D.E.B.A.T.E.S. (PUBLIC POLICY DEBATE FORUM)
D.E.B.A.T.E.S. is an acronym for Defenders of truth, Exploring new avenues, Better or more improved, Articulation in expressing ourselves, To (in the direction) Erase and remove impediments and Stereotypes i.e. racism, sexism, classism, etc.
D.E.B.A.T.E.S. will promote interscholastic debate for public policy. We want to develop oratory skills, public speaking and be able to interpret classical literature and analyze critical data from raw abstract statistical facts along demographic areas that affect the community. We believe many of the conflicts in communities can be resolved through communication; and knowing how to handle oneself in a dispute will minimize the conflict and provide a basis to resolve the issue.
In today’s political and economic theater, issues are framed around disputes and conflicts that have not been resolved. The media is where these issues are raised. Public policymakers and public servants mold, shape and frame these issues into a question or resolution. The pros and cons take sides and the debate is on. Politicians compete to win the attention of the media in order to gain the upper hand of public opinion. The manner in which they raise the issue determines the question and how the question is answered. As a result, there really is no debate on the issue and policy can be manipulated. This is how George Bush and Barack Obama were able to get over 1.5 trillion dollars from America for bailouts. They got to the media and directly linked the pain and suffering of the people to bankers. As a result of their media blitz, they were able to secure over a trillion dollars for Wall Street. In essence, they framed a question that led to an answer that approved their policy for a bailout.
The above scenario is reason enough to have a public policy debate forum where public servants can witness a general question being encountered by affirmative and negative approaches that will lead to a resolution. Intense research will exalt the resolution until the public and public servant can understand exactly what is at stake. Then the public policy can be established around the facts.
A complete public policy debate will take about 64 minutes, which is the sum of the following:
1AC 8 min. 3 Min. Response to Questions
1NC 8 Min. 3Min. Response to Questions
2AC “ “ “ “ “
2NC “ “ “ “ “
1AR “ “ “ “ “
1NR “ “ “ “ “
2AR “ “ “ “ “
2NR “ “ “ “ “
Note: The questions asked are by the opposing team and the speakers will be given 3 minutes to answer.
1st Affirmative Constructive Speech
1st Negative “ “ “ “
2nd Affirmative “ “ “ “
2nd Negative “ “ “ “
1st Negative “ “ “ “
1st Affirmative “ “ “ “
2nd Negative “ “ “ “
2nd Affirmative “ “ “ “
(3) Judges/Deliberation
By this time, each judge will have reached a decision based on the debate.
Each judge will have 60 seconds/1 minute to offer a statement why they voted affirmative or negative.
The judges will keep track of the flow of the debate and note whether the participants covered the three (3) keys to an argument:
Claim—state your position of the resolution.
Warrant—the reasoning and rational behind your claim
Data—these are the facts to support your warrant
The judges will evaluate and determine whose response was more or less effective and determine which side was favorable.
Two out three judges voting for affirmative or negative will determine the winner.
Baltimore Advocacy for Reconciliation, Inc wants the participants to learn from this process. The practice of debate provides participants with a tool that helps them resolve conflicts and promote better communication. Some of our most articulate leaders, such as Dr. King, were on a debate team. Malcolm X Little refined his speaking skills as a member of a prison debate team.
During the M.I.T. vs. Boston Prison Debate Team, Malcolm X argued against capital punishment by pointing out the English pick pockets that often did their best work at public gatherings. He was making the point that while English people commensurate in the enjoyment and excitement of when someone is being hung, other crimes were being committed. So, how does capital punishment deter others from crime? We want the participants to learn the following:
— Read critically
— Research w/the scientific process
— Examine questions
— Learn how to phrase and frame questions
— Learn how to answer questions
— Analyze issues
— Persuade people to accept your view
— How to give an opening speech
— Present your case
— Rhetoric: How to present a convincing argument
— How to cross exam
— How to give a rebuttal speech
— How to object and study rules
— How to rebuttal a counter-rebuttal
— How to make a closing argument