#4 Creating the Affirmative Case1. PropositionThe Cali

#4: Creating the Affirmative Case
1. Proposition:
The California State Board of Education must uphold mask
mandates to prevent
the spread of Covid-19 among staff and students at California
K-12 public
schools.
2. Context:
After a long debate between health officials, the board of
education, and parents,
California has decided to lift its mask mandates in public
schools.
3. Harms:
a) Unvaccinated exposure- Unvaccinated staff or students could
expose
themselves or others to Covid
b) Unprotected immunocompromised- Immunocompromised
staff and
students would not be protected against others who may carry
the virus,
resulting in more extreme symptoms.
4. Inherency:
a) School Shutdowns- Covid will spread rapidly among staff
and students
causing future shutdowns at schools

b) Risk of Hospitalization and Death- Immunocompromised
staff and
students could be at greater risk of hospitalization or death.
5. Plan: See proposition
6. Solvency:
a) Reduced Transmission Rates- Vaccinated and unvaccinated
will continue
wearing masks, reducing transmission rates of covid
b) Protection from masks- Immunocompromised staff and
students will be
protected by others wearing masks.
7. Advantages:
a) Other illnesses spread slowed- cases of other illnesses
commonly spread
in school, like the flu, can be prevented
b) Teaches good practice- Students can learn how to protect
themselves
from getting sick in the future by knowing how to social
distance, wear a
mask, wash hands, etc.
#5: Creating the Negative Response:
1. Opposition to affirmative plan: The California State Board of
Education must
uphold mask mandates only for unvaccinated and/or immune-
compromised
persons in schools.

2. Context: Although mask mandates are starting to be lifted
and the threat of
COVID is still present, it is important to make an effort to
return K-12 education
back to an optimal learning environment without masks.
3. Harms:
a) The continued spread of covid-19- if masks were completely
taken out of
schools, covid would continue spreading, including both the
unvaccinated/immunocompromised and break through cases of
the
vaccinated
b) Lack of Social Skills- masks get in the way of kids
socializing and
recognising cues from others.
4. Inherency:
a) If no plans happen- School shutdowns and risk of
hospitalization/death,
especially for those that are unvaccinated and/or
immunocompromised
b) If the affirmative plan happens- the learning environment
will remain less
than optimal due to the barriers the masks pose to
communication and
social cues.
5. Counterplan: see opposition to affirmative plan
6. Solvency:

a) Unvaccinated/Immunocompromised wear masks-Those who
are
unvaccinated will still have to wear a mask in order to prevent
the spread
of COVID to those with an increased chance of hospitalization
and death.
b) Better Socialization for kids- Unlike masking everyone in
schools, most
kids will be able to go about their school day as normal, and be
able to
interact fully with others without masks in the way
7. Advantages:
a) Unvaccinated/immunocompromised protected- the
unvaccinated and the
immunocompromised will still have protection against COVID
through the
use of wearing a mask.
b) Socialization- normal interaction will be prioritized in K-12
education with
the counter plan
1
Week 3-Prescribing for Children and Adolescents
Holly Bowling
Walden University

NRNP 6665: PMHNP Care Across the Lifespan I
Dr. Pamela Mokoko
March 21, 2021
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2
Week 3-Prescribing for Children and Adolescents
There are many different treatment options for those suffering
from ADHD including
medication management, counseling, and behavioral treatment,
with sometimes a combination of
all three being necessitated for many clients. However, the
overall goal of any treatment for
someone with ADHD is to help increase their attention span,
slow their activity level, and
decrease their impulsiveness to help them perform better in
school, and build better relationships

