Control + 1 Block Headings s17

PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Week 1 MS Beginner Curriculum

1 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Lesson Plans for Cuba Week 1 - 8/26-8/30 Objectives for week 1 Basic students: Define the type of speeches and order of a policy debate round.

Intermediate students: Be able to recite the resolution from the year from memory. Be able to define the parts of an argument – Claim, Data, and Warrant.

Advanced students: Be able to easily identify the parts of an argument – Claim, Data, and Warrant.

Please remember, we hope that all students will be able to master all of these skills, but students will pick up on material on different paces. We provide these objectives so you can better focus on the necessary objectives to reach success for as many students as possible. Even your returning debaters will struggle as they review some of these concepts, but each week will allow students to keep building on these skills.

Week at a glance If you meet after school or less than 5 times a week, we suggest you do these days in order. You can pick and choose, but generally the activities at the beginning of the week are the most useful for getting students acquainted with the necessary skills.

Monday – Day #1 Introduction to Debate Course and the team

Tuesday – Day #2 Define the types of speeches and speech order (include CX) in policy debate.

Wednesday – Day #3 Memorize the Resolution and the Mass Transit plan text. Define key vocabulary for the Mass Transit affirmative Quiz: Speech Order

Thursday – Day #4 Identify the basics of an argument—claim, data, warrant Apply claim, data, and warrant to parts of the Cuba Embargo Affirmative Quiz: The Resolution

Friday – Day #5 Be able to compare warrants from evidence

2 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Week 1 Student Debate Course Guide

You may choose to hand out this list of assignments/homework every Monday to students.

Day Homework Due Quiz Homework is listed on the day it is to be turned in. Monday None None Aug 27, 2012 Tuesday Student Questionnaire Aug 28, 2012 Wednesday Speech Order Quiz Aug 29, 2012 Thursday 1. Cuba Embargo Vocabulary Handout The Resolution Quiz Aug 30, 2012 Friday 1. Data Release & Student Likeness Forms Aug 31, 2012 (Requires parent signature!) 2. Learning the Cuba Embargo Affirmative

Monday Find the Evidence Worksheet Resolution, Speech Sept 3, 2012 order, Cuba vocabulary quiz.

3 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 1 Day #1 Overview

Introduction to Debate

Supplies: - Handouts: o Course Syllabus o Student Questionnaire o Release forms o Benefits of Debate o Introduction: Why Debate - A bag of skittles (if you choose Ice breaker #2)

Homework to Collect: - None

Activities: - Introduce Debate via the handouts - Icebreakers

Homework to Assign: - Student Questionnaire to be returned by Tuesday - Data & Student Likeness Release forms to be turned in by Friday

Grade options: - Provide extra credit of 5 points for submitting the Student Questionnaire before the end of the class day.

4 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Debate Class Syllabus

Debate Room # _____ Course Procedures 2013-4 <>

Goals: 1. Students will understand themselves as communicators and will recognize how communication is affected by attitudes and behaviors. 2. Students will understand the specific format for policy debate and public debates. 3. Students will understand the process of logic and critical thinking. 4. Students will understand the basic principles of original research. 5. Students will participate in the argumentation process as actual debaters and as critics of argumentation.

Format: This course is designed to introduce students to the fundamentals of argumentation and debate. Instruction will be provided in argumentation and debate theory, topic analysis, research, case construction, oral presentation, and refutation. Research skills and critical thinking will be stressed throughout the year. Students are required to attend one debate competition per semester to pass the course.

Materials: Required:  Core Files (distributed by your teacher)  Folder for handouts  Notebook or binder & loose leaf paper for lecture notes  Two colors of pens (preferably black, blue, or red)  Two colors of highlighters

Optional but recommended:  Kitchen timer or stopwatch  Scissors, tape & card stock paper

Behavior:  Each student is expected to respect the rights of the teacher and the rights of the other students in the class.  No student will be allowed to interrupt or impede the learning and self-expression of another student. Raise your hand when you have a need to speak out in class.  No eating or drinking will take place in the classroom.  Each student is expected to come to class prepared with study materials in hand and assignments completed.

Absences and Tardies:  Students are expected to attend class. Excessive absences can, and often do, affect performance in the classroom. Students are expected to obtain make-up work prior to planned absences.

5 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org  Students should be in their seats when the bell rings. Excessive tardies will result in disciplinary actions based on school policy.  Any work missed as a result of being tardy is considered late.  Prearranged absences must be announced in advance.

Grading:  You should adjust this system to fit your personal teaching style – but we do recommend including the following provision:  Each student will be required to attend two debate competitions in order to obtain credit for that semester. Students wishing to compete more than once a semester may certainly do so. A student must complete the entire tournament from start to finish for the tournament to count. Students must also give at least one speech for the tournament to count.

Late Work:  Work is due on the assigned due date. Students will be penalized one letter grade for each day an assignment is late.  Work is due at the beginning of class.  It is your responsibility to find out what you missed if you are absent. Call a friend or classmate to get the assignment. You can also reach me at ______.

Make-Up Work:  It is the student’s responsibility to pick-up make-up assignments.  Students will have three days to complete make-up work unless prior arrangements have been made.

Academic Dishonesty:  School policy will be followed with regards to academic dishonesty. Acts of academic dishonesty are an injustice to you, your class, and your teacher. There will be zero tolerance in regards to this issue.

6 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org STUDENT INFORMATION SHEET Please fill this form out clearly and completely! You can win free food, DUDA swag, college information and other free stuff! One prize will be drawn each week! All information will remain confidential and anonymous. Your Name:______First Middle Last School Name: ______

Student ID: ______Your Date of Birth: ______Month/ date/ year Year in School (Please check one) Year in Debate (Please check one) Gender (Please check one) Freshman Junior First Third Female Sophomore Senior Second Fourth Male

Ethnicity (Please check all that apply)

Hispanic/Latino Black or African-American White Asian (including Indian subcontinent and Philippines)

American Indian or Alaska Native Other ______

Do you receive Free What is your If (when!) you go to college, or Reduced Lunch? (Please check one) T-shirt size? (Please check one) will you be the first in your family?

Free Lunch Full Pay X-Small Large Yes, I will be the first

Reduced Lunch Unsure Small X-Large No, my parents attended college

Medium XX-Large No, my brother/sister attended college What is your favorite subject (s)? ______

What career(s) are you interested in? (lawyer, doctor, professor, etc) ______This section is just to help your coaches talk to you about tournaments & debate events. We will not share this info with anyone else. Home Address:______Number and street Apartment # ______City State Zip code Home Phone: (_____) ______Your Cell Phone: (_____)______Email address: ______Your Twitter: ______

In case of emergency, who should we contact and in what order? Parent/Guardian name: ______Their Cell Phone: (____)______Parent/Guardian name: ______Their Cell Phone: (____)______

When you win a trophy or gavel, we want to share this good news with others. Who would you like us to share this with? We will only contact them with good news and if you provide us with their names below. Name of other teachers (your favorite teacher, homeroom, etc): ______Name of Place of Worship (Church, temple, etc): ______

7 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Other (other family, employer, organizations, etc): ______

8 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Handout - Release Forms

Dear Parents/Guardians:

We are very excited that your child has chosen to participate in the Dallas Urban Debate Alliance (DUDA)!

As part of the debate program, you need to sign the attached forms for your son or daughter. The forms give DUDA permission to:

1) obtain your students’ grade point averages, attendance records, and all test (TAKS) scores for the years they spend debating; 2) take photos and video to be used by DUDA for marketing and documentation of the DUDA program; and 3) complete surveys and interviews with DUDA staff about your child’s experiences in debate.

