Introduction To Debate:: Decision Making in A Democratic Society

Introduction to Debate
Law & Government
Introduction to Debate:
Decision Making in a Democratic Society
Presented in partnership with:
10-Week Plan
1 Introduction to Debate: Fact vs. Opinion, Debate in Society
2 Research Methods and Practical Research
3 Overview of Argumentation, Case Building, Brainstorming
4 Delivery, Overcoming Apprehension, Flowing, Sample Debate
5 Continued Case Building Activities
6 Practicing Debating in Teams
7 Structured Debate Practices in Pods
8 Debates
9 Debates
10 WOW! Exhibition Debates

Apprenticeship Sector: Law &Government
Unit Guide – Introduction to Debate
The Introduction to Debate Apprenticeship extends’ students skills in critical thinking and argumentation,
and familiarizes them with the process of deliberative decision making in a democratic society. By honing
students’ skills in research, reading, writing, speaking and listening, they prepare themselves for a
culminating debate performance at the WOW. The Citizen Teacher can play upon her/his own strengths in
terms of determining a topic of interest for the students, or they can utilize a topic provided by the
National Forensic League, Speech & Debate Honor Society.
Standards and Objectives
Citizen Schools Unit Standard #1: Citizen Schools Unit Standard #2 & #3
•Citizen Schools students will employ elements of •Citizen Schools students will speak effectively.
argument (claim, evidence, warrant, impact), •Citizen schools students will listen critically, take
understanding the differences between fact effective notes, and refute/rebut specific
versus opinion, and logic versus emotion. arguments.
Lesson Objectives Lesson Objectives

• Research a specific topic, gaining literacy in its • Speak clearly so the audience can understand.
unique terminology, and understanding the • Listen attentively to arguments of both the
inherent problems and their causes. opponents and partner, to accurately capture
• Claim specific positions of argument, backing the “flow” of debate.
with credible evidence, and explaining how that • Ensure arguments upheld are extended and
evidence relates. supported throughout the debate, and
• Explain implications of each claim. refute/attack opposing arguments consistently.
Guiding Question
• How does the deliberative process of debate allow our society’s decision-makers to find the best position
and/or course of action on an issue?
Assessment (WOW!)
Four teams of two students each will engage in two back-to-back exhibition “Public Forum” debates. Students not debating
will flow the debate, and complete an audience “ballot,” expressing their opinions on who won the debate, and why. These
opinions themselves must be expressed as cogent arguments, demonstrating what they have learned.
Basic Unit Plan
Week Connections to Standard/WOW! f Week Connections to Standard/ WOW!
Understand/identify differences between facts and Practice debating, employing skills of recitation,
1 6
opinions, explore examples of debate in society. extemporizing, listening, and questioning.
Conduct research effectively and persistently in order Practice debating, employing skills of recitation,
2 7
to support a particular position. extemporizing, listening, and questioning.
Practice debating, employing skills of recitation,
3 Identify and utilize the components of argument to 8
extemporizing, listening, and questioning.
establish a clear position on an issue.
4 Gain confidence in speaking and learn to listen 9 Practice debating, employing skills of recitation,
actively to others and take effective, critical notes. extemporizing, listening, and questioning.
Collaboratively write a case; predict opposition Assume collective responsibility for collaborative work,
5 10
attacks, and draft defensive “blocks” against them. respond critically and tactfully to the work of others.
UNIT CONTEXT / BIG IDEA
Debate is one of the most inherently cross-disciplinary learning

activities a student can engage in. It employs all four zones of
literacy: reading, writing, speaking, and listening through a high
Long-term level of critical thinking: argumentation. Students learn how to
arrange their thoughts coherently and authoritatively, and
Mid-term employ several 21st Century skills through the use of technology,
collaboration, and civic awareness. These skills prepare students
Short-term
for rigor in high school and college, as well as in their career paths.
CS program
SHARED GOALS
If you teach this unit successfully
 Students will meet all English Language Arts Common Core State
Standards in Reading for Information (and in History/Social Studies),
Speaking and Listening, and Language.
Program  Students will gain an understanding of politics and government by
Score Card exploring current events and issues of public policy.
 Students will learn to lose and win with grace, and learn meaningfully
from each debating experience.
 Students will find it’s cool to engage with one another socially, on an
intellectual level, fulfilling this core need of young adolescents.
TIMELINE OF SKILLS
 Students build a scaffolding of skills that prepares them for a performance
assessment demonstrating the culmination of their learning and mastery of
Common Core State Standards. These skills span the English language arts literacy
Academic 21stCentury spectrum, as well as Bloom’s Taxonomy, where students evaluate one another’s
Skills Skills arguments, as well as create new pathways of solutions to the problems that
plague our society.
 Employing information, media and ITC literacy to solve problems collaboratively
through critical thinking by creating a debate case, students demonstrate every
College
21st Century skill.
Readiness
Skills  The rigor of preparation has been cited as equivalent to research conducted for
Master’s level thesis, as reported by the National Forensic League.
IMPLEMENTATION NOTES
 Much of students’ work will be aided by technology, from researching, to drafting cases, to perhaps even
debating. If students use technology when debating, laptops or tablets are preferable. If only desktop computers
are available, students should print a formal copy of their final debate cases prior to debating.
 Availability of desks/tables that can face an audience of listeners taking notes is helpful for the actual debate.
 A stopwatch/timing device for tracking speaking and preparation time is needed; the instructor can maintain this
responsibility, to keep students free to flow, or s/he can delegate to a different student for each debate.
LESSON PLANS AT A GLANCE
Week Lesson Objectives Activities WOW! Prep
• I can identify key ideas for and -Hook: Ask for students’ Students can identify
real-life purposes for the opinions pertaining to pop and rank topics of
apprenticeship. culture. importance, either
• I can tell the difference between -Agenda/Introduction from a list provided by
1 fact and opinion, and identify the instructor, or
-What is debate
examples of both.
-Public Forum (PF) format generated freely on
I can define and apply the terms -Video PF sample their own or
“fact,” “opinion,” and “position.” -Fact vs. Opinion collaboratively. After
-Assessment the workshop, the
instructor will select a
topic.
• I can gather information, gain -Hook: We seek Students will spend
information literacy on a given information constantly time collaboratively
topic, and conduct ongoing -Agenda/Introduction brainstorming
research. -Information gathering information gathering
• I can understand and apply strategies and
-Research strategies
2 technical terms and vocabulary
-Scavenger Hunt/Game researching for the
associated with the apprenticeship
and given topic. -Quoting, paraphrasing, assigned topic.
summarizing, taking notes
I can define the terms “research” - Announce assigned
and “information gathering.” topic
- Assessment
• I can support a position with -Hook: Conflict vs. Based upon research
evidence and explain how that Argument found in week 2,
evidence relates to the claim. -Agenda/Introduction students will
• I can explain the impacts of an -Argumentation collaboratively
argument. brainstorm conclusions
-Analysis of Ideas
3 -Crossfire/Questioning they can draw from
I can define and apply the terms
“claim,” “warrant,” and “impact.” -Assessment that evidence.
• I can gain confidence in -Hook: President Obama Students will practice

speaking. speaking speaking, by reading
• I can speak clearly enough for an -Agenda/Introduction some of their initial
audience to understand. -Confidence and Delivery argument structures to
• I can listen actively to others and their partners, flowing
4 -Active Listening Strategies
take effective, critical notes.
-Approaches to Flowing and asking questions
I can define the terms -Video PF sample – (crossfire).
“confidence,” “articulation,” student flowing
“flowing,” and “shorthand.” -Assessment
• I can apply the elements of -Hook: Offense vs. Students will construct
argument to collaboratively Defense in Sports a pro and/or con case,
construct a case (offense) and -Agenda/Introduction as well as blocks
blocks against opposition -Case Structure against opposition
arguments (defense). attacks.
5 -Writing Blocks
• I can synthesize research
information meaningfully, and
-Assessment
warrant it to claims made.
Students will practice

