Debate Lesson Plans

Description: The general purpose of the lesson is to have students understand the
complexity, pros and cons, of the implementation of public policy matters. The students
will actively discuss the issue and through inquiry and interaction, they will defend the
major points for and against an instituted dress code in front of a jury of their peers.
Materials Needed: None
Opening Set:
As the class begins, the instructor will start to read a series of announcements. As the
teacher is "reading" the announcements, he or she will read a fake memo. The memo will
read:
Due to certain circumstances in our school, the school board will be placing into effect a
dress code/uniform policy effective at the beginning of the next term/school year. Details
of this policy will be forthcoming.
Introduction:
The instructor should then "start" on another subject. There should be some discussion as
to the new policy and the manner in which the policy was introduced. The instructor will
then ask the students why they think that this new policy is important to them.
1.How will this new policy effect you?

2.Do you like or dislike this new policy?
3.Do you think that it is fair?
Perspectives:
The students will then generate a list of negatives or positives of the new policy.
The students should also list what "circumstances" were eluded to in the announcement.
Write on the board a "pro" and "cons" list as well as a "Can they do that list".
Step One: After the students and the instructor have generated a sufficient number of
pros and cons on the board, divide the students into three groups. You may wish to place
students very opposed or very supportive of the policy in a group they will then have to
defend.
Step Two: After the students have been divided up, give the students a few minutes to
compose their arguments using the lists from the board. One group will argue for the
dress code. One group will argue against the dress code and the third group will judge the
merits of both sides and decide the issue for the class. Note: If the discussion has gone on
longer than desired, the activity may be concluded in the next class.
Step Three: Conduct a debate between the two presenting groups. You may determine
your debate process in class or you may wish to follow Robert's Rule of Order.
Step Four: After the student jury has reached its verdict and declared its findings, bring
the class back together to discuss the findings. The jury will then discuss why they voted
the way they did. The instructor will then ask the students how public policy is decided.
Is it similar to the exercise in class? If it is, how? If not, how not?
Note: If the jury reached its verdict according to who was on whose side, then the
instructor may wish to discuss with the class the difference between objectivity and
subjectivity.
Assessment: The general purpose of the lesson is to have the students understand and
participate in the discussion, debate and the judging. The instructor may wish to score the
debate or have the students write an essay presenting their perspectives of the dress code
policy.
For extra credit, the instructor may have the students attend a school board function for a
better understanding of the public policy process.
Battle Bars -- The Edible Argument