Your child’s information will be carefully protected. All of the files containing your child’s data will be password protected and only DUDA staff will have access to the files. Instead of using your child’s name, he or she will be assigned a number and a fake name. He or she will never be identified individually unless it’s in a group photo used for recognition of your child’s debate team.

The data gathered is very valuable to DUDA. The information collected from all students participating in our debate program will be used to raise more money for the program and solidify the importance of the urban debate league through research and publications.

If you should have any questions or concerns, please feel free to contact Nicole Serrano at [email protected] or 972-926-3832

Sincerely,

Nicole Serrano Executive Director of DUDA

Form (s) attached

9 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Estimados Padres/Guardianes:

Estamos muy emocionados de que su niño haya escogido formar parte de nuestro equipo: Dallas Alianza Urbana de Debate (DUDA)!

Para sus hijos atender a nuestras actividades, Ud (s). parents/guardians, deben firmar y devolver las formas adjuntas de autorización para su hijo(a). Las formas de DUDA dan permiso a:

1) obtener promedios de puntaje de calificaciones de la escuela, records de asistencia, y puntajes obtenidos durante los años que estuvieron atendiendo el programa de Debate; 2) tomar fotos y videos que seran utilizados para informacion pública y documentación del programa de DUDA; y 3) permitir inspecciones y entrevistas que hara un empleado de DUDA acerca de las experiencias en el programa de Debate. Este empleado se identificara propiamente.

La información personal de su hijo(a) será protegida cuidadosamente. Todos los archivos que contienen los datos de hijo(a) seran protegidos con una contraseña especial y sólo empleados de DUDA tendrá acceso a los archivos.

Cada archivo se identificara con un número asignado y un nombre especial. Su hijo(a) nunca sera identificado individualmente, a menos que forme parte de una foto con otros compañeros para el reconocimiento del equipo del Debate.

Los datos estatisticos reunidos son muy valiosos para DUDA. Estos datos estatisticos seran utilizados con fines de obtener fondos para el programa y tambien para afirmar la importancia del programa de Debate en investigaciones y publicacions.

Si Ud(s) tienen alguna pregunta o preocupación, por favor comunicarse con Nicole Serrano, al telefono 972-926-3832, o [email protected] por correo electronico. (Hablo español!)

Cordialmente,

Nicole A Serrano Director Ejecutivo de DUDA

Formas adjuntas.

10 ! ! ! " #!$ %&!' ( ) * ' +! !!!!!!!!! ! ! ! ! , - . .- /0!12!( * 3' ( ! ! ! ! ! PO14. 5Box!6( 7 867056467' 83937! ! ! ! ! Dallas,: : : 5; -TX. . - /75367<=>- ? ; 4>- @45%=A! Tel. 972-926-3832 ! Student Datawww.dallasurbandebate.org Release Form Student Data Release Form PARENT(S)/GUARDIAN(S): Please complete the records release form to grant the Dallas UDA with access to student information

I hereby authorize: Principal’s Name: ______Registrar’s Name: ______School Name: ______School Address: ______Street City State Zip Code School Phone: ______School Fax: ______

To release the school records of: Dallas UDA Student’s name: ______First Middle Last Date of Birth: ______/______/______Social Security: # ______- ______- ______Grade : ______Month Day Year

I authorize my child’s DISD principal to release to the Dallas UDA academic records containing confidential information regarding the above-named student. The Dallas UDA may request the following: school report cards, transcripts, standardized test scores, ethnicity data, current class enrollment, disciplinary records, graduation data, college matriculation data. This information will be used for the purpose of evaluation of and promotion of student participants and the Dallas UDA, a program that provides opportunities to selected young people from the Dallas Independent School District.

______I have been fully informed and understand the contents of this records release form. Yes No

______I understand that my consent is voluntary and may be revoked at any time. Yes No

Signature: ______Date ______/______/______Parent/Guardian Month Day Year

FOR DISD SCHOOL:

Please send complete school records, including the following: • Current year-to-date grades • Standardized test scores • School absences/tardies • Previous and current teacher report forms (if any) • Previous and current report cards • Current Transcript To: Nicole Serrano Dallas UDA PO Box 670564 Dallas, TX 75367

B- /@!C=D? @4; !9E7+EF7!7G+F!" H ! ! ! ! ! "! 11 ! ! ! " #!$ %&!' ( ) * ' +! !!!!!!!!! ! ! ! ! , - ..- /0!12!( * 3' ( ! ! ! ! ! 14PO.5!6 Box( 786 6705647' 83937! ! ! ! ! : Dallas,: : 5; - . .TX- /< 75367=>- ? ; 4>- @45%=A! Tel. 972-926-3832 ! www.dallasurbandebate.org StudentStudent Li Likenesskeness Rel Releaseease Form Form

Dallas UDA Student’s name: ______First Middle Last School Name: ______

Date of Birth: ______/______/______Student ID: # ______Grade : ______Month Day Year

I give permission for my child to participate in surveys, be photographed, be interviewed, and be videotaped, etc for the purpose of evaluation, study, or promotion of the Dallas UDA.

______I understand that my consent is voluntary and may be revoked at any time. Additionally I understand that if Yes No I check no or revoke my consent this may jeopardize my child’s participation in Dallas Urban Debate Alliance events of any kind.

Signature: ______Date ______/______/______

B-12/@!C=D?@4; !9E7+EF7!7G+F!" H! ! ! ! ! "! PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Handout – Benefits of Debate

Congratulations on joining the debate team.

1. Competition—debate is one of the oldest and most competitive activities across the country. The Dallas ISD teams consistently place amongst the highest at national competition – beating out students from Atlanta, Boston, Chicago, Houston, Los Angeles, Nashville, and many other places. <>

2. Academic skills and Life skills such as critical thinking, reasoning, synthesis, research, writing, organization, persuasion, listening, and leadership—debate provides the opportunity to develop all of these skills above and beyond the regular classroom experience.

3. Colleges and University admissions rate debate as one of the most valuable extra-curricular activities and participation on the debate team has resulted in direct and indirect scholarships for Dallas ISD debaters. Dallas ISD debaters from the last four years are currently attending Univ of Texas – Dallas, Univ of North Texas, Southern Methodist University, and Univ of Texas- Austin to name a few. Hundreds of colleges will recruit and offer you scholarship money for being a part of their debate team.

4. Free travel and prizes! The debate team competes at the novice, junior varsity, and varsity levels of competition all around Dallas. A typical debate tournament will ask you to miss a school day and bring you to another school around Dallas to compete against students from other Dallas ISD schools. Talented students can earn free travel to compete for the Dallas Urban Debate Alliance at places such as Washington, DC. Last year students also traveled to Indianapolis and New Orleans. Whether you are competing in Dallas or nationally, the Dallas Urban Debate Alliance will provide you with free food, supplies, and prizes.

5. Debate competitions are large community events! Debate competitions are co-ed and we compete against public (and sometimes private!) schools of all sizes from across the city and often the nation.

13 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Introduction: Why Debate?