• I can practice debating with the -Hook: Vince
prepared case, speaking with another team,
Lombardi on Practice
extemporaneously and clearly, and giving feedback as
-Agenda/Introduction
answering questions capably. they go. Also, the
-Practice Procedures
• I can offer constructive criticism instructor will visit each
-Practice Debates
6 to my partner, as well as the practice group, and
opposing team’s debaters, to
-Re-Tooling Time
offer observations.
improve skill in debating. -Assessment
After practice, students
will work to “re-tool” as
needed.
• I can practice debating with the -Hook: Examples of Students will spend half
prepared case, speaking Persistence to of the structured
extemporaneously and clearly, and Achieve (Abraham practice debating, and
answering questions capably. Lincoln) half the time writing a
• I can serve as a respectful ballot for another set of
7 audience member and listener,
-Structure Practice teams. They will have
offering a well-reasoned decision to
my peers as to who won a debate. Procedures additional time at the
-Structured Practices end to consult/re-tool
-Re-Tooling Time regarding feedback
-Assessment received.
• I can practice debating with the -Hook: The Students will be

prepared case, speaking Tournament assigned to two
extemporaneously and clearly, and Experience specific debates, and
answering questions capably. -Formal Debates judged by guests (high
• I can react to criticism positively, school students or
8 -Assessment
and work to improve in the future.
adults). Each judge will
write a ballot, as well as
provide a 10-15-minute
tactful oral critique.
• I can practice debating with the -Hook: Debrief Week 8 Students will write a
prepared case, speaking -Continue Formal reflective journal entry
extemporaneously and clearly, and Debates about their tournament
answering questions capably. -Assessment experience.
• I can react to criticism positively,
9 and work to improve in the future.
The instructor will
determine the teams to
represent the overall
group in the WOW!
Showcase.
• I can assume the responsibility for -Hook: Set up the -

a collaborative work. Topic and Debate,
Summarizing the 9
weeks
10 -Assessment
Lesson Elements:
Ritual – The opening hook for each class will generate interest and connection to prior knowledge on that week’s
particular theme/topic. These often will be stimuli anecdotes or questions to prompt student response and
brainstorming.
Assessment- Formative assessment through participation in practice activities can be reflected in a brief journal
entry, chronicling students’ struggles and triumphs, and students can volunteer to share some of their thoughts with
the class as a whole. The instructor will offer specific prompts for the journals that react to the week’s objectives.
Structures- Journals can be kept online, such as Google Docs, to allow collaboration from the instructor.
Procedures – Procedures vary, depending upon the type of activity, and the instructor should explain these during
the weekly agenda/introduction segment, as well as offer reminders as students begin each activity.
Advice for Instructors

Teaching debate will be one of the most rewarding experiences you have as an educator, but it also takes a great
amount of planning, guidance of students along the way, and the ability to be as critical as possible while offering
constructive and affirming feedback to your apprentices.
Early in the apprenticeship, there is a great deal of conceptual knowledge students must gain to be able to
debate. If we think of the training attorneys receive in law school, and the intricacies of the law – and more
important, how to argue with the law, then debate can be thought of as a microcosm experience in mastering the
essential tools of argumentation.
Later in the apprenticeship, students will spend more time working collaboratively. During this “self-directed” time, it
is imperative that the instructor engages with the students to ensure they are on-task and on-track, given the limited
time they have to construct their debate cases and begin practicing debate. The old adage, “the work expands to
fill the time” is acutely true in debate, and if more time were given, debaters would spend more time looking for
additional arguments. While in competitive debate, that is a good thing, for the purposes of learning to debate, it is
better for debaters to tackle a more reasonable amount of work and first mastering that before trying to
accomplish too much.
When it comes to mixed age groups or ability levels, this is where the instructor’s role truly becomes that of a coach.
First, consideration should be given to these demographic elements when assigning students to paired teams.
Younger students will learn more when paired with an older student, and the older student will further master skills
and content when guiding their younger peer. For younger students or students with learning disabilities, the
process of debating is not as difficult to master as is the subject matters being debated. More accessible, relevant
issues for debate are key for engaging these learners, and special consideration should be made by instructors in
those cases. This is also an opportunity to engage older (high school-age) “mentors” – when students need extra
help and assistance in executing apprenticeship activities.
In terms of mechanics, it helps to have an even number of students in the class, and particularly, a number evenly
divisible by four. If that’s not the case, some creative solutions for 1, 2, or 3 extra students should be considered:
1 extra: this student could be paired with a team as a “third wheel,” and assist them in the process of developing
arguments, etc. The three students could alternate debating and observing through the practice and formal
debates.
2 extra: this group should constitute a team, and they can be alternated in debates against other teams, giving a
“bye” (a round off) when necessary, or asking for another team to volunteer to debate an additional time.
3 extra: a combination of the solutions for 1 or 2 extra students should be employed.
There are myriad resources available from the National Forensic League’s website, such as sample debate cases,
topic analyses, video instruction, and sample debates. Many of the lessons call for these to be used, so the
instructor should have some familiarity with what is available before beginning instruction. There also are
instructional videos on how to use the League’s vast website of resources, as well.
LESSON 1 – page 1
Facts, Opinions & Positions Standards for Unit:
Understanding the difference between facts and opinions forms the Citizen Schools students will
foundation for argumentation. Arguments start with statements of position use technical language and
drawn from attitudes, beliefs and values, in turn, supported by facts. vocabulary effectively.
Citizen Schools students will

Lesson Objective:
begin to feel comfortable
• I can identify key ideas for and real-life purposes for the expressing their viewpoints.
apprenticeship.
• I can tell the difference between fact and opinion, and identify
examples of both.
I can define and apply the terms “fact,” “opinion,” and “position.”
Lesson Agenda Connections:

Using argument in both
10 MIN Hook: Pop Culture Opinions writing and speaking is
important for establishing a
10 MIN What is Debate? clear, credible position on
an issue. This will apply in
academic papers in HS and
10 MIN Explore Public Forum Format for Debate college. Debate gives a
solid foundation for these
skills.
20 MIN Discuss Fact vs. Opinion, with Examples
30 MIN View Sample Debate Material:
1. Pens
10 MIN Assessment: Exit Ticket
2. Journals/Notebooks
3. Examples of Facts, Opinions
4. Exit Tickets
Lesson Preparation:
 Space: This lesson can be adapted to a variety of seating configurations,
although one that encourages discussion contribution and dialogue is ideal.
 Group: This lesson involves full group interaction, so ensuring students follow
basic ground rules of tact and respect are important.
 Resources: Video of sample round, available online or ordered in DVD form

from www.nationalforensicleague.org.
LESSON 1 – page 2
Objective: I can identify key ideas for and real-life purposes for the apprenticeship.
Hook: 10 Minutes
Student Says…
Warm Up: Students’ opinions pertaining to pop culture.
What is opinion?
Say: Express an opinion about a musician, actor, or other famous person. How can I support opinions
Ask for a show of hands from classmates to show agreement or with facts?
disagreement.
Transition: Highlight how opinions vary, and how logical arguments, using
facts, are the best way to sway others to your viewpoint.
Closer Look!
Introduction of New Material: 10 Minutes The instructor may wish to set

up the video sample debate
 Objectives/Agenda: Overview of debate and its benefits. by explaining that this is one
Understanding the difference between fact and opinion is a somewhat example, and students new to
abstract concept for middle school students. Therefore, providing examples debate will not be expected
is helpful. Students then can share their own examples. It may be fun to to debate with the same
explore pop culture. For instance, a person may prefer a particular song or proficiency as experienced
musical artist because of the lyrics and message that person conveys. The students in a video example.
content of those lyrics can be observed, documented, and classified. That
classification can help determine the purpose of the message. For example, The instructor can ask students
the lyrics in Katy Perry’s song, “Firework” state “You don’t have to feel like a to suggest debate topics, or
waste of space…” and continue with “Come on, show ‘em what you’re the instructor can determine
worth.” This inspires us to understand the value we have, and to live life to the one her/himself.
fullest, which is considered a positive attitude. A positive attitude is
something we should all strive for. In this example, the citation of lyrics is a A fact is defined as
fact, and the statement that we should strive for a positive attitude is an information that represents
opinion. The analysis in between helps us show how the facts support the something that can be
opinion. observed in our world, or
something that has been
Preview of Assessment: Consider how society often blurs the differences proven true, and agreed upon
between fact and opinion, and how debate can help differentiate the two. by a number of experts.
An opinion is defined as
Direct Teach: Definitions: Fact, opinion, position. Format of Public Forum someone’s viewpoint,
Debate. Sample video of a Public Forum Debate. judgment, or belief, which
may or may not be based
Check for understanding: Discuss the sample debate. So that students upon facts.
understand the structure for Public Forum Debate, introduce the format: A position is a person’s opinion
order of speeches and time limits. Explain that each debater gives a 4-min. on a particular issue, usually
speech that helps construct their side’s case, each student participates in a based upon facts. A position
one-on-one as well as group “Crossfire” question and answer period, and forms the foundation for
each student gives a summary or closing speech toward the end of the argument, which will be
debate to extend information supporting arguments, as well as to attack the explained in greater detail in a
opposition’s arguments. Watching a sample video of a Public Forum Debate later lesson.
will take about 40 minutes, plus time to debrief the debate. Warn students
that debaters will sometimes utilize technical terms particular to the topic
they are debating, and you may prepare them with a few terms particular
to the video sample you are showing. Encourage students to take notes on
things they notice about the debate, and to jot down questions that may
arise as they watch the debate, either about the subject matter being
debated, or how the debaters debate.
Transition: Ask students to reflect on how using debating can help

