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Welcome to Semester II - Working toward Speech and Debate Perfection :)
4.01 - Lincoln-Douglas Debate vs. Original Oratory
We are going to be focusing on Lincoln Douglas style debating over this Semester. It is a wonderful and exciting form of debate. In Lincoln Douglas Debates you are really able to hone and magnify your Debate skills to go with your speech skills we learned in Semester I.
This lesson is going to focus on how Original Oratory, the style you worked on last semester is both similar and different from Lincoln Douglas debating.
First however let's introduce you to a Lincoln Douglas Debate.
There are some wonderful examples of Lincoln Douglas Debates on the internet. Here is one from a High School National Tournament:
Lincoln Douglas National Championship - Should we have DNA Databases
Here is a little write up about a person who chose to compete in Lincoln-Douglas Debate and Why
Why I chose Lincoln-Douglas Debate
OK, so lets thing back to your Original Oratory:
Are you able to choose the topic? (Yes)
Did you have any direct competition challenging your speech? (No)
Did you have to listen to someone else's speech in order to be successful? (No)
Are you required to discuss other people's perspectives? (No)
How about Lincoln Douglas Debates:
Who Chooses the topic? In this class, I will choose the topic, but I will be using the one that is used in the speech and debate competitions
Did you have any direct competition challenging your speech? YES, In Lincoln Douglas you actually prepare for both sides of a position and when you present one side of an argument and another student will present the opposing view. You even have an opportunity to directly question the other presenters arguments, almost like cross examination if you watch legal shows.
Did you have to listen to someone else's speech in order to be successful? YES, how else are you able to counter their perspectives :)
Are you required to discuss other people's perspectives? Yes, that is the best way to understand both sides.
About Lincoln-Douglas Debate
About Lincoln-Douglas Debate
Lincoln-Douglas Debate typically appeals to individuals who like to debate, but prefer a one-on-one format as opposed to a team or group setting. Additionally, individuals who enjoy LD like exploring questions of how society ought to be. Many people refer to LD Debate as a “values” debate, as questions of morality and justice are commonly examined. Students prepare cases and then engage in an exchange of cross-examinations and rebuttals in an attempt to convince a judge that s/he is the better debater in the round.
Here is the basic breakdown of the Debate (This may look complicated but I will help break it down in coming assignments)
Affirmative Constructive
6 minutes
Present the affirmative case
Negative Cross-Examination
3 minutes
Negative asks questions of the affirmative
Negative Constructive
7 minutes
Present the negative case and refute the affirmative case
Affirmative Cross-Examination
3 minutes
Affirmative asks questions of the negative
First Affirmative Rebuttal
4 minutes
Refute the negative case and rebuild the affirmative case
Negative Rebuttal
6 minutes
Refute the affirmative case, rebuild the negative case, and offer reasons that negative should win the round, commonly referred to as voting issues.
2nd Affirmative Rebuttal
3 minutes
Address negative voting issues and offer reasons for why the affirmative should win.
*Each debater is also entitled to four minutes of prep time during the round.
Here are some of the past Lincoln-Douglas Debate topics and the current one for National Competition:
Past Topics - Lincoln-Douglas Debate
2020-2021
January/February – Resolved: Civil disobedience in a democracy is morally justified.
November/December – Resolved: The United States ought to provide a federal jobs guarantee.
September/October – Resolved: In a democracy, voting ought to be compulsory.
2019-2020
Nationals – Resolved: The intergenerational accumulation of wealth is antithetical to democracy.
March/April – Resolved: Predictive policing is unjust.
January/February – Resolved: States ought to eliminate their nuclear arsenals.
November/December – Resolved: The United States ought to eliminate subsidies for fossil fuels.
September/October – Resolved: In the United States, colleges and universities ought not consider standardized tests in undergraduate admissions decisions.
4.02 - Styles of Speech
While we will be focusing on Lincoln-Douglas there are many other kinds of speech that come up in a formal competition and I think it is helpful if you take some time and explore them now.
Please review the styles in this link and take the quiz.
Speech and Debate Styles and Events
Speech and Debate Events - Google Doc
If you have any questions please let me know.
Module 4 Page 3
Lesson 4.03 Argumentative Writing
To build an effective argument, it is important to first have a controversial topic you can expand on.
Writers of effective argumentation use precise claims to present their positions. A claim is a statement that takes a clear stand on an issue. You choose a side and then support it with research from reliable sources. To be effective, the claim must be able to be supported, must take a clear side, and is written in third person.
Your argument will also anticipate counterclaims. Instead of pretending that opposing views do not exist, writers address them head on. They acknowledge the counterclaim and provide a rebuttal to defend their original idea. This makes your stance/claim even stronger!
Let's break down some vocabulary for your living dictionary.