"Those 4 years in debate were the educational foundation of everything I did. And I don't mean that in some simple form...I'm saying the finest education I got from any of the institutions I attended, the foundation of my mind that I got during those 4 years of competitive policy debate; that is, 90% of the intellectual capacity that I operate with today--Fordham [University] for college, Fordham for the Ph.D., Harvard for law school--all of that is the other 10%." -- John Sexton, President of NYU

People debate for many different reasons. Some enjoy the opportunity to speak and be heard, some like the competition, some seek to challenge themselves, and some value the educational benefit of debate. Many people enjoy debate for all four reasons. Debate offers an opportunity to get up and speak your mind and have someone listen and care what you say. Instead of just sitting in a classroom and listening to a teacher, you get to voice your own opinions. When the judge decides the debate, it’s based on the arguments you make and the other team makes no matter what the judge really thinks. Debate is also, for the most part, a competitive activity. When you debate in class, you will have the opportunity to compete against your classmates. When you do debate as an extracurricular activity, you will get to compete against other schools. The winner of a debate is not the most popular student; it’s the student with the best arguments. There’s a strong relationship between how hard you work at debate and how successful you are. Many people find this refreshing. Debate will teach you new things. At all levels, debaters use arguments and evidence from philosophy, politics, science, and other fields to support their side. Debate can expose you to many ideas that you otherwise couldn’t get until college. Finally, debate offers many educational benefits. As the quote at the beginning of the introduction illustrates, many people identify debate as one of the most important educational experiences in their life. Debaters go on to be successful in many different fields, especially law.

Famous Former Debaters1  Ted Turner (owner of CNN)  Bill Clinton, Richard Nixon, Lyndon Johnson, and Woodrow Wilson (US presidents)  John Wayne and Brad Pitt (actors)  Oprah Winfrey (talk show host)  Sonia Sotomayor (Supreme Court justice)

Debate develops critical thinking skills, which are valuable in virtually every class and every job. By participating in only twelve (12) competitive debates at a Dallas Urban Debate Alliance tournament, studies prove that you will be - Increase test scores by 25% - Increase your GPA by 10% - or nearly a full letter grade! - Increase the likelihood you’ll graduate from high school by 75%

1 14 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Because of the educational benefits, debate helps many students get into college or earn scholarships. In an era of grade inflation, colleges are more and more looking to success in extracurricular activities as a metric of achievement. 2 According to a Wall Street Journal report, being captain of a debate team "improved an applicant's chances by more than 60% compared with the rest of the pool. By contrast, being a school newspaper writer, sports team captain, or class president improved the chance of admission by 5% or less.

To be very clear, the experience of competing on an urban debate team boosts your college readiness—and your chance to succeed in life. But beyond the data, the most telling testaments of the power of competitive debate to change students' lives come from students themselves.

Benicio Ramalho, who graduated from Emmett Conrad High School in Dallas, was tardy for school so much as a junior that he actually had to go to truancy court and got fined $175. But after he got introduced to debate, he started arriving early at school to get involved in the morning practice for the team. In debate, he learned how to work with people he barely knew. He learned how to have confidence in his ideas—and present them in a logical fashion. He learned how to get work done under pressure—and how to logically evaluate everything presented to you, even in an unfamiliar situation. He learned how to keep his cool.

Anthony Salazar, another student from Dallas, had little interest in school. He admits he couldn't have cared less about his grades. But then he, too, got involved in competitive debate. And debate opened his eyes to all sorts of issues that had never crossed his mind. Each year at the end of school, Anthony felt like he had acquired expertise on whatever resolution was accepted for debate that year. Suddenly, writing English papers was easy. Math no longer dragged down his GPA. Anthony is a sophomore now at Southern Methodist University. And he says that if it wasn't for his debate team experience, he would have never made it to a four-year college. -- United States Secretary of Education Arne Duncan speech on the value of urban debate. 3

CITATIONS "| British Debate | Why do people debate?" | British Debate | online home of the ESU Centre for Speech and Debate. 20 May 2009 .

2 Luong, Minh A. "Accidental Hero. College Admission." PBS. 20 May 2009 .

3 Duncan, Arne. "The Power of Debate – Building the Five “C’s” for the 21st Century." 12 April 2012 .

15 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Activity – Icebreaker

Start off with a quick note of affirmation. Mention how impressed you are that students are joining an activity that has been proven around the country to help students improve their grades and get into and succeed in college, etc….

Invite older debaters into to quickly share reflections their reflections about why they like debate. Ask some to talk about how it took a while to get better, but it’s worth sticking with.

Do an icebreaker that gets students talking. You probably have one you like, but if not…

Icebreaker #1: My name is and I like to . . . Break up your practice into groups of 8. Have each group stand in a circle. If you have returning debaters, have one of them in each group of 8.

The first person says, "My name is ______and I like to ______(insert hobby and act out a motion from that hobby.)

The next person says, “My name is ______and I like to ______” and then repeats the first students name and hobby and acts out a motion from that hobby.

Everyone else in the circle will repeats the process, adding on one additional person’s name and hobby each time.

This continues until the last person goes, at which time the entire group will repeat the process once more. For the second round, everyone will start with themselves and then continue clockwise around the room until everyone’s name, hobby, and action is repeated. Once each person does this, the activity will end.

Icebreaker #2: Skittles Introduction The skittles game: bring in a bag or two of skittles and tell students they can take as many as they want. Once they have taken them, tell them they have to tell everyone one fact about themselves for each skittle they took. Go around the room and have students do that. Be easy on the students who took too many.

Icebreaker #3: Student Interviews Students interview each other in groups of two and then have to report out to the class on the person they interviewed. Ask them report back on such items as: - Name of student - Favorite subject - Why they signed up for debate - Favorite food - Where their family is from

16 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 2Day 2 Overview Introduction to a Debate Round

Supplies: - Handout: o “This is a Debate Round” - 4 signs – one each that say “Strongly agree, agree, disagree, strongly disagree” - A timer that will sound after one minute

Homework to Collect: - Student Questionnaire - Collect Data & Student Likeness Forms – remind students it is due Friday

Activities: - Four Corners & Table Debates - Go over the order of speeches

Homework to Assign: - Study for a quiz on speech order

Grade options: - “Student Questionnaire” completion grade

17 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Activity - Four Corners & Table Debates

Preparation Label four corners of the room – each with a sign that says, “strongly disagree,” “disagree,” “agree,” or “strongly agree.”

Choose a topic that you think will support healthy controversy amongst your students, such as:

 Students should be required to wear a uniform at school.  Undocumented residents in the United States should be granted American citizenship if they have lived in this country for a long time and have not been convicted of any crime.  The internet and social media have had a fundamentally democratizing impact for Americans.  The force of sexism in 21st century America is pervasive and mostly unrecognized.

Action 1. As students walk in the room, ask them to stand in the area that best resembles their reaction to the topic you’ve chosen.

2. Once everyone is in a corner, give each group 5 minutes to come up with 3 reasons they chose that side. Don’t worry if no one chooses a corner. So, if they are in the “strongly agree” corner – they should give 3 reasons they “strongly agree.”

3. Ask each corner to report their 3 reasons. If one side is unrepresented, play devil’s advocate and give a reason or two why someone might feel that way. (This should take about 5 minutes in total)

4. Ask students to form groups of three – they should find people who were in different corners than their own. Ask the students to sit together in three desks or seats in the diagram below if possible –

18 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

5. Ask the students to choose someone to be “affirmative” and someone to be “negative.” The third student will be the judge.

6. Explain that you will give each student 1 minute to give a speech – an affirmative speech and a negative speech. Then the judge will have one minute to decide who won and explain why they voted that way. When one debate is done, students will rotate jobs and do another debate; repeat this one more time. Each student will take turns be affirmative, negative and the judge.

