1. POLICY DEBATE Rules/Expectations/Academics/Research/Speech K.C. Video Myers’ Productions Inc.

2. DEBATE OVERVIEW Debate Overview Debate Overview DEBATE provides an excellent opportunity for students to use their skills of reading, thinking, writing, speaking and listening. DEBATE provides an excellent opportunity for students to use their skills of reading, thinking, writing, speaking and listening. Teams of two students research a controversial issue to collect facts and expert opinions for/against a proposed change (stated as a resolution). They prepare cases by using these data and making inferences. Teams of two students research a controversial issue to collect facts and expert opinions for/against a proposed change (stated as a resolution). They prepare cases by using these data and making inferences. Teams face opponents in timed speeches and attempt to elicit judges' votes by stating a strong case and refuting opponent's claims with contradictory facts and explanations. Teams face opponents in timed speeches and attempt to elicit judges' votes by stating a strong case and refuting opponent's claims with contradictory facts and explanations. Elementary students argue either as an affirmative or a negative team. Elementary students argue either as an affirmative or a negative team. Intermediate students are prepared to argue both affirmatively and negatively. Intermediate students are prepared to argue both affirmatively and negatively. Participation in the debate process incorporates language arts skills, science curriculum and social studies concepts. Participation in the debate process incorporates language arts skills, science curriculum and social studies concepts.

3. POLICY RULES Practical/Legislative Team Debate What is wrong with the current state, why do we need to fix it now, how do we fix it, and why is our plan better than what is happening now. What is wrong with the current state, why do we need to fix it now, how do we fix it, and why is our plan better than what is happening now. Debate segment time limits: Debate segment time limits: POLICY: POLICY: Constructive Speeches: 3 minutes elementary, 5 minutes intermediate Constructive Speeches: 3 minutes elementary, 5 minutes intermediate Recess: 2 minutes Recess: 2 minutes Rebuttal Speeches: 1 1/2 minutes elementary, 2 1/2 minutes intermediate Rebuttal Speeches: 1 1/2 minutes elementary, 2 1/2 minutes intermediate Two people per team—First Speaker—Should be the better oral reader—Second Speaker—better spontaneous speaker. Two people per team—First Speaker—Should be the better oral reader—Second Speaker—better spontaneous speaker. Be courteous, but confident, and don’t look at opponents during speeches. Be courteous, but confident, and don’t look at opponents during speeches.

4. PRELIMINARY—1 AC PRELIMINARY—1 AC I. Introduction I. Introduction A. Catchy quote or phrase A. Catchy quote or phrase B. Introduce self and partner B. Introduce self and partner C. State the resolution C. State the resolution II. Definitions II. Definitions CASE CASE I. Contention One—Overview of the problem—Why should we care? A. Statement from 1 AC of why we should do something A. Statement from 1 AC of why we should do something B. Stats or Quotes B. Stats or Quotes C. Stats or Quotes C. Stats or Quotes D. Concluding statement from 1 AC D. Concluding statement from 1 AC II. Contention Two—Show that the problem is so severe we need to take action now! A. Statement of how things are now A. Statement of how things are now B. Stats or Quotes B. Stats or Quotes C. Stats or Quotes C. Stats or Quotes III. Contention Three—Show what will happen if this situation isn’t fixed III. Contention Three—Show what will happen if this situation isn’t fixed A. Statement of future gloom and doom A. Statement of future gloom and doom B. Stats or Quotes B. Stats or Quotes C. Stats or Quotes C. Stats or Quotes D. Concluding statements from 1AC D. Concluding statements from 1AC IV. Other contentions—various other reasons we should act now! IV. Other contentions—various other reasons we should act now! PLAN—Plank (Different parts to the plan) I. Plank One—Short explanations of what the plan will do II. Plank Two—Funding II. Plank Two—Funding III. Plank Three—Enforcement of the plan (those whom enforces the plan) III. Plank Three—Enforcement of the plan (those whom enforces the plan) IV. Etc. IV. Etc. (YOU WON’T HAVE TIME FOR THIS IN 1 AC—BUT IT’S GOOD FOR 2 AC) (YOU WON’T HAVE TIME FOR THIS IN 1 AC—BUT IT’S GOOD FOR 2 AC) 1. Advantage #? The rewards or good stuff that will come from your plan A. Statement of why something should be done A. Statement of why something should be done B. Stats or Quotes B. Stats or Quotes C. Stats or Quotes C. Stats or Quotes D. Concluding statement D. Concluding statement CONCLUSION (SUM UP AND TIE INTO INTRO. OR THESIS)

