. Second, the class is much more difficult than any other class they have ever had. Third, the class requires a lot of work, a lot.

3. QUICK LECTURE:

I. WHAT ARE THE BENEFITS OF DEBATE?

STORY: Tell them stories of debates you have seen and students you have seen become successful.

WORKING EXAMPLE: Have students generate a list of benefits of debate. Add ones that you feel they are missing. Examples of benefits include:

A. BETTER CRITICAL THINKING SKILLS

B. FUN

C. COMPETITION

D. DISCUSS INTERESTING ISSUES

E. LEARN HOW TO SPEAK BETTER

F. LEARN HOW TO ARGUE MORE EFFECTIVELY

4. Students should MEET EACH OTHER.

I suggest "People Bingo." To play People Bingo, handout a sheet with five row and five columns that make twenty five boxes of different activities or characteristics of people. The first student to find twenty five other students with those characteristics or who engage in those activities wins.

PREPARE AHEAD: Tell two experienced debaters on your team that they have one week to prepare for an example mini-debate. Remind them that they must go very, very slow, that their cases should have just three pieces of evidence, and that they should use no debate jargon/theory like "inherency," "disadvantages," "caseside," etc.

DAY 2: INTRODUCTION TO DEBATE

MATERIALS:

1. Overhead Projector or chalkboard.

OBJECTIVES:

1. Students should define and give examples of "resolution," "affirmative," and "negative."

2. Students should define "case," "analysis," "sound reasons," and "appealing arguments."

3. Students should make cases with sound reasons and appealing arguments.

LECTURE NOTES:

I. INTRODUCTION TO DEBATE

A. WHAT IS DEBATE? Debate occurs when two sides attempt to persuade another person that their position on an issue is more convincing.

B. WHAT IS A RESOLUTION? A resolution is the topic of debate, a statement in support of a stand on an issue.

C. WHAT ARE THE AFFIRMATIVE AND NEGATIVE? The affirmative supports the resolution. The negative rejects the affirmative's support of the resolution.

WHILE YOU DO THIS: Visually motion to where debaters and judges sit and stand in a debate.

STORY: Tell a story of an interesting debate that you saw or heard about. Be sure to identify the resolution, the affirmative and negative positions, and the judge or audience.

D. THIS YEAR'S RESOLUTION IS: (State it).

ACTIVITY: Tell students that knowing the exact wording of the resolution is very important. Give them 1 minute to memorize the topic. Then call on students to stand up and recite the resolution word for word.

E. AFFIRMATIVE AND NEGATIVE SIDES NEED TO MAKE STRONG ARGUMENTS.

WORKING EXAMPLE: Call on students for three affirmative and three negative points on their debate resolution. Write them on the blackboard or overhead projector.

1. WHAT IS A SOUND REASON? A sound reason offers strong support for an argument.

WORKING EXAMPLE: Call on students to give reasons for the points they offered. Comment on the reasons. Ask others to comment on the reasons. Get students to improve the soundness of the reasons they offer.

2. WHAT IS AN APPEALING ARGUMENT? Appealing Arguments are arguments that the judge believes are sound.

WORKING EXAMPLE: Point to one or two of the arguments that students have constructed. For each argument, tell them that their judge will not like the argument. Ask them, "What should we do with the argument for this judge?" You should look for answers like, "Get rid of the argument," and "Change it." For students who suggest changing the argument--ask them how they would change the argument. Then comment on whether the change is appealing or not. For students who say, "Keep the argument as it is," hear them out--but encourage them to adjust their arguments to their judges. Otherwise, they will make arguments that will be rejected and ignored and they will lose debates. Plus, they will not learn the value of adapting to their audience.

CLASS REVIEW

1. What is debate? Give an example of a debate.

2. What is a resolution? State the wording of this year's resolution.

3. What is the affirmative? Give an affirmative stand on the resolution.

4. What is the negative? Give a negative stand on the resolution.

5. What is an appealing argument?

6. Make two arguments for the resolution.

7. Make two arguments against the resolution.

DAY 3: INTRODUCTION TO THE TOPIC LECTURE

Discuss affirmative and negative approaches to the topic.

SUGGESTION: Include potential basic affirmative and negative arguments. Save technical discussion of definitions and specific affirmative plans and negative disadvantages for the topic lecture that comes later.

SUGGESTION: Have one of your experienced debaters that attended a debate institute give topic lectures. They usually know a lot about the topic and new students get introduced to your experienced debaters.

DAY 4: PREPARING ARGUMENTS

MATERIALS:

1. Copies of three to six pieces of evidence for each student.

2. A short section of an article in which you have already found several pieces of evidence. Choose one with obvious pieces of evidence--students get frustrated quickly. Have enough copies of the article for each student in the class.

3. An overhead transparency of one page of a section of an article that has evidence in it.

4. Overhead projector.

5. At least one handbook.

6. A newspaper with a front page with no headlines and no pictures. To make such a newspaper, take any regular newspaper and glue sections of small newsprint over the headlines and pictures.

7. A newspaper with a front page with preferably exciting headlines and color pictures.

8. Copies of six pieces of evidence with which students can make two or three briefs.

9. Three pieces of evidence typed on a transparency for the overhead.

10. Bring extra scissors, glue or tape, and typing paper for the inevitable students that forget.

OBJECTIVES:

1. Students should define evidence.

2. Students should state why evidence is needed.

3. Students should state what constitutes good evidence.

4. Students should bracket evidence in articles.

5. Students should source cite evidence.

6. Students should tag evidence accurately, concisely, and persuasively.

I. PREPARING ARGUMENTS

A. WHAT IS EVIDENCE? Evidence is support for an argument from a published work.

EXAMPLES: Hand out example pieces of evidence.

B. WHY USE EVIDENCE?

CLASS PARTICIPATION: Have students generate reasons why. Make their answers subpoints under B. The textbook mentions the following points:

1. To better support arguments

2. Judges expect debaters to document nearly every argument.

3. To inform students what experts believe.

C. WHAT MAKES A GOOD PIECE OF EVIDENCE?

CLASS PARTICIPATION: Have students generate standards for good evidence. Make their answers subpoints under C. The textbook mentions the following points:

1. It is concise

2. It makes a strong point

3. It’s argument is well supported.

ACTIVITY: Give students three to five minutes to critique the evidence you passed out using the standards you have constructed for good evidence. Call on students to offer their evaluations of the evidence. After the students answers, comment on their answer--rewarding good answers and explaining why weaker answers are weak. If a student uses another standard--critique her or his standard. If the standard is good--tell standards to add it to the list of points under subpoint C. If the standard is not good--tell the student why and tell them to try one of the standards you have already identified.

D. HOW TO DO PRIMARY RESEARCH

STEP 1: GET ARTICLES. To find good articles use the Library, write to Special Interest Groups, or search the Internet.

STEP 2: BRACKET EVIDENCE IN ARTICLES

WORKING EXAMPLE: Find evidence in an overhead transparency of an article.

1. Skim--find articles with evidence--move on when there is no evidence.

2. Photocopy the article

3. Find two to seven sentences that make a clear, persuasive, supported point.

4. Put brackets around the sentences you want for evidence.

ACTIVITY: Pass out a photocopy of an article. Give them five minutes to find evidence in the article. Call on students to state which sections of the article they used for evidence. Critique the evidence using the criteria you set for good evidence in subpoint C.

