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Summer High School Speech and Debate Camp: Public Forum Novice

Completed by 7 learners
Ages 12-16
Live Group Class
In this five-day camp students will learn how to construct and present a Public Forum Debate
Average rating:
4.8
Number of reviews:
(672 reviews)
Popular

Live video meetings
5x per week, 1 week
4-12 learners per class
60 min

What's included

5 live meetings
5 in-class hours
Homework
1-2 hours per week. There will be homework most weeks/days for camp, as this class is only five weeks/days and moves quickly. I would expect homework to take at least 1 hour or more a week. Assignments will be both group and independent. Each student will have a partner and may send information through the classroom. It is up to the parents if they are okay with emailing and/or phone/zoom calls outside of class, it is not required.
Assessment
Each student will be given a private verbal assessment at the end of their debate round and regular comments during class. Parents are welcome to reach out at anytime.

Class Experience

Please Note our last class will go over time or need to be broken into rounds so that all students have the opportunity to present their debates. This class does not offer a competition at the end, just a practice run.  They can compete at our next level- Public Forum Intermediate or in my High School Debate Part II class which ends in a Tournament.  To compete they must first complete this course or show they have Public Forum experience.

Public Forum Debate students participate in opposing teams of two. They debate topics on the current issues of the day. Each team writes and researches their case, creates a narrative, and learns formal debate structure. Students will learn how to engage in rebuttals, refutation, and crossfire.  One of the aspects of this style that makes it so interesting is that there is an "open cross examination" where all team members get to speak at once.  This style also does not have the same types of burdens that you traditionally see in other types of debate such as Lincoln Douglas.

Our class begins with an introduction to Public Forum.  We will break down each phase of the debate (ex: summary and final focus) and will discuss each role and how much time each student has to present.  From there we will discuss common mistakes that students make, and those skills that help debaters to stand out and succeed.  As a class we will examine what is credible research and how can we find the most nonbiased research out there that judges will accept.  Once we get the basics down, each student will be given an outline, partner, and a topic, in order to begin to construct their case.  Each week students will complete an assignment that will bring them one step closer to being able to finish their first case and present it during our final class. This class is a multimedia class, and structured with group exercises, worksheets/handouts, videos, power points and discussions.  We will devote part of one whole class on learning how to flow a debate while watching a public forum round.
Day One
Introduction to Public Forum Debate: Lecture, Video and Outline.  Group Exercise- SPAR and Introductions
Day Two:  
Team and Topic Reveal/ Learn to Flow:  Students will learn how to flow a Public Forum Debate and how this could help them lose or win a round.  Group Exercise:  Flowing a Debate/Video.  HW:  Begin to research side of Topic and bring three pieces of evidence to our next class.
Day Three
Lecture: Credible Research and Case Structure.  Group Exercise:  Claim and Warrants/Best Team Research
Day Four
Team Meetings, Research Comparison,  Paragraph Breakdown,  Lecture:  Impact Statements  Group Exercise:  Effective Cross-Fire and Key Voters
Day Five
Final Presentations- Each team will present their debate.

Learning Goals

Students will learn the art of Public Forum Debate and in turn how to better communicate, and develop convincing arguments.

Other Details

Parental Guidance
Debate topics vary. At this time the topics are not chosen. Please let me know at the time of sign up if there are topics that may present a challenge for your learner. Our last Public Forum was on the Space Force. However, we do debate such things as gun control, and other challenging topics.
Supply List
The ability to do online research and complete online papers.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Students are welcome to use any website that they feel will assist their debate. In class I attempt to steer them to peer reviewed journals and articles. I use NSDA videos to demonstrate debates and outlines that I have developed over my years as a coach.

Meet the teacher

4.8
672reviews
Popular
Profile
Teacher expertise and credentials
Doctoral Degree from State University of Buffalo School of Law
I am a semi-retired Criminal Justice Professor and High School teacher.  I am also a retired attorney in New York State (Criminal, Family and International).  I teach Speech and Debate at the Middle and High School Levels; for over fifteen years now.  I am an award-winning coach at the State and National levels (NSDA and TOC).   I also teach Advanced Placement US Government, Advanced Placement Comparative Government and traditional High School Government. I currently coach for Potomac Debate, work with RISE online academy and Outschool.

For twenty years I have had the opportunity to work with students from Pre-K through Graduate School in both a traditional learning atmosphere and those classes that deviate from neurotypical teaching.  I held my teaching certification in World History/US History/Government and Economics for Middle and High School.   My teaching philosophy is that all students are individuals and unique learners that must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and where mistakes are considered education victories.
   

Reviews

Jennifer Hughes, B.A., J.D., LL.M, LC suggests this class next...
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