Week+4+--+Feb+20-24

//Video -- Legal summation// //Paul Newman -- The Verdict// //Tips and tricks for writing a summation// //Review of Refutation so far.// //Remainder of refutation video.// //Debate...**TODAY, AN ATTEMPT MUST BE MADE TO USE AT LEAST ONE OF THE REFUTATION SKILLS WE HAVE LOOKED AT.**// //Plan for the week --// //* Everybody gets a practice at 2:2 LD debate.// //* Refutation video// //* Plans for 1:1 LD debate rounds. Random seeding.// //Cody's article?// //Bullying// //Complete the final two rounds for first LD debate.// //Demo debate//
 * //2 March//**
 * //28 February//**
 * //27 February//**
 * //In a democratic society, convicted felons ought to retain the right to vote. --//** //This will be the demo we watch.//
 * //24 February//**

//The Debaters finale//

Judging LD debate


 * //Create a pool of LD issues to discuss. We will be using these next week for practice. Partner up and come up w/ 2-3 rough ideas, worded as well as possible.//**
 * //Issue: The abuse of illegal drugs ought to be treated as a matter of public health, not of criminal justice//**

//Ok...this should make sense. I've taken the 1:1 method used in LD debates and divided the jobs for a 2-person team. In essence, it breaks down in a fairly similar fashion to Cross-Ex debates and will allow you to focus on one job at a time.//


 * //Issue: Priority in course selection should be given to students based on positive academic performance.//**


 * //Each side selects 2 speakers (1A, 2A, 1N, 2N).//**

//1A -- Presents prepared opening outlining all arguments in support of the issue at hand. 1A should define the issue as they see it (up to 3 minutes).// //1NX -- 1N asks 1A questions in cross examination. These may not be yes/no questions. Use logic show weakness in the opponents argument (up to 90 seconds).// //1N -- Presents prepared opening outlining all arguments against the issue at hand. Time may / should also be used to address points made by 1A (up to 4 minutes).// //2AX -- 2A asks 1N questions in cross examination. Same format as first CX (90 seconds).// //1AR -- (first aff rebuttal) 2A addresses both sides of the issue to show her/his strength 'in balance'. Often found to be the most difficult of the roles in LD.// //2NR -- 2N addresses the arguments of the previous speech and summarizes the round (think of a lawyers summation to a jury).// //2AR -- (second aff rebuttal) 1A addresses the arguments of the previous speech and summarizes the round (think of a lawyers summation to a jury).//

//Hand out notes I made and discuss.//

//As a class, discuss the issue, define according to our knowledge. Agree and disagree to see both sides of the issue.//

//Jenna and Anna to do Toulmin argument.//
 * //23 February//**


 * //On the board when they come in...//**

//__On your own__, please do the following:// //* Using 'terms of art', define the issue as you see it.// //* Write 2-4 arguments for or against the issue.//

//Poll: agree vs disagree//

//Split into groups of 3-4. Each group comes up with THREE solid arguments to support their side. You must also come up with a rationale (impact) as to why your argument is true. Write these down.//

//Regroup into those 'for' and those 'opposed'. Select a moderator for your group and, together, come up with the three strongest arguments.//

//Reconvene as entire class to discuss. Not a time for arguing. We must now decide which of these arguments would stand with support.//

//Homework -->// //Using the claim/warrant/impact model, come up with two arguments IN FAVOUR of this value statement://

The Debaters

//Quick note on LD debate. It employs the Claim/Warrant/Impact format...// //examples from our Toulmins -- although you made your claim and defended it, not everybody told us why it was important. This imprtance is the 'impact'.// //Review the second part of the sheet package. Demo important points.// //The following is a very informative video. We will need to make notes throughout.//
 * //22 February//**

Lincoln Douglas debate video //LD Lesson #1 -- Understanding and using the 'Claim/Warrant/ Impact' structure. Same as the Toulmin, with the addition of why your point is important (impact).//


 * //21 February...//**

//My goodness, if we don't get the Toulmins done today, I'll cry. I'll do it!//

//Then, without further hesitation, we start the Lincoln Douglas debate.//








 * //20 February//**

//Corey's dramatic reading. Was there anybody else?//

//Zach's article and debate question.//

//Goals for the week and a call for judges. Favourite teachers, VIPs, etc.//

//Intro to Lincoln Douglas debates -- going to try to go more in-depth w/ this debate style than I would have done last year. At this point, it is experimental as I don't know how this will work with our schedule. For example, I need to balance the argument 'Do we examine fewer topics for deep understanding and practice or more topics on a surface level for broad exposure?' Open for discussion...sort of.//