7. Set the timer and announce when time is up with speeches. Announce when time is up and ask students to switch jobs. In total, this step should take about 10-12 minutes.

8. Once all of the debates are done, ask students what they found easy and what they found difficult about debating in this manner. Point about any good arguments you heard.

9. Pass out the “This is a Debate Round!” handout. Ask students to review the material for a quiz tomorrow.

19 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Agree

20 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Disagree

21 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Strongly Agree

22 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Strongly Disagree

23 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org This is a Debate Round! Full Speech Times

1AC 1NC 2AC 2NC 1NR 1AR 2NR 2AR 1st 1st 2nd 2nd 1st Negative 1st 2nd Negative 2nd Affirmative Negative Affirmative Negative Rebuttal Affirmative Rebuttal Affirmative Constructive Constructive Constructive Constructive Rebuttal Rebuttal

8 minutes 8 minutes 8 minutes 8 minutes 5 minutes 5 minutes 5 minutes 5 minutes

Followed by: Followed by: Followed by: Followed by:

3 minute CX 3 minute CX 3 minute CX 3 minute CX 2N 1A 1N 2A asks asks asks asks 1A 1N 2A 2N

Prep time: 8 minutes per team.

Sample Tournament Desk Configuration

24 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 3

25 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 3 Overview Supplies: - Handout: o Glossary from the Cuba Embargo Affirmative

Homework to Collect: - Collect Data & Student Likeness Forms – remind students it is due Friday

Activities: - Take the “This is a debate round!” quiz (give 5 minutes) - Introduce them to the resolution - Introduce them to the Cuba Embargo plan text - Introduce them to the necessary vocabulary for the Cuba Embargo affirmative

Homework to Assign: - Memorize the resolution. There will be a quiz the next day! - Finish defining the vocabulary, if unable to finish in class.

Grade options: - Begin with “This is a debate round!” quiz

26 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org QUIZ - This is a Debate Round!

Your Name ______Class Period ______

Please fill in the blanks with the missing information. There are 10 blanks noted with a *

Full Speech Times

1AC 1NC 2NC 1NR 2NR 2AR *_____ *_____

1st 1st 2nd 2nd 1st Negative 1st 2nd Negative Affirmative Negative Affirmative Negative Rebuttal Affirmative Rebuttal Constructive Constructive Constructive Constructive Rebuttal *_____

*___ 8 minutes *___ 8 minutes *___ 5 minutes *___ 5 minutes minutes minutes minutes minutes Followed by: Followed by: Followed by: Followed by:

3 minute CX 3 minute CX 3 minute CX *___ 1A 1N 2A minute asks asks asks 1N 2A CX *____ 2N asks 1A

Prep time: *____ minutes per team.

Sample Tournament Desk Configuration

27 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Grade ______out of 10 Activity – Resolution, Cuba

Preparation Write the year’s resolution on the board. Resolved: The United States federal government should substantially increase its economic engagement toward Cuba, Mexico or Venezuela.

Underneath it, leave plenty of room to write and then write the Cuba Embargo Plan Text: The United States federal government should end its embargo on Cuba.

Action 1. Ask students to write down the resolution on their notebook. Read it out loud together.

2. Walk through what the terms mean by asking students the following guided questions (writing the answers on the board)

 What is the United States federal government? (The government in DC with President Obama)  What is economic engagement? (Trade, financial aid, tourism…)

3. Ask students all of the students to repeat it out loud again. Then have them face away from the board and try saying it again as a class. Do this a few times, letting kids peak behind them a few times in between saying it outloud. The goal is to help them memorize the resolution.

4. Now, ask students to take a seat again. Talk to them about the Plan text they will be debating for this quarter. Ask them all to repeat the plan text together “The United States federal government should end its embargo on Cuba.”

5. Again, walk students through what the terms mean by asking the following guided questions (writing the answers on the board)

 What is the United States federal government? (This should be review)  Where is Cuba?  What is the embargo?

6. For about 5-10 minutes, ask students to describe why they think this would be a good idea or a bad idea.

7. With as much time as possible, go through and fill in the vocabulary sheet below with the students.

8. Remind students that there is a quiz tomorrow that will ask them to be able to fill in the resolution. There will be extra credit for knowing the plan text.

28 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Handout – Cuba Embargo Vocabulary

Your Name ______Class Period ______Date ______

Please write the definition of the term in the box next to it. To review these terms, you can fold over the page on the bold line and quiz yourself on the vocabulary.

Term Definition Raul Castro

Embargo/Sanction

Economic engagement

Public Health

Moral obligation

Totalitarianism

Human rights

International relations

International influence/soft power

29 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Vocabulary – Answer Key

Raul Castro – is a politician and leader of the Communist Party of Cuba.

Embargo/Sanctions – are trade restrictions put in place against target countries with the aim of discouraging certain behaviors like human rights violations or military build-up.

Economic engagement – is a foreign policy strategy which seeks to increase ties between countries through economic interaction.

Public health – is the result of an organized effort of a society to improve the health and life- span of its people.

Moral obligation – a sense of duty or priority imposed by moral standards.

Totalitarianism – is a political system in which the state holds total authority over its society and seeks to control all aspects of public and private affairs.

Human rights – basic, fundamental rights to which every person is entitled because they are human beings.

International relations – the relationships that dictate interactions between countries, their governments, and their people.

International influence/Soft Power – the ability of a nation persuade other nations to adopt changes by modeling good behavior, rather than the use of force or coercion.

30 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org DAY 4

31 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 4 Overview

Supplies: - Handout: o “Learning the Cuba Affirmative” o (if desired) “Claim Data Warrant” powerpoint slides - Powerpoint projector – and power point

Homework to Collect: - Give a completion grade (1 point) for the “Cuba Embargo Vocabulary” - Collect Data & Student Likeness Forms – remind students it is due Friday

Activities: - “The Resolution” Quiz

Homework to Assign: - Finish the “Learning the Cuba Embargo Affirmative” worksheets

Grade options: - “The Resolution” Quiz (10 points) - Completion grade – “Cuba vocabulary” (1 point)

32 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Quiz – The Resolution

Your Name ______Class Period ______Date ______

Please fill in the blanks with the missing information. There are 5 blanks noted with a *. Each blank is worth 2 points.

Resolved: The United States *______government should *______increase

its *______engagement *______Cuba, Mexico, or *______.

Grade ______out of 10

33 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Activity – Claim Data Warrant

Preparation Set up a projector to run the “Claim Data Warrant” powerpoint AND/OR – Hand out the slides

Activity

1. Begin with the “Resolution” quiz (give them 5 minutes)

2. Ask students who finish early to show you the completed vocabulary sheet from the day before. Ask them to spend the time reviewing the vocabulary.

3. Start up the powerpoint and run through the Claim Data Warrant slides and explanations. (20- 25 minutes)

4. As a class, begin on the “Learning the Cuba Embargo Affirmative” worksheets. Do Page 1 together as a class

5. Ask the students to work on page 2 & 3 in groups.

6. Assign pages 4 & 5 as homework (or to complete in class as appropriate)

34 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 8/24/12 www.dallasurbandebate.org Powerpoint Slides – Claim, Data, Warrant

Claim Data Warrant – the secret to winning all of your arguments.

