Rhode Island Urban Debate League Modified Debate Format for Online Tournaments 2020-21 Resolved: the United States Federal Gover

Total Page:16

File Type:pdf, Size:1020Kb

Rhode Island Urban Debate League Modified Debate Format for Online Tournaments 2020-21 Resolved: the United States Federal Gover Rhode Island Urban Debate League Modified debate format for Online Tournaments 2020-21 Resolved: The United States federal government should enact substantial criminal justice reform in the United States in one or more of the following: forensic science, policing, sentencing. Speech Structure: Role Speech Time Affirmative Team (Speaker 1) First Constructive 6 minutes -- Cross Ex 4 minutes Negative Team (Speaker 1) First Constructive 6 minutes -- Cross Ex 4 minutes Affirmative Team (Speaker 2) Second Constructive 6 minutes -- Cross Ex 4 minutes Negative Team (Speaker 2) Second Constructive 6 minutes -- Cross Ex 4 minutes Affirmative Team (Speaker 3) Rebuttal 5 minutes Negative Team (Speaker 3) Rebuttal 5 minutes Total Round Time: 50 minutes Prep time: 6 minutes per side Evidence and Files. This season, we will be using "Core Readings" instead of "Core Files" This core reading list will include the reading's headline/tiles, a link, information about the reliability and bias of each source, a brief summary and information about if data is included in the article. Each division will have the following evidence restrictions. Novice: specified Novice readings only JV: Novice and JV readings, with up to four sources of outside research Varsity: All outside research is permissible. All outside research must meet the following criteria research: 1) Sources for outside research must be accessible online without a paywall 2) Evidence must be entered on the Wiki five days before the debate. Rhode Island Urban Debate League League 2020-2021 Debate Season Resolution Guide National Policy Debate Resolution for 20/21: Resolved: The United States federal government should enact substantial criminal justice reform in the United States in one or more of the following: forensic science, policing, sentencing. RIUDL’s 20/21 Essential Question: How will changing the policing system in the United States create a safer and more equitable society? Resolutions by Tournament: Tournament Resolution November Public Schools should end their contracts with police departments and ban the use of School Resource Officers. December January Municipalities and states should substantially reduce the budgets of their state and local police departments. February March The United States Federal Government should end the current system of policing in favor of community-based systems of safety, support and prevention. April .
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]
  • 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]
  • 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]
  • Participating in a Policy Debate Program and Academic Achievement Among At-Risk Adolescents in an Urban Public School District: 1997–2007
    Journal of Adolescence xxx (2012) 1–11 Contents lists available at SciVerse ScienceDirect Journal of Adolescence journal homepage: www.elsevier.com/locate/jado Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997–2007 Susannah Anderson a, Briana Mezuk b,* a Department of Global Community Health and Behavioral Sciences, Tulane University School of Public Health and Tropical Medicine, USA b Department of Epidemiology and Community Health, Virginia Commonwealth University, USA abstract Keywords: This study investigates the relationship between participating in a high school debate Adolescent program on college-readiness in the Chicago Public School district over a 10-year period. Education At-risk school students were identified using an index including 8th grade achievement, Debate poverty status, and enrollment in special education. Regression analyses were used to Graduation assess the association between debate participation and graduation and ACT performance. At-risk Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7–3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Ó 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. Introduction There are substantial disparities in educational attainment according to race, income, geography and ethnicity.
    [Show full text]
  • Metro Memphis Urban Debate League Policies for 2015-16 Season
    Metro Memphis Urban Debate League Policies for 2015-16 Season 9/13/2015 This handbook contains all rules and regulations governing tournaments for the Metro Memphis Urban Debate League for the 2015-16 season. Contents 1. League Principles 1.1 Origins 1.2 Overall Governance 1.3 Coach-Directed Policy-Making 1.4 Foundational Objective: Participation 1.5 Guiding Principle: Lay Judges 2. League Structure 2.1 Memphis Style 2.2 Divisions 2.3 Student Participation 2.4 Coach Participation 2.5 School Participation 2.6 Roster 2.7 Transitioning Students or Schools 3. Tournament Entry 3.1 Tournament Registration Procedure 3.2 Judge Obligation 3.3 College Student Judges 3.4 Maverick Teams 3.5 Hybrid Teams 3.6 Combining Divisions 3.7 City Championship Awards 4. Tournament Round Procedure 4.1 Punctuality 4.2 Observers 4.3 Use of Electronic Devices 4.4 In-Round Evidence Sharing 4.5 Unethical Use of Evidence 4.6 Closed Out Elimination Rounds 1 4.7 Tag Team Cross Examination 4.8 Prompting 5. Judging Procedure 5.1 Interruption of a Debate Round 5.2 Independent Decisions 5.3 Judge Evidence Reading 5.4 Judge Disclosure and Critique 5.5 Debater-Judge Colloquy 5.6 Speaker Points 6. Argument Limits 6.1 Specific Argument Limits and Core Files 6.2 Argument Limit Enforcement 7. Amending These Rules 8. Rule changes for 2015-16 Note: * denotes a rule that was changed or added at the Debate Centers during the 2009 – 2010 season. Note:** denotes a rule that was changed or added during the 2010 – 2011 season.
