AUDL 2016-2017
Elementary
School
Resource Packet
Teacher’s Edition
More resources at
Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Getting Started ............................................................................................................................................................. 3
Community Builders ................................................................................................................................................... 4
Lesson 1: Introduction to Debate ............................................................................................................................ 7
Lesson 2: Topic Overview ........................................................................................................................................ 10
Introduction to the Topic ............................................................................................................................... 10
Key Terms .......................................................................................................................................................... 11
Lesson 3: What Does A Debate Look Like?......................................................................................................... 13
Speech Format ................................................................................................................................................. 13
Speech Descriptions ....................................................................................................................................... 14
Team Format..................................................................................................................................................... 15
Demonstration Debate .................................................................................................................................. 15
Lesson 4: Writing Constructive Speeches ............................................................................................................ 15
Lesson 5: Writing Extension and Rebuttal Speeches.......................................................................................... 16
Lesson 6 and 7: Practice Debates and Tournament Expectations ................................................................... 18
How Do I Win My Debate? .......................................................................................................................... 18
Appendices .................................................................................................................................................................. 20
Constructive Speech Template ..................................................................................................................... 21
Refutation and Extension Speech Template ............................................................................................... 22
Rebuttal Speech Template .............................................................................................................................. 23
Topic Table ......................................................................................................................................................... 24
ARE ..................................................................................................................................................................... 25
2PAC................................................................................................................................................................... 26
DR. MO.............................................................................................................................................................. 27
MR.T ................................................................................................................................................................... 28
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Getting Started
Welcome to the Atlanta Urban Debate League family! Thank you in advance for your desire,
dedication, and determination. Along with the students’ involvement, your commitment to debate is
absolutely crucial to our program’s success and continued growth. We are excited to have you help
with us provide the power of debate to countless young debaters. It is through your assistance that
we, the Atlanta Urban Debate League, are able to offer participants many benefits. Thanks to your
efforts, students gain opportunities to improve their academic performance by having an avenue
through which to challenge themselves in terms of literacy, critical thinking, communication skills, and
most importantly decision making skills.
We have created this teacher’s edition to help you lead your team on this journey. Our desire is that
the structure provided in this resource will provide a sense of guidance and progress as your team
learns about debate.
Ultimately, as coaches, we aim to give our children the best opportunities possible for their growth
and for their futures. Your continued support of debate helps give these chances to well-deserved
students.
Sincerely,
The Atlanta Urban Debate League
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Community Builders
The Atlanta Urban Debate League values community over competition. Below are a few community builders
that are great to begin practice with!
1. Inner Circle, Outer circle
Goals and Objectives:
Materials Needed:
Step-by-Step
Procedures:
Students will get to know their fellow debate team members.
List of interesting questions. Example:
“What is your favorite ice cream flavor?”
“What is the first question you would ask an alien?”
“Would you travel to the Moon?”
Half of students will stand in a circle facing outwards. Then a looser outer
circle will form with students facing inwards towards their peers. The teacher
will then read off 20 questions, one-at-a-time. After each questions is read and
answered, students in the outer circle will rotate clockwise to meet a new
teammate, until the questions are all read or until everyone in the outer circle
talked to everyone in the inner circle.
2. Get to Know You Bingo
Goals and Objectives:
Students will get to know their fellow debate team members.
Materials Needed:
Bingo Style Sheet, Bingo Prize
Step-by-Step Procedures:
Create a bingo sheet style sheet and fill in the boxes with short
statements. During the activity students will try to find other students
to initial a box for whom the statement is true. Each student can be
used once at most. Once a student has initials across a row, column, or
diagonal of bingo boxes they will have their bingo sheet verified and a
winner may be declared.
3. All Aboard
Goals and Objectives:
Students will improve their ability to work in a team and their problem
solving.