with their family and peers (Krull, 2019). Because not all drugs
for ADHD are approved by the
FDA for adolescents, some practitioners may choose to avoid
using such medications in their
treatment regimens for children, as there is typically not as
much research done, however, that
does not necessarily mean the drug is not safe. It is up to the
advanced practitioner to know what
drugs FDA and non-FDA are approved, as well as understanding
the potential risk and benefits
of both. With that being said, the following paper will discuss
FDA and non-FDA-approved
medications for the use of ADHD, with risks and benefits, as
well as nonpharmacological
treatment options that may prove to be beneficial.
FDA-Approved Drug/Risk and Benefits
One FDA-approved medication I would suggest would be that of
Methylphenidate
(MPH), with the trade name of Ritalin or Concerta. MPH is a
stimulant and is considered a first-
line pharmacological agent in the treatment of ADHD in
children and adolescents (Inglis et al.,
2016). MPH is one of the most commonly used stimulants for
the treatment of ADHD and has

been shown to have positive effects on the core symptoms of
ADHD, such as an increase in
concentration, attention, and focus (Inglis et al., 2016). MPH
and other stimulants have also been
shown to help reduce the risk of subsequent cigarette smoking
and alcohol and substance use
disorders, as well as be positively associated with improved
academic achievement in elementary
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school children, improved health-related quality of life in
children and adolescents, and
improved brain dysfunction (Shier, Reichenbacher, Ghuman, &
Ghuman, 2012). Some common
adverse effects that can be seen with stimulants include appetite
suppression, stomachache,
insomnia, and headache, however, these are generally tolerable
enough to continue taking the

medication (Shier et al., 2012). There has however been some
investigation into the effect
stimulants have on the growth of a child, as well as the
potential for sudden death even though
the risk is below that of the general population (Inglis et al.,
2016). As a stimulant, there is a high
risk for abuse, especially in those who already have an
addiction problem. Therefore, it is
important to monitor the risk for abuse before starting and
during treatment (Stahl, 2014).
Keeping the risk and benefits in mind is important to assess
growth parameters with children and
adolescents before any stimulant treatment with periodic
monitoring through repeated
measurements of weight and height and their changes over time,
as well as pretreatment
checking and monitoring of pulse and blood pressure with
frequent monitoring (Inglis et al.,
2016). It is also important to obtain a carefully targeted cardiac
history including history of
cardiac problems and family history of sudden death in children
or young adults. And for any
child or adolescent with known serious structural cardiac
abnormalities, cardiomyopathy, serious

heart rhythm abnormalities, or other serious cardiac problems,
stimulant treatment should be
contraindicated (Shier et al., 2012).
Off-Label Drug/Risk and Benefits
Bupropion is a dopamine and norepinephrine reuptake inhibitor
(NDRI), and an off-label
drug commonly indicated for depression and smoking cessation
but has also shown to be a
promising non-stimulant alternative with several reports of
positive outcomes for treatment of
ADHD in adolescents (Ng, 2017). One systematic review
reported that bupropion had efficacy
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comparable to stimulants and that bupropion was equally
efficacious to methylphenidate. It also
showed that bupropion was better tolerated than

methylphenidate; in a head-to-head trial,
headaches were observed more frequently in the
methylphenidate-treated group, whereas the
frequency of other side effects, for example, decreased appetite
did not differ significantly
between the bupropion-treated and the methylphenidate-treated
groups (Ng, 2017). Other studies
have also found bupropion beneficial in children and
adolescents with comorbid ADHD and
conduct, substance use, and depressive disorders, further
supporting bupropion in the
management of ADHD, as there is an incidence of high
comorbidity (Ng, 2017). Some common
adverse effects noted with Buproprion include dizziness,
constipation, nausea, weight loss,
anorexia, headache, myalgia, anxiety, sweating, tinnitus, and
hypertension, however, most of
them spontaneously resolve (Kweon & Kim, 2019). Due to no
efficacy and safety being
established, as with any antidepressant, it is important to
monitor for suicidal ideation, and
inform the parents of the risk so they can observe them as well,
as suicide is a big risk factor for
adolescents taking antidepressants (Kweon & Kim, 2019).

