1. Debate

2. Can you get your point across?
Do you like expressing your opinion?
Can you make a convincing argument?
What’s your strategy?
Have you ever seen a formal debate?
What did it look like?
How did the participants behave?
How did the audience behave?

3. The Middle School Public Debate Program
A formal debate
The Middle School Public Debate Program

4. Do… Don’t… Come prepared to support your position.
Make sure you understand the opposing position and how to refute it.
Listen respectfully and silently when your opponent is speaking.
Only speak during your turn or if you opponent gives you permission.
Take notes throughout the debate so that you can address the specific issues raised by your opponent.
Use formal language; sound educated and informed.
Expect to wing it. Do your research and time your argument to make sure you have enough material.
Forget to prepare a strong rebuttal. Stating your own position is only half of the battle.
Interrupt your opponent’s constructive speech; if you stand to speak and your opponent says, “No thank you,” sit down respectfully.
Fail to take notes. Without written cues, it is difficult to make the most of your limited time in a debate forum.
Use slang or sloppy speech.

5. Vocabulary

6. Resolution
topic of debate Example: uniforms in school.

7. Position:
a personal viewpoint or opinion. Example: I think uniforms in school would benefit students.

8. Motion or proposition:
a suggestion or proposal.
Example: I make a motion to require uniforms in school.

9. Pro:
in favor of a motion.

10. Con:
against a motion.

11. Affirmative Side (proposition):
Supports the motion or proposition
Example: I represent the proposition and support the motion to have uniforms in school.

12. Negative Side (Opposition):
opposes the motion.
Example: I represent the opposition and I do not support the motion to have uniforms in school.

13. Argument:
oral disagreement.

14. Constructive Speech:
position is presented and supported. My is name Mrs. Fava and I represent the proposition. I make a motion to require uniforms in school… My name is Sarah and I oppose the motion to require uniforms in school…

15. Flowing:
taking notes during the debate.

16. Rebuttal response to opposition’s argument
My opponent says that uniforms save money, but I disagree. Uniforms actually increase a student’s clothes budget because parents have to buy uniforms and afterschool clothes.

17. Rebuttal Strategies
Refute Discredit

18. Refutation
Rebuttal strategy disproving the opposing view. Make their idea seem untrue, illogical, or unimportant. While uniforms may create order, the more important issue is that they take away individual expression.

19. Discredit
Rebuttal strategy to show someone to be undeserving of trust or belief.
My opponent may have good intentions, but she doesn’t understand what is at stake. As a teacher, Mrs. Fava is more concerned with order in her classroom than the needs of students and parents.

20. Write down:
Resolution: Gum in school Position: I am opposed to gum in school

21. Think Pair Share
Think about the following resolution: Video cameras in the classroom. What would be your position on this resolution?
If you could make a motion to have one new holiday on the school calendar, what would it be?
During a school board meeting, a motion has been made to have separate classes for male and female students. Would you want to represent the proposition or opposition?
You should never argue with a teacher. What would your rebuttal be to this statement? How would you refute this statement?

22. Collins 2
Compare and contrast the following terms in 3-5 lines each. Use complete sentences! Provide an example for each
resolution and position
proposition and opposition
refutation and discrediting
“Resolution” is the topic. For example, the resolution is homework. Position is your personal opinion about the topic. For example, “I believe homework should be banned.

23. Preparing the argument
T-Chart

24. Reason 1: Reason 2: Rebuttal: Details (4-5)
Position:
Reason 1: Reason 2: Rebuttal:
Details (4-5)

25. Motion: Teachers’ salaries need to be increased.
Reason 1: long hours
It takes many hours to plan organized lessons. For every lesson, teachers need to identify learning goals, prepare materials for instruction and practice, and plan assessments to measure student progress.
Grading essays takes many hours as well; the average essay takes four minutes to grade. An average of 130 students x 4 minutes equals 8.6 hours. That is just one assignment.
Teachers need to communicate with parents and often spend time each day ing, phoning, and meeting with parents. In addition, teachers take time to post grades, assignments, and update their web pages so that parents can stay informed.
If you were to include all of these additional hours for planning, grading, and parent contact, teachers work many hours in addition to 7:30 to 3:00 every day, and should be compensated for all of this effort.