Materials Needed:
Large Sheet of Paper
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Step-by-Step Procedures:
Take a large sheet and spread it on the floor. Have all the students stand
on the sheet together. Once they have done this fold the sheet to make
it smaller. Again, have all the students get on the sheet. Continue this
process. Eventually, the sheet will be so small that the students will need
to use a great deal of cooperation, teamwork, and ingenuity to get the
whole class on the sheet without anyone falling out/off the sheet.
4. Fear In A Hat
Goals and Objectives:
Students will improve their ability to individualize problem solving and
to be empathetic team members.
Materials Needed:
Scrap paper for students to write on.
Step-by- Step Procedures:
Group members write personal fears about the first tournament
anonymously on pieces of paper which are collected. Then each person
randomly selects and reads someone else's fear to the group and
explains how the person might feel. Fosters interpersonal empathy. You
can do this in pairs or groups of three to speed the game up.
5. All My Friends and Neighbors
Goals and Objectives:
Students will get to know their fellow debate team members and lessen
their fears of speaking in front of a group.
Materials Needed:
None
Step-by-Step Procedures:
“All My Friends and Neighbors” is a fun getting-to-know-you game that
can inspire a lot of excitement with the right group. Players sit in a circle
with one person in the middle who announces "All my friends and
neighbors..." finishing with a common trait such as "have red shirts on"
or "like ice cream." The players who identify with that trait must run to
a new spot that is not next to their current spot and switch places as
the player in the middle tries to find a seat for herself. Whoever does
not find a place in the circle becomes the middle person.
6. Who Am I?
Goals and Objectives:
Students will get to know their fellow debate team members.
Materials Needed:
Index Cards and Tape
Step-by-Step Procedures:
In this exercise, debaters will be asked to identify the names of the
famous person taped to their back (e.g. Lil Wayne, Barack Obama) by
asking questions of their teammates who cannot tell them explicitly who
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
they are but who can answer their questions in a yes/no format. If the
member receives a “yes” answer, they can continue to ask that individual
questions until they receive a “no” answer. Then they must continue on
to ask someone else. When a group member figures out who they are,
they take off the tag, put it on the front of their shirt, and write their
own name on it. The member then can help other members find out
who they are. The exercise concludes when all members have
discovered who they are.
7. Machinery
Goals and Objectives:
Students will improve their ability to work in a team and their problem
solving.
Materials Needed:
None
Step-by-Step Procedures:
Divide the group into teams (3 or more teams). Assign each group to
build a certain machine with their own bodies (like charades) such as a
toaster, washing machine, vacuum cleaner, lawn mower, television, etc.
Give them time to work it out. Then they build the machine and the
other teams guess what it is.
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Lesson 1: Introduction to Debate
Part 1: Coach Introduction
The instructor should share information with the students about themselves to model the nature and type of
introductions the students should share. Remember to model appropriate verbal and non-verbal
communication.
Part 2: Student Introductions
Students pair up and ask interview questions to their partner (5 minutes) while taking notes on responses.
After enough time has elapsed for them to finish the interview with one another, allow students 1-2 minutes
to prepare a 30 second speech introducing their partner to the class. Encourage them to focus on four key
things they would like to communicate about their partner to clearly separate them in their speech. Then call
on partners to introduce one another to the group.
Part 3: Squad Expectations/ Rules
Student buy-in and acceptance is needed. As a group, brainstorm squad expectations and rules. Then, have the
students take the ideas and put them on paper to hang in the practice room. You should gauge the climate of
the students and if needed wait until the second practice when students are more engaged and are becoming
more invested in debating.
Part 4: What is “debate”? What is an “argument”?
Debate is a competitive speaking activity that involves teams advocating for and against a topic. A single
debate team is composed of two people. That means students will have to work with a partner. Each topic is
defended by one team (the affirmative) and rejected by the other team (the negative.)
Our elementary division is loosly styled from traditional policy debate. This form of debate demands teams of
two to 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. 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.
Debates are built upon sound and quality persuasive arguments. Making a persuasive argument is an art that
is necessary for all students to learn. An argument encompasses three parts: an assertion, a reasoning, and
evidence.