Nonpharmacological Intervention
Many types of non-pharmacological interventions may be
utilized in the treatment of
ADHD in children and adolescents. However, there are
suggested uses of treatment depending
on the age group specified. The American Academy of
Pediatrics (AAP) guidelines suggest that
first-line treatment for children 4-5 years old include evidence-
based parent training in behavior
management (PTBM) and/or behavioral classroom interventions,
and that methylphenidate may
be considered if there is no improvement (Shrestha,
Lautenschleger, & Soares, 2020). Children
6–11 years should receive medications approved by the FDA
along with PTBM and/or
behavioral classroom interventions. And adolescents 12–18
years should receive FDA-approved
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medications as first-line treatment, along with the
encouragement of Evidence-based training
interventions and/or behavioral interventions (Shrestha et al.,
2020). One of the most common
behavioral interventions is parent training in behavior
management (PTBM), which encourages
parent-child therapy, and helps parents to enhance their
parenting techniques and foster a better
relationship with their children. Parents are taught to recognize
problematic behaviors in their
children and discourage unwanted behaviors through
nonphysical means like timeouts and
reward positive behaviors through positive attention and praise
(Shrestha et al., 2020). The
examination of fifty-five studies involving PTBM showed an
overall strength of evidence that
was high for improved child behavior in children and
adolescents with ADHD (Shrestha et al.,
2020)
Clinical Practice Guidelines
There are several key components to the clinical practice
guidelines for the diagnosis,

evaluation, and treatment of ADHD, which also help in
justifying such treatment options
suggested. Initiation of evaluation for ADHD should begin
between the ages of 4-18, with
treatment recommendations varying depending on the child’s
age, and if medication is
prescribed, it should be titrated to ensure the child receives the
maximum benefit with the least
degree of adverse effects (Wolraich et al., 2019). A diagnosis of
ADHD should follow established
guidelines in the DSM-V, with the evaluation including
assessment of other conditions which
commonly co-occur with ADHD, such as emotional and
behavioral conditions, and should be
treated as a chronic condition with the use of chronic care
(Wolraich et al., 2019).
Conclusion
In conclusion, many different treatment options can be utilized
for the management of
ADHD. However, the advanced practitioner needs to understand
the risk and benefits of the

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different medication options, as well as best practice guidelines
when administering certain
medications to different age groups, as not all medications are
appropriate for everyone. It is also
important to remember as well that medication management may
not be the first option or the
best option depending on age and symptoms, and that with the
younger preschool children, non-
pharmacological treatments might be a better option, and for
other children, a combination of
medication management and behavioral therapy might be the
best fit. Regardless of the treatment
option, a risk assessment should be a priority before starting
any medication, as well as
explaining any potential adverse effects to the client and family.

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References
Inglis, S. K., Carucci, S., Garas, P., Haege, A., Banaschewski,
T., Buitelaar, J. K., Dittmann, R.
W., Falissard, B., Hollis, C., Kovshoff, H., Liddle, E.,
McCarthy, S., Nagy, P., Neubert,
A., Rosenthal, E., Sonuga-Barke, E., Wong, I., Zuddas, A.,
Coghill, D. C., & ADDUCE
Consortium. (2016). Prospective observational study protocol to
investigate long-term
adverse effects of methylphenidate in children and adolescents
with ADHD: the Attention
Deficit Hyperactivity Disorder Drugs Use Chronic Effects
(ADDUCE) study. BMJ
OPEN, 6(4). https://doi-
org.ezp.waldenulibrary.org/10.1136/bmjopen-2015-010433
Krull, K. (2019). Attention deficit hyperactivity disorder in
children and adolescents:
Clinical features and diagnosis. Retrieved

