This document provides instructions and guidance for students preparing to participate in a debate. It outlines the topic that will be debated - whether wolves should be hunted in Michigan. It discusses preparing claims with evidence from examples, common sense, expert opinions, and statistics. It also covers rebutting opposing arguments, strategies for an effective debate, and how the student teams will be organized and graded. The debate is intended to help students learn how to construct arguments using evidence and reasoning.

1. DEBATE PRESENTATION
PREP
CLU 3MO

2. OBJECTIVES
 SWBAT construct an argument using evidence
and provide reasoning for a claim
 SWBAT participate in a debate about a
contemporary issue.

3. THE GREAT DEBATERS
 Who has seen “The Great Debaters”?
 A quick overview of what a debate looks and
sounds like.
 Click Here

4. OUR DEBATE
 Our debate will use our knowledge of predator
and prey relationships as well as food chains and
food webs.
 We will be debating the claim that wolves should
be hunted in Michigan.
 You must provide evidence and reasoning.
 The next slides will provide an example how you
should prepare to debate.

5. EXAMPLE CLAIM
 Resolved: SMOKING SHOULD BE BANNED IN
ALL PUBLIC PLACES.

6. AGREE OR DISAGREE
 Whether you actually agree or disagree, you will
have to make the argument for your side AND
support it.
 You will either be for it, AFFIRMATIVE
 Or against it, NEGATIVE

7. Giving Support for
Your Reasons
Support consists of evidence. The four kinds of evidence:
1. Example: from your own experience or from
what you heard or read.
2. Common Sense: things that you believe
everybody knows.
3. Expert Opinion: the opinions of experts -- this
comes from research.
4. Statistics: numbers -- this also comes from
research.

8. SMOKING SHOULD BE BANNED IN
ALL PUBLIC PLACES.
Example: For example / for instance / let me
give an example
 Whenever I go to a restaurant and there are
people smoking near me, I feel that I am
breathing their smoke. This makes me a smoker
even though I don't want to be.
Common Sense: Everyone knows / if...then /
it's common knowledge that
 Secondhand smoke is very unhealthy for
nonsmokers.

9. Statistics:
 Secondhand smoke causes about 250,000 respiratory
infections in infants and children every year, resulting
in about 15,000 hospitalizations each year.
Expert Opinion: According to.../ to quote.../ the
book _____ says...
 According to the Environmental Protection Agency,
"secondhand smoke causes approximately 3,000 lung
cancer deaths in nonsmokers each year."
 Debate and Persuasive Writing Ruth Sunda, Gifted
Resource Teacher
 May 2006 Brisas Elementary School, Chandler, AZ

10. Your Opinions, Preferences: I think..., In my
opinion..., I'd like to..., I'd rather..., I'd prefer...,
The way I see it..., As far as I'm concerned..., If it
were up to me..., I suppose..., I suspect that..., I'm
pretty sure that..., It is fairly certain that..., I'm
convinced that..., I honestly feel that, I strongly
believe that..., Without a doubt,...,

11. 5. Disagreeing:
 I don't think that..., Don't you think it would be
better..., I don't agree, I'd prefer..., Shouldn't we
consider..., But what about..., I'm afraid I don't
agree..., Frankly, I doubt if..., Let's face it, The truth of
the matter is..., The problem with your point of view is
that…
6. Giving Reasons and offering explanations:
 To start with, The reason why..., That's why..., For this
reason..., That's the reason why..., Many people
think...., Considering..., Allowing for the fact that...,
When you consider that...

12. REBUTTAL
 A rebuttal is the “no, you're wrong and this is
why" argument.
 Also known as “you boostin’ because..”
 Please note –DO NOT use you boostin’ if you
want to be taken seriously in this debate!!!!

13. REBUTTAL
STEP 1: "They say ..."
 State the argument that you are about to refute
so that the we can follow easily. Take notes
during your opponent's speeches so you will be
clear about what they argued.
 "The other team said that smoking is
harmful for nonsmokers."
STEP 2: "But I disagree..." Or "That may be
true, but..."
 "That may be true, but I think that if
nonsmokers want to avoid cigarette smoke,
they can walk away from it."

14. REBUTTAL
STEP 3: "Because ..."
 "Because nonsmokers should look out for
their own health."
STEP 4: "Therefore..."
 "Therefore it is not the responsibility of
smokers to protect nonsmokers."

15. STRATEGIES
1. If you don't want to debate a point, don't bring it
up.
2. Don't get mad—get even through use of logic.
3. Negative body language (like rolling the eyes)
does not serve to give the judge/audience a
positive impression of you.
4. Listen!—then get the other side with logical
attack (not physical).
5. Use formal language. Slang, name-calling or
cursing makes you appear unintelligent and ill
prepared.

16. 6. Loud is not logic. A quiet voice can command the most
attention. An old trick of politicians is to lower the
voice so that everyone listens more closely.
7. Choose your experts and sources wisely. One person
who has been roller skating once is not an expert on
the subject.
8. Know the position of the other side as well as you
know your own. This way you won't be surprised.
9. Save your best quote, strongest point and highest-
impact emotional appeal for summation and final
statement.

17. ASSIGNMENT
 You will work in teams to construct an argument
for a debate. The debate will happen tomorrow.
 Each team will be broken into 5 smaller groups
 (2-3 people per small group)
 Groups 1 and 2 work together (opening statement)
 Forming an opinion and making the argument
 Finding evidence to support your argument
 Visual aids (charts, graphs, pictures, etc) are optional
 Groups 3 and 4 work together (rebuttal)
 Figuring out what the other team might say
 Finding evidence that goes against what you think the other
team might say
 Visual aids (charts, graphs, pictures, etc) are optional
 Group 5 –Summery and Powerful Conclusion (most
important points)

18. THE CLAIM
 The State of Michigan should allow wolf hunting.

19. RESOURCES
 This PowerPoint is available on the class website
if you need to review it
 I have linked 4 resources with data and possible
arguments to the website
(look for the charts and graphs)
 Use the templates provided to help your group
layout your argument.
 Feel free to research more if you want.

20. GRADING
 1. Participation: I want to see you actively participating
in the debate--proposing and refuting arguments (25%)
 2. Delivery: Effective use of public speaking skills to
communicate your message. I will also judge your ability
to have a controlled debate. In other words, the way that
you handle yourself in the debate will impact upon your
delivery grade (15%)
 3. Logic: Use of well supported arguments (20%)
 4. Support Material: This can mean informal, personal
examples, hypothetical examples, statistics, testimony,
etc. While I do want to see that you researched the topic,
not all support material has to come from an outside
source (30%)
 5. Refutation: Direct responses to the opposite side’s
arguments (10%)

21. GO! (CONVINCE ME) . . .