26. Motion: Teachers’ salaries need to be increased.
Reason 2: valuable service
HOW CAN WE DEVELOP THESE DETAILS FURTHER?
Teachers build young minds and give students the skills they need to prepare for the future.
Teachers build character and show students how to contribute to a community.
Teachers often provide emotional support for troubled students when no one else does.
Athletes and actors are paid quite a bit for their work, but do they make the contribution to society that a teacher does?

27. Motion: Teachers’ salaries need to be increased.
Rebuttal: point and counterpoint.
My opponent might say… a. …teachers have off all summer. While teachers are officially off all summer, many teachers do a lot of planning and preparation during this time. b. … work shorter hours than most other professionals. Although teachers officially work from 7:30 to 3:00, the unofficial time spent on grading, planning, and mentoring students is much greater. c. … earn a wage appropriate to their level of education and expertise. Teachers do not earn a wage appropriate for their education and expertise. Most teachers have a Masters, so they went to school for at least six years. Many people in business with much less education can make double what a teacher earns.

28. SUGGESTED MOTION CHOICES
PRACTICE DEBATE
SUGGESTED MOTION CHOICES
Censoring music lyrics.
Charging school bullies for assault.
Putting video cameras in classrooms.
YOUR SUGGESTED MOTIONS…

29. DEBATE INSTRUCTIONS Flip a coin to decide who picks topic.
The opponent who did not pick the topic will get to choose a position first.
Each opponent must then prepare an argument.
Each opponent will speak for two minutes for the constructive speech and one minute for the rebuttal.
When the bell rings, stand and begin speaking.
When the bell rings again, sit and stop speaking.
No speaking during the other person’s turn; just take notes and refute during your rebuttal.

30. Collins 2
Write a reflection of your practice debate using the following terms. Write at least 5 lines and write in complete sentences. Provide specific examples from your debate for the following:
resolution
proposition
opposition
refutation
discrediting.

31. Rebuttal Ball Teacher makes a statement and throws ball to student.
If you speak and are not the student, you must sit out the game.
Student who receives the ball must make a rebuttal and throw the ball to another student who makes a rebuttal. Use transitions: my opponent says… but…
When all students have had the chance to make a rebuttal, teacher makes another statement.

32. FORMAL ARGUMENT
Objective: Collaborate with panel members to prepare an argument for a given topic and position.
Topic: The school budget can only allow for physical education or music education (this includes team sports, band, and chorus). Which would you cut?

33. PANELS AND TOPICS
Meet with your panel members and select a representative to meet with other panel’s representative.
Representatives will flip a coin to decide who gets to choose the position.

34. RESEARCH
 Each panel member must review articles and prepare an argument independently.
Read through articles, highlighting words or sentences to support your position and refute the opposing view.
Write down three to four reasons to support your position. Make sure you can provide details from the articles to support your reasons. DO NOT WRITE DETAILS. JUST MAKE A LIST OF THE REASON!!!
Write down several points the opposition might make. DO NOT WRITE DETAILS. JUST MAKE A LIST OF THE REASONS!!!

35. MEET WITH PANEL
Share your reasons and some points the opposition might make.
Assign each group member a reason to develop and one opposing point to counter or refute.
Write down in your notebook:
My assigned reason is…
My rebuttal point is…
Get reasons and rebuttal point approved!

36. PREPARE YOUR ARGUMENT Each group member will prepare the following:
Each group member will prepare the following:
Constructive speech: his or her reason and details (one minute in length).
-Use articles and personal knowledge and experience
-Use used appropriate starters such “According to Smith…” and “In Ashe’s article…”?
-Use quotation marks for direct quotes!
Plagiarism is unacceptable. Give credit to the source!
Rebuttal: his or her counterpoint to an opposing point.
-Use appropriate transitions such as “the opposition says…”

37. CITING EVIDENCE Direct quotes:
In the article, “The Benefits of Music Education,” the author states, “Direct Quote.”
The article on music education also says, “Direct Quote.”