from https://www.uptodate.com/contents/attention-deficit-
hyperactivity-disorder-in-
children-and-adolescents-clinical-features-and-diagnosis
Kweon, K., & Kim, H.-W. (2019). Effectiveness and safety of
bupropion in children and
adolescents with depressive disorders: A retrospective chart
review. Clinical
Psychopharmacology and Neuroscience, 17(4), 537–541.
https://doi-
org.ezp.waldenulibrary.org/10.9758/cpn.2019.17.4.537
Ng, Q. X. (2017). A Systematic Review of the Use of Bupropion
for Attention-
Deficit/Hyperactivity Disorder in Children and Adolescents.
Journal of Child and
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Adolescent Psychopharmacology, 27(2), 112–116. https://doi-

org.ezp.waldenulibrary.org/10.1089/cap.2016.0124
Shier, A. C., Reichenbacher, T., Ghuman, H. S., & Ghuman, J.
K. (2012). Pharmacological
treatment of attention deficit hyperactivity disorder in children
and adolescents: clinical
strategies. Journal of Central Nervous System Disease, 5, 1–17.
https://doi-
org.ezp.waldenulibrary.org/10.4137/JCNSD.S6691
Shrestha, M., Lautenschleger, J., & Soares, N. (2020). Non-
pharmacologic management of
attention-deficit/hyperactivity disorder in children and
adolescents: a
review. Translational Pediatrics, 9(Suppl 1), S114–S124.
https://doi.org/10.21037/tp.2019.10.01
Stahl, S. M. (2014). The prescriber’s guide (5th ed.). New York,
NY: Cambridge University Press.
Wolraich, M. L., Hagan, J. F., Jr, Allan, C., Chan, E., Davison,
D., Earls, M., Evans, S. W., Flinn,
S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U.,
Lessin, H. R.,
Okechukwu, K., Pierce, K. L., Winner, J. D., Zurhellen, W., &
SUBCOMMITTEE ON
CHILDREN AND ADOLESCENTS WITH ATTENTION-

DEFICIT/HYPERACTIVE
DISORDER (2019). Clinical Practice Guideline for the
Diagnosis, Evaluation, and
Treatment of Attention-Deficit/Hyperactivity Disorder in
Children and
Adolescents. Pediatrics, 144(4), e20192528.
https://doi.org/10.1542/peds.2019-2528
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NRNP 6665
WK3 PRESCRIBING MEDICATIONS
Learning Resources
Required Readings (click to expand/reduce)
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for
child and adolescent mental health. American Psychiatric
Association Publishing.
· Chapter 14, “Psychosocial Interventions”
· Chapter 15, “Psychotherapeutic Interventions”
· Chapter 16, “Psychopharmacological Interventions”

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M.
J., & Taylor, E. A. (2015). Rutter’s child and adolescent
psychiatry (6th ed.). Wiley Blackwell.
· Chapter 43, “Pharmacological, Medically-Led and Related
Treatments”
Walden University. (n.d.). Developing SMART goals.
https://academicguides.waldenu.edu/ld.php?content_id=5190149
2
Zakhari, R. (2020). The psychiatric-mental health nurse
practitioner certification review manual. Springer.
· Chapter 5, “Psychopharmacology”
Required Media (click to expand/reduce)
CriticalThinkRx. (2019, June 9). Module 5:Specific drug
classes: Focus on adverse effects [Video]. YouTube.
https://youtu.be/Gbq6RnOsGKQ
CriticalThinkRx. (2019, June 9). Module 2: Use of
psychotropics with youth_prevalence and concerns [Video].
YouTube. https://youtu.be/NRef-g4Ding
Assignment 1: Prescribing for Children and Adolescents
Off-label prescribing is when a physician gives you a drug that
the U.S. Food and Drug Administration (FDA) has approved to
treat a condition different than your condition. This practice is
legal and common. In fact, one in five prescriptions written
today are for off-label use.
—Agency for Healthcare Research and Quality
Photo Credit: Getty Images/Ingram Publishing