    [Show full text]
  • Urban Debate Newsblast December, 2006 Vol
    Urban Debate NewsBlast December, 2006 Vol. I, No. 3 Editor’s Note: If you are receiving this NewsBlast you are a supporter of urban debate and the National Association for Urban Debate Leagues. We thank you very much for that support. We plan through this NewsBlast 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 is the nation’s urban debate national organization entrusted to uphold and expand the urban debate mission; your support makes it possible for the NAUDL to serve thousands of urban youth across the country. We hope that they will help you have a closer appreciation of the value and meaningfulness of your support for us. We also would welcome and look forward to your feedback to this NewsBlast. Email ([email protected]) or call (312-427-8101) with your views, which will help us refine future editions. St. Louis and Detroit School Districts Reinstate UDL Coach Stipends About 10 months ago, the NAUDL became extensively involved in revitalizing the St. Louis and Detroit UDLs. The NAUDL had been working closely with these two long- standing Urban Debate Leagues for a couple of years, as they have both encountered mounting challenges to their sustainability several years after the last of their Open Society Institute grants ran out. These Leagues actually faced roughly parallel situations: they have enjoyed solid school district support (though not yet institutionalization) and have had a high degree of teacher and principal investment, but they have not had an external partner – in the form of a collection of civic leaders organized into a UDL Advisory Board or the like – since the years when national OSI funding came to university partners in each city.
    [Show 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 .....................................................................................................................................
    [Show full text]
  • Susannah Anderson
    Susannah Anderson Assistant Professor Temple University College of Public Health Department of Social and Behavioral Sciences [email protected], 215-204-5111 Education Doctor of Philosophy (Community Health and Behavioral Sciences), Tulane University 2015 Master of Public Health (Epidemiology & Community Health), Virginia Commonwealth University 2011 Bachelor of Science (Neuroscience, magna cum laude), College of William and Mary 2006 Professional Positions Assistant Professor, Temple University College of Public Health, Philadelphia, PA 2017- Senior Research Analyst, Policy & Research Group, New Orleans, LA 2015-2017 Adjunct Professor, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 2015-2017 Diabetes Epidemiologist, Virginia Department of Health, Richmond, VA 2011 Honors and Awards Diversity, Inclusion, & Belonging in SBS Award Recipient 2020 Temple University College of Public Health, Department of Social & Behavioral Sciences Dean’s Research Council Scholarship 2011-2013 Tulane University School of Public Health Charles C. Clayton Research Award Recipient 2011 Virginia Commonwealth University Honors, Neuroscience 2006 College of William and Mary Monroe Scholar Research Grant Recipient 2002-2004 College of William and Mary Service National Public Health Week Planning Committee, Temple University College of Public Health 2018- Social and Behavioral Sciences Undergraduate Committee 2017- Diversity, Inclusion, and Belonging Committee 2017- • Presenter in the Lunch and Learn seminar series: “The
    [Show full text]
  • Open Society Institute: You
    Youth Initiatives Grants Education New Visions for Public Schools New Century High Schools Consortium $10,000,000 over a five-year period. New York, New York | $10,000,000 | Five Years | 2001 | http://www.newvisions.org Campaign for Fiscal Equity To support a youth engagement program based on Judge DeGrasse's ruling in January of 2000 in CFE V. State, which challenged New York State's school funding formula. New York, New York | $40,000 | 1 Year | 2001 | http://www.cfequity.org LISTEN A grant to provide general support. Washington, DC | $100,000 | Two Years | 2001 | Funders Collaborative on Youth Organizing A grant to support the program activities of the Collaborative. New York City | $100,000 | One Year | 2001 | Student Press Law Center A grant to provide general support. Arlington, United States | $75,000 | One Year | 2001 | New York University To support the Institute for Education and Social Policy Community Involvement Program. New York, New York | $75,000 | 1 Year | 2002 | http://www.nyu.edu/iesp/programs/community.html © 2009 Open Society Institute. Some rights reserved. Cross City Campaign for Urban School Reform To support youth participation in community organizing for urban school reform. Chicago, Illinois | $50,000 | 1 Year | 2002 | http://www.crosscity.org Philadelphia Student Union To support youth organizing around education reform. Philadelphia, Pennsylvania | $20,000 | 1 Year | 2002 | http://www.phillystudentunion.org Youth in Action To support youth organizing around issues of equity and social justice. Providence, Rhode Island | $20,000 | 1 Year | 2002 | Educational Video Center To support professional development around youth media projects for teachers and community partners in the Bronx New Century Schools.
