DOCSLIB.ORG

Public Forum Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Public Forum Curriculum Atlanta Urban Debate League Public Forum Curriculum Find us online at: youtube.com/atlantadebate facebook.com/atlantadebate instagram.com/atlantadebate twitter.com/atlantadebate Public Forum Curriculum Atlanta Urban Debate League Table of Contents Contents Table of Contents .............................................................................................................................................. 2 What Is Public Forum? ...................................................................................................................................... 3 What’s New?: An Introduction ........................................................................................................................ 3 What Is Public Forum? ................................................................................................................................ 3 Who Should Debate In Public Forum? ........................................................................................................ 3 Which Is Better: Policy or Public Forum? .................................................................................................... 3 What’s Different?: Policy v. Public Forum ....................................................................................................... 4 Topic Release (Calendar) ........................................................................................................................... 5 Sample Resolution ...................................................................................................................................... 5 How Do I Debate?: Speech Times & Speaker Positions ................................................................................. 6 What Is My Role?: Sides & Speaker Positions ............................................................................................... 7 Choosing Sides ........................................................................................................................................... 7 Choosing A Speaker Position ...................................................................................................................... 7 Asking & Answering Questions: What Is Crossfire? .................................................................................... 8 What Is Crossfire? ....................................................................................................................................... 8 Which Debater(s) Participate In Crossfire?.................................................................................................. 8 What Is A Good Crossfire? How Does It Help Me Win? .............................................................................. 8 Writing A Case .................................................................................................................................................. 9 Case Structure ............................................................................................................................................... 9 The Introduction .......................................................................................................................................... 9 Framework .................................................................................................................................................. 9 Contentions ................................................................................................................................................. 9 Conclusion .................................................................................................................................................. 9 Sample Case ................................................................................................................................................ 10 Introduction ............................................................................................................................................... 10 Framework ................................................................................................................................................ 10 Contentions ............................................................................................................................................... 10 Conclusion ................................................................................................................................................ 11 Research & Evidence ................................................................................................................................... 12 Evidence & Public Forum .......................................................................................................................... 12 Getting Started .......................................................................................................................................... 