Claim : Your clear stance on a controversial issue (usually the last sentence in your introduction)
Counterclaim: A valid reason on the opposing side (this is more than just the opposite of claim)
Rebuttal: Refutes (proves wrong) the counterclaim and brings it back to your original claim with more evidence to support your side. It is like a third reason in your favor.
Example:
The order an argumentative speech follows is hook with general information, explanation of why the topic is controversial, claim, body with reasons and counterclaim/rebuttal, and conclusion. We'll dive in more to each part as you get further in the module.
Here is an example of an argumentative speech. Please read this speech and use the information as you complete the quiz:
docs.google.com/document/d/1T1_nyd34zPoZnbRlLl2RYEn7W5keA5m4dAEh7vOsj1c/edit?usp=sharing
Module 4 Page 4
Lesson 4.04 Argumentative Famous Speeches
In Semester 1, you looked at informative famous speeches and saw how figurative language was used in them. In this lesson, you'll be viewing an argumentative famous speech and looking again at the language used.
As a refresher,
Common types of figurative language are:
1)Personification- Giving something inanimate (non-living) human like qualities or characteristics.
Example: The kite danced in the sky.
2) Simile- Comparing two things using like or as.
Example: She is as bright as the sun.
3) Metaphor- Comparing two things directly (not using like or as).
Example: He is a beacon of hope.
4) Hyperbole-Exaggerated statement.
Example: She was so hungry, she could eat a horse.
Connotation are the feelings associated with a word and denotation is the actual dictionary definition.
A claim is the clear statement that shows the speaker's stance on a controversial topic.
Example: Teens should be required to volunteer in order to graduate high school.
Claims should always be supported by evidence to be credible.
Always remember, the evidence should be valid and reliable.
As you watch the argumentative speeches, keep track of the language being used, tone, main idea, theme, and the claim. Also pay close attention to the evidence supporting the claim.
The following if from President Franklin Roosevelt's (FDR) inauguration speech when he first became president. This was during the Great Depression, a time you have learned about during U.S. History and Civics. He is arguing what needs to change for the United States to recover:
FDR's inauguration speech - written
FDR's inauguration speech
Module 4 Page 5
Lesson 4.05 Speech Analysis
An argument must have a claim in order to continue. It would be like two people arguing over nothing if there were no controversial topic or claim. The topic is what starts the argument and then a side must be chosen. In the 7th grade Language Arts Course, there is a topic with the question: Should teens be required to volunteer in order to graduate? That is a controversial topic as it is able to be argued. One can argue the side of yes, they should be required to or one could argue no, they should not be required to volunteer. Thus, that claim made is essential to the argument. It is what the speech will be built on and what it will work to answer.
A claim is only effective if it meets these qualifications:
1) States a clear position on a debatable topic
2) Makes it clear the speech argues rather than informs
3) Avoids making first person, personal preferences
The claim should be supported by valid and reliable evidence. When reading or listening to a speech, you should be able to see that support to the claim.
Lesson 4.6
We will use this lesson to begin exploring our Lincoln Douglas topic: Civil disobedience in a democracy is morally justified.
Let me write this topic once again: Civil disobedience in a democracy is morally justified
As you may be able to tell, I think this is both very interesting topic but also a very complicated topic. So lets discuss another key element of argument construction and deconstruction. Said another way, what is the best way for me/you to understand an argument and be able to best debate a topic.
The first step to deeply understand a topic is to define all words and attempt to find anything that may be ambiguous. Make sure you look up what ambiguous means, we will be discussing this concept a lot. Let me give you a hint. Have you ever had a discussion about getting together with a friend and they say, "hey lets get together today and go to the mall". You think this is a great idea and you hang up. You go and talk to your mom to ask permission and she says that sounds good but what time are you going? Do you see that ambiguity you created with your friend. "getting together" was never defined. You never established when, so it is a confusing term. If your friend wants to get together when you are not available, since you are doing that mean Mr. Stillman's homework :), then the plan you thought you made in fact, can't happen.
Do not fret if you feel confused or overwhelmed, this is exactly what we will be exploring in our live lesson this week. Civil disobedience in a democracy is morally justified.
HHHMMM, this sounds interesting and you may think you know what it means, but the first step is to make sure you KNOW what this statement means.
So we have our first step (Step 1), you need to provide definitions to the most difficult words in this statement.
Step 2 -You will need to redefine this topic in your own words. This ensures you actually understand the definition.
Step 3 - provide some examples of what actions may fit into this topic. I will give you a hint, you have studied this in Civics and Martin Luther King often practiced civil disobedience.
Step 4 - If you are brave, what terms may need further explanation to decide if you agree or disagree (we will explore this during the live lesson). In other words, what may cause confusion unless this are defined further, just like your friend asking you if you want to get together "today" without really knowing when "today" is referring to.
Viewing the live lesson recording will be a critical help.
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