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| Lincoln-Douglas Debate
IMPORTANT INFORMATION 
Important Information:
We base our decisions on our VALUES. Imagine it is a late Saturday night. You were out with your friends and are now driving home. You are almost past your curfew of 12:00am. You must make it home on time or else your strict parents will punish you, and you won’t be able to go to this concert of your favorite band next weekend. You are a few blocks away from your house. You get stopped by a red light – that infamous red light that always appears to be red when you arrive at it. No cars are in sight and rarely are at this time of night. As usual, the red light seems to be lasting forever. All you can think about is your mom and dad waiting up for you, ready to ground you for being out past your curfew and you not being able to go to that concert. Running the red light would probably get you home on time safely, but you risk getting a ticket or causing an accident. 1. What do YOU decide to do? (there’s no right/wrong answer)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. On what value(s) do you base your decision? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As the previous page hopefully proved, every individual’s values differ, and as a result, so do our decisions. Let’s consider what the following groups of people might value: Runners: _________________ Babies: ___________________ Single Adults: __________________ Teenagers: ____________________ Married Adults: __________________ Dictators: ____________________ Bullies: _____________________ Teachers: ____________________
Firemen/Policemen: _____________________ Doctors: _____________________ Lawyers: ____________________ Athletes: ___________________ A democratic government: ___________________ Priest/Rabbi: ___________________ Business owner: _________________ Custodian: ____________________ Remember that there are three different types of claims: claim of policy, claim of fact, and claim of value. Lincoln-Douglas Debate is a debate over a proposition of value. In addition, it involves the philosophical analysis and debate of a proposition that has no definite answer. You will be able to use key philosophers’ theories to logically argue both the affirmative and negative sides of a proposition. When arguing for the Affirmative, you are agreeing with the proposition. When arguing for the Negative, you are disagreeing with the proposition. R  egardless of whether you are arguing the Affirmative or Negative side of the proposition, you need to come up with
THE BIG THREE: Value, Value Criterion, and Model. What is a value? A value is a principle, standard, or quality considered worthwhile or desirable. Some Common Values in L-D debate: Achievement Freedom Justice Equality Progress Democracy Liberty Life Security Privacy Societal welfare Pursuit of happiness What is a value criterion? A value criterion is a standard by which the value is achieved or weighed. In other words, ask yourself the following question: “Why is the value I chose better than any other possible value?” Some Common Value Criterions in L-D debate: Constitutionality – accordance with the provisions or principles of a constitution Anteriority – preceding in time Cost-Benefit Analysis – the comparison of benefits and costs in decision making Ends-Means Analysis – the “ends justifies the means” Exigency and Salience – urgency and importance (emergency) Freedom/Liberty Maximization – promote the greatest amount of freedom Futurism – a belief that the meaning of life and one’s personal fulfillment lie in the future and not in the present or past Governmental Legitimacy - the popular acceptance of a governing regime or law as an authority Hypothesis Testing – decisions (guesses) made based on observable consequences Maslow’s Hierarchy of Needs – humans have innate needs: Physiological, Safety, Love/Belonging, Esteem, and Self-Actualization Social Values – how an individual or a group of individuals organize their ethical or ideological values (moral code) Universality – relation, extension, or applicability to all Utilitarianism – promote the greatest happiness for the greatest number What is a model? A theoretical pattern, or perspective placed into a real-world context. Some Common Models in L-D debate: The Declaration of Independence (United States) The Universal Declaration of Human Rights (United Nations) The U.S. Constitution Thomas Hobbes or John Locke – Social Contract Theory John Rawls – Theory of Justice and Veil of Ignorance John Locke – Natural Rights Confucius – Analects John Stuart Mills – Harm Principle Marx – The Communist Manifesto Immanuel Kant – Categorical Imperative 
Time for an example… Resolved: When in conflict, an individual’s freedom of speech should be valued over a community’s moral standards. Affirmative (agrees with the proposition) What value could you use? Freedom What value criterion could you use? Constitutionality or Freedom maximization What model could you use? The U.S. Constitution Negative (disagrees with the proposition) What value could you use? Morality What value criterion could you use? Social values or utilitarianism What model could you use? Hobbes’s Social Contract N  ow it’s your turn…