An Educator's Reference Desk Lesson Plan
Submitted by: Mark A. Schneberger

Email: markusschneberger@hotmail.com
School/University/Affiliation: Oklahoma City Community College
Date: November 20, 2001
Grade Level: 9, 10, 11, 12, Higher Education, Adult/Continuing Education
Subject(s):
Language Arts/Debate
Language Arts/Writing
Duration: 50 minutes
Description: This lesson can be used to teach the beginning stages of argument to high
school or college level English composition classes. Students use their writing skills to
describe how their group's Snickers are a better buy than another group's Kit Kats, while
the other group describes how its Kit Kats are a better buy than Snickers. Students use
examples of price, advertising appeal, ease of consumption, appearance, dangers,
nutrition facts, feel, smell, and taste to support their topic.
Goals: Students will be able to develop a thesis statement and write paragraphs using
appropriate forms, conventions, and styles to communicate ideas and information to an
audience (for the purposes of persuasion and argumentation).
Objectives:
1. Students will be able to develop a thesis statement and two paragraphs which
support that thesis statement.
2. Students will be able to write a paragraph identifying one opposing viewpoint and
write another paragraph that attempts to challenge that viewpoint.
Materials:
a 20-piece bag (approx.) of Snickers Fun Size candy bars
a 20-piece bag (approx.) of Kit Kat Fun Size candy bars
chalkboard or dry erase board and chalk/marker
writing utensils and paper
[If your college disapproves of bringing in outside food items (those not sold at the often
overpriced commissary), substitute homemade nut-filled cookies and chocolate chip
cookies for the candy bars. If using cookies, modify the thesis statement to fit.]
Procedure:
Inform students that they are to begin a unit about argumentation. Find out how many
students like to argue and how many do not. Tell them that they are going to argue about
something very important today -- candy bars! Inform students that the class is going to
be split down the middle, and students on one side will receive Kit Kats while students on
the other side will receive Snickers. [ Author's Note: You may allow students to choose
sides, but you must have (closely) equal representation on each side. Also, tell students
not to eat the candy bars.]
Lay a candy bar on each student's desk, or pass the bags around and allow the students to
choose their own. Tell the students that they need to imagine that there are only two
brands of candy bars in the world -- the ones being discussed. Tell them that their candy
bar is the best value, and it is their job to come up with as many "logical" reasons why
their candy bars are the best value. Tell them not to consider that the other group is
working on doing the same project for another brand. Rather, have them just focus on the
question, "Why is my candy bar the best value?" Encourage them to work together to
make a list of the top 10 points for why their candy bars are the best.
After they have come up with their lists, have each group elect a representative to write
their 10 reasons on the board. The result will be a split board with Kit Kat best-buy points
on one side and Snickers best-buy points on the other side. Next, have students vote on
which of their side's three reasons best represent why their respective candy bars are the
better value. Erase all the others. This will result in a split board with three strong points
for each side. Then, tell the groups that they are to individually, or in teams of two or
three, write a thesis statement which expresses the idea that their candy bar is the best
value. Then they are to craft two short paragraphs of three or more sentences (the
paragraphs must be linked with transitional expressions) for each point they've chosen for
their side. While students are working, assist each group and view their progress. The
result will be a thesis statement and two paragraphs which support it. Allow students to
eat their candy bars if they choose at this time. (Sugar may help them write faster!)
After the paragraphing is complete, tell the students how important it is when arguing to
be fair and to demonstrate that others may have differing opinions. Then, direct them to
individually, or in teams of two or three, assume the position of the other side and
identify what they consider to be that side's strongest point about why they have the best
value bar. Kit Kat groups will write a paragraph supporting Snickers and vice versa.
Encourage students to spend a few minutes in discussion with members of the opposing
groups, so they can adequately explain and support their points. Kit Kat members will
solicit information from Snickers members and vice versa. While they are working, assist
each group and view their progress. The result will be one paragraph, linked to the first
two, which demonstrates the opposing position. If students request an opposing side's
candy bar, allow them to have one (if there are ones left) to eat.
Finally, explain to students that their job after identifying a strong differing opinion is to
directly and convincingly challenge it. Using what they know about candy bars, nutrition,
packaging, and logic, they must try to construct one short paragraph (including
transitional element) to disprove the other side. Kit Kats will challenge Snickers'
strongest point and vice versa. While students are working, assist each group and view
their progress. The result will be one challenge paragraph linked to the previous three
paragraphs. Encourage students to share their completed paragraphs.
Assessment: Collect students' paragraphs to assess completeness and students' ability to

logically demonstrate argumentation in writing.
Special Comments: If you have further questions about this lesson plan, which uses food
as a base for understanding, please do not hesitate to contact: Mark A. Schneberger,
Adjunct Professor of English, Oklahoma City Community College.
Effective Speaking in a Debate
Author: Patsy Kretsch, Weiser High School, Weiser, Idaho
Date: 1994
Grade Level(s): 9, 10, 11, 12
Subject(s):
OVERVIEW: Debate students need to understand that how they say something is just as
important as what they say. Making effective persuasive arguments by dealing with stage
fright will bring success to every debate team.
PURPOSE: The purpose of this lesson is to improve debating skills by confronting stage
fright, thereby, allowing the debater to effectively present winning arguments.
OBJECTIVES:
Students will be able to:
1. Understand the frustration of wanting to speak yet being afraid to speak.

2. Define stage fright.
3. Realize that the fear of speaking is natural and even helpful.
4. List common stage fright symptoms.
5. Recall their own experiences with stage fright.
6. Recognize their speaker strengths and weaknesses.
7. Develop ways to control and direct their fear of speaking.
RESOURCES/MATERIALS: Tape recorder and video camera
ACTIVITIES AND PROCEDURES:
1. During class discussion, define and explain stage fright using specific examples.
( Vocal pauses, shaking limbs, dry mouth, voice volume too soft or loud, rate of speaking
too fast or slow, shifty eye contact, monotone delivery, slouched poise, awkward gestures,
body swaying etc. )
2. Have the students recall and list their own experiences with stage fright.
3. Share these written experiences verbally with the entire class.
4.
A. Divide the class into groups with a combination of advanced and novice debaters in
each group.
B. Give them each a list of 3 groups of impromptu topics.
Examples - Concrete words - Xmas tree, plane, skates
Abstract words - sorrow, joy, hope Quotations
C. The students will pick a word and take turns speaking about that word in front of their
small group.
D. They will do this 3 times with one concrete word, abstract word and quotation.
E. The advanced speakers in each group will give a helpful and kind verbal critique of
each novice speaker. The advanced speakers will congratulate them on their speaking
strengths and give suggestions to improve their stage fright weaknesses.
F. The beginning speakers should list on paper their speaker strengths and weaknesses
and suggestions for improvement.
5. On a follow-up day, activity 4 could be repeated in front of the entire class.

