INTRODUCTION
A debate is a discussion or structured contest about an issue or a resolution. A formal debate
involves two sides: one supporting a resolution and one opposing it. Such a debate is bound
by rules previously agreed upon. Debates may be judged in order to declare a winning side.
Debates, in one form or another, are commonly used in democratic societies to explore and
resolve issues and problems. Decisions at a board meeting, public hearing, legislative
assembly, or local organization are often reached through discussion and debate. In the
context of a classroom, the topic for debate will be guided by the knowledge, skill, and value
outcomes in the curriculum.
STRUCTURE OF A
DEBATE
A formal debate usually involves three groups:
 one supporting a resolution (affirmative team),
 one opposing the resolution (opposing team), and
 those who are judging the quality of the evidence and arguments and the performance
in the debate.
The affirmative and opposing teams usually consist of three members each, while the
teacher, a small group of students, or the class as a whole may do the judging. In addition to
the three specific groups, there may an audience made up of class members not involved in
the formal debate.
DEBATE PREPARATION
1. Develop the resolution to be debated.
2. Organize the teams.
3. Establish the rules of the debate, including timelines.
4. Research the topic and prepare logical arguments.
5. Gather supporting evidence and examples for position taken.
6. Anticipate counter arguments and prepare rebuttals.
7. Team members plan order and content of speaking in debate.
8. Prepare room for debate.
9. Establish expectations, if any, for assessment of debate.
CONDUCTING A
DEBATE
Debate opens with the affirmative team (the team that supports the resolution) presenting
their arguments, followed by a member of the opposing team. This pattern is repeated for the
second speaker in each team. Finally, each team gets an opportunity for rebutting the
arguments of the opponent. Speakers should speak slowly and clearly. The judges and
members of the audience should be taking notes as the debate proceeds. A typical sequence
for debate, with suggested timelines, is as follows:
 The first speaker on the affirmative team presents arguments in support of the
resolution. (5 minutes)
 The second speaker on the affirmative team presents further arguments in support of
the resolution, identifies areas of conflict, and answers questions that may have been
raised by the opposition speaker. (5 minutes)
 The second speaker on the opposing team presents further arguments against the
resolution, identifies further areas of conflict, and answers questions that may have
been raised by the previous affirmative speaker. (5 minutes)
 The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
 The opposing team begins with the rebuttal, attempting to defend the opposing
arguments and to defeat the supporting arguments without adding any new
information. (3 – 5 minutes)
 First rebuttal of the affirmative team (3 – 5 minutes)
 Each team gets a second rebuttal for closing statements with the affirmative team
having the last opportunity to speak. (3 – 5 minutes each)
 There cannot be any interruptions. Speakers must wait their turns. The teacher may
need to enforce the rules.
DEBATE PROCEDURE
1st Affirmative
1st Negative
Introduction
Introduction
Definitions
2n Affirmative
Neg
Aff Rebuttal
Rebuttal
No new arguments can
be introduced.
Introduction
Introduction
Clash with points
Continue
If necessary, made by Negative
attack on
Explain why your team
attack
and rebuild
Affirmative should win and the other
definitions
Affirmative case
(proof)
team should lose.
(proof)
Explain why
Clash with
Present plan, if
present system
needs for
not already
is bad and needs
change (proof) presented (proof)
change (proof)
At least introduce
If necessary,
the plan or
present
present all of
counterplan
plan (policy
(policy debate)
debate)
Present reasons
why
2n Negative
Clash with
reasons
Present
counterreasons
Remind the judges of
your arguments.
Tell the judges why they
should believe your
arguments even after the
other team's attack.
Explain why the judges
should not listen to the
other team.
Review critical evidence.
POST-DEBATE
DISCUSSION AND
ASSESSMENT
When the formal debate is finished, allow time for debriefing and discussion. Members of the
audience should be given an opportunity to ask questions and to contribute their own
thoughts and opinions on the arguments presented. Members of the debate teams may also
wish to reflect on their performance and seek feedback from the audience, including the
teacher.
Month
March 2015
Period
1 (1 hour)
Theme
Environmental Preservation and Conservation
Topic
Clouds- Friend or Foe?
Learning Objectives
Articulate perspectives on natural disasters and phenomenon.
Critical thinking in social studies.
Resource
National Geographic Extreme Explorer Magazine articleCool Clouds
Contestants
Affirmative - 3 students
Negative - 3 students
Timekeeper - 1 student
Moderator - 1 student
SUPPORTING
QUESTIONS
Based on the topic, guide students to prepare their arguments either for or against the
notion.
1.
2.
3.
4.
5.
6.
7.
8.
9.
How are clouds formed?
What are the various cloud types and composition?
What are the purposes of clouds?
How do clouds impact Earth’s climate?
How does cloud contribute to natural phenomenon?
What types of natural disasters are results of cloud formations?
How do typhoons and tornadoes affect us?
How does aerosols and organic vapours influence clouds and alter climate?
How do researches and studies on cloud help prepare for natural disasters?
EXTENDED LESSON
Ask the rest of the class their thoughts about how clouds can have both cooling and warming
effects on Earth’s surface. Discuss how understanding clouds is a major aspect in
understanding climate change. Summarise the arguments of both teams and have the class
decide which group made the best argument and points made during the debate which left an
impact on the audience.