Resolved: The U.S. Supreme Court decisions ought to value First Amendment rights over all other individual rights. Affirmative What value could you use? What value criterion could you use? What model could you use? Negative What value could you use? What value criterion could you use? What model could you use? Resolved: Communities in the United States ought to have the right to suppress pornography. Affirmative What value could you use? What value criterion could you use? What model could you use? Negative What value could you use? What value criterion could you use? What model could you use? Resolved: Valuing the principle of equality above liberty improves the quality of life in contemporary civilizations. Affirmative What value could you use? What value criterion could you use? What model could you use? Negative What value could you use? What value criterion could you use? What model could you use? Lincoln-Douglas Values Debate: Time Allocations and Responsibilities Affirmative Constructive 5 minutes Cross-Examination (Neg asks Aff) 2 minutes Negative Constructive/Answer Aff 7 minutes Cross-Examination (Aff asks Neg) 2 minutes First Affirmative Rebuttal 4 minutes First Negative Rebuttal 3 minutes Second Affirmative Rebuttal 3 minutes Second Negative Rebuttal 3 minutes Prep Time – 5 minutes (for each side)
Requirements for the construction of a case in a Lincoln-Douglas Debate Round Affirmative and Negative Introduction:
Body:
Conclusion: Should give a justification for your case and link such justification to your value. Length: Must be 6:00 minutes long; you should practice to be sure of the length. (Accepted length is 5:30 – 6:30 minutes long) Other Requirements: Must be typed with labeled paragraphs (signposting). You will turn in a copy of the Constructive Speech. Lincoln-Douglas Propositions
conflicting right to know.
BRAINSTORM A  FFIRM NEGATE
Resolution: ___________________________ _______________________________________ Value: _____________ Value Criterion: _____________ Model: ____________ Words to define: _________ _________ _________ _________ _________ _________ Contention 1: ________________________________________________________________________________________________________ Type of Evidence : ______________ Brief explanation of Evidence: ________________________________________________________________________________________________________ Contention 2: ________________________________________________________________________________________________________ Type of Evidence : ______________ Brief explanation of Evidence: ________________________________________________________________________________________________________ Contention 3: ________________________________________________________________________________________________________ Type of Evidence : ______________ Brief explanation of Evidence: ________________________________________________________________________________________________________ Lincoln Douglas Outline Name:____________________ **must include transitions, signposting, and citation Opening quote & explanation: Proposition/Resolution: I affirm/negate the following resolution: Big Three: Value, Value Criterion, Model: List and then explain how each supports your resolution Definitions of unclear terms: Contention #1(claim): Evidence: Warrant: (Explain your evidence in relation to your contention and resolution. Also, make sure you explain how this proves your value.) Contentions #2 (claim): Evidence: Warrant: (Explain your evidence in relation to your contention and resolution. Also, make sure you explain how this proves your value.) Contention #3 (claim): Evidence: Warrant: (Explain your evidence in relation to your contention and resolution. Also, make sure you explain how this proves your value.) Conclusion: Lincoln-Douglas Debate Speaker Side Constructive Speech Time:
Total /30
Comments: Total /70 Constructive Speech Total /100 Cross Examination
Total /20 ************************************************************ Rebuttal Speeches
Total /80 Debate Total /100 Grand Total for Lincoln-Douglas Debate /200__ Directory: cms -> lib2 -> il01001296 -> centricity -> domain -> 1967 1967 -> A separate Peace Vocabulary (Chapters 1-5) 1967 -> A separate Peace: Of Friendship, War, and Peace 1967 -> A separate Peace: Of Friendship, War, and Peace 1967 -> A separate Peace Ch. 12-13 domain -> Questions for the epic of King Arthur domain -> Attila's Rise to Power domain -> Excerpts from The Autobiography of Benjamin Franklin domain -> G. R. A. P. E. S. Theme Chart for Mesopotamia / Sumer, Chapter 3 domain -> Mr. Gablenz Barrington High School Social Studies 1967 -> Max Kunzmann Trojan War and The Fall of Troy Download 68.38 Kb. Share with your friends:
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