S te p h e n E . To u lm in

! philosopher and rhetorical theorist ! born in England in 1922 ! received his Bachelor’s degree at King’s College and his Master of Arts and Doctor of Philosophy degrees from Cambridge

More on Toulmin

! Toulmin taught at the University of Southern California from 1993 - 2009 ! In 1958, Toulmin offered his model of argumentation: a way to compare “truths”

35 1 PO Box 670564 Dallas, TX 75367 8/24/12 Tel. 972-926-3832 www.dallasurbandebate.org Powerpoint Slides – Claim, Data, Warrant

Toulmin’s Model ! ' ( ) "%$*&+ ( , - "&. #/ &0. 1- - &%#$*&2#10/ 3&

! "#$%& 4 #0#& 5 #11#*0&

Toulmin Model, cont.

" Simply: # A Claim is made. # Data is provided in the form of supporting facts. # The Warrant connects the Data to the Claim.

Example #1

" “I am an American.” (Claim) " “My mother was an American citizen when I was born.” (Data) " Anyone born of an American citizen is a legal American citizen. (Warrant)

" Toulmin says that the Claim and the Data cannot hold without a sufficiently strong Warrant, or, the weakest argument is the one with the weakest warrant.

Powerpoint Slides – Claim, Data, Warrant

36 2 PO Box 670564 Dallas, TX 75367 8/24/12 Tel. 972-926-3832 www.dallasurbandebate.org

Example # 2

! The U.S. Postal service is wasteful and inefficient. The proposed new mail distribution agency will be wasteful and inefficient. " Claim: The proposed new mail distribution agency will be wasteful and inefficient. " Data: The U.S. Postal service is wasteful and inefficient. " Warrant: the two situations are similar (Reasoning by analogy)

Let's try one together

! This is the coldest winter since 2000. My heating bills are going to be outrageous.

" Claim: " Data: " Warrant:

And another one together

! I work hard in class, do my homework every night and study for tests. I am going to ace my debate class! " Claim: " Data: " Warrant:

3 37 PO Box 670564 Dallas, TX 75367 8/24/12 Tel. 972-926-3832 www.dallasurbandebate.org Powerpoint Slides – Claim, Data, Warrant

Types of Claims

! fact: claims that have historical backing

! judgment/ value: claims involving opinions and attitudes

! policy: claims advocating courses of action that should be undertaken

Types of Data

Fact or Statistic: a point of data that claims some objective

Expert Testimony: a stated opinion by a person experienced in the field

Personal Anecdote: personal experience gained from time in the related field

Connecting the Claim and Data

! underline a claim, warrant (if it states one) and data in the article ! create a diagram of the claim, warrant, and data that looks like the example below

Claim: ------Data: Smoking is bad It causes lung cancer

Warrant: Lung cancer is bad.

4 38 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Learning the Cuba Embargo Affirmative (1/4) Your Name ______

Directions: Read the following claims. Then read the card (piece of evidence) that supports the claim. Find the data and warrant and fill out the diagram.

CLAIM 1 Despite small changes, United States maintains an embargo that bars most economic activity with Cuba.

Guzmán, Emmy award winning journalist, 2013

(Sandra, “Jay-Z and Beyoncé's trip to Cuba isn't the problem, the embargo is,” CNN, May 8, Online: http://www.cnn.com/2013/05/07/opinion/guzman-beyonce-jay-z-cuba/index.html)

The few but very influential pro-embargo lobby have put a stranglehold on a lucid discussion surrounding Cuba. Five decades of failed policy later, our nation is being held hostage unable to have a cogent discussion on anything Cuba-related.¶ The U.S. embargo has not and will not work. Put in place in 1962 by President John F. Kennedy, the policy is stuck in a time warp that has nothing to do with modern-day reality . The most enduring embargo in modern day history is a remnant of a Cold War past when the Soviet Union was the enemy and the world was on the brink of nuclear war. The thinking was that financial sanctions, which included a ban on travel by American citizens, would collapse the island economy and force people to revolt against Fidel Castro.¶ Over the years, these sanctions have been eased or toughened depending on political winds . In 1992, disgraced New Jersey Rep. Robert Torricelli was behind one the cruelest acts which banned, among many things, food and medicine sales to Cuba and prevented Cuban- American families from sending cash to their relatives. These were tough times and seeing many friends and families suffer because they couldn't visit their elderly mothers more than once every three years, or being prevented from sending them needed supplies, was very painful. Restrictions have eased under President Barack Obama but there is still a major ban.¶ Enter Jay Z and Beyoncé.¶ It's 2013 and we need to debate Cuban policy earnestly. Members of Congress must stop the cowardice around the issue and stop humoring the delusions of passionate folks stuck in the 1960s for political votes and favor. The pro-embargo folks are ignoring the policy's epic failure and fail to recognize that U.S. policy has played into the hands of the Castro brothers, who have sinisterly used it to make the case to their people that if Cuba is starving and the island economy can't grow, it's because of this U.S. policy.

Source: Cuba Embargo Affirmative

Claim: Data:

Warrant:

39 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

Learning the Cuba Embargo Affirmative (2/4)

CLAIM 2 The embargo restricts the flow of medical goods and creates financial strains that threaten to collapse the Cuban healthcare system.

Xinhua News, 2012(“Cuban healthcare weakended by U.S. embargo,” 11/28, Online: http://news.xinhuanet.com/english/health/2012-11/28/c_132004531.htm)

Cuban medical authorities said on Tuesday a 50-year trade embargo imposed by the United States has severely undermined the country's healthcare system. ¶ Cuban hospitals suffer restrictions in acquiring imported medical consumables and medicine, advanced medical technology and latest scientific information, officials said.¶ The public Institute of Cardiology and Cardiovascular Surgery, where thousands of people receive free medical care every year from international specialists, is financially strained by the embargo. ¶ "We must find alternatives that sometimes include purchasing from distant markets, buying from third parties, which means higher prices for these products," said Director of the institute Dr. Lorenzo Llerena.¶ He added some equipments were simply unattainable, "because they are manufactured in the United States."¶ The embargo has caused Cuba a loss of more than 200 million dollars in the medical sector alone by 2011, representing a significant impact on the tiny Caribbean nation, according to official figures.¶ John Rhodes, a patient, told Xinhua that Cuba had made a great effort for the benefit of all its citizens.¶ "It provides us free medicine across the country, which is highly expensive around the world," he said, adding "due to the U.S. embargo, sometimes we do not have all the raw materials and tools to solve certain problems immediately."¶

Source: Cuban Embargo Affirmative

Claim: Data:

Warrant:

40 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Learning the Cuba Embargo Affirmative (3/4)

CLAIM 3 These strains contribute to massive loss of life in Cuba – we have a moral obligation to lift the embargo.