Assertion: A statement that you’re trying to prove with argument. This part is also sometimes called the
claim. For example, “Pizza is the best fast food.” This is just a statement without anything to support it. Most
people in society just make assertions/claims. To make quality arguments, assertions are a critical part of
making an argument, but students must go beyond to the next step.
Reasoning: The “because” part of your argument, offering support for your assertion. Having reasons to
support your assertions make your idea or thought more credable. A debater can have one or more reasons
for their assertion. The important thing is to have at least one and be able to identify it when needed and
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understand how it supports your assertion.
Evidence: Support for your reasoning using contemporary or historical examples, statistical or scientific
information. Having support for your assertion and reasoning really helps your argument become complete.
Evidence comes in different forms, but it is basically proof or support for why your assertion and reasoning is
true.
ACTIVITY: A-R-E
I. Have students use post-it notes to define who, what, etc. is involved in a debate/argument. Then on the
board have “Debate” on one side, “Argument” on the other, and “both” in the middle.
II. Students put their post its up on the board where it fits.
III. Students then decide as a group what debate and arguments are and how they are different.
REMEMBER: Debate is a formal presentation of a stated proposition and its opposition. Encourage students
to think about the positive role debate plays in decision-making and the role it may play in their lives. Debate
involves the clash or competition of ideas and evidence. Students should recognize that through such clashes,
ideas are thoroughly explored and improved.
See appendix E for the ARE worksheet.
Public Speaking Skills-2PAC
Debate is a form of competitive speaking. This means that debaters need to develop their delivery skills. In
this context, “delivery” just means your ability to speak well, or to speak in an appropriate way for the
occasion. Students will automatically agree that this sounds easy, but it is not.
It could be viewed as outdated to students, but the acronym 2PAC explains all the necessary components to
be an effective speaker.
There are two ways to communicate, verbal and nonverbal. Verbal communication encompasses any form of
communication involving words, spoken, written or signed. Non-verbal communication includes body language,
such as gestures, facial expressions, eye contact and posture. Verbal and Non-verbal communication are not
contradictory to each other, but they are complementary as the old adage says: Actions are louder than
words.
2 ways to communicate- Non verval and Verbal
P stands for presentation- A speaker should ensure that there is a logical ordering and organization of the
speech.
A stands for audience- A speaker should approach the audience in a manner appropriate to them. Are
you speaking to adults? Kids? A friendly audience? A hostile audience?
C stands for content- The speech should have well- researched/ logical arguments in ARE (assertion,
reasoning, and evidence) format.
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ACTIVITY: WHAT DEFINES A GOOD SPEAKER?
I.
II.
III.
With students, brainstorm qualities put those into groups of verbal and non-verbal qualities.
Hand out the worksheet. Define 2PAC (2 ways to communicate: verbal and non- verbal,
Presentation/ Persuasive enthusiasm, Audience adaptation, Content preparedness). Have students
copy the verbal and non-verbal qualities on their worksheet.
Have students give short speeches practicing the elements of 2 P-A-C.
TIP: If you team needs some humor, have students give “bad” speeches that lack an element of 2PAC and have
the rest of the students guess which element was left out of the speech!
Please see appendix F for a 2PAC note taking sheet.
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Lesson 2:Topic Overview
There is one topic for every debate season. Students debate about this one debate topic for the entire
school year, but the topic is designed to be interesting and flexible enough to keep you involved for a long
time. The debate topic is called “the resolution” because it takes the form of a kind of proposal for change
that might be made by a politician or diplomat in congress or the United Nations, or a change in thought
process of society. This means that the resolution (the topic) does not look or sound like a question–it looks
and sounds like a statement.
Introduction to the Topic
There are several videos on the AUDL website that are great introductions to the topic. If possible have
students watch the videos prior to the upcoming discussion.
RESOLUTION: AMERICANS SHOULD INVEST IN LOCALLY PRODUCED GOODS
RATHER THAN GLOBALLY PRODUCED GOODS.