12 2 Public Forum Curriculum Atlanta Urban Debate League What Is Public Forum? What’s New?: An Introduction Beginning in SY 2021 – 2022, the Atlanta Urban Debate League will offer Public Forum (PF), a new event for High School competitors. The goal is to provide an accessible, audience-friendly alternative to policy debate! What Is Public Forum? Public Forum is an audience-friendly, partner event where participants debate a series of month(s)- long topics (resolutions) focused on current events. Unlike Policy Debate, where competitors debate the merits of a plan, Public Forum debates whether the resolution is on-balance a good or bad idea. Competitors in Public Forum should expect: ➢ Month(s)-Long Topics (Resolutions) ➢ Partner Debate (2 v. 2) ➢ Shorter Speech Times ➢ Audience-Friendly Style ➢ Lay (Less Experienced) Judging Who Should Debate in Public Forum? Any high school student participating in a high school debate tournament can debate in Public Forum! Since Public Forum has monthly topics and lay (less experienced) judging, it is an ideal event for students who: ➢ Want To Try Debate ➢ Are Novices / Learning Debate ➢ Have Seasonal / Outside Commitments (e.g. Student Athletes) ➢ Prefer An Audience-Friendly Public Speaking Style ➢ Prefer A Less Formal Argument Structure Which Is Better: Policy or Public Forum? Neither! All debate is good debate. Public Forum and Policy Debate are different events with different goals. ➢ Public Forum mimics a public debate on current events. The goal is to persuade an average person to support (or not support) a given topic. ➢ Policy Debate mimics the technical, evidence-based approach of government decision- making. The goal is to persuade a policy expert to support (or not support) a government policy. 3 Public Forum Curriculum Atlanta Urban Debate League What’s Different?: Policy v. Public Forum Policy Debate v. Public Forum Both Events Policy Debate Public Forum Debate an assigned topic Policy has a year-long Public Forum topics change. (resolution). resolution. ➢ Fall Semester topics change every 2 months. ➢ Spring Semester topics change every month. Have assigned sides. Policy focuses on government Public Forum focuses on current policy. events. ➢ One team affirms (supports) the resolution. ➢ The Affirmative proposes a ➢ The “Pro” side defends the ➢ One team negates plan. resolution as a whole. (opposes) the resolution. ➢ The Negative defends ➢ The “Con” side opposes either the status quo or a the resolution. competitive policy. Have a judge vote for which team ➢ Judges in policy debate ➢ Judges in Public Forum did the better debating. vote “for” or “against” the decide if the topic is plan. generally a good or bad ➢ They tend to be more idea. experienced and ➢ They tend to be less technical. experienced (lay) and focus on the big picture. Use research to support Policy debate uses a formal Public Forum uses a less formal arguments. evidence structure (“cards”). evidence structure. Require a FULL CITATION for all ➢ “Cards” are extended block ➢ Sources may be quoted or sources. quotes with a formal paraphrased (like a school citation. essay or research paper). ➢ Most speeches heavily rely ➢ Students do their OWN on reading, extending, or research. comparing “cards.” ➢ A “packet” is NOT provided. Follow an assigned speech Policy debate has longer speech Public Forum has shorter speech structure. times. times. Have the “Pro” / Affirmative speak ➢ Both sides have two ➢ Both sides have one first. constructives and two constructive and one rebuttals. rebuttal. ➢ The Negative speaks ➢ The Summary & Final back-to-back (the “Block”). Focus speeches focus on the “big picture.” Have debaters ask and answer Policy Debate has cross- Public Forum has crossfire questions. examination. (mutual cross-examination). ➢ After a constructive, ONLY ➢ After certain speeches, the opposing team asks BOTH teams ask and questions. answer questions. 4 Public Forum Curriculum Atlanta Urban Debate League What’s The Topic?: Topic Areas & Rotation Unlike Policy Debate, Public Forum has a series of month(s)-long resolutions (topics). Each topic can be divided into two parts: ➢ Topic Area: A general research area released prior to the school year. o In the Fall Semester, topic areas cover a two-month cycle. o In the Spring Semester, topic areas cover a one-month cycle. o Each resolution during the cycle will fall within the assigned Topic Area. o This IS NOT the resolution debaters affirm or negate. ➢ Resolution: A specific premise that debaters affirm or negate. o In the Fall Semester, resolutions are on a two-month
Load more

Recommended publications
  • Debate Tips & Tricks
    Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 Home About Us ∠ For Debaters & Coaches ∠ News & Events ∠ Join the Movement Debate Tips & Tricks Partners & Partner Supporters: Schools: Alvarez Central Click Here to download Debate 101: This is a helpful guide to Policy Debate written by Bill & Will Smelko detailing everything 3 you need to know from Rudiments of Rhetoric to Debate Theory. E 5 tips to help you win Juanita every debate round: Sanchez 1. Think as if you were your judge, not yourself. Remember, the only person whose opinion matters at Mount the end of the round is the judge’s, not yours! A Pleasant common mistake everyone in public speaking makes is assuming that because you understand the argument that your audience does as well. Take into account the Paul Cuffee judge’s debate experience before using a lot of debate http://www.riudl.org/debate-tips-tricks/ Page 1 of 4 Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 lingo, and make sure you look up at your judge while making a key point. This will both reinforce your argument because of the eye contact you will make, and it will allow you to look for signals from the judge (ie, Woonsocket shaking her head) that she understands you. 2. Always think comparatively. Every argument that you make, at the end of the round, will be compared against something the other team said. If you’re affirmative, for example, you should always be thinking in the mindset of “how does my plan compare to the status quo?” [i.e., doing nothing, what the negative frequently advocates].