6. On a follow-up day, activity 4 could be implemented with tape player or video camera.
TYING IT ALL TOGETHER:
Your class, teacher and debate judges want you to do well. Every debater, novice or
advanced, is nervous and must constantly deal with stage fright. Emphasize your
strengths and work on needed improvements.
Practice, practice, practice! Success will follow!
Four Corners Debate

Submitted by: Lisa M. Shearer

Email: bshpgirl@earthlink.net
School/University/Affiliation: Home Street Middle School, Bishop, CA
Date: December 14, 2002
Grade Level: 7, 8, 9, 10, 11, 12

Subject(s):
Duration: 45 minutes
Description: This activity introduces students to persuasion. By the end of the lesson,
students are able to express their positions, as well as opposing arguments, on a particular
issue.
Goals: California English-Language Arts Content Standards :
Listening and Speaking Strategies

o 1.2 Determine the speaker's attitude toward the subject. (gr. 7)
o 1.3 Choose logical patterns of organization to inform and persuade by
soliciting agreement or action or to unite audiences behind a common
belief or cause. (gr. 9-10)
o 1.5 Distinguish between and use various forms of classical and
contemporary logical arguments. (gr. 11-12)
Speaking Applications
o 2.4 Deliver Persuasive Presentations (gr. 7-8)
Objectives:
1. Students will work in groups to clearly verbalize their positions on a specific
issue/topic.
2. Students will practice listening skills while other groups present their positions.
3. Students will be able to use convincing arguments to sway others' opinions.
4. Students will write a 5-paragraph persuasive essay that presents point of view
clearly and addresses opposing positions.
Materials:
4 large pieces of paper with these words written on them: Strongly Agree,
Somewhat Agree, Strongly Disagree, Somewhat Disagree
Rubric
Rubric in .pdf format; requires free Adobe Acrobat Reader.
Click the icon to obtain the free Reader.

Procedure:
Post the four pieces of paper in the four corners of the classroom. Write a controversial
topic on the board (for example: Schools should eliminate report cards). Have students
move to the corner that best matches their position (Strongly Agree, Somewhat Agree,
Strongly Disagree, Somewhat Disagree). If social cliques are a problem, have students
write their choice on a card first in order to ensure honest reactions. Each corner will
have 2 minutes to discuss and solidify their reasoning/logic. Each group selects a
spokesperson to express the group's position. He/she has 30 seconds to express thoughts
concisely and persuade their classmates. Other groups must listen intently. After the first
corner presents, invite those who have been persuaded to move to the appropriate corner.
Direct each group to present their group's position in turn. Allow students to move to the
appropriate corners if they have changed their minds.
Assessment: Each student will write a 5-paragraph persuasive essay. In order to receive a
maximum score, the student must express his position clearly, use appropriate logic, and
address opposing viewpoints. See Rubric in Materials .
Useful Internet Site:

* English-Language Arts Content Standards for California's Public Schools
http://www.cde.ca.gov/standards/reading/
Special Comments: My students love this debate exercise! In fact, they bring up new
issues almost daily and want to have a go. This is an excellent opportunity for the teacher
to instruct on debate etiquette (ie. no put-downs, one speaker at a time, respect other
viewpoints, etc.).
Introduction to Argument
Submitted by: Lori Freeman

Email: lfreeman@hcrhs.k12.nj.us
School/University/Affiliation: Hunterdon Central Regional High School, Flemington,
NJ
Date: August 4, 2001
Grade Level: 7, 8, 9, 10, 11, 12, Higher Education, Adult/Continuing Education
Subject(s):
Duration: Two 45-minute sessions
Description: This activity introduces students to argumentation. By the end of the

lesson, students have a better understanding of the terms controversial , pro , and con ,
and they are better able to see both sides of a controversial topic.
Goals:
1. To understand key terms in the early study of argument.