distinguish between fact and opinion and to help understand an issue more
in-depth.
LESSON 1 – page 3
Objective:
Introduction of New Material (continued): 10 Minutes Missing Parts…
Share the handout, “Public Forum Debate Overview,” which outlines the For more on Public Forum
structure of Public Forum. Help students understand the basics before Debate, visit the National
watching the video: Forensic League:
•There are two teams of two partners apiece. nationalforensicleague.org
•Each student gives a 4-min. speech that helps construct their side’s case,
each student participates in a one-on-one as well as group “Crossfire”
question and answer period, and each student gives a summary or closing
speech toward the end of the debate to extend information supporting
arguments, as well as to attack the opposition’s arguments.
Practice 1 (We Do): 20 Minutes
•Practice Summary: Understanding the difference between fact and opinion

serves as the foundation for all debating.
•Directions: The instructor will share various statements with students, asking
them to identify which ones are fact and which are opinions. Then, students
will develop a statement of fact and one of opinion, to share with the rest of
the class. Here are some examples of fact:
•Mayor Mercedes Garcia’s office is on Main Street.
•Mayor Mercedes Garcia’s office is painted yellow.
•Michael Phelps won four gold medals in the 2012 Olympic Games.
Each of these statements represents a “fact,” and reports something that
exists or happened. Facts can be checked by making our own observation
about something, or consulting a credible reference source. For example, we
could drive down Main Street to see Mayor Garcia’s office, or consult The Additional Notes
World Almanac to see that Michael Phelps indeed won four gold medals in
the 2012 Olympics. Facts also can be proven false. For example, if Mayor Careers using debating
Garcia paints her office orange, it is no longer yellow. At one time, her office skills:
was yellow, but a change in circumstances has changed this fact. • Lawyers
Sometimes, new information is discovered that helps us understand • Politicians
something better. That also can change a fact. This happens often in • Business Executives
scientific or historical investigation, as technology and tools for investigation • Broadcasters
improve. Sometimes, statements of fact based upon simple observation can
be misleading. For example, orange and yellow are similar colors. What is
Mayor Garcia’s office was originally orange, and has faded to a yellower
color over time?
Opinions are formulated as a result of someone’s attitudes, experiences, and

beliefs, so they are more questionable. For example:
•“Harry Potter books are more exciting than Hunger Games.”
•“Nike sneakers are the best shoes.”
In both of these examples, the opinion expressed assigns a value to
something, based on someone’s experiences and taste. A person can never
prove these statements true or false, because viewpoints will always differ
based on different expectations or understandings.
•Debrief: Highlight gray areas that may have emerged from examples
students shared, and how facts can often support opinions. Also, highlight
that facts may differ in their credibility/trustworthiness.
•Transition: As students prepare to watch the sample debate video, ask them
to be ready to differentiate between facts and opinions in the debate.
LESSON 1 – page 4
Public Forum Debate Overview Speeches and Time Limits

Public Forum Debate involves two teams of two debaters,
Speaker 1 (Team A, 1st speaker ) 4 min.
who support or oppose a particular topic. The clash of ideas
Speaker 2 (Team B, 1st speaker) 4 min.
must be communicated in a manner persuasive to any
citizen judge. The debate should: Crossfire (between speakers 1 & 2) 3 min.
•Display solid logic, organization, clear reasoning, and
critical thinking Speaker 3 (Team A, 2nd speaker ) 4 min.
•Show clear links to understandable evidence and expert Speaker 4 (Team B, 2nd speaker ) 4 min.
sources
•Present a clash of ideas by countering arguments of the Crossfire (between speakers 3 & 4) 3 min.
opposing team, while upholding a position
Speaker 1 Summary 2 min.
•Communicate ideas clearly and professionally
Speaker 2 Summary 2 min.
Topics are worded as resolutions, meaning they suggest Grand Crossfire (all speakers) 3 min.
solutions a problem by establishing a position. Teams must
understand the meaning of terminology in the resolution so Speaker 3 Final Focus 2 min.
debates have a clash of ideas. If the topic were “Resolved: Speaker 4 Final Focus 2 min.
New York City should fund programs that feed persons living
in poverty,” it would be vital to understand the concept of Each team may use up to two minutes of
poverty. A definition from a reference source would help. prep time.
A team must develop both a pro and con case, persuasively supported by evidence and reasoning.
Given the short nature of a Public Forum round, cases should center on a few quality arguments. A
team, however, should research several arguments on both sides of the issue, so it can adapt its case to
the opposing team’s claims as necessary. Having arguments that directly oppose each other will
enhance clash, or disagreement between teams, which is central to debate. Organization of speeches
through effective communication and clear outlines is important so both judges and the opposing team
can follow each of the arguments and their supporting evidence.
Debate Format
The round starts with a coin toss; the winning team selects either: The side (pro or con) they will argue
The speaker order (begin the debate or give the last speech).
The team that loses the toss will then decide their preference from the option not selected by the winner
(i.e., if the winning team decides to speak last, then the losing team may decide which side they will
argue). The debate, therefore may begin with the con side, arguing against the topic. Teams might
consider: Is one side of the topic more acceptable to citizen judges? On which side is the team
stronger? On which side of the topic are the opponents stronger? Is the first speaker position critical to
“sell” the case by making a good first impression? Is the final focus speech critical for the last word to the
judge(s)? Are the opponents so effective in either the first or last speaker position that our team needs to
select speaker position rather than side? The first team sits to the judge’s left.
Questioning periods make debate interactive to build clash. In

crossfire, both debaters have equal access to the floor, but the first
question must be asked to the debater who just finished speaking by
a debater from the other team. After the initial question and answer,
either debater may question or answer. A debater who attempts to
dominate or be rude to his opponent will lose points. Good
questions are brief and good answers must meet the question. In the
first two crossfires, only the corresponding speakers may participate,
and they stand next to each other.
LESSON 1 – page 5
Objective:
Practice 2 (We/You Do): 30 Minutes

Field Tips
•Practice Summary: Watching the sample debate gives students an
opportunity to comprehend the structure as well as see models for cases and Calling apprentices by
speeches in a debate. such titles as “debaters”
will help prepare them
•Directions: While formal note taking (“flowing”) for debate will not have and take ownership of the
been taught yet, students still should take as many notes as possible. The task of debating in
instructor can collect these at the end to assess students’ abilities to critically preparation for the WOW!
and actively listen and take notes.
Any time students express
•Debrief/Transition: This is important. Asking students to consult their notes an opinion in class, the
and respond to particular question prompts pertaining to arguments and instructor should ask them
evidence used by debaters, the nature of the crossfire periods, and delivery “why?” and encourage
will help debaters better understand expectations of debating. them to support their
viewpoints with facts.
Assessment: Exit Ticket 10 Minutes Recall – give an example

of a career that uses
•Questions: debate, and how debate
Identify statements that are fact with an “F” and opinions with an “O.” is used in that career.
___ Shamika’s clothes are pretty.
___ Usher is a judge on the NBC television show, “The Voice.”
___ Scientists have conducted research that shows the new Crest toothpaste
reduces bacteria in the mouth by an average of 81%.
___ The 3-D version of Jurassic Park is better than the original film. Field Tips – Engagement
___ First weekend ticket revenues for the 3-D version of Jurassic Park were
higher than the original film. This lesson has been
tested in a classroom
Choose one of the following items as a subject. Circle the letter of the representing multiple
subject you choose. Write a list of three (3) statements of fact on the subject, abilities. The key to
and three (3) statements of opinion. apprentices to feeling
A. A TV program that you dislike comfortable debating is
B. A school subject that you think uninteresting or a waste of time to allow them the
C. A popular sport that you dislike opportunity to “wrap their
D. A city, town, state or country in which you would not like to live heads” around how a
debate works, and what
the key components are.
Even while watching a
sample debate video
may seem passive,
apprentices should
actively take notes on
each argument, so they
can chronicle what
happened in the debate.
Future Plans
Next week, our key

concepts will be
information gathering and
•Connect learning to WOW!: Ask students if they feel they are capable of research!
debating, and why or why not.
LESSON 2 – page 1
Research Methods Standards for Unit:
Understanding how to purposefully and effectively gather information Citizen Schools students will
will help debaters develop the best possible cases in support of their use technical language and
positions. vocabulary effectively.

Lesson Objective:
research a specific topic,
• I can gather information, gain information literacy on a given topic, gaining literacy in its unique
and conduct ongoing research. terminology, and
• I can understand and apply technical terms and vocabulary understanding of the
associated with the apprenticeship and given topic. inherent problems and their
I can define and apply the terms “research,” and “information causes.
gathering.”