Psychotropic drugs are commonly used for children and
adolescents to treat mental health disorders, yet many of these
drugs are not FDA approved for use in these populations. Thus,
their use is considered “off-label,” and it is often up to the best
judgment of the prescribing clinician. As a PMHNP, you will
need to apply the best available information and research on
pharmacological treatments for children in order to safely and
effectively treat child and adolescent patients. Sometimes this
will come in the form of formal studies and approvals for drugs
in children. Other times you may need to extrapolate from
research or treatment guidelines on drugs in adults. Each
individual patient case will need to be considered independently
and each treatment considered from a risk assessment
standpoint. What psychotherapeutic approach might be
indicated as an initial treatment? What are the potential side
effects of a particular drug?
For this Assignment, you consider these questions and others as
you explore FDA-approved (“on label”) pharmacological
treatments, non-FDA-approved (“off-label”) pharmacological
treatments, and nonpharmacological treatments for disorders in
children and adolescents.
Reference:
Agency for Healthcare Research and Quality. (2015). Off-label
drugs: What you need to know.https://www.ahrq.gov/patients-
consumers/patient-involvement/off-label-drug-usage.html
To Prepare
· Your Instructor will assign a specific disorder for you to
research for this Assignment.
· Use the Walden library to research evidence-based treatments
for your assigned disorder in children and adolescents. You will
need to recommend one FDA-approved drug, one off-label drug,
and one nonpharmacological intervention for treating this
disorder in children and adolescents.
The Assignment (1–2 pages)
· Recommend one FDA-approved drug, one off-label drug, and
one nonpharmacological intervention for treating your assigned

disorder in children and adolescents.
· Explain the risk assessment you would use to inform your
treatment decision making. What are the risks and benefits of
the FDA-approved medicine? What are the risks and benefits of
the off-label drug?
· Explain whether clinical practice guidelines exist for this
disorder and, if so, use them to justify your recommendations. If
not, explain what information you would need to take into
consideration.
· Support your reasoning with at least three scholarly resources,
one each on the FDA-approved drug, the off-label, and a non-
medication intervention for the disorder. Attach the PDFs of
your sources.
In 1–2 pages, address the following:
• Recommend one FDA-approved drug, one off-label drug, and
one nonpharmacological intervention for treating your assigned
disorder in children and adolescents.--
Excellent 23 (23%) - 25 (25%)
Good 20 (20%) - 22 (22%)
Fair 18 (18%) - 19 (19%)
Poor 0 (0%) - 17 (17%)• Explain the risk assessment you would
use to inform your treatment decision making. What are the
risks and benefits of the FDA-approved medicine? What are the
risks and benefits of the off-label drug?--
Excellent 23 (23%) - 25 (25%)
Good 20 (20%) - 22 (22%)
Fair 18 (18%) - 19 (19%)
Poor 0 (0%) - 17 (17%)• Explain whether clinical practice
guidelines exist for this disorder and, if so, use them to justify
your recommendations. If not, explain what information you
would need to take into consideration.--
Excellent 23 (23%) - 25 (25%)
Good 20 (20%) - 22 (22%)
Fair 18 (18%) - 19 (19%)

Poor 0 (0%) - 17 (17%)• Support your reasoning with at least
three scholarly resources, one each on the FDA-approved drug,
the off-label, and a non-medication intervention for the
disorder. Be sure they are current (no more than 5 years old).
Attach the PDFs of your sources.--
Excellent 9 (9%) - 10 (10%)
Good 8 (8%) - 8 (8%)
Fair 7 (7%) - 7 (7%)
Poor 0 (0%) - 6 (6%)Written Expression and Formatting -
Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction are provided that delineate all
required criteria.--
Excellent 5 (5%) - 5 (5%)
Good 4 (4%) - 4 (4%)
Fair 3.5 (3.5%) - 3.5 (3.5%)
Poor 0 (0%) - 3 (3%)Written Expression and Formatting -
English Writing Standards:
Correct grammar, mechanics, and proper punctuation--
Excellent 5 (5%) - 5 (5%)
Good 4 (4%) - 4 (4%)
Fair 3.5 (3.5%) - 3.5 (3.5%)
Poor 0 (0%) - 3 (3%)Written Expression and Formatting - The
paper follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers,
parenthetical/narrative in-text citations, and reference list.--
Excellent 5 (5%) - 5 (5%)
Good 4 (4%) - 4 (4%)
Fair 3.5 (3.5%) - 3.5 (3.5%)
Poor 0 (0%) - 3 (3%)

