Reminder: Debate is this WED , 5/9

For your information: Here is the sequence of events with the times:
( I have made the constructive speeches one minute shorter). If you are giving/writing the speech take into account that you lose points if you are 1 minute above or 1 minute below your time.

Lincoln-Douglas Debate Format

Both sides are given a “resolution” that states the debate topic.

• One side is called the “affirmative” (pro) side – they agree with the statement

• The other side is called the “negative” (con) side – they disagree with the statement

For example:

Resolution: The Danish newspapers made the right decision in publishing controversial images of the prophet Mohamed.

The affirmative (pro) side agrees with this statement and attempts to persuade the judges that they are right using evidence and reason.

The negative (con) side disagrees and attempts to persuade the judges that the other side is wrong, using evidence and reason.

Sequence of Events During the Debate:

1. Affirmative Constructive Opening Speech (5 m.)

· 1 member of the affirmative team gives a prepared persuasive speech

· Constructive speeches include:

o Definition of key terms

o Arguments based on reason, ethics, and emotions that are supported by evidence and/or details

o Statement of values (e.g. Freedom of Speech)

2. Negative Team’s Cross-Examination (3 m.) - 3 rounds of 3 minutes for a total of 9 minutes. Three different people from cross-examination team and 1-3 people from the opening speech group defending. (like we did for the last debate)

· One member of the negative team will join the person who gave the constructive speech at the front. The negative team member will ask the positive team member questions. The questions are typically of two types:

o Clarifying Questions: The negative team member will ask the other to clarify terms, ideas, evidence etc…

o Rhetorical Questions: These are questions were the negative person knows the answers (or does not care what they are). The purpose is to point out weaknesses in the opponent’s argument.

3. Negative Constructive Speech (5 m.)

· 1 member of the affirmative team gives a prepared persuasive speech arguing that the affirmative team is wrong

o Negative constructive speeches include the same things as positive speeches (see bullet points for Positive constructive speech).

4. Positive Team’s Cross Examination (3 m.)

· See Negative Team’s Cross Examination for details, they are the same)

5. Prep Time – Each Team has 3 minutes to prep for the next round of debate, called the “rebuttal round.” All team members are included in the prep. Having well prepared and organized notes is essential here!

6. First Affirmative Rebuttal (4 m.)

· Rebuttals are used to attack their opponent’s constructive speeches and to defend their own position.

· According to “Wikipedia”, A rebuttal argument typically consists of three steps: signpost (indicating which argument the debater is refuting), explain (attacking flaws in the opponent's evidence or logic), and weigh (evaluating the arguments based on the standards).

7. Prep Time - Same as above

8. Negative Rebuttal – Same as above, but 6 m.

9. Affirmative Rebuttal – Same as above, but 3 m.

Note on Homework - Book Clubs this Thursday

Unless otherwise noted your homework for the week is to read your book club books and be prepared for book clubs this Thursday (5/4).

Internet Resources

If you need it, here are some good websites that give easy to understand summaries of important Supreme Court cases. The American Library Association has a really good one with a section on free speech and censorship. It’s the first one on the list.

These are really good places to start research and get an idea what cases are important for you particular debate. Of course, there is also the photocopies on the 1^st Amendment that we read in class.

American Library Association:

http://www.ala.org/ala/oif/firstamendment/courtcases/courtcases.htm

http://www.tourolaw.edu/patch/CaseSummary.asp

http://www.socialstudieshelp.com/CourtCases.htm

http://www.landmarkcases.org/

http://en.wikipedia.org/wiki/Landmark_decision#Freedom_of_Speech_and_of_the_Press

DUE MONDAY 4/30 Prep for Debate

Conduct research/reading as determined in your groups. Find websites if needed, depending on your particular task. Come to class on Monday prepared to share what good information you found, or what problems you had finding good information. Some of you will not have to do research because you already have articles. There is no written assignment for Monday.

Next week is STAR testing, but we will still work - at a more relaxed pace however.

The debate is scheduled for Thursday, May 9.


Mr. J

DUE THUR 4/26 Prep for lit. circle

Prepare for lit. circle by filling out those handouts that we have been using. I'll collect them after your group meets. Be sure to catch up in your reading to the point where your group should be.

Due Wed 4/25 "Jigsaw Activity"

Please note: This is classwork that you should do while the other half of the class has a discussion. It is due on Wed. 4/25, so if you don't finish it in class you can do it at home.

Read both of the selections that were handed to you in class. Don’t forget to read the preludes.

POST ON YOUR BLOG AND PRINT THIS OUT - YOU WILL NOT GET CREDIT IF YOU DON'T PRINT IT OUT AND BRING IT TO SCHOOL.

Your objective is to know the material in order to debrief it on Wednesday to others in class who have not read it. You will also suggest whether this would be a good debate topic or not. When you debrief it you will be responsible for four things (you have to write down three of them to prepare for the jigsaw):

1) Give a quick explanation of the topic and propose a debate resolution of the topic. (a couple of sentences)

For example: This is about flag burning and whether there should be a constitutional amendment that bans flag burning … a debate resolution could be …

2) Explain why it is an important topic. You choose what to write about, but here are some suggestions if you are stuck: How does it impact your constitutional rights? Can it impact your daily life? Does it empower or disempowered you as an individual? Does it promote or inhibit public discussion? Does it help or hurt people getting along with one another? (short paragraph)

3) Write one or two sentences that explain a good point made by the con side and one or two sentences that explain a good point made by the pro side (2-4 sentences total).

4) You do NOT have to write this down, but think about how you are going to "pitch" this topic. In other words, if you want to debate this, how are you going to convince others that it would be a good topic. If you don't want to debate it, how are you going to convince the others that you think it would be a bad topic?

Due Tuesday 4/24 - The press in times of crisis

Everyone should have determined in their group which selection they are going to read.

In addition to posting this on your blog, please print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there. It really does not take long to print it out and it makes in-class review difficult if you don't.

I WILL CHECK CHECK HARD COPIES DURING SILENT READING.

Assume that our next debate will have the resolution, "The press should be censored in times of crisis."

1) Indicate wheter your reading selection is pro or con for the above resolution and write three things that support the pro or con position on this issue.


AND


2) Write a paragraph where you state your opinion on the issue. It should include some evidence from the reading, but it does not have to follow each viewpoint to the letter. You can also include ideas and evidence from other sources or individuals.

Homework due 4/20

There is no homework for Friday 4/20, but if you did not finish the classwork you should do it at home.

DUE MONDAY 4/23 Viewpoints

Read the handouts, chapters 1 and 2 (i.e. "Viewpoints 1 and 2").

In addition to posting this on your blog you should print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there.

Assume that our next debate will have the resolution, "There should be limits to free speech."

1) For chapter 1, write three things based on the reading that supports the above resolution. This is the "pro" argument.

AND

2) For chapter 2, write three things based on the reading that goes against the above resolution. This is the "con" arguement.

AND

3) Write a paragraph where you state your opinion on the issue. It should include some evidence from the reading, but it does not have to follow each viewpoint to the letter. You can also include ideas and evidence from other sources or individuals.


In addition to posting this on your blog you should print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there.

Reminder

The Republic quiz is tomorrow. Same stuff that we went over on Tuesday in class.