STEP 3: CUT OUT THE EVIDENCE

STEP 4: GLUE OR TAPE THE EVIDENCE TO PAPER

STEP 5: SOURCE CITE THE EVIDENCE

Explain what kind of source citation they should use (full source citation, short citation, or qualifications citation)

STEP 6: TAG THE EVIDENCE

ILLUSTRATION: Show students the newspaper with no headlines and no pictures. Ask them why it would be difficult to read the newspaper. Students will tell you that it would be boring, hard to find the right article, etc. Then say that those are the same reasons that they need labels for evidence.

STEP ONE: Read the evidence.

STEP TWO: Glue it on a brief or card.

STEP THREE: Label the evidence. Labels should be accurate, concise (5-9 words), and persuasive.

WORKING EXAMPLE: Label three pieces of evidence on an overhead. Have the students help you do it. Comment on the accuracy, conciseness, and persuasiveness of the labels.

ACTIVITY: Pass out six pieces of evidence. Give students ten minutes to label each piece of evidence and make briefs or blocks. As they construct the briefs or blocks, critique their work. When you critique their work, emphasize the following criteria: 1) complete sentence labels that are accurate, concise, and persuasive; 2) neatness; 3) efficient use of space on briefs--i.e. no large gaps between pieces of evidence; 4) the briefs/blocks should address one specific issue--not huge topics. When they are finished, have students state how they briefed or blocked the evidence. Comment on their approaches.

CONCLUDING ILLUSTRATION: Hold up the colorful newspaper with headlines and pictures and compare their labeled arguments with this exciting and clear newspaper.

STEP 7: ADD IN OTHER EVIDENCE

Show a handbook to students. Explain the table of contents and the evidence in it. You may also wish to discuss how to use a handbook properly.

CLASS REVIEW:

1. What is evidence?

2. State two reasons why evidence is needed.

3. State how to find evidence in an article.

4. State how to source cite evidence.

5. State how to tag evidence.

DAY 5: PREPARING CASES

MATERIALS:

1. Overhead projector.

2. Three or four pieces of labeled evidence typed on transparencies that you can use to make an affirmative case.

3. Overhead transparencies of completed backup briefs for the affirmative case.

4. Copies of eight pieces of evidence on one case for each student.

5. Five slips of paper with a word or phrase written on the slips (for use during the transition activity below).

6. Prepare four different kinds of introductions including a story that exemplifies your case, famous quotes that support your case, philosophy or value that backs your case, and a startling statistic or fact that supports your case. You will use these introductions for the case that you construct from the evidence in number 2 above.

7. Paper, scissors, or tape or glue for students who forget to bring them.

OBJECTIVES (DAY 5, USING ARGUMENTS TO MAKE CASES):

1. Student should number arguments in a case.

2. Students should impact arguments.

3. Students should make transitions between arguments.

4. Students should state the four kinds of introductions a debater can use.

5. Students should state the necessary elements of a conclusion.

6. Students should write an affirmative and negative case.

A REMINDER: Breaking Down Barriers begins by teaching students how to debate without theory. So, this lecture describes how to construct an affirmative and negative case with three simple arguments and no theory. Students learn how to construct full affirmative cases with significance, inherency, and solvency and negative disadvantages with links and impacts later. If you want to include these theory elements, just add them to the lecture.

LECTURE:

I. HOW TO PREPARE A CASE

A. CHOOSE THREE OR FOUR OF THE BEST PIECES OF LABELED EVIDENCE.

WORKING EXAMPLE: Tell students you chose three pieces of labeled evidence and put it in the order that students now see on the overhead. Use this evidence to construct a case on the overhead projector as you go through each of the following steps.

B. GLUE OR TAPE THE ARGUMENTS TO PAPER

C. NUMBER THE ARGUMENTS.

D. IMPACT THE ARGUMENTS. How to impact arguments: "Because of (the label or the reason in the evidence), therefore the argument or resolution is true".

WORKING EXAMPLE: Impact the arguments in your overhead case.

E. ADD TRANSITIONS.

ILLUSTRATION: Get five students to volunteer and come to the front of the class. Hand out five slips of paper with a word or phrase to the five students. Tell them to make one sentence connections between their word and the word of the previous person. For example, a student could link her word "dogs" to the previous student's word "cats" by offering the transition, "they fought like cats and dogs". When each has offered their transition--note, without attacking any of the student's transitions specifically, how some of the transitions were better than others.

WORKING EXAMPLE: Tell students to make transitions between the arguments in their cases by using the same effective kinds of connections. Do one or two transitions in the overhead case with student help.

F. WRITE AN INTRODUCTION. An introduction must include an attention getter and a word for word statement of the resolution. The attention getter can include the following:

WORKING EXAMPLE: Give examples specific to the overhead case for each type of attention getter.

1. A startling fact or statistic

2. A philosophy or theme

3. A quotation from a famous person

4. A story or example.

G. WRITE A CONCLUSION. Your conclusion should be short (2 or 3 sentences), tie in with the introduction and urges the judge to vote affirmative or negative.

WORKING EXAMPLE: Have students construct a conclusion for the overhead case.

H. CONSTRUCTING BACKUP BRIEFS/CARDS. Use the evidence that you did not use in your case, for backup briefs/cards. Organize the evidence so that you have briefs/cards that will defend your case arguments and that will answer negative case arguments you predict opponents will present.

WORKING EXAMPLE: On the overhead projector, show students transparencies with example outlines of briefs to backup affirmative case arguments and to attack negative case arguments.

ACTIVITY: Give students eight pieces of labeled evidence and fifteen minutes to construct a case and backup briefs. Collect these cases, critique them outside of class, then return them at a later class.

CLASS REVIEW:

1. Before each argument tag what do you need to include? (a number!)

2. How do you impact an argument?

3. What must an introduction include?

4. What are four kinds of an attention getter?

5. What should a conclusion include?

ASSIGNMENT HANDOUT: HANDOUT ASSIGNMENT FOR WRITING AFFIRMATIVE AND NEGATIVE CASES. (See extra class materials--handouts)

DAY 6: PRACTICE PRESENTING CASES

LECTURE:

I. SPEAKING

A. DEAL WITH YOUR NERVOUSNESS BY USING YOUR ENERGY THE RIGHT WAY.

STORY: Tell a story when you or others were very nervous. Tell them how you overcame your nervousness. Remind them that no one is perfect and that this is a chance to practice--not to be perfect. Practicing is a chance to become better.

B. DELIVER WITH EXCITEMENT AND ENERGY.

EXAMPLE: Give examples of dry delivery versus energetic delivery.

SPECIAL NOTE: Encourage them. Tell them they can do it and then get them doing the activity noted below. I would avoid going into any more detail than the above lecture. I have found that telling them what they should and should not do does not help--they only get more nervous. Get them delivering their cases as soon as possible and then critique where necessary.

C. TIPS FOR PRESENTING CASES

WORKING EXAMPLE: For each of the following, have a student come to the front and have them present the portion of the case noted. Offer comments and have them redo it so students can see how to do it properly.