    [Show full text]
  • Debate Association & Debate Speech National ©
    © National SpeechDebate & Association DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko © NATIONAL SPEECH & DEBATE ASSOCIATION DEBATE 101: Everything You Need to Know About Policy Debate: You Learned Here Copyright © 2013 by the National Speech & Debate Association All rights reserved. Published by National Speech & Debate Association 125 Watson Street, PO Box 38, Ripon, WI 54971-0038 USA Phone: (920) 748-6206 Fax: (920) 748-9478 [email protected] No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, now known or hereafter invented, including electronic, mechanical, photocopying, recording, scanning, information storage and retrieval, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the Publisher. The National Speech & Debate Association does not discriminate on the basis of race, color, national origin, religion, sex, age, gender identity, gender expression, affectional or sexual orientation, or disability in any of its policies, programs, and services. Printed and bound in the United States of America Contents Chapter 1: Debate Tournaments . .1 . Chapter 2: The Rudiments of Rhetoric . 5. Chapter 3: The Debate Process . .11 . Chapter 4: Debating, Negative Options and Approaches, or, THE BIG 6 . .13 . Chapter 5: Step By Step, Or, It’s My Turn & What Do I Do Now? . .41 . Chapter 6: Ten Helpful Little Hints . 63. Chapter 7: Public Speaking Made Easy .
    [Show full text]
  • Page Sub-Page Type Title Learning Goals (Students Will Be Able To...) Attachment One Attachment Two Attachment Three
    Page Sub-page Type Title Learning Goals (Students will be able to...) Attachment One Attachment Two Attachment Three Coaching Coaching 10-Minute Speaker Short Activities Resources Resources Roles Practice Coaching Before, Coaching Coaching Best Practice During, and After Resources Resources Document Tournaments Coaching Coaching Best Practice Coaching Resources Resources Document Fundamentals Coaching Coaching Best Practice Coaching the Resources Resources Document Affirmative Coaching Coaching Best Practice Coaching the Resources Resources Document Negative Coaching Coaching Glossary-of-Debate- Document Resources Resources Terms Coaching Coaching Best Practice Ideas for Culture and Resources Resources Document Norm Building Coaching Coaching Quick Speech Short Activities Resources Resources Activities Short Speaking Coaching Coaching Short Activities Games for the First Resources Resources Few Practices Coaching Student 1NC Block Template Note Sheet Resources Resources for Topicality Coaching Student Template 8.5 11 Flowsheet Resources Resources Coaching Student Template 8.5 14 Flowsheet Resources Resources Coaching Student Debate Observer Note Sheet Resources Resources Debrief Worksheet Coaching Student Debate Terms Document Resources Resources Glossary Coaching Student Guide for Novice Document Resources Resources Policy Debaters Coaching Student Topicality Note Sheet Resources Resources Worksheet Tournament 1 Coaching Student Checklist Checklist for Resources Resources Students Coaching Coach IT Video Edit Student Records Resources Introduction to Coaching Coach IT Video Speechwire for Resources Coaches Coaching Registering for Coach IT Video Resources Tournaments Coaching Coach IT Video Roster Management Resources Team Reporting Coaching Coach IT Video from Tabroom to Resources Your UDL - directly respond to specific arguments. - generate arguments under time constraints. Debate Lesson Argumentation Lesson Chain Debates Library ▪ Respond to oral arguments with direct refutation.
    [Show full text]
  • Beg. CX Robertson-Markham
    Jonathan Robertson, Sudan H.S. and James Markham, Anton H.S. An Introduction to UIL CX Debate UIL WTAMU SAC - September 23rd, 2017 Beatriz Melendez and Jose Luis Melendez, 2-A UIL CX Debate State Champions 2016 “You can do it!” -The Waterboy Introduction - Brief video as students and coaches enter: (Debate class video) What is CX Debate? Policy debate. Policy = evidence. Lots of evidence. This event will change your life. One student’s story that ends submerged. So, are you ready to “Suit Up”? The Resolution: Resolved: The United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States. “Debate is blood sport, only your weapons are words.” 2 - Denzel Washington in The Great Debaters The Speeches and their Times: 1st Affirmative Constructive (1AC=8 min) CX (3 min by the 2NC) (never use prep time before CX periods) 1st Negative Constructive (1NC=8 min) CX (3 min by the 1AC) 2nd Affirmative Constructive (2AC=8 min) CX (3 min by the 1NC) 2nd Negative Constructive (2NC=8 min) (2NC + 1NR = Negative Block) CX (3 min by the 2AC) 1st Negative Rebuttal(1NR=5 min) 1st Affirmative Rebuttal (1AR=5 min) 2nd Negative Rebuttal (2NR=5 min) 2nd Affirmative Rebuttal (2AR=5 min) Each team receives 8 minutes of prep time that may be used according to their strategy. Citation of evidence Evidence must be contiguous. And, citations done correctly, i.e.: Frank, 2015 [Walter M. Frank (legal scholar, attorney), “Individual Rights and citation → the Political Process: A Proposed Framework for Democracy Defining Cases,” 3 Southern University Law Review 35:47, Fall, 2015, p.