2. To be able to see opposing viewpoints of an issue.
3. To speak, read, write, and listen in an effort to make a cohesive argument.
Objectives:
1. Students will be able to work in groups to discuss the pros and cons of a
controversial issue.
2. Students will be able to list pros and cons of a controversial issue.
3. Students will discuss the pros and cons of a controversial issue to the rest of the
class.
Materials:
8 index cards with controversial topics written on them
pens/pencils
paper
Procedure:
Ask students to define the word, controversial . "Can you think of a controversial topic?
What makes that topic controversial? What do the terms pro and con mean?"
Divide students into groups of three or four. Inform students that each group will be
given a controversial topic. Students will need to work together to determine pros and
cons related to the topic. Afterwards, each group will present their topic to the rest of
the class, discussing both sides of the issue.
Have one student from each group select an index card from your hands. Fan the cards
out and turn them upside down so that students can't see the topics on the cards.
[ Author's Note: Have one topic per index card, but make sure that the students
understand they are to argue both sides (pro and con) of that issue. For example, one
card may have the sentence: "Homework should/should not be given." Students will
need to evaluate the purpose of homework and try to see its pros and cons. You can
come up with any topics that are interesting to you and your students.]
Each group will also need a piece of paper to record the pros and cons of the topic.
Students should write the topic on the top line of the sheet. Then they should draw a line
down the center and put "pro" on one side and "con" on the other. Give each group
about 20 minutes to discuss the issue and to list the pros and cons on their argument
sheet. After 20 minutes, see if students need more time to talk. Remind students to
complete the argument sheet so that they have a guide to help them present their topics.
Have each group present their topics to the whole class by first stating the issue, then
discussing the pros and cons of that issue. Close by asking, "What made each topic
controversial? Did you have trouble seeing both sides of each issue?"
Assessment:
Each student will be given an oral participation grade:
Talking at least THREE times during the presentation = 10 points

Talking at least TWICE = 8 points
Talking at least ONCE = 5 points
Not talking = 0 points
The argument sheets will be handed in for a homework grade based on detail and
completion:
At least FIVE pros and FIVE cons = 10 points
At least FOUR pros and FOUR cons = 8 points
At least THREE pros and THREE cons = 6 points
At least TWO pros and TWO cons = 4 points
At least ONE pro and ONE con = 2 points
A blank sheet = 0 points

PREPARING FOR THE DEBATE
RESOLVED: Oregon's Death With Dignity Act (Measure 16) passed by voters in 1994
shall be repealed.
CHOOSING TEAMS: There are many means of doing this.
1. Students choose sides according to own beliefs on the resolution.
2. Names are drawn randomly and students are assigned teams.
3. Teacher chooses teams based on student strengths and group dynamics.
4. Students and teacher discuss need for strong teams and come to a consensus about who
will be on which team.
TEAM CAPTAINS: These may be voted on or agreed upon by students and the teacher.
The captain will be in charge of asking each person on the team to look for a certain type
of information or assign a task. Maybe one person is asked to find anecdotal information
about assisted suicide. Maybe another two students are asked to rewrite the law in simple
terms and prepare to present it to team members. There are many things to be done. If
you have an idea about how to be helpful see your captain. This way all work will be
done without duplicating efforts.
RESEARCH: We have arranged for time in the Cleveland library to do research. The
librarian will give us a brief tour and then we will settle down to work. We only have the
morning to get the research done so all of us will need to be working 100% of the time.
Each team will have two packages of index cards. The cards are for recording
information gathered from magazines, books, newspapers, internet, etc. Gather anecdotal
evidence from reliable sources. Also gather factual information from reliable resources.
Each piece of information is written on a card. Some articles may have three separate
pieces of information you can use.
These must be written on three separate cards. Each card needs to have enough
publishing information on it so that a Judge could actually look up the information if
she/he needed to. Many judges ask to see the research. Do a good job on this!
KNOW THE RESOLUTION: Our resolution is a ballot measure. Study the Voter's
manual and other sources so that you KNOW the measure inside and out. Careful study
of the measure needs to be assigned to someone (or a two person team) who can devote
considerable time and effort to the task. This person will be the one to tell a speech writer
on your team "No, you can't say that, The measure says that..." This will also be the
person to write a note to the captain telling her/him that the Cross Exam by the opponent
made a an erroneous statement about the measure. "They said there is no waiting period
but there..."
PLANNING: Before you begin to work on strategy you will need to read over all
instructions, as a group. Be sure all team members understand what is expected. Ask
teachers for clarification if needed. Don't skip over the instructions to the judges. This
tells you how the judges will award points.
This is a good time to look over the tasks at hand. Work with your captain. Who would be
best for the Construction? Who best for Cross? Who best for Rebuttal? Who is quick
witted and can take excellent notes during the opponents speeches? Use each other's
strengths
STRATEGY: After all information has been gathered the teams goes back to the
classroom and begins organizing. Construction speeches must be written, rewritten,
practiced, and memorized. You will need to give the speakers feedback about their
presentations. All students will pool all information to help the writing of this speech. BE
OVER PREPARED!
Cross examination and rebuttal speeches can't be written in stone because most of what
goes into them depends on what the other team says. Still, you can rough out some ideas
so you are ready to respond on a number of issues. BE OVER PREPARED!
SETTING UP THE DEBATE STAGE:
Melissa Evans
Clinton School
Bailiff calls the debate to order and introduces the