1. Read intro with enthusiasm

2. Read numbers and tags so that they stand out

3. Reading the source citations—explain what they need to read (all of the citation? Just the name and date?)

4. Emphasize key lines in evidence—this will take practice

5. Looking at the judges more when reading impacts and transitions

6. Conclusion—make a persuasive appeal.

D. MAKING CRITIQUES POSITIVE

WORKING EXAMPLE: Show a videotape of a mini-debate case presentation or have an experience debater present a mini-debate case. For each of the following three points you and students should offer examples. Comment on student critiques. Are they specific? Are they positive? Do they offer suggestions for improvement or just statements of how the speaker failed?

1. State one good point about the speaker

2. Offer one suggestion for improvement

3. Make your comments specific

ACTIVITY: Students should break into groups of three to five people. Each student should present one of his or her cases and then each person in the group should offer one good point and one suggestion for improvement. Monitor the groups and make sure that students offer specific suggestions and that their critiques are encouraging. Chime in with positive comments on student's good points and how students can improve. Keep the practice positive.

ACTIVITY: Assist students in constructing their affirmative and negative cases. Expect students to overload you with many questions. If you can, have experienced debaters help you--especially if you have a large class.

SIGN-UP: Students should sign up for the day that they want to present their affirmative or negative mini-debate case. No more than 8 students should sign-up for one 50 minute class period.

COLLECT COPIES OF STUDENTS' AFFIRMATIVE AND NEGATIVE CASES. Students should keep their original for class practice and presentations.

DAY 7: EXAMPLE MINI-DEBATE

CLASS PRESENTATION: Two experienced debaters on your team should present a very slow mini-debate for the class. Ask students to take notes, though I suggest that you skip flowing instructions and just let them take notes on whatever they think is important. At the end of the debate, have a question and answer session.

DAY 8 AND 9: DELIVER CASES

PRESENTATIONS: Students should present one of their cases. Critique their speeches using the critique sheets included in the extra materials sections. After each presentation--students should offer at least two positive comments and two suggestions for improvement.

DAY 10: RESPONDING TO ARGUMENTS

MATERIALS:

1. Overhead projector.

2. Example arguments on a transparency that students can easily refute and counterarguments on a transparency that clash with those arguments.

3. Have a case with two arguments that you are certain students have briefs against--i.e., you have seen students with the opposing briefs.

OBJECTIVES (DAY 10, CLASHING):

1. Students should prepare responses to arguments

2. Students should flow arguments.

3. Students should respond to arguments.

ACTIVITY: Play the "I disagree game". Have students split into two groups, go to sides of the room, line up single file and face each other. Start by having the first student in one of the two lines (line A) make an argument. On the other side (line B), the first student should say, "I disagree because . . .", and should complete the sentence. The second person in line A should make an argument and the second person in the line B should respond with, "I disagree because . . ." and the process continues until everyone has made an argument. Then, reverse roles and have line B make arguments and line B make responses.

LECTURE:

I. HOW TO RESPOND TO ARGUMENTS

A. TO CLASH YOU NEED TO REFUTE AND COUNTERARGUE

WORKING EXAMPLE: Show students example arguments on the overhead.

1. TO REFUTE, YOU EXPOSE FLAWS IN YOUR OPPONENT'S ARGUMENTS.

WORKING EXAMPLE: Refute one of the overhead arguments. Have students refute the other arguments.

2. TO COUNTERARGUE, YOU PRESENT A DOCUMENTED POINT THAT IS THE OPPOSITE OF YOUR OPPONENT'S ARGUMENT

WORKING EXAMPLE: Present a counterargument against one of the overhead arguments.

3. REFUTATION AND COUNTERARGUMENTATION SHOULD GO HAND IN HAND.

The flaw you expose in your opponent's argument should not be a flaw in your argument.

EXAMPLE: If you argue that their evidence is outdated, your evidence should have up-to-date evidence.

WORKING EXAMPLE: Point out how your counterargument does not suffer from the same flaw you pointed out in your refutation argument.

ACTIVITY: Give students eight minutes to prepare counterarguments against the other arguments on the overhead projector. Tell them that they can makeup evidence for this one activity.

ACTIVITY: Present three arguments with obvious flaws on the overhead that you know students have briefs or cards against. Give them ten minutes to prepare a refutation and counterargument against each of the arguments using their briefs or cards. Choose students to present responses. Comment on their responses. Are they refuting and counterarguing? Is their refutation and counterargument persuasive? Does their counterargument suffer from the same flaw they claim exists in the overhead argument?

B. WHEN DO I REFUTE AND ARGUE?

When you debate, you will need to refute, argue, and make specific arguments during specific speeches. Here is what you do in a debate:

AFFIRMATIVE CONSTRUCTIVE: 2.5 minutes

Present the affirmative case.

CROSS-EXAMINATION: 1 minute

The negative questions the affirmative speaker. (Tell students you will discuss details on cross-examination later.)

NEGATIVE CONSTRUCTIVE: 4 minutes

Present the negative case and attack the affirmative case arguments.

CROSS-EXAMINATION: 1 minute

The affirmative questions the negative speaker.

FIRST AFFIRMATIVE REBUTTAL: 3 minutes

Defend the affirmative case and attack the negative case.

NEGATIVE REBUTTAL: 4 minutes

Defend the negative case and reattack the affirmative case.

SECOND AFFIRMATIVE REBUTTAL: 2.5 minutes

Defend the affirmative case and reattack the negative case.

NOTE: Your students will ask many questions at this point about the general debate process. I suggest that you answer their questions now--even if they are not directly related to speaker duties, refutation, or flowing. If you will cover a subject, like rebuttals or cross-examination, tell them you will answer their question shortly.

C. HOW TO FLOW.

1. WHAT IS FLOWING? Flowing is taking notes of the arguments in a debate.

EXPLANATION: Tell students to take out a piece of paper. As you explain, draw an affirmative case flowsheet on the overhead. Tell students: "To make an affirmative case flowsheet, lay down a piece of paper horizontally. Draw four vertical lines so that there are five columns. Label each of the columns AC, NC, 1AR, NR, and 2AR. This is your affirmative case flowsheet. You use this flowsheet for all arguments directly related to the affirmative case arguments." Tell them to turn the paper over. As you explain, draw a negative case flowsheet on the overhead. Tell students: "To make a negative case flowsheet, draw three vertical lines so that there are four columns. Label each of the columns NC, 1AR, NR, and 2AR. This is your negative case flowsheet. You use this flowsheet for all arguments directly related to the negative case arguments."

NOTE: Students usually confuse the affirmative and negative case flowsheets. Frequently, they think that only the affirmative speaker uses the affirmative flowsheet and the negative speaker uses only the negative flowsheet. If students make statements that demonstrate they do not understand what the purpose of each flowsheet is, correct them. Otherwise, hold off until the three step refutation lectures to fully clarify the role of each flowsheet.

2. WHAT DO I FLOW?

When you flow an argument, write down the label, the source, and the main reasons or facts that the evidence offers in support of the label.

EXAMPLE: Have a student present two documented arguments. Flow the arguments on the overhead. Tell students to space an inch or so after each argument so that they have space for later columns if opponents make many responses.

