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ADVANCED PHILOSOPHY AND ETHICS: LD DEBATE 151B - Full Year - Honors - 5 Credits Curriculum Guide

Course Description: The course offers intense study of the five Lincoln-Douglas debate topics with the aim of preparation for interscholastic debates on these topics. This is accomplished through practice debating, discussion of debate rounds, and introduction to philosophy and ethics. Since this course is co-curricular, students should plan to commit at least ten weekends to interscholastic competition, judging, and hosting of tournaments over the course of the year. The fourth quarter of the year will be devoted to a concentrated study program that enhances understanding of a topic of political significance. Course Prerequisites: Advanced Lincoln-Douglas Debate is open by permission of the instructor to those tenth through twelfth grade students who wish to continue their speech and debate careers in LincolnDouglas debate or to newcomers to the debate program after the tenth grade. Course Goals: Students successfully completing this course will: Demonstrate the ability to understand and articulate opinions on matters of ethics, morality, and philosophy from a variety of perspectives. Develop and utilize library and on-line research skills necessary to the preparation for in class and tournament debates and other public speaking activities. Demonstrate the ability to analyze and interpret academic literature related to matters of ethics, morality, and philosophy. Write persuasive essays that synthesize evidence and rest on sound logic. Orally communicate to the public using rhetoric that is authoritative, persuasive, and honest. Evaluate the arguments of others critically and formulate effective rebuttals to those arguments. Appreciate issues related to the ethics of advocacy and proper source material attribution, and utilize proper research, advocacy, and attribution techniques in all inclass and tournament presentations. Demonstrate consistent improvement in competitive outcomes in MFL/NFL LincolnDouglas debate. Course Texts: Students will draw from a wide variety of instructional materials for this course. For debate methodology, the course depends heavily on resources provided through The Rostrum (the monthly National Forensic League journal), instructional and demonstration videos produced by the National Forensic League, and briefs on each topic purchased for team use from various debate evidencegathering services. Additionally, the course will draw heavily from peer-reviewed academic journal articles to present the latest research on each debate topic.

Assessment & Grading: Students are evaluated primarily through a self-evaluation rubric completed each quarter as a first step in determining their grades. Significant academic effort is required for success in debate, and there are many opportunities for authentic assessment during tournament competition throughout the year. This competition component is joined by evaluation of students written work and participation as the basis for grading. The average of grades on the classroom assignments is not the sole determinant of the term grade. Students self-assessments will be reviewed by the coach and modified accordingly. For the final average, each quarter will count as 20%, the mid-year exam 10%, and the final exam 10%. Qualification for the TOC will serve as a mid-year examination exemption qualification for TOC, CFLs, or NFLs will serve as a final examination exemption. Any student who earns 250+ NFL points or the equivalent during the academic year will qualify for an "A" for the year. Tournament Competition Students are expected to compete in approximately ten interscholastic tournaments during the debate and speech season. Students will be graded on the feedback (ballots or records) from all tournaments attended. Students are not graded on win-loss record, but rather on the progress made and comments from judges on students effort in rounds. Students seeking a minimum level of participation (C level) should plan to attend two tournaments per quarter. Class Writing, Evidence Shares, Homework Students are expected to complete evidence share assignments (independent reading of academic literature and cutting of useful passages of said literature) on the announced debate resolution. Each student will then complete assigned cases on the topic, which will be peer-reviewed and/or coach-reviewed for grading. After this first grading exercise, students are encouraged to resubmit revised cases before competition begins on the next topic to be regarded. These revised case grades replace any previous grades on that particular case assignment. Students also must maintain the highest ethical standards of the activity, avoiding cheating, fabrication, or misrepresentation of any kind. Class Participation In addition to the written component of evidence shares and cases, students are expected to actively engage in a wide variety of classroom activities. Students are expected to read, study, and discuss literature on the debate topics. Advanced students also have the opportunity to peer-coach novice students. If they choose to do so, they will be evaluated on these efforts and are expected to maintain documentation of what they have done for their novice student(s). Attendance and effort should show a concern for their own progress and that of the team. Each student should also assist the team in its leadership role in New England debate and speech by running tournaments, judging novices, and hearing practice rounds as appropriate. An extremely important component of class participation is simply keeping all commitments to the team and coaches. Course Habits & Policies: Dedicated, thoughtful class participation is expected. The diversity of backgrounds, beliefs, and opinions brought to the classroom by each student greatly enriches the learning experience. Accordingly, constructive class participation is expected of all students. By the very nature of academic debate, the classroom must be a place where controversial ideas can be freely 2

