Follow the instruction and write a draft debate


● 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.


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


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.

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 central

issues related to the controversy.
3. Wording must be affirmative and free of emotional or loaded

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.

#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

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

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

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