Eisenberg, former Professor Emeritus of Social Medicine and Psychology at the Harvard Medical School, 1997

(Leon, “The sleep of reason produces monsters – human costs of economic sanctions,” The New England Journal of Medicine, 336:17, pgs. 1248-1250, ProQuest)

Thus, three unusual outbreaks of medical conditions -- neuropathy, self-inflicted disease, and injuries caused by rioting -- stemmed from U.S. economic sanctions. The sanctions may be aimed at Fidel Castro, but the victims are the ordinary citizens of Cuba. Castro looks as well fed as ever. Economic sanctions afflict civilians, not soldiers and not the leaders of autocratic societies. Yet the United States continues to employ such sanctions against dictators (or at least those dictators it suits present policy to condemn). When the sanctions are applied, they are all- encompassing. The interdicted trade with Cuba includes visits by medical delegations and the mailing of medical journals such as this one. Whom do medical journals empower, dictators or doctors? Can freedom be defended by suppressing information any more than by interrupting food supplies or drugs?¶ Iraq is an even more disastrous example of war against the public health. Two months after the end of the six-week war, which began on January 16, 1991, a study team from the Harvard School of Public Health visited Iraq to examine the medical consequences of sanctions imposed after the armed conflict. The destruction of the country's power plants had brought its entire system of water purification and distribution to a halt, leading to epidemics of cholera, typhoid fever, and gastroenteritis, particularly among children. Mortality rates doubled or tripled among children admitted to hospitals in Baghdad and Basra. Cases of marasmus appeared for the first time in decades. The team observed "suffering of tragic proportions. . . . [with children] dying of preventable diseases and starvation."5 Although the allied bombing had caused few civilian casualties, the destruction of the infrastructure resulted in devastating long-term effects on health.¶ An international group supported by the United Nations Children's Fund (UNICEF) carried out a more comprehensive study five months later by interviewing members of households selected to represent the Iraqi population.6 The age- adjusted relative mortality rate among children in the eight months after the war, as compared with the five years before the war, was 3.2. There were approximately 47,000 excess deaths among children under five years of age during the first eight months of 1991. The deaths resulted from infectious diseases, the decreased quality and availability of food and water, and an enfeebled medical care system hampered by the lack of drugs and supplies.¶ The Cuban and Iraqi instances make it abundantly clear that economic sanctions are, at their core, a war against public health. Our professional ethic demands the defense of public health. Thus, as physicians, we have a moral imperative to call for the end of sanctions. Having found the cause, we must act to remove it. Continuing to allow our reason to sleep will produce more monsters.

Source: Cuba Embargo Affirmative

Claim: Data:

Warrant:

41 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Learning the Cuba Embargo Affirmative (4/4)

CLAIM 6 Lifting the embargo would alleviate Cuban suffering and allow Cubans to focus on the fight for liberty.

Perez, professor of history & director of the Institute for the Study of the Americas at the University of North Carolina at Chapel Hill, 2010

(Louis, “Want change in Cuba? End US embargo,” CNN, September 21, Online: http://www.cnn.com/2010/OPINION/09/20/perez.cuba.embargo/index.html)

But if the administration really wanted to do something in the national interest, it would end the 50-year-old policy of political and economic isolation of Cuba .¶ The Cuban embargo can no longer even pretend to be plausible.¶ On the contrary, it has contributed to the very conditions that stifle democracy and human rights there. For 50 years, its brunt has fallen mainly on the Cuban people.¶ This is not by accident. On the contrary, the embargo was designed to impose suffering and hunger on Cubans in the hope that they would rise up and overturn their government.¶ "The only foreseeable means of alienating internal support," the Department of State insisted as early as April 1960, "is through disenchantment and disaffection based on economic dissatisfaction and hardship."¶ The United States tightened the screws in the post-Soviet years with the Torricelli Act and the Helms- Burton Act -- measures designed, Sen. Robert Torricelli said, "to wreak havoc on that island ."¶ The post-Soviet years were indeed calamitous. Throughout the 1990s, Cubans faced growing scarcities, deteriorating services and increased rationing. Meeting the needs of ordinary life took extraordinary effort.¶ And therein lies the problem that still bedevils U.S. policy today. Far from inspiring the Cuban people to revolution, the embargo keeps them down and distracted .¶ Dire need and urgent want are hardly optimum circumstances for a people to contemplate the benefits of democracy. A people preoccupied with survival have little interest or inclination to bestir themselves in behalf of anything else.¶ In Cuba, routine household errands and chores consume overwhelming amounts of time and energy, day after day: hours in lines at the local grocery store or waiting for public transportation.¶ Cubans in vast numbers choose to emigrate. Others burrow deeper into the black market, struggling to make do and carry on. Many commit suicide. (Cuba has one of the highest suicide rates in the world; in 2000, the latest year for which we have statistics, it was 16.4 per 100,000 people.)¶ A June 2008 survey in The New York Times reported that less than 10 percent of Cubans identified the lack of political freedom as the island's main problem. As one Cuban colleague recently suggested to me: "First necessities, later democracy ."¶ The United States should consider a change of policy, one that would offer Cubans relief from the all-consuming ordeal of daily life. Improved material circumstances would allow Cubans to turn their attention to other aspirations .

Source: Cuba Embargo Affirmative

Claim: Data:

Warrant:

42 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org DAY 5

43 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Day 5 Overview

Supplies: - Handout: o The Cuba Embargo 1AC (from the core files) o “What’s the Best Warrant” o “Find the Evidence” worksheet - A timer that will sound after one minute

Homework to Collect: - The “Learning the Cuba Embargo Affirmative” worksheets - Collect Data & Student Likeness Forms

Activities: - Evidence scavenger hunt - Table debates on warrant comparison

Homework to Assign: - “Find the Evidence” worksheet - Review the speech times, resolution, and key terms from Cuba Embargo Affirmative – quiz on Monday!

Grade options: - “Learning the Cuba Embargo Affirmative” - either a completion grade (1 point per page) or collect and grade each page out of 3 points. - Completion grade for the Data & Student Likeness forms (2 points)

44 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Activity

Preparation Group chairs/tables for table debates in the diagram below if possible –

Action 1. Collect the “Learning the Cuba Embargo Affirmative” worksheets – or go around and take a completion grade.

2. Hand out to students the “What’s the Best Warrant?” handout.

3. For each card and claim on the worksheet, they will debate which of the two warrants is the best. Assign someone in each group to be “warrant 1” and someone to be “warrant 2.” The third student will be the judge.

Tip: Remind students that they are not arguing whether the claim is true or not. Instead, they need to argue that their warrant is the best reason for believing the claim to be true.

4. Give the students a minute to read the evidence (this should be familiar to them by now). Then give them 2 minutes to give a speech in defense of claim 1, 2 minutes to give a speech in defense of claim 2, and 2 minutes to make a decision and explain it.

5. After the first debate, ask the class which warrant won. (Ask the judges who voted for claim 1 to raise their hand, then those who voted for claim 2). Discuss as a class why one warrant won more than another. (10 minutes total including the debate).

6. Repeat this for each of the 4 claim debates. (26 minutes for remaining 4 debates)

7. Hand out the Cuba Embargo 1AC and the “Find the Evidence!” worksheet. Ask students to complete this scavenger hunt for homework due Monday.

8. Let them know – there will be a quiz on Monday so they should review the speech times, resolution, and key terms from the Cuba Embargo affirmative.

45 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org What’s the Best Warrant? – Cuba Embargo Aff (1/4)

Your Name ______

Directions: Read the two warrants for each claim listed below. Your coach will assign you to defend one of them, and you’ll have to tell your table debate opponent why your warrant is the best warrant to support that claim. Refer to the card to help you make your argument.

Despite small changes, United States maintains an embargo that bars most economic activity with Cuba.

