NOVICE LD 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.

VALUE LECTURES

VALUE DAY 21/49: ISSUES IN VALUE DEBATE

MATERIALS:

1. An overhead projector would be useful.

OBJECTIVES:

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

LECTURE:

I. The issues of value debate

WORKING EXAMPLE: Write the Lincoln-Douglas topic on the board or overhead projector. Use the topic to make examples for each of the following points.

A. The key elements of the resolution.

1. The value object. The value object is the subject of the resolution.

EXAMPLE: Point to the value object in the topic.

2. The criteria phrase. The criteria phrase is the word or phrase that describes how to evaluate the value object.

EXAMPLE: Point to the criteria phrase in the topic.

ACTIVITY: List four resolutions. Give students two minutes to identify the value object and criteria phrase in each resolution. Call on students to give answers. Comment on their answers.

B. Affirmatives frequently use value examples. A value example is the affirmative example of the value object.

EXAMPLE: Give examples of value examples for the topic.

C. Affirmatives use value support. Value support shows that the value object or value example supports the criteria phrase.

EXAMPLE: Give examples of value support for the topic.

D. Negatives may argue:

1. that there is no value support for the value object/example.

ACTIVITY: Give students four minutes to make responses to the examples of value support you gave in subpoint C.

2. a value objection against the value object/example. A value objection shows that the value object or value example rejects the criteria phrase.

ACTIVITY: List three potential affirmative cases on the topic. Give students five minutes to make value objections against these cases on the topic. Call on students to give their value objections. Comment on their arguments.

3. that the value example is not topical. A Topicality ARGUMENT ARGUES THAT the value example DOES NOT support the value object.

ACTIVITY: Choose two new value examples that are marginally topical. Give students four minutes to make topicality arguments against the value examples. Call on students to give their topicality arguments. Comment on their arguments.

4. that the value support does not justify the resolution. A Justification ARGUMENT ARGUES THAT the value support does not support the criteria phrase.

EXAMPLE: Give examples of value supports that do not justify the resolution.

E. THE affirmative CAN DEFEND ITS VALUE SUPPORT AND ATTACK NEGATIVE VALUE OBJECTION, TOPICALITY, AND JUSTIFICATION ARGUMENTS.

ACTIVITY: Give students eight minutes to respond to the negative attacks made in the D subpoint of this lecture.

F. AFFIRMATIVES CAN ALSO ARGUE THAT THE NEGATIVE VALUE OBJECTION DOES NOT JUSTIFY REJECTING THE RESOLUTION. AN AFFIRMATIVE JUSTIFICATION ARGUMENT ARGUES THAT THE VALUE OBJECTION DOES NOT REJECT THE CRITERIA PHRASE.

EXAMPLE: Give students an example of a value objection that does not reject the resolution.

CLASS REVIEW:

1. What is a value object, the criteria phrase, and a value example? Give examples of each.

2. What are the four issues of value debate?

3. What is a value support and give an example of one.

4. What is a value objection and give an example of one.

5. What is topicality and what is justification?

VALUE DAY 22/50: MAKING AND DEFENDING A VALUE AFFIRMATIVE CASE

MATERIALS:

1. Overhead projector.

2. Six pieces of evidence that include three criterion and three criterion support 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 an affirmative value support including criterion and criterion support.

2. Students should define and give examples of the two elements of value support (criterion and criterion support) and the three elements of criterion (specificity, sets a level, and comparative)

LECTURE:

I. How to make and defend a case.

A. Choose a case and research it.

HINT TO THE STUDENTS: Point out that it is frequently a good idea to choose a value example to reduce potential value objections.

EXPLANATION: Tell the students which case you will develop during the lecture and pass out the evidence.

B. Develop value support.

1. Criterion. A criterion states what must be proven to support the criteria phrase. Make sure that the criterion is specific, sets the level, and is comparative.

EXAMPLE: Give examples using the case evidence you passed out.

2. Criterion support. Criterion support shows that the value object or value example supports the criterion.

EXAMPLE: Give examples using the case evidence you passed out.

ACTIVITY: Give students ten minutes to construct case outlines with the evidence you passed out. Then, call on students to present their case outlines. Comment on their outlines.

C. PREPARE Backup briefs. With briefs/evidence that remain after writing YOUR affirmative case, make backup briefs.

CLASS REVIEW:

1. What are the two elements of value support?

2. What are the three key elements of a criterion?

VALUE DAY 23 TO 26/51 TO 54: RESEARCHING AND PREPARING AFFIRMATIVE CASES

MATERIALS

Bring scissors, tape or glue, and paper.

ACTIVITY: Students should construct their affirmative cases and backup briefs.

VALUE DAY 27/55: MAKING A NEGATIVE CASE

MATERIALS:

1. An overhead projector.

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

3. Evidence to construct a value objection (about four to six pieces of evidence).

OBJECTIVE:

1. Students should prepare effective negative cases against affirmative value cases, including building counter-criteria and value objections and attacks against criterion and criterion support.

LECTURE:

I. Preparing to respond to value support

A. Develop a countercriterion. Make sure it is specific, sets a level, and is comparative.

B. Develop a value objection. Include:

WORKING EXAMPLE: Tell students the kind of value objection that you want to construct. As you go through the following four points, construct a value objection.

1. a title. A title is the main point of the value objection.

2. links. Links show that the value object/example meets or harms a goal.

3. impacts. Impacts show that meeting or harming the goal meets the countercriterion.

4. if you want, a brink. A brink shows that we desperately need to meet or avoid a goal.

ACTIVITY: Pass out evidence. Tell students to use the evidence to construct value objections outlines. Call on students to present their value objection outlines. Comment on their answers.

C. The kinds of arguments to make against value support:

WORKING EXAMPLE: Present a case on the overhead that includes a full value support. Then as you go through each of the following five kinds of arguments, have the students offer examples of each kind of response that they could use to respond to the case

1. The criterion is not good.

2. The criterion is bad.

3. The criterion is not important.

4. The value example/object does not support the criterion.

5. The value example/object actually rejects the criterion.

VALUE DAY 28 TO 30/55 TO 56: PREPARE NEGATIVE CASES

ACTIVITY: Work on negative value objections and case attacks.

VALUE DAY 31/58: LAST MINUTE AFFIRMATIVE CASE WORK

ACTIVITY: Give students the class time to make last minute changes to their affirmative case and backup briefs.

NOTICE: Collect affirmative cases and backup briefs.

VALUE DAY 32/59: WHAT TO DO IN A LINCOLN-DOUGLAS DEBATE

PRESENTATION: Have experienced debaters give a short version of a Lincoln-Douglas debate with the following times: 1AC: 3 MINUTES; CROSS-EXAMINATION: 1 MINUTE; NC: 5 MINUTES; CROSS-EXAMINATION: 1 MINUTE; 1AR: 3 MINUTES; NR: 4 MINUTES; 2AR: 3 MINUTES. NOTE: Tell these debaters to go very slow.

BEFORE THE DEBATE:

1. Before the debate, tell students how to construct L-D flowsheets. Draw flowsheets on the board.

2. Tell students to flow the debate.

DURING THE DEBATE:

1. State the order of the speeches and where to flow the speeches. For example, "This next speaker is the first affirmative rebuttal. You flow this speaker in the 1AR flow column (point to the column on the board).

2. Describe what the speakers are doing during the debate. For example, "Note the affirmative flows and prepares during the negative rebuttal," and "Note how the 1AR both attacked the negative value objection and rebuilt her case."

3. Answer the many questions that students ask. Let the debaters answer questions too.