aired, but in a way that promotes mutual respect between students. This includes practice debates, whole class discussions, and small group work. Homework is important for academic success and its completion will have a positive impact on student grades. A reasonable amount of homework can be expected nightly. Homework may include reading, responding to reading, reviewing of notes, studying, or preparing for class discussions. Homework is an essential aspect of the learning process and is not assigned arbitrarily. Homework is assigned for the purposes of increasing students understanding of concepts, reinforcing material taught during class, preparing for the next class, ensuring students read independently, offering students an opportunity for an alternative type of assessment, and building a work ethic for the future. For missed work, each student is responsible to make up any missed assignments while absent from class. Due to the discussion-oriented and practice-oriented nature of debate, missed class time is virtually irreplaceable for the student. Good attendance is imperative. Evidence shares and cases should always be completed and submitted via email by the due date regardless of school attendance on the due date. The long-term nature of these assignments ensures that students will have had adequate time to compete the work prior to any unforeseen absence. Late evidence shares will be accepted between the due date for the original assignment and the due date for cases late cases will be accepted until the designated time period for the resolution has concluded. Any additional written late work will be accepted until the graded assignment has been returned to the class. Course Structure and Essential Questions: The prolonged debate competition season presents the unique challenge of having to repeat the entire process of debating from seeing a topic for the first time through repeatedly debating that topic many times over the duration of the course. The course, by its nature then, must focus simultaneously on two strands. The first strand is building general argumentation and communication skills. This strand has been sectioned into four major themes. Students will learn skills for breaking the entire question posed by a new debate resolution into smaller parts in order to properly evaluate the question as part of the Topic Analysis Theme. Next, students will learn information gathering strategies and persuasive writing skills as part of the Research and Case Writing Theme. With pre-tournament preparations completed, students then will learn skills for responding to their opponents in the Rebuttal Strategies Theme. Finally, students will examine the larger strategic issues of debate as part of the Round Strategies Theme. The second strand is building understanding of the topic area specific content for each new debate resolution. This strand cleaves naturally into an Affirmative Theme, focusing on upholding the resolution and a Negative Theme focusing on rejecting it. Strand One Argumentation and Communication Skills Topic Analysis Theme Essential Questions 1. What is the fundamental question asked by the resolution? 2. What are the philosophical positions from which affirmative and negative cases can be derived? 3. What value premises and value criterion are most central to the conflict posed by the resolution? 4. What possible alternate interpretations of the resolution exist? 5. What assumptions are present in the wording of the resolution? 3

6. 7. 8. 9.