ACTIVITY: Present two arguments for them to flow. Have two or three students reconstruct the arguments out loud by using their flows. Comment on their flowing skills based on their reconstruction. Collect their flowsheets, evaluate them outside of class, and return them.

CLASS REVIEW

1. What is flowing?

2. What is the affirmative case flowsheet?

3. What is the negative case flowsheet?

DAY 11: 4 STEP REFUTATION

MATERIALS:

1. Two affirmative mini-cases. Be prepared to respond to the case arguments.

2. Prepare one overhead transparency affirmative case flowsheet with two arguments. Be ready to refute and counterargue against the arguments on the first overhead transparency.

OBJECTIVE:

1. Students should use Four-Step refutation.

LECTURE:

I. HOW TO DO 4 STEP REFUTATION

A. THE 4 STEP PROCESS

WORKING EXAMPLE: Present overhead transparency affirmative case flowsheet of arguments. Use the first argument to offer examples of each of the three steps.

STEP ONE: State the opponent’s argument.

STEP TWO: Make a transition statement.

STEP THREE: Make your arguments.

STEP FOUR: Sum up the arguments and transition into the opponent’s next argument.

WORKING EXAMPLE: Now, do a complete 4-Step refutation against the second argument.

B. HOW TO DO 4 STEP WHEN YOU DEBATE

WORKING EXAMPLE: Have a student read a mini-debate case slowly. Interrupt them so that you can make each of the following points.

1. FLOW. Flow your opponent's arguments carefully.

2. THINK UP REFUTATION RESPONSES. As you flow, listen to your opponent's arguments. What flaws do you see in their arguments?

Prepare to present these flaws you see in their arguments by drawing an arrow across from their argument and writing down the flaw.

3. PULL OUT BRIEFS. Pull out briefs that attack the argument. Prepare to present these flaws you see in their arguments by drawing an across from their argument and writing down the response.

4. NOTE: WRITE DOWN RESPONSES WHEN YOU CAN. Flow your arguments as you flow your opponent's case or when your opponent is finished.

5. USE YOUR FLOWSHEET TO DO YOUR 4 STEP REFUTATION.

ACTIVITY: Have one student read an affirmative case, preferably an experienced student. Tell students to flow the case. Give students ten minutes to prepare to respond to the case using 4-Step refutation. Call on volunteers and then have each student go to the front of the class and do 4-Step refutation. Inevitably, they do not do it correctly. Critique their refutation and make them do it again until they get it right. Encourage students to use accurate, clear, and concise labels, clear 4-Step refutation, and the use of both refutation and counterargumentation. Be sure to point out what students do well in addition to what they need to improve upon.

DAY 12: REBUILDING ARGUMENTS

MATERIALS:

1. An overhead projector.

2. Prepare two overhead transparencies. One with an affirmative case flowsheet with a 1AC argument and 1NC responses. Be prepared to do a rebuttal to rebuild the affirmative argument. The other with a negative case flowsheet with a 1NC case argument and 1AR responses.

OBJECTIVES:

1. Students should identify the four parts of rebuilding arguments.

2. Students should present rebuttal arguments using Four-Step refutation.

LECTURE:

I. HOW TO DO A GOOD REBUTTAL

A. WHAT IS REBUTTAL? Rebuttal occurs when you rebuild your arguments.

B. THE ELEMENTS OF A GOOD REBUTTAL

WORKING EXAMPLE: Show students the overhead transparency with the affirmative case argument and two first negative responses. Use this argument to exemplify each of the following four elements of a good rebuttal.

1. IDENTIFY THE UNTOUCHED PART OF YOUR ORIGINAL ARGUMENT.

2. RESPOND TO YOUR OPPONENT'S ARGUMENTS.

3. RESUPPORT YOUR ORIGINAL ARGUMENT WITH EXTENSIONS.

4. IDENTIFY WHY YOU WIN THE ARGUMENT.

ACTIVITY: Show students the other overhead transparency with the negative case argument and two first affirmative rebuttal responses. Give them ten minutes to create rebuttal arguments to rebuild the original negative argument that include all four elements. Continue this activity after you complete subpoint C of the notes.

C. HOW TO DO 4 STEP REFUTATION WHEN YOU REBUTTAL

State the original argument, state the negative responses and then present your rebuttal arguments. The key is to spend as little time as possible restating your opponent's arguments and to maximize the time you spend on your arguments.

EXAMPLE: Do 4 Step Refutation using the rebuttal arguments you constructed on the overhead projector.

ACTIVITY: Choose students to present their rebuttal arguments. Critique their presentations. Point out what they are doing well and what they can improve upon.

DAY 13-14: REFUTATION AND REBUTTAL DEBATES

ACTIVITY: One student presents a point in an affirmative case, the other students presents one point in his/her negative case and attacks the one point in the affirmative case. Then, the first student defends his/her affirmative point and attacks the negative case point. The negative speaker then defends his/her negative point.

NOTE: Expect students to ask questions about the negative flowsheet. Answer their questions.

DAY 15: CROSS-EXAMINATION

OBJECTIVES:

1. Students should ask effective questions (criteria given in subpoint B).

2. Students should answer questions effectively (criteria given in subpoint C).

LECTURE:

I. HOW TO DO CROSS-EXAMINATION

A. WHEN DO YOU ASK AND ANSWER? After the first two speeches.

B. WHERE DO YOU CROSS-EXAMINE? Stand up, stand side by side with your opponent, and face the judge--not your opponent.

C. HOW TO QUESTION EFFECTIVELY

1. ASK QUESTIONS--DON'T MAKE STATEMENTS (Give example)

2. DON'T ASK CANNED QUESTIONS--DEVELOP A LINE OF QUESTIONING (Give example)

D. HOW TO ANSWER EFFECTIVELY

1. GIVE CLEAR, SPECIFIC, WELL-SUPPORTED ANSWERS (Give example)

2. DO NOT ASK QUESTIONS EXCEPT TO CLARIFY A QUESTION (Give example)

NOTE: I do not recommend going into any more detail than the above simply because students learn much more by doing cross-examination rather than hearing about it. The cross-examination game will give you plenty of opportunity to offer additional suggestions for effective cross-examination.

ACTIVITY: Play the cross-examination game. To play, divide the class into groups of not more than six. One student begins as the questioner. The other students line up and ready themselves to answer the questioner's questions. An experienced debater or you should evaluate the student's questions and answers to determine if they are effective or ineffective. If the respondent answers the question effectively he or she takes over as the answerer (who goes to the end of the line). If the questioner asks a poor question or makes a statement or is discourteous, he or she goes to the end of the line and the current respondent becomes the questioner. If the respondent answers the question poorly, he or she goes to the end of the line. The questioner should ask questions about arguments or cases that everyone knows about or they should ask about the respondent's case (the respondent should state her or his case to the questioner before being questioned).

DAY 16, 17, 18 AND 19: MINI-DEBATES

MATERIALS:

1. An overhead projector and an overhead transparency with an example posting.

2. Have enough rooms for the mini-debates. The number of rooms you need is (# of students) divided by four. For example, if you have 24 students, you need 24/4 rooms or 6 rooms.

