Purpose:

According to the National Speech & Debate Association, having students engage in speech and debate activities like a Public Forum Debate fosters “each student’s communication, collaboration, critical thinking, and creative skills.”

Directions:

1. Prepare for the Public Forum Debate, using the National Speech & Debate Association’s model (p.86-89).
   • Public Forum Debate (PF) is a two-on-two event where teams argue against each other on a specified resolution. Therefore, it is imperative that when students begin PF, they know the resolution being debated.
     
   • Turn the C-SPAN Classroom Deliberation question into a resolution, choosing one of the listed perspectives per your discretion. For example, change:
     • “Is AI an opportunity or a threat?” to “Resolved: AI is an Opportunity.”
     • “What Should Be Done About Daylight Saving Time?” to “Resolved: Daylight Saving Time Should Be Used All Year.”
     • “How Should Homelessness Be Addressed?” to “Resolved: Homelessness Should Be Addressed With Increased Supportive Services.”
2. Have students refer to the introduction narrative, their vocabulary handouts, and the introductory article(s) and video clip(s) provided in the C-SPAN Classroom Deliberation.
   
   
   
3. Students should begin the PF process by brainstorming potential arguments on the topic.
   
   
4. To guide their debate research, direct students to view the video clips for each perspective on the issue, as listed in the C-SPAN Classroom Deliberation.
   
   
   
5. In the PF, one team will advocate for the resolution (PRO) and one will advocate against the resolution (CON).
   • Prepare for the debate by having two teams conduct a coin flip.
   • The winner of the flip chooses either the side of the debate OR the speaking order and the loser of the coin flip chooses the other.
6. Each team should prepare three things:
   • a claim: declarative statement establishing the point they plan to justify.
   • the validity: warrant for an argument, backed up with analysis.
   • an impact: why the argument is significant in the round.
7. Teams should then construct their cases. Generally, cases include:
   • a well thought out thesis as an introductory lead-in to the position.
   • a definition of key terms.
   • contentions, or main arguments.
8. Students will also prepare refutations, that often include:
   • a denial of the validity of the argument.
   • justifying the reverse of the argument.
   • taking out the link between the opponent’s argument and the priority they establish.
9. Each PF will follow a standard flow, with each team having three minutes of prep time:
   • Team A Speaker 1 – Constructive; 4 min; Present the team’s case
   • Team B Speaker 1 – Constructive; 4 min; Present the team’s case
   • Crossfire; 3 min; Speaker 1 from Team A & B alternate asking and answering questions
   • Team A Speaker 2 – Rebuttal; 4 min; Refute the opposing side’s arguments
   • Team B Speaker 2 – Rebuttal; 4 min; Refute the opposing side’s arguments
   • Crossfire; 3 min; Speaker 2 from Team A & B alternate asking and answering questions
   • Team A Speaker 1 – Summary; 3 min; Begin crystallizing the main issues in the round
   • Team B Speaker 1 – Summary; 3 min; Begin crystallizing the main issues in the round
   • Grand Crossfire; 3 min; All four debaters involved in a crossfire at once
   • Team A Speaker 2 – Final Focus; 2 min; Explain reasons that you win the round
   • Team B Speaker 2 – Final Focus; 2 min; Explain reasons that you win the round
10. The PF flow can be supported by a notetaking method that requires students to abbreviate terms, phrases, and ideas so that they can get as much of the debate notated as possible
    • Students will need two sheets of paper.
      • One page is for anything said about the affirmative.
      • The other page is for anything said about the negative, regardless of which debater is saying it.
      • Each speech in the round will receive its own column on these pages.
    • At least one pen, but recommended two in different colors.
      
      
    • If the opponent is speaking, students should write as much as they can.
      
      
    • Have students orient both pieces of paper vertically, like a book. Note that columns will be narrow, which will increase the need for accurate/efficient abbreviations.