Lesson Plan 1Lesson Plan 1

Lincoln-Douglas DebatesLincoln-Douglas Debates

Activity #1Activity #1 The Beginning The Beginning

• Students will Students will research the research the following resolution following resolution for debate:for debate:

• Resolved: Laws, Resolved: Laws, which protect which protect citizens from citizens from themselves, are themselves, are justified.justified.

Step AStep A

• Go to the internet, find and list Go to the internet, find and list websites that will be of use in websites that will be of use in researching the given topic.researching the given topic.

Step BStep B

• Go the library, find Go the library, find and list all books, and list all books, magazines, and magazines, and historical historical documents that will documents that will support the support the affirmative side of affirmative side of the topic as well as the topic as well as the negative side of the negative side of the topic.the topic.

Step CStep C

• Find a book of Find a book of quotationsquotations

• Write down two or Write down two or more quotes that more quotes that can help define the can help define the resolution or resolution or debate topic as a debate topic as a whole.whole.

Conclusion of Part 1Conclusion of Part 1

• This activity will help develop This activity will help develop research skills as well as research skills as well as critical thinking.critical thinking.

• The student will develop skills The student will develop skills that will help him or her learn:that will help him or her learn:

How to use the Dewey How to use the Dewey Decimal systemDecimal system

How to use technology in How to use technology in researchresearch

How to develop critical writing How to develop critical writing skillsskills

How to develop critical How to develop critical thinking skillsthinking skills

Activity #2Activity #2

The Middle pt.1The Middle pt.1

Researching PhilosophersResearching Philosophers

Step AStep A

• Choose one Choose one Philosopher from Philosopher from the 17the 17thth, 18, 18thth, 19, 19thth or 20or 20thth century century

• Write a brief Write a brief summary of their summary of their political philosophy political philosophy or theory.or theory.

Step BStep B

• Choose 2 philosophers (from Choose 2 philosophers (from different centuries)different centuries)

• Compare and contrast their political Compare and contrast their political theory or philosophytheory or philosophy

Step CStep CQuestionsQuestions

• Out of the Out of the Philosophers Philosophers researched, which researched, which two helped shape two helped shape the principles of the the principles of the United States?United States?

• What is the name of What is the name of the document in the document in which the two help which the two help define?define?

AnswersAnswers

• #1 Jean-Jacques #1 Jean-Jacques Rousseau and John Rousseau and John LockeLocke

• #2 The Declaration #2 The Declaration of Independenceof Independence

Activity #3Activity #3The Middle part 2The Middle part 2

Writing the Writing the Affirmative/Negative caseAffirmative/Negative case

Step AStep A

• Bring all research Bring all research to classto class

Step BStep B

• Order of Case:Order of Case: QuoteQuote State ResolutionState Resolution State if you are speaking in the Affirmative or State if you are speaking in the Affirmative or

in the Negativein the Negative Write body of speechWrite body of speech

Remember!!!Remember!!!Time LimitsTime Limits

• 11stst Affirmative Affirmative SpeechSpeech

• 6 minutes constructive6 minutes constructive

• 11stst Negative Speech Negative Speech• 7 minutes constructive7 minutes constructive

• Affirmative/Affirmative/Negative-3minute Negative-3minute cross examinationcross examination

Time Limits continuedTime Limits continued

• AffirmativeAffirmative•4 minute rebuttal4 minute rebuttal

• Negative Negative •6 minute rebuttal6 minute rebuttal

• *** Affirmative receives last word*** Affirmative receives last word•3 minute rebuttal3 minute rebuttal

Things to rememberThings to remember

• *** In the body of the speech, hard *** In the body of the speech, hard evidence needs to be used.evidence needs to be used.

• *** It is not an opinionated paper*** It is not an opinionated paper

• ***Use political theory as well as ***Use political theory as well as relevant examples to help persuade relevant examples to help persuade the judge over to your side.the judge over to your side.

Most ImportantMost Important

At the end of the paper and the At the end of the paper and the debate, always urge the judge to debate, always urge the judge to vote in favor of the side in which vote in favor of the side in which

you are debating.you are debating.

Activity #4Activity #4The EndThe End

Debating the ResolutionDebating the Resolution

Step #1Step #1

Dress for success-if you dress Dress for success-if you dress like a winner, you will be a like a winner, you will be a

winnerwinner

Step #2Step #2

• The resolution to be debated is of a The resolution to be debated is of a proposition of value, rather than a proposition proposition of value, rather than a proposition of policy. Thus debaters are encouraged to of policy. Thus debaters are encouraged to develop argumentation on conflicting develop argumentation on conflicting underlying principles to support their underlying principles to support their positions. positions.

• In other words, there should be clash in the In other words, there should be clash in the debate.debate.

• Always use logical argumentation through out Always use logical argumentation through out debate and evidence to support position debate and evidence to support position where necessary.where necessary.

Activity #5Activity #5CrystallizationCrystallization

Finding the main points of an Finding the main points of an argumentargument

Step #1Step #1

Using the following resolution:Using the following resolution:Resolved: Limiting the freedom of Resolved: Limiting the freedom of expression of adults is justified by expression of adults is justified by

society’s interest in protecting society’s interest in protecting children.children.

Crystallization cont.Crystallization cont.

• The class will write a one sided The class will write a one sided argument…meaning, choose argument…meaning, choose affirmative or negative and write a affirmative or negative and write a paper using the Lincoln-Douglas paper using the Lincoln-Douglas Debate formatDebate format

Step #2Step #2

• After papers are written, After papers are written, the class will receive a the class will receive a Lincoln-Douglas Debate Lincoln-Douglas Debate ballot.ballot.

• Each student will read Each student will read his or her argument in his or her argument in front of the class. front of the class.

• The class will use the The class will use the ballot to pick out of ballot to pick out of presenter’s argument presenter’s argument the following categories:the following categories:

Step #2 cont.Step #2 cont.

• Decide if the argument is Decide if the argument is Affirmative or NegativeAffirmative or Negative

• Delivery (i.e. how well Delivery (i.e. how well did the speaker deliver did the speaker deliver the speech)the speech)

• Support of issues Support of issues through evidence and through evidence and reasoningreasoning

• Decide if student would Decide if student would win with the argument win with the argument that was presented.that was presented.