Effective research skills and
5 MIN Hook: We Seek Information Constantly methods are certainly used
across the scholastic
15 MIN Information Gathering, and Research Strategies spectrum for writing papers
and creating projects.
25 MIN Scavenger Hunt/Game
10 MIN Quoting, Paraphrasing, Summarizing, Notes
30 MIN Assigned Topic: Overview and Research Time Material:
1. Pens
3. List of concepts to search for
(scavenger hunt)
Lesson Preparation: 4. Overview of Assigned Topic
 Space: This lesson can be adapted to a variety of seating configurations, 5. Exit Tickets
 Resources: Computers and/or reference materials, which students can use

for the scavenger hunt.
LESSON 2 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Examples of everyday research (recipes, determining travel plans,
learning about new videogames, find song lyrics) What is the difference
between gathering
Say: Remember a time when you wanted to gather information to learn information and the
about something that interests you. process of researching?
Transition: Highlight how gathering information is an ongoing process, and

one that becomes more formalized depending on the purposes.
Closer Look!
Introduction of New Material: 5 Minutes
A workshop on research with
students can first examine the
 Objectives/Agenda: Overview of information gathering and how it differs meaning of the word
from the research process. “research.” The Encarta
World Dictionary defines
Preview of Assessment: The quality of research found directly impacts the research as “The methodical
effectiveness of a debate case. investigation into a subject in
order to discover facts, to
Direct Teach: Definitions: information gathering and research. establish or revise a theory, or
Every topic students investigate requires that they gain enough of a working to develop a plan of action
knowledge or literacy on that topic, that they can go forth and research based on the facts
intelligently. This is to say that students need to know enough about a topic discovered.” A further
to know which key words to search, and to not be taken astray by related analysis of the word itself
issues or irrelevant connotations. Giving an example of searching for a reveals the root “search,”
recipe, or learning more about a sport or film helps students understand that meaning “to look for” or
we gather information on a variety of topics all the time. Then, those that we “examine.” The prefix means
want to learn about more in-depth, we research. “re” means “again” or
“back.” Hence, the research
While teachers often shy away from general sources, such as Wikipedia, the process is actually preceded
utility of these is equivalent to an encyclopedia during the initial information by an initial search, which
gathering process. They’re not appropriate for research itself, but they sure can be thought of as
do help students gain a foothold of understanding. This is why it is so information gathering.
important to delineate between information gathering and research,
because then students will understand that Wikipedia and sites like it are Information Gathering: The
means to a further end, rather than an end (or source) unto itself. initial search for facts to
Alternatives to Wikipedia include the Encyclopedia Britannica (many schools develop a working
subscribe to this), www.school.eb.com; and Infotopia, www.infotopia.info. understanding of an issue.
The information found during
Teaching students how to use these tools effectively is key. Understanding this process will likely NOT be
how hyperlinking within Wikipedia articles leads to related topics that might cited during a debate.
be useful, and that facts are cited with links to sources at the end of the
article is important to help students begin to build their strategy for research, Research: information found
once the information gathering process has finished. through more formal,
scholarly investigation, which
Check for understanding: Have students conduct a research scavenger will be cited as supporting
hunt. evidence to support or
attack positions during a
Transition: Discuss how students will have time to research and prepare for debate.
their own cases.
LESSON 2 – page 3
Objective:
Missing Parts…
Introduction of New Material (continued): 10 Minutes
For examples of debate
Share the handout, “Research Sources,” which includes a variety of various research and analysis videos
places to research for Public Forum Debates. Further, highlight: for various debate topics, visit
•How to gather information (encyclopedic, general reference sources the National Forensic League:
(including how to use Wikipedia responsibly), and how to research (library nationalforensicleague.org
sources, including journal databases, indices.
•Discuss evaluating the relevance and credibility of sources. Other Resources:
Practice 1 (We Do): 25 Minutes “9 Resources for Website

Evaluation Lessons,” Richard
Byrne. Free Technology for
•Practice Summary: A fun way to get students to investigate different types
Teachers.
of research sources is a scavenger hunt.
www.freetech4teachers.com/2
009/11/9-resources-for-website-
•Directions: The instructor will have students collaborate in teams to find
evaluation.html#.UTfaxILpYug
various obscure facts about prompts given to the students, requiring students
to cite their sources.
“Critical Evaluation of
Information.” Kathy Schrock’s
•Debrief: The instructor will ask a representative from each team to report on
Guide to Everything.
the facts, checking for accuracy, as well as source credibility. The instructor
www.schrockguide.net/critical-
can “keep score,” giving points for accuracy, and bonus points for more
evaluation.html
credible sources. The team with the highest score wins!
“Evaluating Sources:
•Transition: The teacher will highlight how teams cited their sources, showing
Overview.” Dana Lynn Driscoll,
the relevance to quoting, paraphrasing, summarizing, and taking notes.
Allen Brizee. Purdue Online
Writing Lab (OWL).
owl.english.purdue.edu/owl/res
ource/553/1/
Discuss the difference between quoting, paraphrasing, and summarizing, “Evaluating Web Sites”, Lorrie
and how taking effective notes helps with accuracy in all of these Jackson. Education World
approaches. Give examples for each approach, and discuss with students Lesson Plan.
which approaches work best for which situations. www.educationworld.com/a_t
ech/techlp/techlp007.shtml
Some of the best debate coaches have a great working relationship with the
school and/or community librarian. Asking the librarian to offer students “Finding & Evaluating Sources.”
perspectives on information gathering and research can be helpful. Equally Shelby County Schools Student
as important is knowing what online databases and indices the library has Researchers.
access to, and how to use these most effectively. scs-student-
researcher.wikispaces.com/Fin
Teaching students that research extends far beyond even the vast reaches ding+%26+Evaluating+Sources
of Google is important. There are myriad search tools available, and knowing
what to use for various topics can actually save time. Students just don’t “Tips for Evaluating Sources.”
understand how a simple search in Google seems fast, but in reality, takes Research and Documentation:
more time to sift through information. Online, 5th edition. Hacker
Handbooks, Bedford/St.
Once students begin the process of researching, they will need to take notes. Martin’s.
Modeling the difference between (1) direct quotation, (2) paraphrasing, and bcs.bedfordstmartins.com/resd
(3) summarizing will help students understand the utility of each of these oc5e/tips-for-evaluating-
methods. For debate, it’s important for students to use direct quotation, sources.htm
along with a summary and analysis of the source, which we will cover in a
later lesson.
LESSON 2 – page 4
Research Overview
The process of information gathering, brainstorming, and researching is one where specific steps should be
followed. In order to have the best possible information, you should not skip any steps.
Information Gathering
In order to understand an issue enough to research it effectively, you must have a basic understanding, which
you can gain from an initial search for information. This may involve consulting a dictionary, either in print
form, or such as www.merriam-webster.com. Other general reference sources, including an encyclopedia, or
even Wikipedia are helpful, but you first should understand how to use these sources to gather information,
and that they are not part of the research process. In other words, information you gather from an
encyclopedia cannot be cited as evidence.
The chief question you should ask yourself when gathering information:
•Which ideas are you searching for? (Overview of topic/issue)
Brainstorming
Once you have a working knowledge of an issue, you can brainstorm possible points you want to make. In
debate, that means claims you would make, both in support of as well as in opposition to an issue. This will
help focus your research and what you are looking for, although you also should keep an open mind about
learning other positions as you acquire evidence.
Research
Research is an ongoing, persistent process of investigating an issue, and for debate or public speaking, it
provides the source of evidence cited that helps prove arguments made. The better the evidence, the
stronger the arguments will be. Several questions should be asked when researching:
•How will you search? (Strategic use of key words and phrases)
•Where will you look? (Different media – websites, databases and indices, books, periodicals, etc.)
•Why is it relevant? (How it relates to the subject matter you are investigating)
Documentation
It is important to keep track of where you found information, so you can give specific citations, which are
necessary in any formal written essay or delivered speech.
•What did you find? (Be sure to keep track of the bibliographic citation for each source you find, so you can
more easily cite from it when you write debate cases or speeches).
•When was it written? (Date; more recent sources carry more weight)
•Who wrote it? (In addition to noting the author, be sure to consider the level of expertise the author has for
that issue).
Evaluating Sources
There is a lot of information available, particularly with the ease of searching websites? The quality of sources
you select to support your ideas can enhance your trustworthiness. Therefore, you must consider such criteria
as:
•Author qualifications (education, experience, etc.), beliefs on the issue that may affect the author’s opinions,
other connections the author may have to the issue that could affect his/her viewpoints.
•How extensive and in-depth the source explores the topic.
•How recent/current the information is. New studies and information constantly update how we understand
an issue.
•What is the purpose of the source for providing information? Is it to influence opinion on the issue, or to
provide a balanced perspective?
•Is the information accurate? How do you know? Can it be verified with other sources?
LESSON 2 – page 5
Objective:
Practice 2 (We Do): Field Tips