5. LINCOLN-DOUGLAS RULES The Philosophical Approach

6. FLOW A flow is the summary you make of the speech’s points A flow is the summary you make of the speech’s points Short hand [abbreviations, +, =, etc.] whatever helps to remember arguments Short hand [abbreviations, +, =, etc.] whatever helps to remember arguments Take note of statistics and sources Take note of statistics and sources You may reflow your case before the round to be more prepared You may reflow your case before the round to be more prepared

7. RESOLUTION RESOLVED: “THAT THE STATE OF UTAH SHOULD INCREASE PERSONAL INCENTIVES FOR USE OF ALTERNATIVE ENERGY SOURCES IN ITS TRANSPORTATION SYSTEMS.”

8. 2005 RESOLUTION http://www.deq.utah.gov/debate/debate_conference.htm Utah Debate Resolutions Utah Debate Resolutions Policy Resolution: Policy Resolution: "Resolved: THAT THE STATE OF UTAH SHOULD REQUIRE ALL UTAH SCHOOL DISTRICTS TO DEVELOP, IMPLEMENT, AND REPORT ON AN ENERGY CONSERVATION PLAN TO MINIMIZE THEIR ENERGY USAGE." "Resolved: THAT THE STATE OF UTAH SHOULD REQUIRE ALL UTAH SCHOOL DISTRICTS TO DEVELOP, IMPLEMENT, AND REPORT ON AN ENERGY CONSERVATION PLAN TO MINIMIZE THEIR ENERGY USAGE." Lincoln-Douglas Resolution: Lincoln-Douglas Resolution: "Resolved: IT IS INTRINSICALLY VALUABLE FOR UTAH SCHOOL DISTRICTS TO MINIMIZE THEIR ENERGY USAGE WITH A CONSERVATION PLAN." "Resolved: IT IS INTRINSICALLY VALUABLE FOR UTAH SCHOOL DISTRICTS TO MINIMIZE THEIR ENERGY USAGE WITH A CONSERVATION PLAN." Possible Negative Arguments Possible Negative Arguments Private companies and many Utah school districts already provide incentives for energy conservation. Private companies and many Utah school districts already provide incentives for energy conservation. Utah schools are already burdened with state and federal mandates. Adding another mandate would burden the school districts and take their attention away from educational issues. Utah schools are already burdened with state and federal mandates. Adding another mandate would burden the school districts and take their attention away from educational issues. Energy Conservation efforts could affect the learning environment in schools. Energy Conservation efforts could affect the learning environment in schools. Possible Affirmative Arguments Possible Affirmative Arguments Financial savings from energy conservation could be utilized by all school districts to improve educational opportunities for students. Financial savings from energy conservation could be utilized by all school districts to improve educational opportunities for students. The requirement to increase energy conservation efforts could provide valuable leadership and problem-solving opportunities for Utah students. The requirement to increase energy conservation efforts could provide valuable leadership and problem-solving opportunities for Utah students. Required energy conservation plans would contribute to improved environmental conditions in the state. Required energy conservation plans would contribute to improved environmental conditions in the state. Utah.gov | Utah.gov Terms of Use | Utah.gov Privacy Policy | Utah.gov Accessibility Policy Utah.gov | Utah.gov Terms of Use | Utah.gov Privacy Policy | Utah.gov Accessibility Policy Utah.gov Terms of UseUtah.gov Privacy PolicyUtah.gov Accessibility Policy Utah.gov Terms of UseUtah.gov Privacy PolicyUtah.gov Accessibility Policy

9. WEBSITES FOR RESEARCH

10. Affirmative Speaker (1 AC) Read your case that will include the following: Demonstrate the current problem and why we should care [use quotes or statistics]. Demonstrate the current problem and why we should care [use quotes or statistics]. Demonstrate why the problem is so severe that action is needed now. Demonstrate why the problem is so severe that action is needed now. Express the consequences that will occur if the problem isn’t solved. Express the consequences that will occur if the problem isn’t solved. Provide a plan to fix the problem. Provide a plan to fix the problem. Explain why your plan will solve for the presented problem. Explain why your plan will solve for the presented problem.

11. Negative Speaker One

12. CROSS X-- MINUTES

13. Affirmative Speaker Two Argue against negative points Argue against negative points Reinforce positive’s proposed plan/case Reinforce positive’s proposed plan/case Provide advantages of the affirmative’s side that you have not already stated Provide advantages of the affirmative’s side that you have not already stated

14. Negative Speaker Two

15. Round Two Cross X

16. AFF/NEG EXAMPLE VIDEO

17. Mandatory Vocabulary