1. Lesson Plan 1 Lincoln-Douglas Debates

2. Activity #1 The Beginning Activity #1 The Beginning Students will research the following resolution for debate: Students will research the following resolution for debate: Resolved: Laws, which protect citizens from themselves, are justified. Resolved: Laws, which protect citizens from themselves, are justified.

3. Step A Go to the internet, find and list websites that will be of use in researching the given topic. Go to the internet, find and list websites that will be of use in researching the given topic.

4. Step B Go the library, find and list all books, magazines, and historical documents that will support the affirmative side of the topic as well as the negative side of the topic. Go the library, find and list all books, magazines, and historical documents that will support the affirmative side of the topic as well as the negative side of the topic.

5. Step C Find a book of quotations Find a book of quotations Write down two or more quotes that can help define the resolution or debate topic as a whole. Write down two or more quotes that can help define the resolution or debate topic as a whole.

6. Conclusion of Part 1 This activity will help develop research skills as well as critical thinking. This activity will help develop research skills as well as critical thinking. The student will develop skills that will help him or her learn: The student will develop skills that will help him or her learn:  How to use the Dewey Decimal system  How to use technology in research  How to develop critical writing skills  How to develop critical thinking skills

7. Activity #2 The Middle pt.1 Researching Philosophers

8. Step A Choose one Philosopher from the 17 th, 18 th, 19 th or 20 th century Choose one Philosopher from the 17 th, 18 th, 19 th or 20 th century Write a brief summary of their political philosophy or theory. Write a brief summary of their political philosophy or theory.

9. Step B Choose 2 philosophers (from different centuries) Choose 2 philosophers (from different centuries) Compare and contrast their political theory or philosophy Compare and contrast their political theory or philosophy

10. Step C Questions Out of the Philosophers researched, which two helped shape the principles of the United States? Out of the Philosophers researched, which two helped shape the principles of the United States? What is the name of the document in which the two help define? What is the name of the document in which the two help define?

11. Answers #1 Jean-Jacques Rousseau and John Locke #1 Jean-Jacques Rousseau and John Locke #2 The Declaration of Independence #2 The Declaration of Independence

12. Activity #3 The Middle part 2 Writing the Affirmative/Negative case

13. Step A Bring all research to class Bring all research to class

14. Step B Order of Case: Order of Case:  Quote  State Resolution  State if you are speaking in the Affirmative or in the Negative  Write body of speech

15. Remember!!! Time Limits 1 st Affirmative Speech 1 st Affirmative Speech 6 minutes constructive 6 minutes constructive 1 st Negative Speech 1 st Negative Speech 7 minutes constructive 7 minutes constructive Affirmative/Negative- 3minute cross examination Affirmative/Negative- 3minute cross examination

16. Time Limits continued Affirmative Affirmative 4 minute rebuttal 4 minute rebuttal Negative Negative 6 minute rebuttal 6 minute rebuttal *** Affirmative receives last word *** Affirmative receives last word 3 minute rebuttal 3 minute rebuttal

17. Things to remember *** In the body of the speech, hard evidence needs to be used. *** It is not an opinionated paper ***Use political theory as well as relevant examples to help persuade the judge over to your side.

18. Most Important At the end of the paper and the debate, always urge the judge to vote in favor of the side in which you are debating.

19. Activity #4 The End Debating the Resolution

20. Step #1 Dress for success-if you dress like a winner, you will be a winner Dress for success-if you dress like a winner, you will be a winner

21. Step #2 The resolution to be debated is of a proposition of value, rather than a proposition of policy. Thus debaters are encouraged to develop argumentation on conflicting underlying principles to support their positions. In other words, there should be clash in the debate. Always use logical argumentation through out debate and evidence to support position where necessary.

22. Activity #5 Crystallization Finding the main points of an argument

23. Step #1 Using the following resolution: Resolved: Limiting the freedom of expression of adults is justified by society’s interest in protecting children.

24. Crystallization cont. The class will write a one sided argument…meaning, choose affirmative or negative and write a paper using the Lincoln-Douglas Debate format The class will write a one sided argument…meaning, choose affirmative or negative and write a paper using the Lincoln-Douglas Debate format

25. Step #2 After papers are written, the class will receive a Lincoln- Douglas Debate ballot. After papers are written, the class will receive a Lincoln- Douglas Debate ballot. Each student will read his or her argument in front of the class. Each student will read his or her argument in front of the class. The class will use the ballot to pick out of presenter’s argument the following categories: The class will use the ballot to pick out of presenter’s argument the following categories:

26. Step #2 cont. Decide if the argument is Affirmative or Negative Decide if the argument is Affirmative or Negative Delivery (i.e. how well did the speaker deliver the speech) Delivery (i.e. how well did the speaker deliver the speech) Support of issues through evidence and reasoning Support of issues through evidence and reasoning Decide if student would win with the argument that was presented. Decide if student would win with the argument that was presented.