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