Guzmán, Emmy award winning journalist, 2013

(Sandra, “Jay-Z and Beyoncé's trip to Cuba isn't the problem, the embargo is,” CNN, May 8, Online: http://www.cnn.com/2013/05/07/opinion/guzman-beyonce-jay-z-cuba/index.html)

The few but very influential pro-embargo lobby have put a stranglehold on a lucid discussion surrounding Cuba. Five decades of failed policy later, our nation is being held hostage unable to have a cogent discussion on anything Cuba-related.¶ The U.S. embargo has not and will not work. Put in place in 1962 by President John F. Kennedy, the policy is stuck in a time warp that has nothing to do with modern-day reality. The most enduring embargo in modern day history is a remnant of a Cold War past when the Soviet Union was the enemy and the world was on the brink of nuclear war. The thinking was that financial sanctions, which included a ban on travel by American citizens, would collapse the island economy and force people to revolt against Fidel Castro.¶ Over the years, these sanctions have been eased or toughened depending on political winds . In 1992, disgraced New Jersey Rep. Robert Torricelli was behind one the cruelest acts which banned, among many things, food and medicine sales to Cuba and prevented Cuban- American families from sending cash to their relatives. These were tough times and seeing many friends and families suffer because they couldn't visit their elderly mothers more than once every three years, or being prevented from sending them needed supplies, was very painful. Restrictions have eased under President Barack Obama but there is still a major ban.¶ Enter Jay Z and Beyoncé.¶ It's 2013 and we need to debate Cuban policy earnestly. Members of Congress must stop the cowardice around the issue and stop humoring the delusions of passionate folks stuck in the 1960s for political votes and favor. The pro-embargo folks are ignoring the policy's epic failure and fail to recognize that U.S. policy has played into the hands of the Castro brothers, who have sinisterly used it to make the case to their people that if Cuba is starving and the island economy can't grow, it's because of this U.S. policy.

Claim: The United States has made small changes in its economic policy toward Cuba, but most economic activity remains barred.

Warrants: 1. Since 1962, the government has had an embargo against Cuba and the intended effects have not taken shape

2. For nearly 50 years, the embargo against Cuba has had little effect. Originally intended to provoke the people to revolt, it is now used by the Cuban government as a propaganda tool against the United States

46 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org What’s the Best Warrant? – Cuba Embargo Aff (2/4)

The embargo restricts the flow of medical goods and creates financial strains that threaten to collapse the Cuban healthcare system.

Xinhua News, 2012(“Cuban healthcare weakended by U.S. embargo,” 11/28, Online: http://news.xinhuanet.com/english/health/2012-11/28/c_132004531.htm)

Cuban medical authorities said on Tuesday a 50-year trade embargo imposed by the U nited S tates has severely undermined the country's healthcare system. ¶ Cuban hospitals suffer restrictions in acquiring imported medical consumables and medicine, advanced medical technology and latest scientific information, officials said.¶ The public Institute of Cardiology and Cardiovascular Surgery, where thousands of people receive free medical care every year from international specialists, is financially strained by the embargo. ¶ "We must find alternatives that sometimes include purchasing from distant markets, buying from third parties, which means higher prices for these products," said Director of the institute Dr. Lorenzo Llerena.¶ He added some equipments were simply unattainable, "because they are manufactured in the U nited S tates."¶ The embargo has caused Cuba a loss of more than 200 million dollars in the medical sector alone by 2011, representing a significant impact on the tiny Caribbean nation, according to official figures.¶ John Rhodes, a patient, told Xinhua that Cuba had made a great effort for the benefit of all its citizens.¶ "It provides us free medicine across the country, which is highly expensive around the world," he said, adding "due to the U.S. embargo, sometimes we do not have all the raw materials and tools to solve certain problems immediately."¶

Claim: The healthcare system in Cuban is threatened by the embargo.

Warrants: 1. The embargo has crippled the Cuban healthcare system. The country cannot import needed medicines or equipment because they are made in the United States. Cuba has lost $200 million dollars in the health care industry alone.

2. The embargo puts a strain on the healthcare system, forcing doctors to charge more for medical care .

47 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org What’s the Best Warrant? – Cuba Embargo Aff (3/4) These strains contribute to massive loss of life in Cuba – we have a moral obligation to lift the embargo.

Eisenberg, former Professor Emeritus of Social Medicine and Psychology at the Harvard Medical School, 1997

(Leon, “The sleep of reason produces monsters – human costs of economic sanctions,” The New England Journal of Medicine, 336:17, pgs. 1248-1250, ProQuest)

Thus, three unusual outbreaks of medical conditions -- neuropathy, self-inflicted disease, and injuries caused by rioting -- stemmed from U.S. economic sanctions. The sanctions may be aimed at Fidel Castro, but the victims are the ordinary citizens of Cuba. Castro looks as well fed as ever. Economic sanctions afflict civilians, not soldiers and not the leaders of autocratic societies. Yet the United States continues to employ such sanctions against dictators (or at least those dictators it suits present policy to condemn). When the sanctions are applied, they are all- encompassing. The interdicted trade with Cuba includes visits by medical delegations and the mailing of medical journals such as this one. Whom do medical journals empower, dictators or doctors? Can freedom be defended by suppressing information any more than by interrupting food supplies or drugs?¶ Iraq is an even more disastrous example of war against the public health. Two months after the end of the six-week war, which began on January 16, 1991, a study team from the Harvard School of Public Health visited Iraq to examine the medical consequences of sanctions imposed after the armed conflict. The destruction of the country's power plants had brought its entire system of water purification and distribution to a halt, leading to epidemics of cholera, typhoid fever, and gastroenteritis, particularly among children. Mortality rates doubled or tripled among children admitted to hospitals in Baghdad and Basra. Cases of marasmus appeared for the first time in decades. The team observed "suffering of tragic proportions. . . . [with children] dying of preventable diseases and starvation."5 Although the allied bombing had caused few civilian casualties, the destruction of the infrastructure resulted in devastating long-term effects on health.¶ An international group supported by the United Nations Children's Fund (UNICEF) carried out a more comprehensive study five months later by interviewing members of households selected to represent the Iraqi population.6 The age-adjusted relative mortality rate among children in the eight months after the war, as compared with the five years before the war, was 3.2. There were approximately 47,000 excess deaths among children under five years of age during the first eight months of 1991. The deaths resulted from infectious diseases, the decreased quality and availability of food and water, and an enfeebled medical care system hampered by the lack of drugs and supplies.¶ The Cuban and Iraqi instances make it abundantly clear that economic sanctions are, at their core, a war against public health. Our professional ethic demands the defense of public health. Thus, as physicians, we have a moral imperative to call for the end of sanctions. Having found the cause, we must act to remove it. Continuing to allow our reason to sleep will produce more monsters.

Claim: The embargo threatens the lives of Cubans.

Warrants: 1. Continued indifference to the Cuban healthcare system has led to outbreaks of infectious diseases and malnutrition. As the affirmative we have a moral obligation to alleviate the suffering.

2. There has been disease in Cuba since the embargo. There needs to be active trade in order to provide medical supplies.

48 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org

What’s the Best Warrant? – Cuba Embargo Aff (4/4)

Lifting the embargo would alleviate Cuban suffering and allow Cubans to focus on the fight for liberty.