    [Show full text]
  • Liqcolq-Douglas Debate: Tqeory Aqd Pracfice
    Liqcolq-Douglas Debate: Tqeory aqd Pracfice Compiled and edited by Tom Pollard, University of Kansas Diana B. Prentice, University of Nebraska Edited and produced by Independent Study Division of Continuing Education University of Kansas Lawrence, Kansas Copyright 1981 University of Kansas Graphics by Charli Frederick Contents INTRODUCTION..................... v ABOUT THE AUTHORS ix UNIT I: A RATIONALE The Importance of Values in Debates About Public Policy - Erwin Chemerinsky . • . 3 A Step Toward Sanity - Dennis Winfield . 7 Lincoln-Douglas Debate: A Re-Introduction of the Listener - Robert Kemp . 11 UNIT II: THE THEORY ............................................. 15 An Approach to Analyzing and Debating Lincoln-Douglas Debate Topics - Diana B. Prentice and Bill Davis . 17 Constructing the Lincoln-Douglas Debate Resolution - Richard 8. Sodikow. 25 Johnson County Community College Applications of Lincoln-Douglas Debate - Richard Stine . 29 Aspects of Coaching Lincoln-Douglas Debate - Dale McCall . 33 UNIT Ill: THE PRACTICE ........................................... 39 The Lincoln-Douglas Debate Experience - Mary C. Ambrose . 41 Judging Lincoln-Douglas Debate - Rev. Raymond Hahn . 47 Strategy of Lincoln-Douglas Debate - Alex L. Pritchard . 53 iii APPENDIX . 59 First Affirmative Constructive in Final Round: NFL Tournament, June 1980 - Mary C. Ambrose . 61 Bibliography . 63 iv Introduction In August, 1858, the race for a vacant seat in the U.S. Senate in Illinois attracted national attention. A reporter for the New York Tribune stated at the time that "no local contest in this country ever excited so general or so profound an interest as that now waging in lllinois."1 The race was between Democrat Stephen A. Douglas and Republican Abraham Lincoln. The contest was dramatized by a series of debates between these politicians - one a defender of states' rights and popular sovereignty, the other an opponent of slavery and the Kansas.Nebraska Bill.
    [Show full text]
  • Is the Consultant Counterplan Legitimate
    THE D G E IS THE CONSULTATION COUNTERPLAN LEGITIMATE? by David M. Cheshier The most popular category of counterplan on the “weap- ons of mass destruction” (WMD) topic involves consultation. The negative argues that instead of promptly adopting and imple- menting the plan, the United States should consult some speci- fied government beforehand, only moving forward if the plan meets the approval of our consultation partner. Many versions were produced over the summer, including counterplans to consult NATO, Japan, Russia, China, Israel, India, and Canada. On this resolution, the consultation counterplan is often an irresistible strategic option for the negative. Because most plan texts as written advocate immediate implementation (if they don’t the affirmative may be in topicality trouble), the counterplan is mutually exclusive, for one can’t act and consult about acting at the same time. Because the resolution locks the affirmative into frequently defending policies the rest of the world would agree to, the counterplan consultation process would usually culminate in the eventual passage of the plan. Thus, the negative is able to argue there is little or no downside to asking for input. Consulta- tion promises to capture the advantages, with the value added benefit of an improvement in America’s relations with NATO, Rus- sia, or China (from here on I’ll use Russia as my example). The view is also prevalent that the consultation counterplan cannot be permuted by the affirmative, since to do so invariably commits the affirmative either to severance or intrinsicness (more on this shortly). Consultation is here to stay. For the counterplan to work, the negative must include lan- guage, which gives the consultation partner a “veto” over the plan.