3. Have enough experienced debaters to judge all but one of the mini-debates. You need as many experienced debaters as rooms.

4. Schedule debates carefully over the four day period so that you can grade each student once and preferably twice (once on the affirmative and once on the negative).

IN YOUR ROOM:

Critique the debates that you watch. Use the mini-debate ballot included in the teacher materials section of your lesson plans.

NOTE: Students can complete two debates per 50 minute class session. In each room, during the first 25 minutes, two students debate while the other two watch. Then, during the second 25 minutes, the other two debate while the first watch. Time gets very tight with less than 50 minutes. If you have less than 45 minutes--you will need to have just one debate per day in each room or, better, shorten speaking times.

NOTE: If you cannot get enough rooms or experienced debaters to judge, make appropriate adjustments. Suggestions: Extend the number of debate days; Have students critique themselves; Have afterschool mini-debates; shorten speaking times. I encourage you to give every student a chance to debate at least once.

ON THE FIRST OF THESE TWO DAYS, DISCUSS THE FOLLOWING:

SCHEDULE/POSTINGS: Show them the overhead transparency of an example posting. Explain to them how to read the posting. Tell them they go to the room and debate immediately.

QUESTIONS: Ask students if they have any questions. Answer their questions. Remind them that they will be learning how to debate and so they should not expect perfection or anything near it. Instead, they should just do their best.

NOTE: Watch the time--you need at least 45 minutes for these debates unless you have shortened them.

DAY 20: INTRODUCTION TO THE DIFFERENT KINDS OF DEBATES

MATERIALS:

1. Prepare an outlined argument on an overhead transparency.

2. An overhead projector.

OBJECTIVES:

1. Students should define and give an example of a value and a policy resolution.

2. Students should identify the three rules of outlining.

3. Students should write an outline of an argument.

LECTURE:

I. THE DIFFERENT KINDS OF ACADEMIC DEBATE

A. HIGH SCHOOL AND COLLEGE OPTIONS

1. HIGH SCHOOL: TEAM POLICY OR LINCOLN-DOUGLAS DEBATE

2. COLLEGE: N.D.T., C.E.D.A., A.D.A., N.E.D.A., OR LINCOLN-DOUGLAS DEBATE

B. POLICY AND VALUE DEBATE

1. VALUE RESOLUTION: A topic statement that makes an evaluation of event, idea, person, place, or policy.

EXAMPLE: Give two examples of value resolutions.

2. POLICY RESOLUTION: A topic statement that urges that a particular action be taken.

EXAMPLE: Give two examples of policy resolutions.

ACTIVITY: Give four resolutions. Give students two minutes to identify whether they are value or policy resolutions. Call on students for answers and comment on whether they are correct.

C. IN ACADEMIC DEBATE, YOU OUTLINE ORGANIZE YOUR ORIGINAL ARGUMENTS

WORKING EXAMPLE: Show example outlined argument on the overhead projector. As you go through the following rules--point out how the outline meets each of the three rules.

RULE 1. THE SUBPOINTS MUST SUPPORT THE MAIN POINTS.

RULE 2. INDENT SUBPOINTS.

RULE 3. IF THERE IS A 1, THERE MUST BE A 2. IF THERE IS AN "A" THERE MUST BE A "B".

ACTIVITY: Tell students to write an outlined argument with at least six points. Collect, and evaluate outside of class, and the return to the students.

CLASS REVIEW:

1. What are the types of high school or college debate?

2. What is a value resolution?

3. What is a policy resolution?

4. What are three rules of outline organization?

ACTIVITY: You need to pair debaters into teams. You can do this in many ways including, choosing for them or letting students choose who they want to debate with. I balance the two by asking students to answer the following questions on a sheet of paper:

1. How much do you like debate?

2. How many tournaments do you want to attend this year?

3. How many hours of work are you willing to put into debate each week?

4. Who would you like to debate with?

5. Who do you not want to debate with?

I remind students that I keep their answers in the utmost confidentiality. I then collect their answers. Using their responses, outside of class I pair debaters together whose answers best match. My top goal in assigning partners is to put people together who want to debate together—they work better and do better usually. Often I need to make compromises and sometimes two people who do not really want to debate together do so anyway. If the pairing works out poorly, I often change teams later in the year if it seems to be a good thing to do. I do tell students that if they are unhappy, they can speak to me. This way, students can handle changes privately without offending their partners.

POLICY LECTURES

DAY 21: ISSUES IN POLICY DEBATE

MATERIALS:

1. An overhead projector would be useful.

2. A list of the debate teams.

OBJECTIVES:

1. Students should identify, define, and give examples of arguments for the three main policy issues.

LECTURE:

I. THE ISSUES OF POLICY DEBATE

A. THE PLAN. The plan is a specific action that the affirmative supports.

EXAMPLE: Give two examples of an affirmative plan.

B. AFFIRMATIVES SUPPORT THEIR PLAN WITH AN ADVANTAGE. AN ADVANTAGE IS A BENEFIT OF A PLAN.

EXAMPLE: Give two examples of advantages.

ACTIVITY: Give students three minutes to state a plan and an advantage to the plan. Call on students and comment on their answers.

C. NEGATIVES REJECT THE AFFIRMATIVE PLAN. THEY CAN ARGUE THAT THE AFFIRMATIVE PLAN:

1. WILL NOT ACHIEVE AN AFFIRMATIVE ADVANTAGE.

EXAMPLE: Respond to the example advantages you offered in subpoint B.

ACTIVITY: Give students two minutes to prepare two responses to the advantages they developed. Call on students and comment on their answers.

2. CREATES DISADVANTAGES. A DISADVANTAGE SHOWS THAT THE PLAN CAUSES HARM.

EXAMPLE: Give two examples of disadvantages.

ACTIVITY: Give students three minutes to construct two disadvantages against their plan. Call on students and comment on their answers.

3. IS NOT TOPICAL. A TOPICALITY ARGUMENT SHOWS THAT THE PLAN DOES NOT SUPPORT THE TOPIC.

EXAMPLE: Give an example of a topical and an example of a non-topical plan. Explain why the plans are topical or not.

ACTIVITY: Present three plans, one that is topical, marginally topical, and one not topical. Give students four minutes to construct topicality arguments against the plans they feel are not topical. Call on students and comment on their answers. See if you cannot get students to defend the topicality of a plan against one of the student's topicality argument.

D. THE AFFIRMATIVE CAN DEFEND ITS ADVANTAGE AND ATTACK NEGATIVE DISADVANTAGES AND TOPICALITY ARGUMENTS.

ACTIVITY: Give students eight minutes to construct answers against the attacks they made against their plan. Call on students and comment on their answers.

E. THE POLICY ISSUES ARE TOPICALITY, ADVANTAGES, AND DISADVANTAGES.

CLASS REVIEW:

1. What is a plan and give an example of one.

2. What are the three issues of policy debate?

3. What is an advantage and give an example of one.

4. What is a disadvantage and give an example of one.

5. What is topicality?

ANNOUNCEMENT: Announce debate teams.

DAY 22: PREPARING AN AFFIRMATIVE POLICY CASE

MATERIALS:

1. Overhead projector.

2. Six pieces of evidence, including two significance, two inherency, and two solvency pieces of evidence for an affirmative case. Have copies of the six pieces for each student.

