 Part of your education in “civics” – this is how democracy works.  Great way to learn History – if you can debate it, you have to know a lot about it and it sticks with you.  Reduce anxiety about public speaking  Develop good logical thinking skills  It can be fun (in big schools, there are clubs for this)

 Skill developed slowly with experience  Great option for extended tasks!  Once each month or so we will have a formal debate associated with the time period we’re studying.

 Affirmative = in favor of the resolution  Negative = against the resolution  “Affirmative constructive” = a speech that gives details on the resolution and the reasons  “Negative Constructive” = speech in rebuttal and/or to give the opposing side

 “Be it resolved that…”  Policy: “Japan should abolish the death penalty.”  Value: “Watching TV is a waste of time.”  Fact: “Be it resolved that UFOs are space ships from other planets.”

 Affirmative Constructive Speech  Negative Constructive Speech  Status quo  Rebuttal  Negative side is presumed correct  Affirmative side has “burden of proof”

 Discussion Style  Cross-examination Style  Parliamentary Style  Lincoln-Douglas Style

 Participants need to be able to construct speeches ahead of time to support their point of view AND create impromptu speeches to “clash” with the opposition.  Participants should use a “flowsheet” to keep track of arguments as the debate goes on so they can attack later  Teams can split up the speeches among themselves

 Constructive speeches are highly organized, logical, and thorough.  Cross‐examination is always strategic and relevant.  Successful rebuttal includes all opponent’s arguments.  Debater improvised successfully beyond prepared notes.  Debater shows strong command of subject matter beyond what was taught in  regular classroom lessons.  Public speaking was used effectively  Debater was positive contributor to team.