    [Show full text]
  • Urban Debate Newsblast March 2007 Vol
    Urban Debate NewsBlast March 2007 Vol. II, No. 1 You are receiving this NewsBlast because you are a believer in and backer of urban debate and the National Association for Urban Debate Leagues. We thank you very much for that support. Through our NewsBlasts, we intend to keep you aware of the highlights of the work of the NAUDL, and of the state of urban debate in the U.S. The NAUDL upholds and advances the urban debate mission by building, institutionalizing, expanding, and connecting Urban Debate Leagues. Your support helps make it possible for us to serve thousands of urban youth across the country. We also would welcome and look forward to your feedback. Please email us at [email protected] or call (312-427-8101) with your views. The NAUDL Launches Three Year Expansion Plan with New UDLs and a National Championship Among Objectives Over the past several years the NAUDL has focused hard on its mission of increasing the number of urban students participating in debate programs. Its reach has effectively been restricted, however, by the organization’s limited “bandwith” – the fact that Executive Director Les Lynn, with some modest assistance from the board, part-time staff and volunteers, has essentially been working alone. The NAUDL has embraced an ambitious Expansion Plan that seeks dramatically to expand the organization’s bandwith over the next several years. Its goals include establishing seven new Leagues in seven major cities, institutionalizing an additional four existing leagues, developing debate-related curricula, and, beginning in May 2008, hosting a National Urban Debate Championship.
    [Show full text]
  • Finding Your Voice
    FINDING YOUR VOICE FINDING YOUR VOICE A Comprehensive Guide to Collegiate Policy Debate Allison Hahn Taylor Ward Hahn Marie-Odile N. Hobeika International Debate Education Association New York, London & Amsterdam Published by: International Debate Education Association 105 East 22nd Street New York, NY 10010 Copyright © 2013 by Allison Hahn, Taylor Ward Hahn, and Marie-Odile N. Hobeika This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/by-nc-nd/3.0/ Library of Congress Cataloging-in-Publication Data Hahn, Allison. Finding your voice : a comprehensive guide to collegiate policy debate / Allison Hahn, Taylor Ward Hahn, Marie-Odile N. Hobeika. pages cm ISBN 978-1-61770-051-4 1. Debates and debating. I. Hahn, Taylor Ward. II. Hobeika, Marie-Odile N. III. Title. PN4181.H24 2013 808.53--dc23 2012042433 Design by Kathleen Hayes Printed in the USA CONTENTS Preface ............................................... vii Chapter 1: Basics of Policy Debate ...................... 1 Chapter 2: The Policy Debate Squad .................... 11 Chapter 3: The Topic Process ........................... 16 Chapter 4: Arguments ................................. 22 Chapter 5: Evidence ................................... 35 Chapter 6: Responsibilities of the Affirmative and Negative .............................................. 59 Chapter 7: Speaking and Flowing ....................... 67 Chapter 8: Speeches ................................... 76 Chapter 9: Cross-Examination ......................... 97 Chapter
    [Show full text]
  • Intergenerational Transmission of Disadvantage: Mobility Or Immobility Across Generations? a Review of the Evidence for OECD Countries
    DELSA/ELSA/WD/SEM(2007)7 Intergenerational Transmission of Disadvantage: Mobility or Immobility across Generations? A Review of the Evidence for OECD Countries Anna Cristina d’Addio 52 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS Unclassified DELSA/ELSA/WD/SEM(2007)7 Organisation de Coopération et de Développement Economiques Organisation for Economic Co-operation and Development ___________________________________________________________________________________________ English text only DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS COMMITTEE Unclassified DELSA/ELSA/WD/SEM(2007)7 Cancels & replaces the same document of 29 March 2007 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS NO. 52 INTERGENERATIONAL TRANSMISSION OF DISADVANTAGE: MOBILITY OR IMMOBILITY ACROSS GENERATIONS? A REVIEW OF THE EVIDENCE FOR OECD COUNTRIES Anna Cristina d'Addio JEL Classification: D31, I32, J62, I2, I38 All social, Employment and Migration Working Papers are now available through OECD's Internet website at http://www.oecd.org/els only text English Document complet disponible sur OLIS dans son format d'origine Complete document available on OLIS in its original format DELSA/ELSA/WD/SEM(2007)7 DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS http://www.oecd.org/els OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS http://www.oecd.org/els/workingpapers This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language – English or French – with a summary in the other. Comment on the series is welcome, and should be sent to the Directorate for Employment, Labour and Social Affairs, 2, rue André-Pascal, 75775 PARIS CEDEX 16, France.
