Hello Folks,
Some of you may have heard I have strep throat. I will be in by Friday. In the meantime it's important that you get to work on your speeches. A rough draft of each speech (or a list of questions for the cross ex) is due on Monday. Moreover it's important to finish the speeches early so you have plenty of time to practice them; you will feel more comfortable as you deliver them.
You may work on your speeches independently or as a group. Remember you will be responsible for supporting each other so you should be familiar with what your teammates are arguing.
Today you may be doing mostly evidence gathering. Please start working on an outline. Ms. D will be in to give you support today.
Suggestions for work:
- Identify and define all of the key terms in your resolution
- Make a list of values and define
- Make a list of arguments
- Go through your notes and make a list of cases/opinions you will use to develop your speeches
- Look through your notes, particularly your post discussion writing and opinion analyses, for evidence
- Look online for more evidence.
http://secular.org/issues/faith_based/position
http://www.innocenceproject.org/
http://www.jeffjacoby.com/10794/in-oregon-a-profile-in-incoherence
http://www.aclu.org/
Guns
Eminent Domain, The Good, The Bad, and The Ugly
Cope
Lincoln Douglass Values Debate
A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.
1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity
B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.
C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position
Lincoln Douglass Debate - Format
Order of speakers:
1. First Affirmative Constructive (4 min):
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values
2. Negative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments
3. First Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values
4. Affirmative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments
5. Second Affirmative Constructive (4 min):
• Rebutts negative team’s initial argument
• Re-presents affirmative values
• Continues to present the affirmative team’s arguments
• Presents evidence that supports the affirmative team’s values
6. Negative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments
7. Second Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Re-presents negative values
• Continues to present the negative team’s arguments
• Presents evidence that supports the negative team’s values
8. Affirmative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments
9. Negative Cross ex/rebuttalist ( 3 min):
• Restates the mistakes made by the affirmative team during cross ex
• Restates flaws in affirmative arguments
• Summarizes the negative team’s arguments
10. Affirmative Cross ex/rebuttalist (3 min):
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments
Jobs of Speakers:
First Affirmative Constructive (4 min)
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
• Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided:
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
First Negative Constructive (4 min)
Refutation:
• Directly responds to the values and arguments presented by the Affirmative Team
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Second Affirmative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Second Negative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Cross Examiners/Rebuttalists
Deconstruction: asks questions to pick apart the values, arguments and definitions
Reconstruction: asks questions to re-frame the debate on your terms
Summation: makes a final speech to summarize teams overall position and the inferiority of the opponents' values
I. Lincoln Douglass Values Debate
A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.
1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity
B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.
C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position
Some of you may have heard I have strep throat. I will be in by Friday. In the meantime it's important that you get to work on your speeches. A rough draft of each speech (or a list of questions for the cross ex) is due on Monday. Moreover it's important to finish the speeches early so you have plenty of time to practice them; you will feel more comfortable as you deliver them.
You may work on your speeches independently or as a group. Remember you will be responsible for supporting each other so you should be familiar with what your teammates are arguing.
Today you may be doing mostly evidence gathering. Please start working on an outline. Ms. D will be in to give you support today.
Suggestions for work:
- Identify and define all of the key terms in your resolution
- Make a list of values and define
- Make a list of arguments
- Go through your notes and make a list of cases/opinions you will use to develop your speeches
- Look through your notes, particularly your post discussion writing and opinion analyses, for evidence
- Look online for more evidence.
http://secular.org/issues/faith_based/position
http://www.innocenceproject.org/
http://www.jeffjacoby.com/10794/in-oregon-a-profile-in-incoherence
http://www.aclu.org/
Guns
Eminent Domain, The Good, The Bad, and The Ugly
Cope
Lincoln Douglass Values Debate
A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.
1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity
B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.
C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position
Lincoln Douglass Debate - Format
Order of speakers:
1. First Affirmative Constructive (4 min):
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values
2. Negative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments
3. First Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values
4. Affirmative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments
5. Second Affirmative Constructive (4 min):
• Rebutts negative team’s initial argument
• Re-presents affirmative values
• Continues to present the affirmative team’s arguments
• Presents evidence that supports the affirmative team’s values
6. Negative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments
7. Second Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Re-presents negative values
• Continues to present the negative team’s arguments
• Presents evidence that supports the negative team’s values
8. Affirmative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments
9. Negative Cross ex/rebuttalist ( 3 min):
• Restates the mistakes made by the affirmative team during cross ex
• Restates flaws in affirmative arguments
• Summarizes the negative team’s arguments
10. Affirmative Cross ex/rebuttalist (3 min):
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments
Jobs of Speakers:
First Affirmative Constructive (4 min)
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
• Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided:
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
First Negative Constructive (4 min)
Refutation:
• Directly responds to the values and arguments presented by the Affirmative Team
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Second Affirmative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Second Negative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited
Cross Examiners/Rebuttalists
Deconstruction: asks questions to pick apart the values, arguments and definitions
Reconstruction: asks questions to re-frame the debate on your terms
Summation: makes a final speech to summarize teams overall position and the inferiority of the opponents' values
I. Lincoln Douglass Values Debate
A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.
1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity
B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.
C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position
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