How to Write a Debate Speech
A good teacher knows that the best way to help students learn is to allow them to find the truth by themselves.” Noam Chomsky “The teacher’s first task in approaching any controversial subject is to help students develop a solid knowledge base from which to form their opinions.” Thomas Lickona "Peace is a state in which conflicts occur frequently and are resolved constructively (war, in contrast, is a state in which conflicts are managed through the use of large-scale violence). Conflicts should occur frequently, because when they are managed constructively they have many positive outcomes, such as increasing the motivation and energy to solve problems, increasing achievement and productivity, clarifying one's identity and values, and increasing one's understanding of other perspectives." David Johnson and Roger Johnson | ||||||||
• Allowing students to research both sides of an issue and then debate and debrief awakens their critical thinking in a powerful way. Further, debate formats provide a safe environment in which to discuss controversial issues. • In addition, devoting time for students to propose “solutions” to controversial problem, gives them practice in working with those who hold opposing viewpoints to face tough issues. • Debates need not be time consuming, but are better when issues are fully researched. (Minimum: one class or one night of research prior to class debate; one period for debate.) • Asking students to interview family members engages families and students. Family interviews help families feel that the instruction is fair and helps students feel safe about joining in the class discussion. • Having students watch political debates is a way of encouraging their interest in civil dialogue as well as helping them think critically about candidates and the positions they take on important issues. • As the teacher, share your opinion thoughtfully if you wish and if you are asked, while maintaining a safe, respectful, open dialogue. The teacher's role as a fair moderator is crucial to the success of debate as a method of instruction. | ||||||||
SAMPLE INTRODUCTION Middle School Debate Class: Students will choose controversial topics in current events, research both sides, and work with a team to prepare arguments for formal debates. The focus will be on critical thinking, active listening, and respectful dialogue! “Where would we have been if everyone had thought things out in those days?” Adolph Eichmann at his trial for Nazi war crimes “I was there to follow orders, not to think.” Defendant in Watergate trials (From Educating for Character, Lickona) | ||||||||
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Debate Class Resolved: _________________________________________________________________________ Debators: Affirmative: ___________________________________ v. Negative: _______________________________________ Format of this Debate: 10-minute debate 1. A coin toss will decide the choice of sides, followed by a five-minute preparation period before the debate begins. Remember, you need to consider arguments and critiques for both sides of the proposal, even though you are arguing for only one side. 2. First Affirmative Speech is to be no longer than one minute in length. (Affirmative defines terms used in resolve.) 3. Questioning by Negative team will last for one minute. 4. First Negative Speech is to be no longer than one minute in length. 5. Questioning by Affirmative team will last for one minute. 6. Three minutes to prepare final argument: Rebuttal Speech 7. Negative Rebuttal Speech 1 minute 8. Affirmative Rebuttal Speech 1 minute (note: in the Rebuttal, the speaker may not introduce new material that has not already been mentioned in the debate.) 9. Critique of Debate and Decision of Judges HELPFUL HINTS: • Your speeches should have logical organization and flow smoothly. • Your team should show respect and courtesy at all times. • Begin each speech by introducing yourself and your teammates. • Take notes during all speeches and Q&A sessions to prepare your questions and speeches. • Support your arguments with convincing evidence or detail. • Aim to cast doubt on the opposing argument: point out the flaws and inconsistencies in the opponents’ arguments. Draw parallels to other situations. Offer counter-plans. • A successful debater must consider both sides of an argument! Concede one point to better dispute another. DEBATE CHART (for notes and questions):
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SIDE SWITCHING: Researchers Patricia G. Avery, David W. Johnson, Roger T. Johnson, and James M. Mitchell of the University of Minnesota recommend taking structured debates a step further. In How Children Understand War and Peace, they articulate numerous methods for staging academic controversies (structured debates) in a safe and well-managed classroom. They urge teachers to allow students to switch positions during the debate process, and to argue the opposite point of view. Further, they suggest that teachers ask student debaters to drop the pretense of debate and end the process by collaborating on a group set of proposals to remedy the situation debated. (See Using Structured Controversies Link for a consise set of directions.) FISH BOWL: As a change, or when time does not permit a formal debate, invite two students to begin a discussion on a topic of their choosing. The rest of the class listens to the discussion, and one-by-one "taps" into the discussion if they have something new to contribute. Similar to asking, "May I have this dance?" one new member joins the pair while one of the fishbowl team departs. Short or long, this is an excellent way for students to share their thoughts. Monitor participation so that one or two dominant personalities do not monopolize the fishbowl. LETTERS TO THE EDITOR: As a culminating activity, I often ask debate participants to write a letter to the editor of a newspaper that might take interest in the issue debated. Participants are well qualified to lay out both sides of an issue, and I ask them to make concrete and constructive suggestions to resolve a conflict, whether it be one over school uniforms or on the invasion of Iraq by American troops. Courtroom Dramas: In movies and in role plays: Watching excerpts of excellent acting and arguing often provides a risk-free way to engage in discussion of an issue. Examples of excellent movies include To Kill a Mockingbird, Separate but Equal, and Armistad with courtroom arguments that are both dramatic and articulate on issues of race. I have also had children role play courtroom dramas based on characters from books we were reading. Further, I have had students stage formal debates on the merits of including a book in our curriculum by having them take the role of curriculum committee members. They were covered by the school newspaper, and members of the administration attended the classroom debates. |
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