    [Show full text]
  • BREAKING DOWN BARRIERS: the Teacher Materials SAMPLE Policy
    BREAKING DOWN BARRIERS: The Teacher Materials SAMPLE Policy Prepared by Jim Hanson with thanks to Will Gent for his assistance Breaking Down Barriers: Policy Teacher Materials Page 1 BREAKING DOWN BARRIERS: SAMPLE POLICY TEACHER MATERIALS By Jim Hanson TABLE OF CONTENTS INTRODUCTION TO THE TEACHER'S MATERIALS ................................................................... 3 BASIC SKILLS OF DEBATING: BUILDING TOWARD MINI-DEBATES ....................................... 3 POLICY DEBATING: TOWARD TEAM/CX DEBATES ................................................................. 4 THE MOST ASKED QUESTIONS ABOUT BREAKING DOWN BARRIERS ..................................... 5 USING THE LESSON PLANS FOR LECTURES ........................................................................... 6 DEBATE COURSE SYLLABUS .................................................................................................. 7 SUGGESTED SCHEDULE FOR THE BASICS .............................................................................. 9 SUGGESTED SCHEDULE FOR POLICY DEBATING .................................................................. 10 SUGGESTED SCHEDULE FOR ADVANCED POLICY ................................................................. 11 LECTURE OUTLINES ............................................................................................................ 12 BASIC SKILLS OF DEBATE LECTURES .................................................................................. 12 SESSION 1: INTRODUCTION TO THE CLASS .......................................................................
    [Show full text]
  • 2015 Starter Packet SSRA Aff and Terrorism Disadvantage
    2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) 2015 Starter Packet SSRA Aff and Terrorism Disadvantage Topic – Resolved: The United States federal government should substantially curtail its domestic surveillance. More resources at 1 2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) Table of Contents ***How To***............................................................................................................................................. 4 What Is Policy Debate? ............................................................................................................................. 5 Speeches and Speech Order ..................................................................................................................... 6 The Constructive Speeches ....................................................................................................................... 7 The Rebuttal Speeches .............................................................................................................................. 9 How to write a block and why? .............................................................................................................. 12 Judge Adaptation ...................................................................................................................................... 14 Cutting Cards .........................................................................................................................................
    [Show full text]
  • Closing the Academic Divide THROUGH DEBATE
    Closing the Academic Divide THROUGH DEBATE The competitive, student-centered nature of debate gives learners a reason and opportunity to struggle with complicated text in a manner that speaks to their interests. Illustration iStockphoto 16 Spring 2013 ASHLEY BELANGER RHODE ISLAND URBAN DEBATE LEAGUE STEVE STEIN BOSTON DEBATE LEAGUE Urban youth with great potential often go unrecognized in public nondebaters on all sections of the ACT College Readiness Bench- schools. When they cease to feel engaged in the classroom, students marks. Debaters overall were 50 percent more likely to reach the may drop out, give up, or resort to self-destructive behaviors. Un- English benchmark than nondebating students. African Ameri- derserved urban youth in particular often grow up without the skills can male debaters were 70 percent more likely to reach the read- they need to succeed in college and to compete in today’s economy. ing benchmark and twice as likely to reach the English bench- In Rhode Island’s urban core and in Boston, however, many mark as peers. young people are being empowered by debate leagues and related • Debate improves academic outcomes. After one year of debate, enrichment activities that reverse the negative trends. 11th graders’ ability to read for accuracy increased more than three grade levels, and their ability to read for fluency and comprehen- Understanding Debate sion increased more than two grade levels.3 Students who debat- For more than 100 years, competitive academic debate has been ed 25 or more rounds during high school had 12th grade GPAs an effective training ground for many policymakers, business ex- (grade point averages) that were .20 points higher than students ecutives, legal professionals, and change makers.
    [Show full text]