chairperson.
Chairperson introduces the teams, the judges, the

bailiff and the timekeeper. Next the chairperson
reads the resolution aloud, calls upon the first
speaker and nods to the timekeeper to begin the 6
minute timing.
6 min.
Speaker #1 Affirmative Construction After the
chairperson calls the debate to order and reads the
resolution aloud, you (Speaker #1) rise. You greet
the chairperson, the audience, the opponents, and
the judges. You express pleasure to be able to debate
such an important topic.
Now you begin the Affirmative Construction speech.

The burden of proof is on your Affirmative Team so
you must present evidence to support your
resolution. Remember, the Negative Team is quite
happy with the status quo. They are not trying to
change anything... YOU are! Your evidence (quoted
materials from a nationally published source) is
even more important than your use of logic,
anecdotal evidence, analysis, reasoning, refutation,
and delivery. Be factual!
Remember that you must be respectful of the

audience and your opponents. Sarcasm or
condescension cannot be tolerated. Use it and you
will lose points!!! Facial expressions that indicate
sarcasm or condescension are also to be avoided. It
is OK to be enthusiastic and forceful but you must
do so in a respectful manner.
YOUR AUDIENCE: Construction and Rebuttal

speeches are always directed toward the audience
and the judge... never toward the opposing team.
Only the Cross Exam is directed toward opponents.
CAUTION: During the next phase, Cross

Examination, opponents will be directly speaking to
you and contradicting what you said. YOU
MUST REMAIN COOL AND SILENT. If you use
exaggerated facial expressions or body language to
indicate disapproval with what they say, your team
will lose points! The best thing to do, if your
opponent says something that you feel is incorrect, is
to immediately write it down verbatim. You will get
a chance to rebut them later. Listening and thinking
are the keys to a good debate!
4 min.
Prep. Time If the chairperson does not tell the
timekeeper to start timing, timekeeper will ask
chairperson if she/he should set the timer.
3 min.
Speaker #2
Cross Exam by Negative
You (Speaker #2) rise when you speak.
You VERY carefully listened and took notes as

Speaker #1 gave her/his speech. In the Cross
Examination you may speak only to points brought
up by Speaker #1. If you even mention points not
covered it will cost your team points. You will have a
chance to bring up new points soon. Remember that
listening to the speaker is the key to success in the
Cross.
You only have four minutes to prepare for the

Cross. Work together as a team and decide which
points you will directly counter in your Cross.
Logical, reasonable arguments and anecdotal
evidence are good but direct evidence (quoted
materials from a nationally published source) that
contradict what Speaker #1 said is the clincher.
Throw in a bit of persuasive logic and you have a
good Cross Examination.
During Cross it can be hard to stay cool but you

must! Remember that you must be respectful of the
condescension cannot be tolerated. Use it and your
team will lose points!!! Facial expressions that
indicate sarcasm or condescension are also to be
avoided. If an opponent behaves improperly do
NOT join in. Your team can earn points for staying
cool under fire! It is OK to be enthusiastic and
forceful but you must do so in a respectful manner.
YOUR AUDIENCE: Cross is the only time you speak

directly to the opposing team. You may look directly
at team members. You may gesture toward them
with an open hand but may not point at them. You
want to "clash" with the opponents position but
not with them personally. As always, respect and
courtesy are what the judges want to see.
4 min.
Prep. Time
7 min.
Speaker #3 Negative Construction
You (Speaker #3) rise.
You greet the Chairperson, the audience, the
opponents, and the judges & express pleasure to be
able to debate such an important topic.
Now you begin the Negative Construction speech.