The debate local vs. global production and consumerism has been a popular debate topic through politics,
legislations, pop culture, and more over the past few years. In a world that is undeniably globalizing well
into the foreseeable future, Americans are conflicted on how their economy should engage on the global
stage. What are the benefits, trade-offs, and conflicts that arise from the increase in global investment,
rather than local investment?
Much of the debate of local vs. global investment centers around food production, although this is not the
only industry impacted by investment and lifestyle choices. Research shows that this debate centers on 5
elements:
1. Economy
Traditionally, the United States has held a value in small, privately-owned local businesses. These operations
have struggled to compete against large retail operations in a variety of industries which has caused local
businesses and the families that own them to struggle.
2. Environmentalism
When asking how production of goods impacts one’s environment, we are considering variables such as
transportation and carbon footprint, global warming (due to transportation emissions), energy used in
production, the clean up of pollution produced during manufacturing, and the natural resources available to
produce goods.
3. Health
Because food production is a large focus of this debate, many people wonder what the health benefits and
risks are to consuming locally produced food instead of globally produced food.
4. Politics
Governments have a big say in what the United States produces and consumes and how that is accomplished.
There are variables like trade agreements that are at play with other countries that have a large influence on
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where our goods come from.
5. Human Benefit
Not all elements in this debate serve “practical” and measurable purposes. We need to consider how these
choices effect humans. Who is benefiting from local or global trade? What about pride and innovation? What
do we preserve and what should we modernize?
ACTIVITY: Have students dissect the resolution word for word and debate on the various ways to
interpret the definitions.
ACTIVITY: Students should also brainstorm potential problems or advantages to investing locally. The
problems will be represented in the negative and the advantages will be represented in the affirmative. Use
the chart on Appendix D.
Key Terms
Economy – the process or system by which goods and services are produced, sold, and bought in a
country or region of the world (possibly the whole world, an example of a global or world-wide
economy).
Free Trade - a system of trade (importing and exporting goods) between nations that places no
special taxes on imported goods.
Innovation - the act or process of creating new ideas, devices, or methods of completing a task.
Environmentalism - the belief that the natural world (forests, beaches, etc.) needs protection and
attention to prevent over-use of resources like oil or gold, and prevent pollution to water or land
systems on Earth.
Specialization - limiting the scope (how many different topics are covered) of a job or task so that
more work that is specific to the task can be done more quickly or more efficiently.
Locavore - someone who only or mostly eats and buys food items that are grown or produced within
the area they live and work in.
Comparative Advantage - the ability of a person or group to carry out a particular economic
activity (like making a specific product) more efficiently than another activity.
Import - a product that has been transported from its place of production (another part of the world)
to the country where it will be sold to a consumer (the buyer). Importing is the process of bringing in
other goods to be sold in a specific country.
Export - a product that has been produced at its country of origin and is ready to be sold in a new
country. Example: The U.S is an exporter of car parts (we sell them to others), but an importer of
many types of food (we buy from others).
Consumer - the individual who is purchases (and uses, or "consumes") the good.
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Producer - the person or group (company) that makes goods for consumers, but not in a "factory"
type of way. Producers are most commonly referred to when talking about U.S agriculture and food
"production."
Manufacturer - the person or group that makes goods for consumers through a process of
assembling parts, making parts, or finishing storage. Manufacturers can make anything, including parts
for airplanes, cars, smartphones, and houses.
Protectionism - the belief that limiting and taxing products imported from other countries will help
businesses and industries in your own country. The belief can be enforced with laws and legislation that
restrict what we can trade and who we can trade with.
Other thoughts…







Think about the meaning of the words and how they impact the debate
Use the speech templates
Research using textbook, class handouts, and school library
Look over the debate format
Work with your partner
Practice, Practice, Practice
Have fun – LEARNing should be fun and exciting!!!
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Lesson 3: What Does A Debate Look Like?