38. CITING EVIDENCE Paraphrasing:
“Quality middle school physical education programs provide students unique opportunities for demonstrating leadership, socialization, and goal setting skills.”
The author of “Physical Education is Critical to a Complete Education” claims that physical education helps build life skill for socializing, taking charge, and accomplishing goals.

39. REVISION Meet with panel to get feedback:
Is your reason clearly stated?
Do details support reason?
Are supporting details well-developed?
Is language formal and concise?
Have you used appropriate starters such “According to Smith…” and “In Ashe’s article…”? Plagiarism is unacceptable. Give credit to the source!

40. REVISION AND PRACTICE Final preparation:
Make suggested revisions to your argument
Time your constructive speeches and rebuttals.

41. FINAL PANEL MEETING Final preparation: Present argument to the panel.
Get feedback on presentation.

42. Some things to avoid: Confusing pronoun usage
Informal or sloppy speech
Repetitive reasons
Details that don’t support the reason
Make sure that you don’t just summarize the opposing view; provide a rebuttal!

43. They make all children equal no matter what. a
They make all children equal no matter what. a. Some kids get bullied for their fashion choices. b. Some kids can’t afford what the rich kids can. c. Uniforms are cheap. d. Some kids aren’t allowed to wear the latest fashions, so it makes them feel bad when others can.

44. Don’t overuse pronouns! Don’t repeat details
Avoiding confusing pronouns! Don’t repeat details! Uniforms make all children equal no matter what. a. Some kids get bullied for their fashion choices. b. Some kids can’t afford what the rich kids can. c. Wearing a uniform promotes school spirit. d. Some kids aren’t allowed to wear the latest fashions, so it makes them feel bad when others can.
Don’t overuse pronouns! Don’t repeat details

45. Don’t overuse pronouns! Don’t repeat details
Avoiding confusing pronouns! Don’t repeat details! Uniforms make all children equal no matter what. a. Some kids get bullied for their fashion choices. b. Some kids can’t afford what the rich kids can. c. Wearing a uniform promotes school spirit. d. Some kids aren’t allowed to wear the latest fashions, so it makes them feel bad when others can.
Don’t overuse pronouns! Don’t repeat details

46. Us kids are told what to do 24/7 its so annoying we never get to be us.
a. Like what if we want to express who we are we can’t with stupid uniforms.
b. Some kids are into sports why can’t we wear sports stuff.
c. Some kids are into music why can’t they wear music stuff.

47. Use formal language! Be clear and concise!
Uniforms can take away our right to express who we are and what we stand for.
a. Students do not have the creative outlet of clothes to tell how they are.
b. Kids who like sports want to wear sports jerseys to support their teams.
c. Kids who like music want to wear band t-shirts to support their bands.

48. Make sure detail supports reason
Make sure detail supports reason! Uniforms increase discipline at school. a. Students behave more appropriately when they are dressed more appropriately. b. With uniforms, gang colors and symbols are avoided and gang violence is reduced. c. Students are not distracted by the clothes of others and can better pay attention in class. d. When everyone is dressed the same, students recognize that they are part of a community and learn to respect the school community more.

49. Uniforms can take away our right to express who we are and what we stand for. a. Students do not have the creative outlet of clothes to tell how they are. b. Kids who like sports want to wear sports jerseys to support their teams. c. Kids who like music want to wear band t-shirts to support their bands.

50. Summarize opposing view AND provide your rebuttal
IV. My opponent may say uniforms can take away our right to express who we are and what we stand for.
a. While students do not have the creative outlet of clothes in school, they can still dress however they want at home.
b. Although kids who like sports want to wear sports jerseys, wearing rival teams shirts can cause conflict.
c. Kids who like music want to wear band t-shirts to support their bands often get bullied for their musical tastes.

51. RUBRIC: 30 points
(5) Focus: Reason is clearly stated and supported by all details.
(10) Content: Well-developed details are provided using primary sources and own ideas.
(5) Organization: Appropriate starter phrases such as “According to the author of…” or “My opponent may say…”
(5) Style: Expression is clear, concise, and formal.
(5) Conventions: Speech is delivered with volume and clarity.
Respect is given to other speakers.