presented by: kyle marsh & stephanie ness adapted from: jessica cuddy & josh malig the art...
TRANSCRIPT
PRESENTED BY:KYLE MARSH & STEPHANIE NESS
ADAPTED FROM:JESSICA CUDDY & JOSH MALIG
The Art of Debating
What is a Debate?
A formal, verbal presentation of opposing sides of an issue by teams or individuals before an audience or judge
Follows a clearly defined format Who speaks first and last How long each team/individual speaks
Used to strengthen and extend students’ understanding of an issue and to help students develop and demonstrate cognitive thinking, research, and public speaking skills
Debating as an Activity
In a debate, speakers must speak spontaneously, even though they have prepared their arguments ahead of time
It is essential that the debaters listen carefully to each speaker and then quickly plan how they will present their own arguments in the most strategic manner
Debating as an Activity
In many classrooms, a debate occurs on a “one-shot” basis
The debate is presented as an activity The students participate in one debate and then
they move on to other activities in the subject area
Debating as an Activity
Students will develop their speaking and listening skills by participating in several debates or debating activities
The speaking and listening skills essential to debating develop over time The students must practice debating, as well as
reflect on their own and their peers presentations
A Good Proposition for Debate
The proposition is the arguable statement The negative team argues against the proposition The positive team argues for the proposition
Can be argued on both sidesContains an ideaIs relevant and significantIs controversial
Two Types of Debate Propositions
Based on Action or Policy Something should happen
Based on Values That one position or belief is deemed better than
another
Proving the Argument
The key in debating is the proof of arguments Proof can be in the form of either logical reasoning or
evidence
Logical proof is based on common sense and common knowledge Value debates usually use this type of proof, which is
more subjective Debaters use logic and common sense to build a
convincing case
Proving the Argument
Evidence includes facts and statistics from reliable sources Action or policy debates usually use this type of proof,
although they may use both types
Time Keepers & Judges
During a formal debate, participants must follow established procedures and rules
In this case, a time keeper is necessary to keep track of each person’s speaking time and the time given to team to prepare arguments and rebuttals during the debate
Debate Procedures
There are several different academic debate procedures that the teacher and students might explore
Standard debate teams usually have 2 people on each side, although teacher can adapt this formal to include more students
The standard format uses 2 types of speeches: constructive speeches & rebuttal speeches Constructive speeches are those that present the
side’s argument Rebuttal speeches are those that the side develops
during preparation time to try to counteract the arguments of the opposing side
Arguing the Affirmative
Because the affirmative side is the one proposing a change and calling for action, the onus is on the affirmative to prove its position should be adopted. The affirmative side needs to put together its arguments in order to convince that change is necessary and will make things better than they are now. This involves:
Pointing out problems with the current situation (the "status quo")
Convincing that the problems are significant
Pointing out benefits of the proposed change
Finding reliable experts to back up the claims
Predicting what the opposing arguments will be and developing counter arguments
Planning for a logical flow in the presentation of arguments.
Arguing the Negative
The negative side's task is simply to defeat the affirmative's position. This involves:
Developing arguments in defense of the present system or status quo
Convincing that any problems referred to by the affirmative are insignificant
Developing reasons for opposing the affirmative's proposition
Finding reliable experts to back up the opposition
Questioning the affirmative's proof.
Considerations for the Classroom
Should not be used until the classroom comfort level has been established
Require a clear understanding of the value of positive versus negative argumentation
Require an awareness of sensitive, shy, or reticent students
Are usually moderated by the teacher (or a capable student leader for upper grades and/or mature classes).
Debate Scenario
A new state of the art video game, Mafia Hit-Man 2005, is about to hit the market. This game asks the user to take on the role of a professional hit man. The user will take on ‘contracts’ of various difficulty and perform the assigned tasks for money and reputation points. These contracts involve the simple task of eliminating a mob-snitch, the moderate tasks of wiping out a cops’ family the difficult task of the assassination of the president or other high ranking government officials. This game uses the new ‘Gore-Extreme’ game engine. It incorporates realistic blood spattering and rag-doll physics.
Debate Scenario
Word of this game has reached the media and several groups are expressing outrage that the game has only received a ‘Teen’ rating. Parental groups are angered over the explicit violence and disrespect for the law portrayed in the game. Politicians, eager for reelection, are joining parental groups in voicing their concerns.
Debate Scenario
Many are promising stricter laws and regulations on video game companies. Some go as far as to suggest that children, playing these violent games develop anti-social behavior and even model their actions on the actions seen in these games.
Debate Scenario
Game companies and retailers disagree with these points and view their products as ‘just games’. Many view themselves as scapegoats for deeper societal problems. Game companies suggest that if parents took a stronger interest in their children’s hobbies and habits there would be no need for regulation within the video game community.
Today’s Debate Activity
Work with your group to expand upon your position and point of view. Keep in mind that you must stick to the point of view of the stakeholder group you have been assigned.
We will regroup in 10-12 minutes for the debate.
Roles
Moderator (normally a student, can be the teacher)
Panel of judgesTime keeperDiverse groups:
Parents (#1) Government (#2) Kids (#3) Game companies (#4) Retailers (#5)
Debate Scenario
Through Debate, the Students can…
Develop positive attitudes toward the intellectual exchange of ideas
Develop an interest in the investigation of issues and problems
Become more adept at developing and putting forward ideas
Learn to think quickly
Learn to work as a team
Develop leadership skills
Develop speaking and listening skills.
20 minute pres10-15 discussion50 min debate
1 min opening statement (5) 2 min rebuttals (10) 2 min regroup Questions/comments (20 min) Closing statements (10)