30 Minutes
Research is an ongoing
•Practice Summary: After announcing the topic for the rest of the and constant process.
apprenticeship, the students will have an opportunity to conduct their own Students will begin
investigation. researching for their
eventual debates, but
•Directions: Students will spend time collaboratively brainstorming information should continue to refine
gathering strategies and researching for the assigned topic. their cases with new and
additional research as the
Spend about 20-30 minutes introducing the concepts of the research. apprenticeship continues.
Any combination of the activities below will work with students in an

enrichment or elective situation, and the instructor will decide whether to
assign various parts for outside the workshop time (“homework”), or during
supervised work-time.
The worksheet, Critical Evaluation Survey: Middle School Level is a great Additional Notes
activity to acclimate students to the process of evaluating online sources.
Other lesson plans have been compiled and hyperlinked at this same source. Creating a game-like
See www.schrockguide.net/critical-evaluation.html atmosphere helps motivate
students, as well as to prepare
Conduct a research scavenger hunt, by assigning students specific facts that them for the stakes of
may be found on the topic they will be debating. Ask students pointed competition.
questions from both the proponent and opponent perspectives on the topic.
This can be fostered in a game-link approach, simulating a competitive
tournament atmosphere, while emphasizing quality of research results. By
assigning diverse research tasks (i.e., not just websites, but other types of
media, such as databases and indices), they will learn the value of efficient
time management, as well as to be persistent in looking for the best sources
possible.
You can give students a passage from a research source, and ask them to
direct-quote from it, to paraphrase it, and to summarize it, so they
understand the different types of note taking.
Allow the students a chance to spend about an hour practicing research,

preferably on the topic you will be debating. You may segment this into 30-
minute segments: one to focus on the pro side of the argument, and one to
focus on the con side.
•Debrief: Students should keep track of where they find sources (citations),
and document their evidence, so they can refer to it as their build their
cases.
•Transition: The evidence gained today will directly impact the quality of the
cases students prepare as they work toward the WOW! Showcase.
LESSON 2 – page 6
Objective:
Assessment: Exit Ticket 5 Minutes

Future Plans
•Questions: Next week, students will

1. Match each term with its definition: begin combining the
A. Information Gathering B. Paraphrasing C. Quoting evidence they
D. Research E. Summarizing researched with position
statements to create
____ The initial search for facts to develop a working understanding of an arguments!
issue. The information found during this process will likely NOT be cited during
a debate.
____ To use the exact wording from the original source.
____ To explain the overall point of the original source.
____ Information found through more formal, scholarly investigation, which

will be cited as supporting evidence to support or attack positions during a
debate.
____ To re-word the original source in your own words.
2. Imagine you must research a particular type of tree. Describe what you
would do for each part of the research process:
a). Information Gathering
b). Research
c). Quoting
d). Paraphrasing
e). Summarizing
•Connect learning to WOW!: Ask students if they feel prepared with good
information for their debate cases.
LESSON 3 – page 1
Argumentation Standards for Unit:
Understanding and utilizing elements of argumentation will Citizen Schools students will
allow students to debate logically, and with credible supporting use technical language and
evidence. vocabulary effectively.

Lesson Objective:
employ elements of
• I can support a position with evidence and explain how that argument, understanding
evidence relates to the claim. differences between fact
• I can explain the impacts of an argument. versus opinion, and logic
I can define and apply the terms “claim,” “warrant,” and “impact.” versus emotion.

Effective use of argument
5 MIN Hook: Conflict vs. Argument involves critical thinking and
problem-solving, which are
25 MIN Argumentation & SPAR Activity key skills in college and
career readiness.
10 MIN Analysis of Ideas
10 MIN Crossfire/Questioning
35 MIN Activity: Brainstorming Arguments Material:
1. Pens
3. Exit Tickets
Lesson Preparation:
 Resources: Computers and/or reference materials, which students can use

to continue research or consultation of their research notes from week 2.
LESSON 3 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Examples of conflicts in our daily lives (families, chores, homework,
peers, teachers, etc.) Can I argue logically the
next time I am conflicted
Say: Have you ever “lost” a conflict? Would it have gone better if you with someone?
argued logically? Why or why not?
Transition: Formal, logical arguments allow us to separate emotion from

reasoning, in order to reach a conclusion about an issue.
 Objectives/Agenda: Understand the elements of argumentation and how

they work.
Preview of Assessment: A debate case must demonstrate effective

arguments.
Direct Teach: Definitions and examples of each element of argument.

(See definitions to the right – “Closer Look”)
Example:
Claim: “5 gum is the best tasting chewing gum.”
Data 1: “This is because the Gallup poll surveyed Americans in June 2013
and compared the taste several brands of gum, with 5 gum winning the
highest percentage of votes.” Closer Look!
Warrant 1: “Gallup is one of the most trusted polling organizations, because
of how well they conduct their surveys, and that they are unbiased.” Claim: the position a
Data 2: “5 gum uses real fruit juice, according to the label.” debater states.
Warrant 2: “The Food and Drug administration requires accurate labeling of
food products, and real fruit juice contributes to the flavor.” Data: evidence
Impact: “You should try 5 gum.” (information – research)
supporting the position
Of course, sine this is debate, you can ask students how they might counter
this. Ideas might include how each person’s taste buds are different, and Warrant: explaining how
how taste is a very personal experience, and how different flavors the evidence supports the
(strawberry, mint, etc.) might determine the success or failure of a survey. position (link)
Impact: the
Check for understanding: Using arguments in SPARs, and engaging in civil relevance/significance of
crossfire. the overall position to the
side of supporting or
Transition: Discuss how students will have time to brainstorm arguments for opposing the topic.
their own debate cases, using the evidence they found in week 2.
LESSON 3 – page 3
Objective:
Practice 1 (We Do): 25 Minutes Missing Parts…
•Practice Summary: To SPAR is to engage with one another with SPontaneous Think of examples of
ARguments. spontaneous arguments in
our daily lives (Coke vs.
•Directions: Each student will develop a full argument about something. Pepsi, McDonalds vs. Taco
These can be silly topics, and for the sake of time for this example, students Bell, etc.)
can “make up” data/facts, as long as the instructor explains how this
approach is unethical when debating or in real-life circumstances. Students Read this perspective for
will face-off in pairs, responding to their peers with a reverse/opposing SPAR. teachers of argument:
http://digitalcommons.wayn
Examples: “People who are responsible wear TOMS shoes. This is because the e.edu/cgi/viewcontent.cgi?
TOMS company uses all natural plant materials and recycled materials to article=1001&context=coe_t
manufacture their shoes. This limits the amount of pollution causes by ed
manufacturing artificial materials. Therefore, as a responsible person, I wear
TOMS.”
Example with refutation built in:

“TOMS is a responsible company. This is because they expect all their workers
to have safe working conditions and to be paid reasonably. Many
companies, such as Nike, having working environments where workers must
breathe toxic air. They also underpay their workers for their work. Therefore,
you should purchase TOMS instead of Nike shoes.”
Other topic prompts (besides clothing) could include foods, recreational

activities, music, TV shows, etc.
•Debrief: Each pair of students will share their arguments with the rest of the Additional Notes
class.
Remember that crossfires
•Transition: The teacher will highlight particularly effective SPARguments, and should be civil, and there
ineffective ones, redirecting how they could have been improved. should be equivalent
“give and take” between
Introduction of New Material (continued): 10 Minutes the two partners.
Review the “crossfire” format in a debate that students saw in the video
example.
Explain that crossfire questions should attempt to accomplish:

•Clarifying a claim or data that was not stated clearly, or that you honestly
missed.
•Clarifying an argument that was vague or that did not warrant effectively.
•Challenging the validity, or expertise/credibility of evidence.
•Set up a later argument by asking the opponent’s perspective on an issue.
Also, emphasize the importance of civility during crossfire, which is inherently

adversarial – which makes it all the more important to be really nice!
Apprentices should conduct informal practice crossfires about their previous

SPARguments. If apprentices have trouble thinking of questions, give them
some examples. Often, modeling crossfire questions when students are stuck
helps them see where they are missing opportunities. Then, see if they can
come up with others.
LESSON 3 – page 4
Objective:
Practice 2 (We Do): Field Tips

35 Minutes
Arguments, like research,
•Practice Summary: This will be productive time where students can work are ongoing and
collaboratively on their debate cases. constantly undergo
review and improvement,
•Directions: Based upon research found in week 2, students will based upon feedback
collaboratively brainstorm conclusions they can draw from that evidence. received from judges and
They should write these down, whether in a notebook, or in a computer how the opposing team
document. These warrants will help them in constructing their debate cases. reacts in each debate.
•Debrief: Students should make sure they weigh the validity of the arguments
with their partners. The instructor should review some of the warrants to ensure
they are logically sound.
•Transition: The arguments prepared today will form the foundation for the
cases students prepare as they work toward the WOW! Showcase.
•Questions:
Take the topic of recycling/reusing, and create an argument as to why we
should reuse something, such as a plastic water bottle. Include the elements
below:
Future Plans
Claim:
Students have been
Data: informally presenting in
various activities, but next
Warrant: week, they will learn to
build even more
Impact: confidence and to
present more formally.
Now, write a crossfire question that clarifies your argument above:
Now, write a crossfire question that challenges something in your argument:
•Connect learning to WOW!: Ask students if they feel prepared with effective
arguments for their debate cases. If they do feel prepared, ask them if their
arguments could stand up to their own crossfire. If they do not feel prepared,
ask them where their weaknesses are, and give them some direction as to
what direction they might take in strengthening their position(s).
LESSON 4 – page 1
Presenting Arguments Standards for Unit:
Gain confidence and speak effectively in a formal setting. Citizen Schools students will
speak clearly so the
audience can understand.