How does one appropriately define the terms present in the resolution? What was the intent of the wording committee in creating the resolution? What is the significance of debating the resolution? Where are the boundaries for what arguments can be reasonably presented as topical? 10. How might the resolution be flawed? 11. How might this resolution be evaluated critically (kritiked)? Research & Case Writing Theme Essential Questions 1. How does one formulate an appropriate set of research questions? 2. What background knowledge is required for the resolution? 3. What research tools exist for academic debate? 4. How are printed sources and electronic databases efficiently used for research? 5. How are these research tools best used? 6. How does one determine the quality of evidence? 7. How is evidence useful for a debate round correctly identified within an article and cut for use? 8. How is evidence ethically cut and cited? 9. What can be done when opponents fabricate evidence or incorrectly cite or misuse it? 10. How should a Lincoln-Douglas case be organized and sign-posted? 11. How is a contention within a Lincoln-Douglas case correctly constructed? 12. What are the advantages and disadvantages of multiple or flex cases? 13. What are blocks and how should they be prepared? Rebuttal Strategies Theme Essential Questions 1. How is a Lincoln-Douglas round effectively flowed? 2. How are offensive and defensive arguments effectively balanced in the round? 3. How is line-by-line rebuttal most effectively conducted? 4. How can an individuals case been effectively used against their opponents case? 5. How can opponents arguments be effectively summarized and grouped? 6. How are case arguments effectively extended throughout the round? 7. What role should the 1st affirmative rebuttal speech play in a Lincoln-Douglas round? 8. What role should the 2nd affirmative rebuttal speech play in a Lincoln-Douglas round? 9. How/when is negative rebuttal most effectively included/used in the negative constructive speech in a Lincoln-Douglas Debate round? 10. What role should the negative rebuttal speech play in a Lincoln-Douglas round? 11. How are arguments effectively weighed in the round? Round Strategies Theme (cross-examination, flip strategy, judge adaptation, delivery) Essential Questions 1. What makes a good cross-examination question? 2. What makes a good cross-examination answer? 3. How are answering and asking questions appropriately balanced in Lincoln-Douglas? 4. What are the goals of the cross-examination periods? 4

5. Who typically judges Lincoln-Douglas rounds? 6. How are the various categories of Lincoln-Douglas judges best persuaded/adapted to? 7. How much does delivery matter in Lincoln-Douglas debate? 8. What attributes make some speakers more persuasive than others? 9. What should a Lincoln-Douglas debater sound and look like? 10. As the event evolves, how will the balance between competition and education in Lincoln-Douglas change as well? Strand Two Topic Area Specific Content Affirmative Theme Essential Questions 1. What are the fundamental reasons why this resolution should be affirmed? 2. What interpretation(s) of this resolution are most favorable to the affirmative? 3. How, if any ways exist, can this resolution be affirmed in a counter-intuitive way? 4. What definitions for the key terms in the resolution are most favorable to the affirmative? 5. What values and criterion most clearly lead to affirming this resolution? 6. What is the body of evidence that supports affirming this resolution? 7. What arguments work in concert to form the best case(s) on this resolution? 8. What negative blocks should be prepared? 9. What cross-examination questions should the affirmative anticipate? Negative Theme Essential Questions 1. What are the fundamental reasons why this resolution should be negated? 2. What interpretation(s) of this resolution are most favorable to the negative? 3. How, if any ways exist, can this resolution be negated in a counter-intuitive way? 4. What critical positions towards this resolution, if any, exist for the negative? 5. What definitions for the key terms in the resolution are most favorable to the negative? 6. What values and criteria most clearly lead to negating this resolution? 7. What is the body of evidence that supports negative this resolution? 8. What arguments work in concert to form the best case(s) on this resolution? 9. What negative blocks should be prepared? 10. What cross-examination questions should the negative anticipate? Lincoln-Douglas Topic Release Schedule (per the National Forensic League) Topic 1 September/October Topic announced August 15 Topic 2 November/December Topic announced October 1 Topic 3 January/February Topic announced December 1 Topic 4 March/April Topic announced February 1 Topic 5 Nationals Topic announced May 1 Course Schedule Outline: I. Week 1: Introductory Business II. Weeks 1-4 September/October Resolution Unit 5

A. B. C. D. III.

September/October Resolution Topic Analysis September/October Resolution Case Writing September/October Resolution Practice Debates September/October Resolution Strategy Review

Weeks 5-12 November/December Resolution Unit A. November/December Resolution Topic Analysis B. November/December Resolution Case Writing C. Tim Averill Invitational Tournament Planning D. November/December Resolution Practice Debates E. November/December Resolution Strategy Review Weeks 13-20 January/February Resolution Unit A. January/February Resolution Topic Analysis B. January/February Resolution Case Writing C. January/February Resolution Practice Debates D. January/February Resolution Strategy Review E. Lasagna Luncheon Tournament Planning Weeks 21-27 March/April Resolution Unit A. March/April Resolution Topic Analysis B. March/April Resolution Case Writing C. March/April Resolution Practice Debates D. March/April Resolution Strategy Review Weeks 28-36 4th Quarter Unit

IV.

V.

VI.

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