Perez, professor of history & director of the Institute for the Study of the Americas at the University of North Carolina at Chapel Hill, 2010

(Louis, “Want change in Cuba? End US embargo,” CNN, September 21, Online: http://www.cnn.com/2010/OPINION/09/20/perez.cuba.embargo/index.html)

But if the administration really wanted to do something in the national interest, it would end the 50-year-old policy of political and economic isolation of Cuba.¶ The Cuban embargo can no longer even pretend to be plausible.¶ On the contrary, it has contributed to the very conditions that stifle democracy and human rights there. For 50 years, its brunt has fallen mainly on the Cuban people.¶ This is not by accident. On the contrary, the embargo was designed to impose suffering and hunger on Cubans in the hope that they would rise up and overturn their government.¶ "The only foreseeable means of alienating internal support," the Department of State insisted as early as April 1960, "is through disenchantment and disaffection based on economic dissatisfaction and hardship."¶ The United States tightened the screws in the post-Soviet years with the Torricelli Act and the Helms-Burton Act -- measures designed, Sen. Robert Torricelli said, "to wreak havoc on that island."¶ The post-Soviet years were indeed calamitous. Throughout the 1990s, Cubans faced growing scarcities, deteriorating services and increased rationing. Meeting the needs of ordinary life took extraordinary effort.¶ And therein lies the problem that still bedevils U.S. policy today. Far from inspiring the Cuban people to revolution, the embargo keeps them down and distracted .¶ Dire need and urgent want are hardly optimum circumstances for a people to contemplate the benefits of democracy. A people preoccupied with survival have little interest or inclination to bestir themselves in behalf of anything else.¶ In Cuba, routine household errands and chores consume overwhelming amounts of time and energy, day after day: hours in lines at the local grocery store or waiting for public transportation.¶ Cubans in vast numbers choose to emigrate. Others burrow deeper into the black market, struggling to make do and carry on. Many commit suicide. (Cuba has one of the highest suicide rates in the world; in 2000, the latest year for which we have statistics, it was 16.4 per 100,000 people.)¶ A June 2008 survey in The New York Times reported that less than 10 percent of Cubans identified the lack of political freedom as the island's main problem . As one Cuban colleague recently suggested to me: "First necessities, later democracy."¶ The United States should consider a change of policy, one that would offer Cubans relief from the all-consuming ordeal of daily life. Improved material circumstances would allow Cubans to turn their attention to other aspirations .¶

Claim: Lifting the embargo would allow the Cuban government to provide health care to their people and open up discussions on democracy in Cuba.

Warrants: 1. The Cuban people are suffering due to the continued embargo and has not sparked them to revolt against the Cuban government.

2. The embargo has hit the people the hardest and keeps them down and distracted. This has led to continued suffering in all realms. The people lack proper medical care and are continually repressed by

49 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org their government. The United States has the obligation to open up discussion with the Cuban government.

50 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Find the Evidence! - Cuba Aff Your Name ______Class Period ______Date ______

Directions: First, read the tagline and find the card it comes from. Then, find a piece of evidence (warrant) in that card that supports the tagline. The first one is done for you.

Tagline Identify the Card it Warrant (Supporting Statement/Evidence) Comes From Despite the free healthcare and the number of Pg. 8 – Randall, 2000 Cuba lacks important medical supplies and advanced medical equipment, which doctors, Cuban healthcare is strained – this is due to prevents Cuban doctors from offering the care Cuban people need. the lack of supplies created by the embargo.

The embargo is the cause of Cuban suffering – it doesn’t matter if the Cuban government maintains control over trade.

Trade with Cuba would promote American ideals – encouraging a shift away from the Castro regime.

Lifting the embargo to allow for tourism is essential to prevent a Cuban economic collapse.

Economic prosperity will erode Castro’s base – it’s a prerequisite to peaceful transition.

Grade ______out of 4

51 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org ANSWER KEY for: Find the Evidence! - Cuba Aff

Your Name ______Class Period ______Date ______

Directions: First, read the tagline and find the card it comes from. Then, find a piece of evidence (warrant) in that card that supports the tagline. The first one is done for you.

The embargo is the cause of Cuban suffering – it Pg 10 – Franks, 2012 The embargo has undermined Cuba’s economy by preventing trade – this is the doesn’t matter if the Cuban government maintains biggest cause of Cuban suffering. control over trade.

Trade with Cuba would promote American ideals – Pg 13 – Griswold, Lifting the embargo would allow for Americans to interact with Cubans face-to-face encouraging a shift away from the Castro regime. 2005 – that’s the best way to promote American values.

Lifting the embargo to allow for tourism is essential Pg 15 – Havana Tourism is one of Cuba’s biggest industries – and the United States is one of the to prevent a Cuban economic collapse. Journal, 2006 biggest potential customers – thus, lifting the embargo would be really good for Cuba’s economy.

Economic prosperity will erode Castro’s base – it’s a Pg 12 – Perez, 2010 After decades of poverty, the Cuban people really want to experience prosperity – prerequisite to peaceful transition. they’ll align with the United States & democracy because we offer a chance for economic success.

Grade ______out of 4

52 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Week 1 Review Quiz Your Name ______Class Period ______Date ______

I. Vocabulary Match. Please match the definition of the term on the left that best fits the answer on the right. (2 points each)

___ 1. Raul Castro A. the ability of a nation persuade other nations to adopt changes by modeling good behavior, rather than the use of ___ 2. Embargo/Sanctions force or coercion. B. Politician and leader of the Communist Party of Cuba ___ 3. Economic engagement C. is a political system in which the state holds total authority over its society and seeks to control all aspects ___ 4. Public Health of public and private affairs. D. the relationships that dictate interactions between ___ 5. Moral Obligation countries, their governments, and their people. E. a sense of duty or priority imposed by moral standards. ___ 6. Totalitarianism F. is a foreign policy strategy which seeks to increase ties between countries through economic interaction. ___ 7. Human rights G. Trade restrictions put in place against target countries with the arm of discouraging certain behaviors ___ 8. International relations like human rights violations or military build-up H. is the result of an organized effort of a society to ___ 9. International influence improve the health and life- span of its people. I. basic, fundamental rights to which every person is (aka) soft power entitled because they are human beings.

II. Cuba Affirmative Plan Text Fill in the missing words on the following blanks. (1 point each)

The United States *______*______should end its *______on *______.

III. Please fill in the speech names below. Abbreviations are preferred! (1 point each)

*_____ *_____ *_____ *_____ *_____ *_____ *_____ *_____

8 minutes 8 minutes 8 minutes 8 minutes 5 minutes 5 minutes 5 minutes 5 minutes Followed by: Followed by: Followed by: Followed by: 3 minute CX 3 minute CX 3 minute CX 3 minute CX 2N asks 1A 1A asks 1N 1N asks 2A 2A asks 2N

53 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Grade ______out of 30 ANSWER KEY: Week 1 Review Quiz

Your Name ______Class Period ______Date ______

I. Vocabulary Match.

_B__ 1. Raul Castro A. the ability of a nation persuade other nations to adopt changes by modeling good behavior, rather than the use of _G__ 2. Embargo/Sanctions force or coercion. B. Politician and leader of the Communist Party of Cuba _F_ 3. Economic engagement C. is a political system in which the state holds total authority over its society and seeks to control all aspects _H__ 4. Public Health of public and private affairs. D. the relationships that dictate interactions between _E__ 5. Moral Obligation countries, their governments, and their people. E. a sense of duty or priority imposed by moral standards. _C__ 6. Totalitarianism F. is a foreign policy strategy which seeks to increase ties between countries through economic interaction. _I__ 7. Human rights G. Trade restrictions put in place against target countries with the arm of discouraging certain behaviors _D__ 8. International relations like human rights violations or military build-up H. is the result of an organized effort of a society to _A_ 9. International influence improve the health and life- span of its people. I. basic, fundamental rights to which every person is (aka) soft power entitled because they are human beings.

II. Cuba Affirmative Plan Text Fill in the missing words on the following blanks. (1 point each)

The United States *___federal____*__government____ should end its *__embargo___ on *__Cuba__.

III. Please fill in the speech names below. Abbreviations are preferred! (1 point each)

*1AC *1NC *2AC *2NC *1NR *1AR *2NR *2AR

54 PO Box 670564 Dallas, TX 75367 Tel. 972-926-3832 www.dallasurbandebate.org Grade ______out of 30