Lesson Objective:
listen critically, take
• I can gain confidence in speaking. effective notes, and
• I can speak clearly enough for an audience to understand. rebut/refute specific
• I can listen actively to others to take effective, critical notes. arguments.
I can define and apply the terms “confidence,” “articulation,”

“flowing,” and “shorthand.”

Communicating clearly is an
5 MIN Hook: President Speaking important skill not only for
classroom presentation, but
15 MIN Confidence and Delivery for job interviews, meetings,
and sales presentations.
Listening is equally as
5 MIN Active Listening Strategies important, since we are held
accountable for what
others tell us.
10 MIN Approaches to Flowing
50 MIN Activity: Flowing a Debate; Debrief Material:
1. Pens
3. Online video of President
Obama speaking
Lesson Preparation: 4. Video sample of a Public
 Space: This lesson can be adapted to a variety of seating configurations, Forum Debate
5. Flowing worksheet format
 Group: This lesson involves full group interaction, so ensuring students follow 6. Exit Tickets
 Resources: Ability to show an online video of the President, as well as an

online video or DVD of a sample debate.
LESSON 4 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Video sample of the President speaking
How can I sound as
Say: What tactics does the President use when he speaks? Does he use credible as the President
credible arguments? when I speak?
Transition: We trust people who speak well, as well as those who use Instructor Asks…
credible arguments when speaking. Why do we feel compelled
to believe what the
President says? Why are
we impressed by
Introduction of New Material: 15 Minutes politicians, in general?
 Objectives/Agenda: Explain how we gain confidence, and the elements of

effective delivery.
Preview of Assessment: Communication is only as effective as our delivery is

clear enough for an audience to understand.
Direct Teach: Definitions and examples of each element of delivery and

confidence (see “Closer Look” to the right).
Check for understanding: Ask students questions for examples of effective

vs. ineffective delivery. Give them these tongue twisters and quotations to
say aloud, and have them practice each element of delivery:
Volume, Clarity, Pause, Gestures Closer Look!

You know New York.
You need New York. Confidence: gained from
You know you need unique New York knowing the content of
the message, and that
Emphasis, Pause, Confidence, Gestures sharing that content is
Do not put off until tomorrow what you can do today. more important than the
fear of worrying about
Pronunciation, Pause, Clarity, Gestures what people will think.
In February, the athlete drank from a pitcher of water, and then started Practice and
reading an interesting book she found at the library. preparedness are key
elements.
Transition: As we transition to discussing listening, students will be able to Volume: loudness
identify elements of delivery as they listen to speakers/debaters. Clarity: crisply
pronouncing words
Pronunciation: saying
the words with the correct
sounds.
Pitch: varying tone, so as
not to be monotonous
Pause: allow the
audience to think
Gestures: help
emphasize and illustrate,
but not distract!
LESSON 4 – page 3
Objective:
Introduction of New Material (continued): 15 Minutes Missing Parts…
Active listening, like active reading, involves taking careful notes, and being It is easy to let our minds
attentive (avoiding distractions). This influences how well we “flow,” or take wander. Active listening
notes during debates. Flowing involves shorthand, or symbols and shortcuts takes more self-discipline
for commonly-referred to ideas or technical terms particular to a specific than active reading,
debate topic. Main ideas pertaining to flowing: speaking or writing.
•Document who said what, during which speech in a debate
•Connect ideas that relate (when the opposition attacks your own argument, The National Forensic
so you can defend it, as well as when you attack the opposition’s arguments, League offers resources for
so you can make sure you cover everything). flowing, including
•Flowing consists of a “tag” or label for each argument, the citation, and instructional videos:
warranting information. nationalforensicleague.org.
•“Pre-flow” means to have your own prepared constructive arguments
already flowed, so you can keep track of how the opposing team responds.
•Consider the overall “flow” of arguments from start to finish. Watch for this in
the flowing activity coming up.
•Keep yourself organized. There are a variety of approaches to flowing, and
one isn’t more correct than the other, as long as your approach is organized,
you will be fine.
•Practice Summary: Watching another video sample of a debate will allow

students an opportunity to practice flowing.
Additional Notes
•Directions: Supply students with a sample flow form, and have them take
notes on the debate. The instructor should flow on an overhead transparency Active listening can be
or on the computer, and compare what s/he flowed to what students applied to listening to
flowed. lectures, guest speakers,
and even taking notes
•Debrief: Discuss what everyone heard, and what they flowed. Discuss how during documentary
we sometimes hear things differently. Analyze the accuracy of how people movies/shows and other
flowed, acknowledging that this was a new skill to learn, and we all become instances where we must
better at flowing with more experience. understand an oral
presentation.
•Transition: The teacher will illustrate the “flow” of arguments from start to
finish in the sample debate, and which arguments were more effectively and
consistently upheld by the debaters, as a result.
LESSON 4 – page 4
Public Forum Flow

Pro Case Con Response to Pro Case Con Case Pro Response to Con Case
Claim 1: Claim 1:
Data/ Data/
Warrants Warrants
(Proof): (Proof):
Impact Impact
(So What): (So What):
Claim 2: Claim 2:
Data/ Data/
Warrants Warrants
(Proof): (Proof):
Impact Impact
Claim 3: Claim 3:
Data/ Data/
Warrants Warrants
(Proof): (Proof):
Impact Impact
LESSON 4 – page 5
Objective:
Assessment: Exit Ticket 5 Minutes Field Tips
Constantly working to
•Questions: improve both listening
Look at your flow of the video debate and answer the following questions. and delivery will help us
achieve more success in
1.Give an example of an argument you liked, and why you felt the debater debate, as well as in life.
did a good job in constructing it.
2.Give an example of a weaker argument, and what you would have done
better. If you cannot identify a weaker argument, then identify a point in the
debate where you felt you would have struggled, and what strategies you
might use to overcome that challenge.
3.How did the debaters do with delivery? Who was best, and why? Who
was weakest, and why?
•Connect learning to WOW!: Communication works as a back-and-forth

negotiation, and effective delivery and listening need to happen on both
sides for it to be successful, and this is particularly important in a debate,
where a judge determines which side is better.
Future Plans
The next week will be the

last opportunity to have a
substantial amount of
time to prepare for
debating; weeks 6-10 will
involve practice debates
and formal debates.
LESSON 5 – page 1
Case Construction Standards for Unit:
Students will build a case in support of their position for the Citizen Schools students will
given debate topic. claim specific positions of
argument, backing with
credible evidence, and
explaining how that
Lesson Objective:
evidence relates.
• I can apply elements of argument to collaboratively construct a case
(offense) and blocks against opposition arguments (defense). Citizen Schools students will
• I can synthesize research information meaningfully, and warrant it to explain implications of each
claims made. claim.

Case construction is where
5 MIN Hook: Offense vs. Defense in Sports all the elements of
argumentation come
15 MIN Case Structure together, through strategic
organization and planning
defense against opposing
5 MIN Writing Blocks arguments.
60 MIN Activity: Collaborative Case Construction
5 MIN Assessment: Exit Ticket Material:
1. Pens
3. Exit Tickets
Lesson Preparation:
 Resources: Computers to access research evidence, and to type cases.