USE 5 REFERENCES FOR THIS ASSIGN
TOPIC - ADHD
STUDENT LEARNING
OUTCOMES
● Students will demonstrate their knowledge of parliamentary
debate
skills as they apply these skills during an in class debate.
● Students will demonstrate the ability to create logical,
persuasive
arguments based on credible evidence.
● Students will present arguments effectively, defend their
position, and
refute opposing arguments constructively.
● Students will demonstrate effective adjudication skills as they
judge
their classmates debates.
DEBATE TOPICS
1. Russian Aggression in Ukraine
2. Confirmation of Judge Ketanji Brown-Jackson to SCOTUS
3. Masks in Schools
4. The Censoring of Information in the Classroom
ASSIGNMENT REQUIREMENTS
WRITTEN PORTION:

PLEASE NOTE: The Debate Brief Draft Outline should be
uploaded to the
Parliamentary Debate Assignment Part 1 of 3: Draft Outline of
Debate Brief
● Students will submit their Final Debate Brief to this
assignment page.
Students will select one of the above topics to use as they
complete the written portion
of the assignment. Following these requirements:
1. The topics will be decided upon by the instructor and will be
of a current
social issue taken from the headlines of major newspapers from
the previous
week. Students will use these topics as the controversy to
identify the central
issue of their debate brief.
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2. Students will create the proposition from one of the given
topics. The
proposition must follow the steps outlined during lecture:
(Students
should follow the Actor, Action, Issue structure taught during
lecture).
1. Controversy: this will be one of the above topics.
2. Central Issue Identified: the student will select of the centr al
issues related to the controversy.
3. Wording must be affirmative and free of emotional or loaded

language.
4. A clear statement of the affirmative’s plan.
3. Students will write a debate brief that could potentially be
used as the
opening speech of their debate. The debate brief should include
all of the
stock issues used to analyze the proposition (provide 2
examples for each
stock issue):
1. Harms
2. Inherency
3. Solvency
4. Advantages
4. Students should use this standard speech outline in the
construction of their
first speech.
1. Introduction
1. Hook
2. Thesis (proposition)
3. Preview of main points (roadmap your debate;
Discuss plan, and two advantages).
2. Main Point 1:
1. Contextualize the topic
2. Harms
1. Harm 1
2. Harm 2
3. Inherency

1. Inherency 1
2. Inherency 2
4. Plan/Proposition
1. Solvency
1. Solvency 1
2. Solvency 2
3. Main Point 2: 1st Advantage
1. 1st Advantage
2. Link to 1st Harm
3. Link to 1st Inherency
4. Link to 1st Solvency
4. Main Point 3: 2nd Advantage
1. 2nd Advantage
2. Link to 2nd Harm
3. Link to2nd Inherency
4. Link to 2nd Solvency
5. Conclusion
1. Review of speech (give us your voters or reasons you
won the debate)
2. Restate the thesis (proposition/plan)
3. Return to hook used to start speech.
5. Written work should follow APA formatting and style
specifically the following:
Running Header on each page; Header on the first page (instead
of including

a cover page); Double spaced; 12 pt. font; and a "References"
page included
at the end of paper, Students do not need to include an abstract
page or
cover page.
6. Each student must use at least four sources in support of their
ideas and
conclusions. All four must represent a diverse viewpoint and be
properly cited
using APA formatting and style. All sources must include 1) an
APA intext
citation; 2) a signal phrase in the written speech, and 3)
included an entry in
the APA formatted reference page. Strict adherence to APA
formatting is
required. Please refer to the Purdue Owl Online Writing Lab
APA Style for
specifications.
7. Written work must be free from spelling errors and follow the
accepted rules
of grammar & good writing.
8. The Draft Outline of the Parliamentary Debate Brief should
be uploaded to
the Parliamentary Debate Assignment Part 1 of 3 by 11.59 pm,
March 16,
2022.
9. Students will upload their Final Draft Parliamentary Debate
Brief to this
Canvas page prior to class on the first day of debates, April 5,
2022.
DEBATE PORTION:

1. Working in pairs, students will debate another team (pair of
students)
during class and this will be decided by random selection.
(Hint:
Students who are absent will be selected to debate and therefore
miss their
chance to complete the assignment unless prior written approval
is obtained
from the instructor).
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42
2. For the actual debate, the instructor will provide the debate
proposition to be
debated. The Affirmative side will create the plan from the
proposition they
have been given.
3. Teams must demonstrate the principles of parliamentary
debate; teamwork,
listening and responding to outside arguments and advancing
your position
effectively.
1. Flowsheets should be used to ensure coverage of all required
stock issues of policy debate.
2. Speeches that are significantly under the allotted time will
negatively impact the grade of the speaker (times for each
speech
are at the end of this page).
3. Affirmative teams should provide the proposition plan;

harms;
inherency; solvency; and advantages.
First Affirmative speaker (Prime Minister) will present the
Affirmative's case.
Second Affirmative speaker (Member of Government)
will refute the Negative's case and support the
Affirmative's case.
Affirmative's Closing (Prime Minister) will present the
reasons their case won the debate (these reasons are
called, voters).
4. Negative teams should accept the affirmative’s plan with
rebuttal or
present their counterplan.
■ Teams arguing for the negative must respond
to the affirmative’s plan (harms/inherenc y, and
solvency) in order to receive a passing grade
for the assignment.
■ Students may demonstrate superior work by
providing a counter plan with harms and
solvency related to the counter plan.
■ Negative teams can also demonstrate mastery
by turning the affirmative team’s argument.
First Negative speaker (Leader of Opposition) will
present the Negative's case and begin refuting the
Affirmative's case.
Second Negative speaker (Member of Opposition) will
refute the Affirmative's case and support the Negative's

case.
Negative's Closing (Leader of Opposition) will present
the reasons their case won the debate.
5. Both teams should flow the entire debate: Continue and
sustain
their arguments and rebut the oppositions arguments throughout
the debate. Not flowing the debate will result in dropped
arguments and speaking under time.
6. Students’ presentation skills should draw upon
extemporaneous
speaking skills, informative speaking techniques, and effective
verbal and non-verbal communication skills. Style is important
but
the focus should be on concise logical arguments.
ADJUDICATION PORTION:
1. Students will be required to judge 3 debates of their
classmates during class.
2. Students must flow the entirety of each debate including the
following:
1. Names of the Affirmative Team
2. Names of the Negative Team
3. Include the Proposition given by the instructor
4. Flow the debate as presented by the teams.
5. Using the flow, decide upon a winner for the debate and
provide a
Reason for Decision (why you chose who won).
6. And the students name.

The points for this portion of the assignment (these will be
moved to the rubric shortly).
Total Points for the Assignment will be weighted as follows:
1. Written Portion
1. Sources cited correctly
10 Pts.
2. Sound logic used to construct speech
10 Pts.
3. Quality of writing (rules of writing and grammar are
followed) 10
Pts.
2. Performance
1. Delivery (non-verbal & verbal aspects)
10 pts.
2. Sound logic
10 Pts.
3. Effective use of Parliamentary Debate techniques
20 Pts.
Total 70 Points
1. Prime Minister’s Speech 3 min
2. Leader of the Opposition’s Speech 3 min
3. Member of Government’s Speech 3 min
4. Member of Opposition’s Speech 3 min
5. Leader of the Opposition’s Closing 1 min

6. Prime Minister’s Closing 1 min
Total time 14 minutes

#4 Creating the Affirmative Case1. PropositionThe Cali

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