3. Prepare an outline of an affirmative case.

OBJECTIVES:

1. Students should construct a plan.

2. Students should construct an advantage including significance, inherency, and solvency.

3. Students should define significance, inherency, and solvency.

LECTURE:

I. HOW TO MAKE AND DEFEND A CASE.

A. CHOOSE A CASE AND RESEARCH IT.

EXPLANATION: Tell students that they must find solvency evidence first. Otherwise, they will waste time researching problems that cannot be solved.

B. STACK YOUR EVIDENCE INTO PILES FOR EACH KEY ISSUE

I suggest six stacks including: Significance, Inherency, Solvency, Response to attacks against the case, Response to disadvantages, Response to topicality arguments

C. CONSTRUCT AN ADVANTAGE.

WORKING EXAMPLE: Develop an outlined advantage on the overhead as you discuss the following

1. TITLE THE ADVANTAGE. "Advantage One: The plan achieves an advantage."

2. INCLUDE SIGNIFICANCE. An affirmative significance argument shows a problem and harms.

3. INHERENCY. An affirmative inherency arguments shows that the present system causes the problem or cannot solve the problem.

EXPLANATION: Point out that students need to show that the present system is different from the plan and that this difference is what makes the present system inadequate.

4. SOLVENCY. An affirmative solvency argument shows that the plan solves the problem.

ACTIVITY: Pass out the six pieces of evidence to students. Give students ten minutes to construct an aff. case with these pieces of evidence. Then they should present their case outlines to the class.

D. CONSTRUCT A PLAN.

WORKING EXAMPLE: Choose a plan to construct that includes all of the following elements:

PLANKS METHOD:

PLANK ONE: BOARD--include who will oversee the plan

PLANK TWO: MANDATES--include the specific actions you want taken

PLANK THREE: ENFORCEMENT--include how you will enforce the plan mandates

PLANK FOUR: FUNDING--include how you will pay for your plan

PLANK FIVE: INTENT--include intent statement

SECTION METHOD:

SECTION ONE: MANDATES--include the specific actions you want taken

SECTION TWO: LOGISTICS--include how the plan will be enacted, enforced, and funded

E. CONSTRUCT BACKUP BRIEFS

1. AFFIRMATIVE CASE BACKUP BRIEFS. Use leftover briefs/evidence.

2. DISADVANTAGE BACKUP BRIEFS. Here are five kinds of responses against a disad:

WORKING EXAMPLE: Present the thesis of a disadvantage against the plan you have just constructed. Create responses to the disadvantage for each of the following.

1: Not Unique--The problem will exist with or without the plan.

2: No link--The plan will not cause the problem.

3: Not intrinsic--The plan does not need to cause the disad.--another action solves this problem.

4: Turnaround--The plan decreases the problem OR The problem is actually good.

5: The advantage outweighs--The plan benefits are more important than the disad.

3. TOPICALITY RESPONSE BRIEFS. Tell students that you will discuss this later.

CLASS REVIEW:

1. What are the five planks/two sections of a plan?

2. What is significance?

3. What is inherency?

4. What is solvency?

DAY 23: PREPARING NEGATIVE POLICY POSITIONS

MATERIALS:

1. An overhead projector.

2. An example affirmative case flow written on a transparency.

3. Six pieces of evidence that construct a disadvantage including two pieces each for brinks, links, and impacts.

4. An overhead projector.

5. Prepare a disadvantage outline with brinks, links, and impacts.

OBJECTIVE:

1. Students should prepare effective responses against affirmative advantages, including significance, inherency, and solvency arguments.

2. Students should prepare disadvantages.

3. Students should define and give examples of brinks, links, and impacts.

LECTURE:

I. PREPARING TO RESPOND TO AN ADVANTAGE WITH CASE ATTACKS

WORKING EXAMPLE: Present an affirmative case on the overhead projector. As you go through the following list of case responses, call on students to offer examples of each kind of case response.

A. THE KINDS OF ARGUMENTS TO MAKE AGAINST AFFIRMATIVE SIGNIFICANCE:

Explain briefly that they can argue that the problem is not significant; The problem is declining; The problem does not cause harms; The problem is actually good; The harm is not significant; The harm is declining.

B. THE KINDS OF ARGUMENTS TO MAKE AGAINST AFFIRMATIVE INHERENCY:

Explain briefly that they can argue that the present system is solving the problem/harms; The present system is not causing the problem/harms; The present system is incrementally adapting to the situation.

C. THE KINDS OF ARGUMENTS TO MAKE AGAINST AFFIRMATIVE SOLVENCY:

Explain briefly that they can argue that the plan will not solve the problem/harms; The plan will increase the problem/harms; The plan will be circumvented; The plan will be unworkable.

II. HOW TO CONSTRUCT A DISADVANTAGE

WORKING EXAMPLE: On the overhead projector, develop each of the parts of a disadvantage. Construct two disadvantages, one "Iwone Li" and one "Captain Bli" disadvantage.

A. CONSTRUCTING AN "IWONE LI" DISADVANTAGE

1. TITLE THE DISADVANTAGE. Give the disadvantage a title that says "I. The Plan will be harmful."

2. STATE THE LINKS. Subpoint A of the disadvantage shows that "The Plan will cause or increase a problem."

3. STATE THE IMPACTS. Subpoint B of the disadvantage shows that "Causing or Increasing the problem will be harmful."

B. HOW TO CONSTRUCT A "CAPTAIN BLI" DISADVANTAGE

1. TITLE THE DISADVANTAGE. Just the same as an Iwone Li Disadvantage.

2. STATE THE BRINK. Subpoint A of the disadvantage shows that "We are on the verge of a crisis."

3. STATE THE LINKS. Subpoint B of the disadvantage shows that "The plan will push us into the crisis."

4. STATE THE IMPACTS. Subpoint Co of the disadvantage shows that "The crisis would be very harmful.

ACTIVITY: Pass out evidence that students can use to construct a disadvantage. Give students ten minutes to construct a disadvantage using the evidence. Call on two or three students to present their disadvantages to the class. Collect the students disadvantages, outside of class critique them, and then return them later.

CLASS REVIEW:

1. Give the definition and an example of brinks.

2. Give the definition and an example of links.

3. Give the definition and an example of impacts.

DAY 24 AND 25: CLASS WORK ON AFFIRMATIVE CASES AND NEGATIVE POSITIONS

MATERIALS:

1. Bring scissors, brief paper, and tape or glue.

ACTIVITY: Students should construct their affirmative cases, negative case responses, and disadvantages.

NOTE: You need to collect student briefs and cases. You need to correct these quickly because on day 26, you will need to return them to the students so they can make final adjustments for their first team debates.

DAY 26: WHAT TO DO IN A DEBATE

PRESENTATION: Have Experienced Debaters give a very short version of a debate with the following times: 3 MINUTE CONSTRUCTIVES, 1 MINUTE CROSS-EXAMINATIONS, AND 2 MINUTE REBUTTALS. NOTE: Tell these debaters to go very, very slow and that they are not to present disadvantages until the second negative constructive.