LESSON 5 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Explore examples of offense vs. defense in sports, perhaps with
video samples, so non-athletic-minded students will have a frame of Can I think of debate as a
reference. sport of the mind and of
communication?
Say: How can we use offense strategy for arguments? How can we use
defense strategy?
Transition: Considering the strategies and arguments we want to explore,

let’s now look at how these elements come together in constructing a
debate case.
 Objectives/Agenda: Understand how to structure a case.
Preview of Assessment: The strength of a debate case is in how it arranges

arguments, logically and in order of importance.
Direct Teach: Dissect a sample case, or return to the flow from the week 4
sample debate video, to show the elements of a case. Blocks are “plug-in”
arguments that can be used after the opposition has attacked the case, to
defend against those opposition positions. A case should have the following
elements:
- Introduction (quotation, memorable statistic; something to grab attention)
- Definitions of key terms in the debate Closer Look!
- Supporting “contentions” - arguments (claim-data-warrant-impact)
- Conclusion – review of arguments and stating which way we should vote Attention-Getter: the
introduction to the case
Check for understanding: Ask students if they feel prepared to write their should have a quotation
own cases, and include all the elements discussed. As students begin writing or vivid statistic to grab
their own cases, the instructor also should monitor students’ progress and the audience’s attention.
ensure all those elements are present. Main idea: a statement
that summarizes the
Transition: Students will have an opportunity to write their own cases, as well team’s Pro (or Con)
as “blocks,” which are defensive arguments that rebut against opposition position in favor or against
attacks. the topic (resolution).
Contention: a complete
argument in the case.
Conclusion: a statement
reminding the
audience/judge to vote
Pro (or Con).
LESSON 5 – page 3
Objective:

Missing Parts…
•Practice Summary: Students will spend time collaborating on a case. Students may need
guidance in using word
•Directions: Students will work in their paired teams, and one can begin processing tools, as well as
working on a Pro case, while the other works on the Con case. They also other tools for collaborating
should write blocks, and at some point, share each other’s work, so they can online.
review one another’s cases, to make sure they are written well.
•Debrief: Students will have the opportunity to practice their cases in week 6,
Additional Notes
so the emphasis this week should be on the preparation process. Instructors
should check on apprentices’ progress by reviewing what they have written
The instructor should
to check for logic in arguments, and cohesiveness and coherence in writing.
circulate among the
various paired groups to
•Transition: Students can optionally continue tweaking their cases,
ensure students are on-
collaboratively, and over email/online between this week and next.
task during the long
practice/activity session,
and be available to
answer questions. This
also would be a great
opportunity to incorporate
high school tutors to assist
with questions.
•Questions:
Checklist time! Give an example from the case you’ve written of each of
these elements:
Field Tips
1. Introduction
Each case should be
2. Definition
unique, and students can
ask for guidance, but
3. Contention
instructors and tutors must
be careful to not suggest
too much, or otherwise,
the creative process will
be lost. This especially
takes maturity by tutors,
4. Conclusion
who might be tempted to
“give answers,” rather
than guide apprentices in
a direction.
•Connect learning to WOW!: The cases written this week are what each
paired team will use during the “Debate Tournament” that leads into the
WOW! Showcase, so students should take care and effort to do their best Future Plans
possible work!
Next week will involve
practice debates to get a
sense of the cases and
blocks in action. Each
paired team will have
some time to reflect and
adjust cases as necessary.
LESSON 6 – page 1
Initial Practice Run Standards for Unit:
Students will have an opportunity to practice, informally, with one other Citizen Schools students will
in pairs/teams. This will allow them to “work out the kinks” in either their employ elements of
pro or con case, and get some practice debating in a supportive argument.
environment. This would be a particularly valuable time to have high
school student mentors/tutors on-hand to help. Citizen Schools students will
Lesson Objective:
• I can practice debating with the prepared case, speaking
extemporaneously and clearly, and answering questions capably. Citizen Schools students will
• I can offer constructive criticism to my partner, as well as the listen critically, take
opposing team’s debaters, to improve skill in debating. effective notes, and
refute/rebut specific
arguments.

This will be the first time
5 MIN Hook: Vince Lombardi on Practice apprentices will debate, so
they may be nervous.
40 MIN Practice Debate Remind them that the stakes
aren’t as high yet, because
there will be no “winners” or
20 MIN Debrief Practice Debate with Other Team “losers” in practice, but they
should practice as if they
were competing, so it
20 MIN Adjust Cases as Necessary means more!
5 MIN Assessment: Exit Ticket Material:
1. Pens
3. Printed Cases
4. Exit Tickets
Lesson Preparation:
 Resources: Printed cases.

LESSON 6 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Discuss the importance of practice and how every practice
should be treated as if it’s the “game” itself (as legendary football coach What weaknesses do my
Vince Lombardi always urged his Green Bay Packers team to do). partner and I have, and
what can we do to fix
Say: If we treat practice as an actual debate, we will perform better, and them?
be able to identify what isn’t working, so we can fix that. Because it’s
practice, it is okay to make mistakes, because the whole purpose of practice Can my partner help
is to find those mistakes and correct them! where I’m weaker?
Transition (Procedures): Remind students that they should treat the practice Who is better speaking
debates as if they’re real: same time limits for speeches, crossfire, etc., and earlier, and who is more
should stay on-task. spontaneous and can
“think on their feet” and
serve as the second
speaker in our paired
team?
•Practice Summary: Each pair of students will practice debating against
another pair.
•Directions: The instructor will team up two paired teams of students to

practice debating. During the debate, each student should flow the
arguments, as well as note things their partners and the other team should do
to improve. Today, students will practice EITHER pro OR con, whereas in week
7, they will practice the OTHER case.
•Debrief: After the debate, students will share feedback with one another, so Field Tips
they can adjust their cases as needed, as well as work on weaknesses with
delivery or crossfire questioning and answering. Instructors and tutors
should be on-hand to
•Transition: Students should make note of their weaknesses on their exit ticket, observe and help when
so they can remember to address and work to improve them. students are stuck, but not
intervene unless
absolutely necessary.
They also should let the
apprentices figure out
5 Minutes what they can do to
Assessment: Exit Ticket
improve before they offer
suggestions. They must
•Questions: function as the “guide on
1. What are my weaknesses? the side,” and not the
“sage on the stage.”
2. What do I need to do to improve?
Future Plans
3. What were my partner’s weaknesses?
Next week will be a
4. How can I help my partner improve? structured practice in
pods, so students will have
•Connect learning to WOW!: Each time students debate, they practice for one more opportunity to
the NEXT time they will debate, and continuously get better. Just as a “fix” weaknesses, and for
medical practice or legal practice has the word “practice,” in these their other case.
professional disciplines that take years of education, the practitioners only
improve after continuously conducting (or practicing) their skills.
LESSON 7 – page 1
Formal Practice Standards for Unit:
Students will have an opportunity to practice, more formally, with another Citizen Schools students will
pair/team. This will allow them to fine-tune the case they did not receive employ elements of
feedback on in week 6, and get some additional practice debating. As in argument.
week 6, this also would be a particularly valuable time to have high school
student mentors/tutors on-hand to help. Citizen Schools students will
Lesson Objective:
arguments.

This will be the second time
5 MIN Hook: Persistence to Achieve apprentices will debate.
Remind them there still are
40 MIN Practice Debate A no “winners” or “losers” in
practice, but they should
practice as if they were
40 MIN Practice Debate B competing, so it means
more! If mentors are on-
hand, they can give more
5 MIN Assessment: Exit Ticket feedback.
Material:
1. Pens
3. Printed Cases
4. Observer Ballots/Critique
Lesson Preparation: Sheets
 Space: This lesson can be adapted to a variety of seating configurations, 5. Exit Tickets

LESSON 7 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Discuss Abraham Lincoln’s persistence to achieve, even after he
failed. How can I make the most
of practices?
Say: Practice is the way we persist to achieve in what we do, and the more
we practice, the better we get! Am I working to overcome
weaknesses?
Transition (Procedures): Remind students that they should treat the practice
debates as if they’re real: same time limits for speeches, crossfire, etc., and What do I still need to do
should stay on-task. to improve?
•Practice Summary: Each pair of students will practice debating against

another pair, using the case they did NOT practice with last week.
•Directions: The instructor will team up two paired teams of students to

practice debating. During the debate, each student should flow the
arguments, as well as note things their partners and the other team should do
to improve. Half the students will debate during one segment, and during
the other segment, they will “judge” and offer feedback to another team.
•Debrief: There only will be a brief moment for observers to offer observations Field Tips
of the debates (not winners or losers, rather, things students should work on to
improve). Rather, the observing students should write their suggestions on a Instructors and tutors
ballot form, so their peers can react to the written comments as students should be on-hand to
write their reflective journal/exit tickets. observe and help when
students are stuck, but not
•Transition: On their exit tickets, students should highlight what worked and intervene unless
what didn’t in their practice debates, and what they will do to improve. absolutely necessary.
They also should let the
apprentices figure out
5 Minutes what they can do to
Assessment: Exit Ticket
improve before they offer
suggestions. They must
•Questions: function as the “guide on
1. What strategies worked in today’s debate? Why? the side,” and not the
“sage on the stage.”
2. What do I need to do to improve, and what will I do to improve? Future Plans
Next week will be the first

•Debrief answers/lesson: See above. tournament.
•Connect learning to WOW!: This is the last practice debate. The next two
weeks will be a “tournament” to determine the best two debate teams to
represent the overall class in the WOW! Showcase.
LESSON 8 – page 1
Debate Tournament, Part 1 Standards for Unit:
Students will debate each other, formally, with judges who assign wins and Citizen Schools students will
losses. employ elements of
argument.

Lesson Objective:
arguments.

This is the tournament! There
5 MIN Hook: Persistence to Achieve will be winners and losers, so
understanding etiquette,
40 MIN Debate A including winning with
grace, and losing with
dignity, are important.
40 MIN Debate B
Material:
1. Pens
3. Printed Cases
4. Ballots
Lesson Preparation: 5. Exit Tickets
 Space: A formal seating area for each set of debaters, and a place for
judges and audience members should be considered.