Speech Format
Constructive
Speeches
AC –Affirmative Constructive (2 min)
Cross Examination – AC & NR (1 minute)
NC –Negative Constructive (2 min)
Cross Examination – NC & AR (1 minute)
Ref & Ext
Speeches
AR & E–Affirmative Refutation and Extension(2 min)
Rebuttal
Speeches
AR –Affirmative Rebuttal (2 min)
NR & E –Negative Refutation and Extension(2 min)
NR –Negative Rebuttal (2 min)
Affirmative Team – 5 minutes preparation time
Negative Team – 5 minutes preparation time
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Speech Descriptions
AC
Presents a case on why investing in locally produced goods in more
important that investing in globally produced goods using evidence.
2 min
CX
AC gets questioned by the NR
1 min
NC
The speaker rejects the AFF's case claiming that investing locally is
not more important than investing globally using evidence.
2 min
CX
NC gets questioned by the 2AR
1 min
AR&E
Use DRMO:
(Refutation=Deny-Reverse-Minimize-Outweigh)
The speaker should use this speech to refute and expand upon why
their case is stronger than the negative’s.
2 min
NR&E
Use: DRMO:
(Deny-Reverse-Minimize-Outweigh)
The speaker should use this speech to refute and expand upon why
their case is stronger than the affirmative’s.
2 min
AR
Use MRT:
(Impact Analysis=Magnitude-Risk-Timeframe)
The speaker should narrow the debate by picking a few arguments
that they believe the negative side is winning. Explain why your case
has a stronger impact than the affirmative case.
2 min
NR
Use MRT:
(Impact Analysis=Magnitude-Risk-Timeframe)
The speaker should narrow the debate by picking a few arguments
that they believe the affirmative side is winning. Explain why your
case has a stronger impact than the negtive case.
2 min
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Team Format
We encourage you to divide your squad into teams of 3. For example: Team Emory JABRSM
L.Jacob (Constructive speaker)
C. Bradley (R&E Speaker)
L. Smith (Rebuttal Speaker)
Demonstration Debate
Every year the AUDL produces a shortened DEMO debate for your instructional use based off of the packet.
It will be housed on the elementary debate page of the AUDL website.
Lesson 4: Writing Constructive Speeches
We have created speech templates for your students to use to create their affirmative and negative speeches
for their debates. Please encourage students to make complete arugments and remind them to site their
sources. See Appendix A for the Constructive Speeches Template.
Cross Examination
ACTIVITY Have one debater read their 1AC or 1NC. After the case is read, have students sit in a circle
and each one of them has to ask a cross-examination question based on what was just read. The individual
who read the case can answer the question, but the coach and other students can help him/her out with the
answers. It is a similar idea to devil’s advocate.
After everyone goes around and asks a question, the coach should come up with a question that is the heart
of the case that was read. The group should then work on “probing” – asking a CX question based off the
answer that was given. Most young debaters will ask a question and not probe deeper into that issue when
the answer is given. This time around the circle, have each student ask a probe…they must ask a question
based on the answer that was given before they asked the question.
TIP: Students should make note of particularly effective questions and answers. They will be of great use at
the tournament.
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Lesson 5: Writing Extension and Rebuttal Speeches
Ways to Refute and Extend
In discussion, have the students question the legitimacy of the affirmative by playing devil’s advocate. You
should get the students thinking about why opponents’ arguments may have weakpoints.
TIP: Introduce Dr. MO (Deny, Refute, Minimize, and Outweigh) as how to make a response to an argument.
Use Appendix G for DRMO.
Building Clash
What's the difference between giving a speech and debating? Giving a speech is mostly about building a
relationship between you and your audience: being likable, clear, and persuasive to the person or people
who you're speaking to. Debate is about that too, but it also adds a third party: the other team. Good
debaters engage, or “clash,” with what the other team says.
In day-to-day life “clash” is often viewed as a bad thing: directly criticizing another person's ideas can seem
rude or inconsiderate. However, in debate – where both sides usually have a point to make– clash is
viewed as a sign of respect. Clashing with another team's argument means that you've listened to it,
understood it, and made an attempt to respond to it.