    [Show full text]
  • Urban Schools Argue in Favor of Debate Teams November 28, 2005 Learning to Make a Point Has Paid Off in Myriad Ways and Drawn White House Attention N a W O
    THE CHICAGO TRIBUNE, “Urban Schoos Argue In Favor Of Debate Teams” Urban schools argue in favor of debate teams November 28, 2005 Learning to make a point has paid off in myriad ways and drawn White House attention n a w o By Dahleen Glanton G c Tribune national correspondent M a c i s s e ATLANTA -- Two years ago, just as she was about to become a teenager, Michel- J : o le Parks' life was at a crossroads. t o h Her friends in the public housing development where she lived were engaged in P an all-out effort to recruit her into their gang. And at school, teachers who saw po- tential beneath her tough, street-smart exterior were urging her to join a debate pro- gram that was about to get under way. "It was a big decision," said Parks, now 15, speaking with the confidence of some- one twice her age. "I had to listen to my conscience. I knew the gang was going to keep me in trouble and debate was going to keep me out of trouble. So, in the end, I followed my own mind." The decision to take up debate changed her life. A girl who had never been much farther than the boundaries of her public housing apartments now has been places she never dreamed of seeing, including the White House at the invitation of First Lady Laura Bush. Debaters Gerakd Norwood (from left), Joshua Simmons, Shavarious Render, Parks has become a poster child for urban debate teams, a trend that has taken the Robin Ayers and Ron Shirley rehearse in Atlanta art of debating from the clutches of wealthy private schools and spread it to public schools.
    [Show full text]
  • Civic Connections: Urban Debate and Democracy in Action During Out-Of-School Time
    Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time Georgia Hall Executive Summary This paper examines the approach of urban debate leagues, and specifically the New York Urban Debate League, to democracy skill building and civic engagement. In the face of concerns about lack of civic engagement and knowledge among young people, such out-of-school-time programs can often reach youth bypassed by traditional sources of civic and democracy development, providing a vision of what “democracy in action” for underserved youth might look like. Such democracy skill-building experi- ences can empower youth to become engaged learners and participating citizens. n a crisp Saturday morning in March bound, Internet users, well-educated, or registered to in the Bronx, about 200 youth are vote (Soule, 2001). The political advantages of socio- packing into the Wings Academy economic status, stockpiled over a lifetime (Verba, Oschool cafeteria for one of many New York Urban Schlozman, & Brady, 1995), may result, in part, from Debate tournaments. It’s eight in the morning. The more opportunity to engage in clubs, youth organiza- teens are in their usual attire, sporting baggy jeans, tions, and public service. Research on communities baseball caps, and knapsacks. They talk on cell and youth civic engagement has suggested that youth- phones and keep the soda machine active—but they serving organizations—Little League, YMCA, 4-H, also are working: holding portfolios, tapping on lap- Boys and Girls Clubs, and the like—are less repre- tops, and shuffling manila envelopes labeled sented in poorer neighborhoods. Socioeconomic “Negative” and “Affirmative.” One middle-school-aged advantage apparently affords youth opportunities for girl is practicing debate dialogue while her peer listens civic connection and civic practice (Connell & and then offers some advice: “You should add more Halpern-Felsher, 1997; Flanagan & Faison, 2001).
    [Show full text]
  • 2018-2019 AUDL MS and HS Novice Resource and Evidence Packet
    2018-2019 Atlanta Urban Debate League MS & HS Novice Evidence Packet (Open Borders Affirmative and Negative) ***How To Section*** What is Policy Debate? Policy debate is a type of debate competition in which teams of two advocate for and against a resolution that typically calls for policy change by the United States federal government, this format tests a student’s research, analytical, and delivery skills. It involves the proposal of a plan by the affirmative team to enact a policy, while the negative team offers reasons to reject that proposal. Throughout the debate, students have the opportunity to cross-examine one another. A judge or panel of judges determines the winner based on the arguments presented. 3 2018-2019 Atlanta Urban Debate League MS & HS Novice Evidence Packet (Open Borders Affirmative and Negative) Speeches and Speech Order There are eight total speeches in a debate round. Each debater gives two speeches: one “constructive” and one “rebuttal.” The speech order looks like this: Middle School Middle Middle School High School & High School School Junior Varsity Open Novice Varsity 1AC (1st Affirmative Constructive) – Read the 4 minutes 4 minutes 5 minutes 6 minutes affirmative case and the plan CX (Cross-Examination) – 2nd Negative Speaker asks 2 minutes 2 minutes 2 minutes 2 minutes the questions 1NC (1st Negative Constructive) – Makes all the major negative arguments (disadvantages, case 4 minutes 4 minutes 5 minutes 6 minutes arguments, etc.) CX – 1st Affirmative Speaker asks the questions 2 minutes 2 minutes 2 minutes 2 minutes 2AC (2nd Affirmative Constructive) – Answer ALL negative arguments. Rebuild and strengthen the case.
    [Show full text]