LESSON 8 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: The Tournament Experience – discuss etiquette, formality, etc.
What do I need to do to
Say: A tournament, like any competition, is a formal occasion, where prepare for competition?
shaking hands, acting courteously, and demonstrating good sportsmanship
are really important. Am I working to overcome
weaknesses?
Transition (Procedures): The instructor should post a formal itinerary, and
students should immediately report to the room/area where they are What do I still need to do
debating. to improve?

Additional Notes
•Practice Summary: The instructor will assign students to various debates.
The National Forensic
•Directions: The instructor will divide the four debate rounds (A, B, C, and D) League offers guides and
as follows (based on the number of judges available) – judges may be high training for judges:
school student mentors, or other interested adults: nationalforensicleague.org
• 1 judge per 4 debaters (each paired team of two students will
debate 4 other paired teams).
• 1 judge per 8 debaters (each paired team will debate 2 other
paired teams, and will sit-out two rounds).
• 1 judge per 16 debaters (each paired team will debate 1 other Field Tips
paired team, and the instructor will judge).
Any individuals serving as
•Debrief: The ballot will serve as the means for feedback, and students will judges should be
reflect on their ballots – and winning or losing – on their exit tickets. reminded to keep the
rounds moving, to keep
•Transition: On their exit tickets, students should highlight what worked and time accurately, and to
what didn’t in their practice debates, and what they will do to improve. intervene when necessary
in crossfires that are “out
of hand.”
•Questions:
1. How did I respond effectively to the opposing team’s arguments (what did
I say, and why did it work?)
Future Plans
2. What could I have done better in both offensive and defensive strategy
against my opposition? The tournament will
continue next week.
•Connect learning to WOW!: The highest-rated teams will debate in the

WOW! Showcase.
LESSON 8 – page 3
Public Forum Classroom Ballot

LESSON 9 – page 1
Debate Tournament, Part 2 Standards for Unit:
Students will continue to debate each other, formally, with judges who Citizen Schools students will
assign wins and losses. employ elements of
argument.

Lesson Objective:
arguments.

By the end of the
5 MIN Hook: Persistence to Achieve tournament, the instructor
will determine which two
40 MIN Debate C teams will represent the
overall group in the WOW!
Showcase.
40 MIN Debate D
Material:
1. Pens
3. Printed Cases
4. Ballots
Lesson Preparation: 5. Exit Tickets

LESSON 9 – page 2
Hook: 5 Minutes
Student Says…
Warm Up: Debrief the first part of the tournament, and offer any necessary
reminders. What do I need to do to
prepare for competition?
Say: This is the second day of the tournament. If you’re debating today,
remember that this is a new day, and don’t worry about what has Am I working to overcome
happened in the past. Just focus on now. weaknesses?
Transition (Procedures): The instructor should post a formal itinerary, and What do I still need to do
students should immediately report to the room/area where they are to improve?
debating.

Additional Notes
•Practice Summary: The instructor will assign students to various debates.
The National Forensic
•Directions: The tournament will continue from week 8. The instructor will League offers guides and
select from the teams with the most losses and highest speaker points, training for judges:
breaking ties by selecting the teams with the best attitudes, including nationalforensicleague.org
showing most on-task behavior during practices and other activities.
•Debrief: The ballot will serve as the means for feedback, and students will
reflect on their ballots – and winning or losing – on their exit tickets.
Field Tips
•Transition: On their exit tickets, students should highlight what worked and
what didn’t in their practice debates, and what they will do to improve. Any individuals serving as
judges should be
reminded to keep the
rounds moving, to keep
time accurately, and to
intervene when necessary
in crossfires that are “out
of hand.”
•Questions:
1.What feedback did I receive from today’s debate that makes a lot of
sense?
2.What feedback did I receive that doesn’t make sense, and why might the Future Plans
judge or audience have drawn that conclusion?
The WOW! Showcase is
•Debrief answers/lesson: What did I learn from the overall tournament next week! Student will
experience? either debate, or write
ballots of their peers.
•Connect learning to WOW!: The highest-rated teams will debate in the
WOW! Showcase.
LESSON 10 – page 1
WOW! Debate Showcase Standards for Unit:
Two teams will offer a showcase debate, with peers (and mentors) Citizen Schools students will
judging, and other audience members observing. employ elements of
argument.

Lesson Objective:
• I can assume the responsibility for a collaborative work.
listen critically, take
effective notes, and
arguments.

The showcase debate will
10 MIN Hook: Set Up the Topic and Debate allow parents and friends of
the apprentices to see the
40 MIN WOW! Showcase Debate fruits of their efforts over the
past nine weeks.
10 MIN Tabulate and Announce Result of the Debate
20 MIN Audience Commentary/Debater Q&A
10 MIN Celebrate with Treats! Material:
1. Pens
3. Printed Cases
4. Ballots
Lesson Preparation: 5. Treats

LESSON 10 – page 2
Hook: 10 Minutes
Student Says…
Warm Up: The instructor will set up the topic and give a brief overview of
what the students have learned over the course of the apprenticeship. I have learned to argue,
and defend a specific
Say: Welcome to our WOW! Debate Showcase. Our students have worked position.
hard to differentiate between emotional conflict and logical arguments,
and today, the
Transition (Procedures): The instructor should post a formal itinerary, and

students should immediately report to the room/area where they are
debating.
Showcase 70 Minutes
•The showcase teams will debate.
•Directions: The instructor will collect ballots from peers and mentors assigned
to judge, and sort the ballots into a “Pro” or “Con” pile, depending on which
way each judge voted. In the case of a tie, the instructor will select a winner.
The instructor will then announce the number of votes, and which team won.
•Debrief: The instructor will moderate a question and answer/commentary

period with the debaters and audience members.
Field Tips
•Transition: On their exit tickets, students should highlight what worked and
what didn’t in their practice debates, and what they will do to improve. The instructor should
remind the audience to
silence cell phones and
other devices that make
noise. The instructor also
may wish to videotape
the debate, to use as a
future example.
Assessment: Treats 10 Minutes
•While enjoying treats, debaters can tell guests what they learned from the
apprenticeship, and how they plan on using debate skills in future classes,
and in life.

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Introduction to Debate

Law & Government

1 Introduction to Debate: Fact vs. Opinion, Debate in Society

2 Research Methods and Practical Research

3 Overview of Argumentation, Case Building, Brainstorming

4 Delivery, Overcoming Apprehension, Flowing, Sample Debate

5 Continued Case Building Activities

6 Practicing Debating in Teams

7 Structured Debate Practices in Pods

10 WOW! Exhibition Debates

Standards and Objectives

Lesson Objectives Lesson Objectives

Basic Unit Plan

Week Connections to Standard/WOW! f Week Connections to Standard/ WOW!

Debate is one of the most inherently cross-disciplinary learning

LESSON PLANS AT A GLANCE

Week Lesson Objectives Activities WOW! Prep

• I can gain confidence in -Hook: President Obama Students will practice

LESSON PLANS AT A GLANCE

Week Lesson Objectives Activities WOW! Prep

Students will practice

• I can practice debating with the -Hook: The Students will be

LESSON PLANS AT A GLANCE

Week Lesson Objectives Activities WOW! Prep

• I can assume the responsibility for -Hook: Set up the -

Advice for Instructors

3 extra: a combination of the solutions for 1 or 2 extra students should be employed.

Facts, Opinions & Positions Standards for Unit:

Citizen Schools students will

Lesson Agenda Connections:

30 MIN View Sample Debate Material:

 Resources: Video of sample round, available online or ordered in DVD form

Introduction of New Material: 10 Minutes The instructor may wish to set

Transition: Ask students to reflect on how using debating can help

Introduction of New Material (continued): 10 Minutes Missing Parts…

Practice 1 (We Do): 20 Minutes

•Practice Summary: Understanding the difference between fact and opinion

Opinions are formulated as a result of someone’s attitudes, experiences, and

Public Forum Debate Overview Speeches and Time Limits

Questioning periods make debate interactive to build clash. In

Practice 2 (We/You Do): 30 Minutes

Assessment: Exit Ticket 10 Minutes Recall – give an example

Next week, our key

Research Methods Standards for Unit:

Citizen Schools students will

Lesson Agenda Connections:

25 MIN Scavenger Hunt/Game

10 MIN Quoting, Paraphrasing, Summarizing, Notes

30 MIN Assigned Topic: Overview and Research Time Material:

 Resources: Computers and/or reference materials, which students can use

Transition: Highlight how gathering information is an ongoing process, and

Practice 1 (We Do): 25 Minutes “9 Resources for Website

Practice 2 (We Do): Field Tips

Any combination of the activities below will work with students in an

Allow the students a chance to spend about an hour practicing research,

Assessment: Exit Ticket 5 Minutes

•Questions: Next week, students will

____ To use the exact wording from the original source.

____ To explain the overall point of the original source.