DURING THE DEBATE:

1. Before the debate, tell students how to construct team debate flowsheets.

2. Tell Students to flow the debate.

3. State the order of the speeches and where to flow their speeches. For example, "This next speaker is the second negative. You flow this speaker in the 2NC Plan Flow column (point to that column on the overhead or blackboard)."

4. Describe what the different speakers are doing during the debate. For example, "Note the 1NR prepares during the 2NC," and "Note how the 1AR answers both the 2NC and the 1AR."

5. Answer the plethora of questions that students ask. Let the debaters answer questions too.

ASSIGNMENT: Tell students your criteria for the team debates. SUGGESTION: USE THE CRITERIA FOR POLICY DEBATE SHEET IN THE EXTRA MATERIALS SECTION OF THE TEACHER MATERIALS.

NOTE: Return all the briefs and cases so students have their materials for their debates.

DAY 27-31: GRADED SHORT DEBATES

MATERIALS:

1. You will need enough rooms. The number of rooms that you need is the number of students divided by four, or if you alternate debates (one day debate, one day watch a debate), divide by eight.

2. Postings for the debates. Schedule who debates who, in what room, and with what critic.

3. Get enough experienced debaters to critique debates.

4. Critique sheets.

NOTE: Students should get the opportunity to debate at least once on the affirmative and once on the negative. If you need to, schedule debates after school or lengthen the schedule.

ACTIVITY: Students will engage in short team debates. If your class is 45 - 50 minutes long, you should use the following times for these debates: 4 minute constructives, 1.5 minute cross-examinations, and 2.5 minute rebuttals.

Your students are now ready to debate. The next section prepares them more fully for tournaments because they prepare briefs against many cases and they develop their own case.

DAY 32: RESEARCH ASSIGNMENTS

MATERIALS:

1. You will need a list of affirmative cases and disadvantages that you want researched.

HOW TO DO A RESEARCH ASSIGNMENT

WORKING EXAMPLE: On the overhead projector, develop each of the parts of a disadvantage. Construct two disadvantages, one "Iwone Li" and one "Captain Bli" disadvantage.

1. PICK AN ISSUE, CASE, DISADVANTAGE, ETC. TO RESEARCH
List out the research assignments you want done. If you wish, you can have students brainstorm this list. Tell students to write requests for assignments on a sheet of paper and to turn it in to you. After your lecture, assign one student to each assignment and announce them at the next class session.

2. GET ARTICLES

3. BRACKET EVIDENCE

4. TAG EVIDENCE

5. ADD IN OTHER EVIDENCE (from handbooks and other students)

6. STACK THE EVIDENCE

7. WRITE THE POSITION/BRIEFS

8. BRIEF THE REMAINING EVIDENCE

9. INDEX THE REMAINING BRIEFS

Explain how to do an index:

· MAKE SURE YOU HAVE ALL THE BRIEFS YOU NEED

· GET RID OF BRIEFS THAT DON’T BELONG IN THE STACK

· STACK THE BRIEFS IN THE ORDER YOU WANT

· NUMBER THE PAGES (1, 2, 3, etc., in the upper right hand corner of the brief)

· GET AN 8 1/2 X 11 SHEET OF PAPER AND DO AN INDEX
Include Page Numbers and Names of the Briefs

· PHOTOCOPY FOR OTHER TEAM MEMBERS

10. FILE THE CASE AND BRIEFS
Explain how your photocopying and brief distribution works on your squad.

Your students are now ready to debate. The next section prepares them more fully for tournaments because they prepare briefs against many cases and they develop their own case.

DAY 33-34: DOING THE RESEARCH ASSIGNMENTS

MATERIALS:

1. You will need a list that assigns students to research assignments.

2. Handbooks and other materials for students to research

OBJECTIVES

1. Students should complete a research assignment

In class, announce the research assignments. Then, have students do the research on the assignments.

DAY 35: THE WORDING IN THE TOPIC

OBJECTIVES

1. Students should restate the resolution word for word

2. Students should give reasons they believe some plans are topical and others are not

DISCUSSION: Prepare a lecture/discussion in which you describe the wording in the resolution and students discuss whether various affirmative plans would be topical.

See the BDB Prepbook for an analysis of the topic.

DAY 36: ARGUING TOPICALITY

MATERIALS:

1. Prepare to present the general idea of a plan that is not topical.

2. Have enough copies of definitions of terms that the above plan violates for each student.

3. Overhead projector.

OBJECTIVES:

1. Students should define a topicality argument.

2. Students should identify and define the three elements of a topicality argument.

3. Students should identify and explain five reasons that topicality is a voting issue.

4. Students should construct a topicality argument including violation, standards, and impacts.

LECTURE:

I. HOW TO MAKE TOPICALITY ARGUMENTS

A. WHAT IS A TOPICALITY ARGUMENT? A TOPICALITY ARGUMENT SHOWS THAT THE PLAN DOES NOT SUPPORT THE RESOLUTION.

B. THE ELEMENTS OF A TOPICALITY ARGUMENT: VIOLATIONS, STANDARDS, AND IMPACTS.

WORKING EXAMPLE: Develop a topicality argument as you discuss each of the following three elements.

1. STANDARDS ARE THE LAWS. THEY STATE HOW THE JUDGE SHOULD JUDGE WHETHER THE PLAN IS OR IS NOT TOPICAL.

2. VIOLATIONS ARE HOW THE PLAN VIOLATES THE LAW. THEY SHOW HOW THE PLAN DOES NOT SUPPORT THE TOPIC.

3. IMPACTS ARE THE PUNISHMENT FOR THE PLAN VIOLATING THE LAW. THEY SHOW WHY THE NEGATIVE SHOULD WIN IF THE AFFIRMATIVE PLAN IS NON-TOPICAL.

C. HOW TO CONSTRUCT A TOPICALITY ARGUMENT (USING VIOLATION SPECIFIC ORGANIZATION)

WORKING EXAMPLE: Describe a plan to students that is not topical. On the overhead, show students a definition of a term in the topic that the plan violates. As you go through each of the following points, develop a topicality argument.

1. IDENTIFY WHICH TERM IN THE TOPIC THAT THE PLAN VIOLATES.

WORKING EXAMPLE: Point out that the plan violates the term you have chosen.

2. WRITE "I. TOPICALITY" OR "THE PLAN IS NOT TOPICAL."

3. WRITE THE VIOLATION. Here is how:

THE PLAN* violates THE TERM IN THE RESOLUTION*

This is because the definition of THE TERM is:

PLACE THE DEFINITION HERE*.

So, because the affirmative plan IS NOT WHAT THE DEFINITION SAYS IT IS*, it is not topical.

(Note that the * parts change for each different topicality argument.)

WORKING EXAMPLE: Using the above format, construct the violation for your overhead topicality argument.

4. STANDARDS: GIVE REASONS WHY YOUR DEFINITION/INTERPRETATION IS SUPERIOR TO POTENTIAL AFFIRMATIVE INTERPRETATIONS.

WORKING EXAMPLE: This aspect of topicality arguments is the most difficult thing to teach a beginning debater. Offer an example of a standard for the overhead topicality argument. Tell them that they can use many standards that are described in their textbook. Tell them to read pages 99-101 of their textbook. Call on students to identify any standards that support their definition/interpretation. Help them as much as you can, including giving further examples.

