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Jobs Act Debate Rules and Procedures

Introduction

The objective of this debate is as follows:To determine if the components of the Jobs Act have positive of negative effects to the economy

and job status

To determine the things that should be passed in Congress and the things that should not beinstalled.

The classroom debates are exercises designed to allow you to strengthen your skills in the areas ofleadership, interpersonal influence, teambuilding, group problem solving, and oral presentation.

Debate topics and position statements are outlined below. Students may sign up on a first come, firstserved basis. All group members are expected to participate in the research, development, and presentation ofyour debate position. Preparation will require substantial library research. Each participating member willreceive the same group grade.

Debate Format/Procedure

4 minute Argument: Pro Elimination of tax cuts on rich4 minute Argument: Con Elimination of tax cuts on rich

2 minute work period

2 minute Rebuttal - Pro2 minute Rebuttal - Con

2 minute Work Period

2 minute Response - Pro2 minute Response - Con

Round 2- $35 billion dollars to invest in schools and teachers; cons go 1st

Round 3- $50 billion dollars to invest in roads, airlines, and railways; pros go 1st

Round 4- Up to $1,500 tax cut for the working family; cons go 1stRound 5- $4,000 tax cut for the business who hires a longterm position; pros go 1st

Conclusions: 5 minutes each.

Debate Rules

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The debate will take the form of timed individual and/or group presentations and responses separated by timedgroup work periods. The rules applied may deviate from the formal rules of debating. When questions arise, thejudgment of the instructor will provide the definitive ruling.

Prior to the beginning of the class period, both teams are to position their desks facing each other at the front ofthe room. Each individual needs to take notes about the facts and arguments presented throughout the debate.Note that absolutely no changes may be made to the position statements presented below. You must argue themexactly as written!

Team members may speak either from their desks or from the podium, as they desire. At least one visual will beused at the time of the students argumen including, but not limited to, handouts, flipcharts, transparencies,slides, audio and videotapes, etc.

While a team is not required to use all of the time allocated to each debate component, speakers must stopimmediately when the allocated time runs out. Team members are prohibited from speaking to the audience oropposing team except at the times specifically allocated to them. Thus, there can be no immediate, reciprocalinterchange of comments between the teams. The sequence of the position summaries will be determined by arandom procedure at the conclusion of the final work period. Note that no new information may be introducedduring the summary. Doing so may result in disqualification of the offending group. If either team feels thattheir opponents are introducing new information during the summary, they may challenge them immediatelyand request a ruling from the instructor.

Review of Ballots

Each debating team will have the opportunity to take home all of the ballots overnight for review and feedbackon their performance. If necessary, the team to take them first will be determined by the flip of a coin. Onceboth teams have reviewed them, they are to be returned to the instructor.

Debate Topics- Eliminating tax cuts on the richest people and companies will pay for this bill

o Savannah Carter Con- This will have a negative effect on the economy and our job status

o Steph and Merrin Pro- This will finance the Jobs Act and positively boost our economy

and jobs status

- $50 billion invested into infrastructure bank towards roads, rails, and airports.

- Will expand the payroll tax cut passed last year to cut workers payroll taxes inhalf in 2012 providing a $1,500 tax cut to the typical American family, withoutnegatively impacting the Social Security Trust Fund.

- A $4,000 tax credit to employers for hiring long-term unemployed workers .

- $50 bn to rehiring or keeping teachers and modernizing schools.

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DEBATE BALLOT

Name of Evaluator ____________________________________ Date _____________

1 2 3 4 5Poor Fair Average Good Excellent

PRO CON

6 Minute Position Presentation

Rating = ____ Comments: Rating = ____ Comments:

***** 5 Minute Work Period*****

4 Minute Rebuttal

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2 Minute Response



2 Minute Position Summary


[ ] Total Points [ ] Total Points

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Circle Winner Below:

PRO CON

General Comments:

Signature of Evaluator:

______________________

Team Presentation Evaluation1Team Name ____________________________________________ Grade _______

Case _________________________________ Date___________ Duration _______

Content

1 2 3 4 5 Overview(Review/posting of agenda; Summary of case)

1 2 3 4 5 Diagnosis/Analysis (Review of chapter content; Issues/Problems in case)

1 2 3 4 5 Quality of Recommendations/Explanations (Reccs for what should be/have been done differently, OR, Expls for why current situation successful)

1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of relevance topractice of management)

Process

1 2 3 4 5 Quality of Professional Attire/Grooming

1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level)

1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye contact; presence;use of notes/reading)

1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; role play; quiz)

1 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.

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1 2 3 4 5 Audiovisual Support (Transparencies; PowerPoint; blackboard; video)

1 2 3 4 5 Level of Audience Involvement (Stimulation/structuring of activity/disc)

1 2 3 4 5 Timing (Within limit; coordination; use of time)

1 2 3 4 5 General Coherence (Ability to follow points; quality of transitions)

1 2 3 4 5 Creativity/Psychological Impact

Content Process

Strengths

Weaknesses

Improvements

General Comments

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Signature of Evaluator:

__________________________________

Erin Baker Goddard

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