The burden of proof is on the Affirmative Team but
you do not want to let that lull you into
complacency. Use evidence (quoted materials from a
nationally published source) to support your stand
against the resolution. Your evidence is even more
important than your use of logic, analysis, anecdotal
evidence, reasoning, refutation, and delivery. Be
factual!
Remember that you must be respectful of the

condescension cannot be tolerated. Use it and you
will lose points!!! Facial expressions that indicate
sarcasm or condescension are also to be avoided. It
is OK to be enthusiastic but you must do so in
respectful manner.
YOUR AUDIENCE: Construction and Rebuttal

speeches are always directed toward the audience
and the judges, never toward the opposing team.
Only the Cross Exam is directed toward opponents.
CAUTION: During the next phase, Cross

Examination, opponents will be speaking directly to
you and contradicting what you said. YOU MUST
REMAIN COOL AND SILENT. If you use
exaggerated facial expressions or body language to
indicate disapproval with what they say, your team
will lose points! The best thing to do, if your
opponent says something that you feel is incorrect, is
to immediately write it down verbatim. You will get
a chance to rebut them later. Listening and thinking
are the keys to a good debate!<
4 min. Prep. Time
3 min.
Speaker #4
Cross Exam by Affirmative
You (Speaker #4 rise) when you speak.
You VERY carefully listened and took notes as

Speaker #3 gave her/his speech. In the Cross Exam
you may speak only to points brought up by
Speaker #3. If you even mention points not covered
it will cost your team points. You will have a chance
to bring up new points soon. Remember that
listening to the speaker is the key to success in the
Cross.
You only have four minutes to prepare for the

Cross. Work together as a team and decide which
points you will directly counter in your Cross.
Logical, reasonable arguments and anecdotal
evidence are good but direct evidence (quoted
materials from a nationally published source) that
contradict what Speaker #3 said is the clincher.
Throw in a bit of persuasive logic and you have a
good Cross Examination.
During Cross it can be hard to stay cool but you

must! Remember that you must be respectful of the
condescension cannot be tolerated. Use it and your
team will lose points!!! Facial expressions that
indicate sarcasm or condescension are also to be
avoided. If an opponent behaves improperly do
NOT join in. Your team can earn points for staying
cool under fire! It is OK to be enthusiastic and
forceful but you must do so in a respectful manner.
YOUR AUDIENCE: Cross is the only time you speak

directly to the opposing team. You may look directly
at the team members. You may gesture toward them
with an open hand but may not point at them. You
want to clash with the opponents position,
but not with them personally. As always, respect and
courtesy are what the judges want to see.
4 min. Prep. Time
4 min.
Speaker #5
Affirmative Rebuttal
You (Speaker #5) rise when you speak. You now
have a chance for rebuttal. Rebuttal is the process of
defending and strengthening your arguments after
they have been attacked by the opposing team. You
took VERY careful notes while your opponent was
speaking. Get together with your team mates.
Decide where your arguments look weakest and
which arguments you can bolster with logic or
evidence.
Never forget the burden of proof is with your team.

Logic and direct evidence are your sharpest tools.
You will have one more chance to speak. Dont
allow yourself to give in to fatigue. Listen even more
carefully to your opponent and take careful notes.
As always, stay cool. Be courteous and respectful to

the audience and your opponents.
4 min. Prep Time
6 min.
Speaker #6
Negative rebuttal
You (Speaker #6) rise when you speak. You now
have a chance for rebuttal. Rebuttal is the process of
defending and strengthening your arguments after
they have been attacked by the opposing team. You
took VERY careful notes while your opponent was
speaking. Get together with your teammates. Decide
where your arguments look weakest and which ones
you can bolster with logic or evidence.

This is your last chance to speak. It is a good time to
remind the audience that the burden of proof is with
your opponent while reminding them of your
excellent arguments and evidence.

the audience and your opponents. Thank the
audience and the judges for their time and efforts.
Then sit down.
4 min. Prep Time
3 min.
Speaker #7
Affirmative Rebuttal
Here it is! Your last chance to speak! As always you
were listening VERY carefully to your opponent.
Get together with your team. Think about two
things; 1.) Which of my opponents points look
strong and can be countered by reminding the
audience of points or evidence our team presented?
2.) Which of our own arguments can we strengthen
or bolster?

the audience and your opponents. Thank the
audience and the judges for their time and
efforts.
ENDING THE DEBATE:

When Speaker #7 thanks the audience and
judge, both teams rise and shake hands all around.
It is good form to make a brief positive
comment..."Good debate." or "Thanks for an
interesting debate." "Well done." etc. If you are
upset and cannot make a positive comment,
REMAIN SILENT when you shake hands.
Remember, the judges are still watching and they
are still judging. Courtesy and good sportsmanship
have been known to tip the scales!
The Chairperson thanks everyone for a good

debate.
JUDGING:
Judges must make decisions that some folks will
disagree with... even become angry with. That is
why we will have adults serve as judges. We want
students to feel comfortable working together so we
can have another debate in the future. We also find
that using adults eliminates the complaint that a
student judge evaluated the debate a certain way
because she/he was friends with a peer.
Judges have a Scoring Guide they fill out. It allows