Clash is important in every speech, but especially in the rebuttal speeches. Rebuttal speeches are primarily
about extending your best arguments and comparing them to arguments the other team has made.
Extending Arguments
When you make a good argument early in the debate, chances are you'll want to bring it back up again later
in the debate. An extended argument is an argument made earlier in a debate that's made again in a team's
next speech.
How is extending an argument different from repeating yourself? Good extensions contain three elements: an
explanation, an impact, and a rebuttal of the other team's arguments.
Explanations are a summary of a previous argument you've made. The best explanations include both an
assertion (what is our argument?) and a reason (how do we know that argument is true?)
Impact Analysis
Impacting an argument means explaining how that argument effects the debate as a whole. When impacting
an argument, ask yourself: if we're right about this argument, how does it tie back to our central point?
Rebutting the other team's arguments can take several forms. If the other team reads a piece of evidence to
answer your piece of evidence, you should compare evidence by explaining why your evidence is good or
why the other team's evidence is flawed (or, ideally, both). At other points, you may want to argue that the
other team's argument or evidence doesn't apply to your original argument.
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There are four general reasons why one impact might be more important than another:
1. Magnitude – How big is an impact? This includes both how many people an impact affects and the way in
which it affects them.
2. Risk – How likely is the impact to occur? Do we know that the impact is going to happen (maybe because
it's already happening), or is a hypothetical future problem?
3. Timeframe – How long will the impact occur? Impacts that happen farther into the future may be less
likely to occur, since it's often more difficult to make predictions over the long term.
Use Appendix H for MR.T.
Constructing Rebuttal and Extension Speeches
Appendix B has the speech template for your students to use to create their refutation and extension.
Appendix C is the template for rebuttals. Please encourage students to make complete arugments and
clash with their opponents’ arguments.
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Lesson 6 and 7: Practice Debates and Tournament Expectations
In preparation for a tournament, hold as many full length practice debates as possible. Promote the practice
rounds as meaningful so debaters are more inclined to take them seriously.
Students who are not participating in the debates should serve as judges. Judges should flow the debates and
render an explanation of their decision at the end of the debate.
The purpose of the final two practices should be anxiety reduction for your debaters. It helps to show
students the judges’ manual so students can see exactly what judges are looking for. Ensure that they know
success is a marathons and not a sprint. They should take their time (within time limits) and do their best in
every round.
How Do I Win My Debate?
 Judge’s Rubric
The judge’s will decide on the following four criteria:
Quality of Argumentation—this category is to recognize if a speaker puts forth well developed and
persuasive arguments during the round.
Presentation Style—this category is to recognize students that have good public speaking abilities
(confidence, intonation, verbal & non-verbal, etc.).
Engagement—this category is to recognize if a speaker is engaging with the other team's arguments, during
cross examination, and with their partner.
Organization this category Is to recognize a speaker's speech organization (introduction, logical flow of
arguments, conclusion).
 Practice, Practice, Practice

Practice speaking drills

Write out your constructive speeches

Plan ahead with your partner

Look at feeback from previous ballots
 Debate Round Do’s!

Take notes on what the other team says so that you know what to say back during your refutation
and rebuttal speeches.
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
Communicate with your partner…take prep time before the rebuttal speeches to create your plan of
attack!

Be respectful to your opponents—judges want to see respectful behavior. It also makes for a very fun
day!

Shake hands with your opponents after the debate…its good sportsmanship!
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Appendices
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Appendix A
Constructive Speech Template
Part 1: Introduction of the topic in a way that captures the judge’s attention.
Part 2: We stand defending the ___________________________ side to the resolution which
says:____________________________________________________________________________.
In this debate, we define the following words:______________________________________________
________________________________________________________________________________.
Part 3: My partner and I have three reasons that support our position.
