Using the skills of argument and rhetoric THE ART OF DEBATE

WHAT IS A DEBATE? From idebate.org: “Debate is a formal contest of argumentation between two teams or individuals. More broadly, and more importantly, debate is an essential tool for developing and maintaining democracy and open societies. More than a mere verbal or performance skill, debate embodies the ideals of reasoned argument, tolerance for divergent points of view and rigorous self- examination. Debate is, above all, a way for those who hold opposing views to discuss controversial issues without descending to insult, emotional appeals or personal bias. A key trademark of debate is that it rarely ends in agreement, but rather allows for a robust analysis of the question at hand. Perhaps this is what French philosopher Joseph Joubert meant when he said: “It is better to debate a question without settling it, than to settle a question without debating it.””

WHY ARE WE LEARNING ABOUT DEBATE? Again, from idebate.org: “ With its emphasis on critical thinking, effective communication, independent research and teamwork, debate teaches skills that serve individuals well in school, in the workplace, in political life and in fulfilling their responsibilities as citizens of democratic societies. Once students have learned how to debate, they are better able to critically examine the pronouncements of their political representatives and to make informed judgments about crucial issues.”

WHO ARE THE PLAYERS? The Opponents The team on the other side of the argument. Your task is to create a sound argument that the convinces the audience while attacking the opposing argument. Look for logical fallacies or ways in which your argument better addresses the topic than the opponents. The Moderator A discussion moderator or debate moderator is a person whose role is to act as a neutral participant in a debate or discussion, holds participants to time limits and tries to keep them from straying off the topic of the questions being raised in the debate. Sometimes moderators may ask questions intended to allow the debate participants to fully develop their argument in order to ensure the debate moves at pace.

WHO ARE THE PLAYERS? (CONT.) The Audience The objective of a debate is to create a sound argument and expose weaknesses in the argument of the opponent in order to convince the audience. The moderator will ask the audience of its view on the subject before and after the debate. The team that convinces more audience members will be declared the winner (and earn extra-credit).

ASSIGNMENT Our class will hold six debates in the next few weeks. There will be twelve teams of 2-4 students. Each team will a choose (or be assigned) a particular topic (i.e. “Just governments ought to require that employers pay a living wage”). Teams will have at least one week to make a claim and find evidence that both supports and refutes the claim. Teams will not know which side they will argue for or against until the day of.

ASSIGNMENT (CONT.) Students participating in the debate will receive both a group score as well as an individual score. During the debate, all team members must be prepared and willing to participate. REMEMBER: A debate is an argument – but this is not a shouting match and there is no place for negative comments or logical fallacies. THIS WILL AFFECT YOUR GRADE. Audience: Members of the audience are expected to participate (for a grade) by taking notes, asking questions and not distracting themselves by talking to others, playing on phones, etc.

ROUND ONE: OPENING Each team will deliver an opening statement/speech which presents: 1. The thesis/main idea of the team’s argument. 2. Specific reasons and evidence that supports the thesis. 3. Specific reason(s) why the opposing side is incorrect. It must integrate ethos, pathos and logos. It must be typed (include MLA works cited – six sources) and given to Mr. Spitzer for evaluation. Should be 2-4 minutes in length or 500-1,000 words.

ROUND TWO: FACE OFF In round two, each team will field questions from: The moderator (Mr. Spitzer). The other team. The other team must ask their opponents questions – no less than three, no more than six. No repeat questions. The audience. Students in the audience who ask thoughtful, analytical questions will earn extra-credit for the debate. No repeat questions.

ROUND THREE: CLOSING Each team will deliver a closing statement/speech which: 1. Restates the team’s thesis. 2. Restates the team’s specific reasons and evidence. 3. Specifically explains why the opposing side is incorrect It must integrate ethos, pathos, and logos. Should be between 2-4 minutes.

THE TOPICS: FOR/AGAINST THE MOTION … 1. The abuse of illegal drugs should be treated as a matter of public health, not of criminal justice. 2. Justice requires the recognition of animal rights. 3. The United States ought to support democracy in the middle east. 4. In the United States, private ownership of handguns ought to be banned. 5. In the U.S., campaigns that support candidates for public office should be financed/regulated exclusively by public funds. 6. The United States ought to guarantee universal health care for all of its citizens. 7. Just governments ought to require that employers pay a living wage. 8. Immigration ought to be recognized as a human right. 9. In democracy, voting ought to be compulsory. 10. Just governments ought to ensure food security for their citizens. 11. Climate change is the biggest threat/problem that the world currently faces. 12. Corporations ought to value their responsibility to shareholders over the public interest when the two conflict.