them to evaluate teams on how well they followed
the rules of debate, how clear their arguments were,
how well they gathered their evidence, how well they
presented their arguments, etc. This scoring guide
will be made available to all team members with
hopes it will help them prepare for a future debate.
WHO "WINS" THE DEBATE? That really isn't a

relevant question! If both teams prepared, presented
and behaved well it is safe to say they both "won".
The real question is whether or not the judges
decided to adopt the resolution. As you remember
the burden of proof is on the Affirmative side. The
only way the Judges will adopt the resolution is if
the Affirmative side was able to score at least 20
points more than the Negative side. If the two teams
scored within ten points of each other the debate is
considered very close and both teams are to be
congratulated on an outstanding debate.
SCORING GUIDE FOR JUDGES
AFFIRMATIVE CONSTRUCTION
_____ Total Points earned Affirmative Construction (65 points possible )
AFFIRMATIVE TEAM GREETING: 5 points possible
_____ 1 Greeting was short but sincere.
_____ 2 Speaker gave eye contact to chairperson, opponent's team, audience and judges.
_____ 2 Speaker appeared poised, eager and respectful.

AFFIRMATIVE CONSTRUCTIVE ARGUMENT: 20 points possible
_____ 3 Sources for all information were cited.
_____ 3 Factual information from sound sources was given.
_____ 3 Anecdotal evidence was from sound sources.
_____ 3 Reasoning was logical.
_____ 3 Information and other evidence were directly tied to resolution.
_____ 5 Burden of proof was adequately dealt with.
AFFIRMATIVE CONSTRUCTIVE PRESENTATION: 20 points possible
_____ 2 Use of language was interesting and appropriate.
_____ 4 Language and word choices were respectful of all persons at all times.
_____ 2 Hand gestures and facial expressions enhanced presentation.
_____ 4 Body language was respectful of all persons, at all times.
_____ 3 Delivery was sincere and convincing.
_____ 2 Presentation showed evidence of a team effort.
_____ 3 Preparation was evident.
AFFIRMATIVE RESPONSE DURING NEGATIVE CROSS EXAM: 20 point poss.
_____ 10 Team listened carefully and attentively.
_____ 5 Team took notes and used materials on desk without distracting others.
_____ 5 Team maintained professional demeanor.
NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
CROSS EXAMINATION BY NEGATIVE TEAM
_____ Total Points earned Negative Cross Examination (30 points possible )
NEGATIVE TEAM RESPONSE DURING AFFIRM. CONST: 10 points possible
NEGATIVE CROSS ARGUMENTS: 10 points possible
_____ 4 Team spoke ONLY to points brought up during Affirm. Const.
_____ 2 Team chose to attack important and relevant points.
NEGATIVE CROSS PRESENTATION: 10 points possible
_____ 6 Directly clashed with Affirmative Team's points.

NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
NEGATIVE CONSTRUCTION
_____ Total Points earned Affirmative Construction (65 points possible )
NEGATIVE TEAM GREETING: 5 points possible
_____ 1 Greeting was short but sincere.
_____ 2 Speaker gave eye contact to chairperson, opponent's team, audience and judges.
_____ 2 Speaker appeared poised, eager and respectful.
NEGATIVE CONSTRUCTIVE ARGUMENT: 20 points possible
_____ 4 Factual information from sound sources was given.
_____ 4 Anecdotal evidence was from sound sources.

_____ 4 Information and other evidence were directly tied to resolution.
NEGATIVE CONSTRUCTIVE PRESENTATION: 20 points possible
_____ 2 Use of language was interesting and appropriate.
_____ 2 Hand gestures and facial expressions enhanced presentation.
_____ 2 Presentation showed evidence of a team effort.
_____ 3 Preparation was evident.
NEGATIVE RESPONSE DURING AFFIRMATIVE CROSS EXAM: 20 point poss.
NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
CROSS EXAMINATION BY AFFIRMATIVE TEAM
_____ Total Points earned Affirmative Cross Exam. (30 points possible )
AFFIRM. TEAM RESPONSE DURING NEGATIVE CONST: 10 points possible
AFFIRMATIVE CROSS ARGUMENTS: 10 points possible
_____ 4 Team spoke ONLY to points brought up during Affirm. Const.
_____ 2 Team chose to attack important and relevant points.
AFFIRMATIVE CROSS PRESENTATION: 10 points possible
_____ 6 Directly clashed with Negative Team's points.

NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
AFFIRMATIVE REBUTTAL #1
_____ Total Points earned Affirmative Rebuttal ( 15 points possible )
AFFIRM. TEAM RESPONSE DURING NEGATIVE CROSS: 5 points possible
AFFIRMATIVE REBUTTAL : 10 points possible
_____ 2 Used logical arguments to bolster affirmative case.
_____ 2 Used factual information to bolster affirm. case.

_____ 4 Verbal and body language were appropriate and respectful.
NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
NEGATIVE REBUTTAL
NEG. TEAM RESPONSE DURING AFFIRM. REBUTTAL: 10 points possible

NEGATIVE REBUTTAL : 20 points possible
_____ 5 Used logical arguments to bolster negative case.
_____ 5 Used factual information to bolster negative case.
*DISCRETIONARY POINTS: Judges have 5 points they may use for the Negative
Team. Some judges like to reward the team for exemplary behavior during the end of the
debate; closing, congratulating the opponent etc. Some judges like to look over the
research of each team and award points for excellent work.
NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
AFFIRMATIVE REBUTTAL #2
AFFIRM. TEAM RESPONSE DURING NEGATIVE CROSS: 4 points possible

AFFIRMATIVE REBUTTAL : 9 points possible
_____ 2 Used logical arguments to bolster affirmative case.
_____ 2 Used factual information to bolster affirm. case.
AFFIRMATIVE CLOSING: 2 points possible
_____ 1 Closed with logical and appealing points.
_____ 1 Thanked everyone for their attention and time.
*DISCRETIONARY POINTS: Judges have 5 points they may use for the Affirmative
Team. Some judges like to reward the team for exemplary behavior during the end of the
debate; closing, congratulating the opponent etc. Some judges like to look over the
research of each team and award points for excellent work.
NOTES:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Description: The general purpose of the lesson is to have students understand the

Materials Needed: None

1.How will this new policy effect you?

Battle Bars -- The Edible Argument

Submitted by: Mark A. Schneberger

Date: November 20, 2001

Grade Level: 9, 10, 11, 12, Higher Education, Adult/Continuing Education

Assessment: Collect students' paragraphs to assess completeness and students' ability to

Author: Patsy Kretsch, Weiser High School, Weiser, Idaho

Grade Level(s): 9, 10, 11, 12

Students will be able to:

1. Understand the frustration of wanting to speak yet being afraid to speak.

RESOURCES/MATERIALS: Tape recorder and video camera

ACTIVITIES AND PROCEDURES:

5. On a follow-up day, activity 4 could be repeated in front of the entire class.

TYING IT ALL TOGETHER:

Practice, practice, practice! Success will follow!

Four Corners Debate

Submitted by: Lisa M. Shearer

Date: December 14, 2002

Grade Level: 7, 8, 9, 10, 11, 12

Goals: California English-Language Arts Content Standards :

Listening and Speaking Strategies

Rubric in .pdf format; requires free Adobe Acrobat Reader.

Click the icon to obtain the free Reader.

Useful Internet Site:

Submitted by: Lori Freeman

Date: August 4, 2001

Grade Level: 7, 8, 9, 10, 11, 12, Higher Education, Adult/Continuing Education

Duration: Two 45-minute sessions

Description: This activity introduces students to argumentation. By the end of the

1. To understand key terms in the early study of argument.

Talking at least THREE times during the presentation = 10 points

A blank sheet = 0 points

CHOOSING TEAMS: There are many means of doing this.

1. Students choose sides according to own beliefs on the resolution.

2. Names are drawn randomly and students are assigned teams.

3. Teacher chooses teams based on student strengths and group dynamics.

SETTING UP THE DEBATE STAGE:

Bailiff calls the debate to order and introduces the

Chairperson introduces the teams, the judges, the

Now you begin the Affirmative Construction speech.

Remember that you must be respectful of the

YOUR AUDIENCE: Construction and Rebuttal

CAUTION: During the next phase, Cross

You VERY carefully listened and took notes as

You only have four minutes to prepare for the

During Cross it can be hard to stay cool but you

YOUR AUDIENCE: Cross is the only time you speak

Now you begin the Negative Construction speech.

Remember that you must be respectful of the

YOUR AUDIENCE: Construction and Rebuttal

CAUTION: During the next phase, Cross

4 min. Prep. Time

You VERY carefully listened and took notes as

You only have four minutes to prepare for the

During Cross it can be hard to stay cool but you

YOUR AUDIENCE: Cross is the only time you speak

4 min. Prep. Time

Never forget the burden of proof is with your team.

As always, stay cool. Be courteous and respectful to

4 min. Prep Time

Logic and direct evidence are your sharpest tools.