My first argument is…
Assertion:_________________________________________________________________
Reasoning: ________________________________________________________________
Evidence: _________________________________________________________________
This argument is important because: ____________________________________________________
My second argument is…
Assertion:_________________________________________________________________
Reasoning: ________________________________________________________________
Evidence: _________________________________________________________________
This argument is important because: ____________________________________________________
My third argument is…
Assertion:_________________________________________________________________
Reasoning: ________________________________________________________________
Evidence: _________________________________________________________________
This argument is important because: ____________________________________________________
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Appendix B
Refutation and Extension Speech Template
Part 1: We think you should vote ______________, because we our arguments have bigger impacts on individuals
living in the United States.
Part 2: Refute and Extend!
1. My opponents’ first argument was____________________________________________
But we say (deny/reverse/minimize/outweigh): ___________________________________
Our argument is more important because:
Assertion:______________________________________________________________
Reasoning: _____________________________________________________________
Evidence: ______________________________________________________________
2. My opponents’ second argument was____________________________________________
But we say (deny/reverse/minimize/outweigh): ___________________________________
Our argument is more important because:
Assertion:______________________________________________________________
Reasoning: _____________________________________________________________
Evidence: ______________________________________________________________
3. My opponents’ third argument was____________________________________________
But we say (deny/reverse/minimize/outweigh): ___________________________________
Our argument is more important because:
Assertion:______________________________________________________________
Reasoning: _____________________________________________________________
Evidence: ______________________________________________________________
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Appendix C
Rebuttal Speech Template
Part 1: We think you should vote ______________, because we our arguments have bigger impacts on individuals
living in the United States.
Part 2: Explain your Impact.
1. Magnitude (Explain how big your impact is.)
2. Risk (Explain why the problem/issue your teams talks about during the debate is more likely to happen
than the other team’s issue)
3. Timeframe (Explain why the problem/ issue my team talks about during the debate will happen much
sooner than the other’s team problem/issue.)
Part 3: Our opponent’s best arguments are:
1.
2.
3.
Part 4: Despite these arguments we still win, because
1. Assertion:
Reasoning:
Evidence:
2. Assertion:
Reasoning:
Evidence:
3. Assertion:
Reasoning:
Evidence:
Part 5: Final Call to Action to Vote
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Appendix D
Topic Table
Argument
Economy
Environmentalism
Health
Politics
Human Benefit
Affirmative
Negative
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Appendix E
ARE
Name:_____________________________________________________________________
How to Make Persuasive Arguments
ARE
A
R
E
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Appendix F
2PAC
How to be an Effective Public Speaker with
2PAC
2 ways to communicate
P
A
C
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Appendix G
DR. MO
DR. MO is not a pediatrician. DR. MO is a model for successful refutation.
The best debaters are those
that can both articulate their own positions, as well as refute their opponent’s arguments. Refutation is the
process of responding to or attacking your opponent’s claims, warrants, and evidence. There are four different
ways to refute an argument. Use the space below to take notes about DR. MO as well as test your refutation
skills.
D
R
M
O
Let’s practice: Try denying, reversing, minimizing and outweighing the argument written on the board.
Deny____________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Reverse__________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Minimize_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Outweigh________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Elementary Debate Resource Packet-Teacher’s Edition 2016-2017
Appendix H
MR.T
MR. T
All the Muscle You Need for Your Rebuttals
How do I make my side of the
debate sound more convincing than
my opponents during rebuttals?
MR. T
(a.k.a. Impact Analysis)
M = Magnitude:
The problem/issue
my team talks about during the
debate is bigger than the other team’s
problem/issue.
R = Risk:
The problem/issue my
team talks about during the debate is
more likely to happen than the other
team’s problem/issue.
T = Timeframe: The problem/issue
my team talks about during the
debate will happen much sooner than
the other team’s problem/issue.
Don’t
forget to
explain
WHY your
arguments
are better
than the
other
team’s
arguments!
This impact analysis method can be used in all
speeches in debate, but are especially
effective during the 2NR & the 2AR.
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