5. WRITE IMPACTS FOR THE TOPICALITY ARGUMENT. THERE ARE FIVE GENERAL IMPACTS TO SHOW THAT TOPICALITY IS A VOTING ISSUE:

REASON 1. THE AFFIRMATIVE FAILS TO AFFIRM THE TOPIC. Affirmatives, by definition, must support the topic and with a non-topical plan do not support the topic and therefore should lose.

REASON 2. IT IS UNFAIR TO THE NEGATIVE. They could never prepare if affirmatives did not need to be topical.

REASON 3. THE AFFIRMATIVE USURPS NEGATIVE GROUND. If the affirmative did not need to be topical, they could claim that the negative arguments are affirmative arguments because there is no topic boundaries to divide ground between the two teams.

REASON 4. TOPICALITY IS A JURISDICTIONAL ISSUE. If the plan does not fall within the parameters of the resolution the judge should not vote for it because it is not within her or his jurisdiction.

REASON 5. TOPICALITY ENSURES EDUCATIONAL DEBATE. It prevents debates with superficial argumentation because the negative cannot research or prepare adequately.

ACTIVITY: State two plans (one of which should be clearly non-topical, the other marginally non-topical). Hand out definitions of three terms, including at two definitions that the plans clearly violate. Give them fifteen minutes to construct topicality arguments against the two plans.

CLASS REVIEW:

1. What is a topicality argument?

2. State and define the three elements of a topicality argument.

3. Ask five different students: State a different reason that topicality is a voting issue.

DAY 37-38: TOPICALITY DEBATES

ACTIVITY: Have students argue in one on one debates where one presents a topicality argument and the other debater responds; then, they each get a rebuttal. Each speech should be 2 minutes long.

DAY 39: GENERIC ARGUMENTS

ACTIVITY: Students should present a generic argument and try to apply it to a specific case. Students should respond to the generic argument.

DAY 40: HOW TO PREPARE COUNTERPLANS

LECTURE:

I. ARGUING COUNTERPLANS

WORKING EXAMPLE: Choose a counterplan and make example arguments for each of the items below to illustrate how to prepare a counterplan.

A. NEGATIVES ADVOCATE A COUNTERPLAN AS AN ALTERNATIVE TO THE AFFIRMATIVE PLAN

B. WHEN NEGATIVES PRESENT A COUNTERPLAN, THEY NEED TO DO THE FOLLOWING:

1. PRESENT A COUNTERPLAN

You use planks or sections just like you do for a plan.

2. ARGUE THAT THE COUNTERPLAN IS NOT TOPICAL

This shows that the counterplan rejects the topic--supporting the negative side of the topic

3. ARGUE THAT THE COUNTERPLAN IS COMPETITIVE

To do this, you need to show that the counterplan should not be adopted with the plan. To do this, you can argue:

a. THE COUNTERPLAN IS MUTUALLY EXCLUSIVE

This means the counterplan and plan cannot exist at the same time

b. THE COUNTERPLAN IS NET BENEFITS COMPETITIVE

This means the counterplan alone is superior to the plan and counterplan

4. ARGUE THAT THE COUNTERPLAN IS ADVANTAGEOUS

Show that the counterplan has advantages that the affirmative plan cannot achieve

ACTIVITY: Have students work on the Prepbook counterplan.

DAY 41: RESPONDING TO COUNTERPLANS

LECTURE:

I. RESPONDING TO COUNTERPLANS

WORKING EXAMPLE: Choose a counterplan and make example arguments for each of the items below to illustrate how to attack a counterplan.

A. ARGUE THAT THE COUNTERPLAN IS TOPICAL

B. ARGUE THAT THE COUNTERPLAN IS NOT COMPETITIVE

1. SHOW THAT THE COUNTERPLAN AND PLAN CAN CO-EXIST

2. SHOW THAT THE COUNTERPLAN AND PLAN TOGETHER WOULD BE BETTER THAN THE COUNTERPLAN ALONE

3. REJECT BOGUS COUNTERPLAN COMPETITION STANDARDS INCLUDING:

a. REDUNDANCY

Redundancy shows the counterplan is similar to the plan. Argue against this by showing the two are not redundant and by arguing that even if they are, the counterplan is not a reason against the affirmative plan.

b. PHILOSOPHICAL COMPETITION

Philosophical competition shows the counterplan has different objectives than the plan. Argue against this by saying they share objectives and two policies can be supported even if they have different objectives.

c. ARTIFICIAL COMPETITION

Artificial competition shows the counterplan cannot exist or should not exist with a part of the plan that is not germane to discussing the resolution. For example, the counterplan may use the affirmative funding mechanism and then the negative claims the two cannot both use the same funding. Argue against this by saying it is illegitimate, irrelevant and would make any counterplan competitive.

C. ARGUE THAT THE COUNTERPLAN WILL NOT ACHIEVE ITS CLAIMED ADVANTAGES

D. ARGUE THAT THE COUNTERPLAN WILL BE DISADVANTAGEOUS

E. ARGUE THAT THE COUNTERPLAN WILL NOT ACHIEVE THE AFFIRMATIVE ADVANTAGES

DAY 42-43: COUNTERPLAN DEBATES

Have students debate against each other. Specifically, the first student presents a counterplan, the second responds, the first rebuilds the counterplan, then the second student reattacks the counterplan.

DAY 44: HOW TO PREPARE CRITIQUES

LECTURE:

I. ARGUING CRITIQUES

WORKING EXAMPLE: Choose a critique and make example arguments for each of the items below to illustrate how to prepare a critique.

A. A CRITIQUE SHOWS THAT AN OPPONENT’S POSITION VIOLATES AN IMPORTANT PRINCIPLE

1. Critiques can be linked to the resolution, affirmative plan, and to an argument in the affirmative case.

2. Critiques can attack a value, a flawed perspective, the knowledge used, and reasoning of an opponent’s argument.

3. Critiques can be voting issues because they undermine affirmative solvency claims and because they point out that a principle is violated so strongly that the advantage does not weigh against it.

B. WHEN YOU PREPARE A CRITIQUE, YOU NEED TO DO THE FOLLOWING:

1. GET AND TAG EVIDENCE

2. STACK THE EVIDENCE

Stack the evidence into links (the affirmative violates x principle) and impacts (why violating this principle is so important).

3. PREPARE THE CRITIQUE

Write it just like you write a disadvantage with a 2 to 3 word title, full sentence thesis, and then subpoints with a point where you show why the critique is a voting issue.

C. RESPONDING TO CRITIQUES

1. SHOW THERE IS NO LINK TO THE CRITIQUE

2. TURN THE CRITIQUE

3. USE THE CRITIQUE AGAINST YOUR OPPONENT’S ARGUMENTS

4. EVEN IF FIAT IS ILLUSORY, YOUR CASE IS STILL AN IMPORTANT ARGUMENT

5. THE CRITIQUE IS WRONG

6. REJECT THE CRITIQUE BECAUSE THERE IS NO ALTERNATIVE

7. SHOW THERE IS NO IMPACT TO THE CRITIQUE

ACTIVITY: Students should prepare a critique argument. Students should prepare responses to the critique argument.