In this 10 week, hour and a half per week, course learners will learn the basics of debating, including both types of format and positive and negative debating skills and styles. They will practice structuring arguments as well as thinking on their feet to gain skills in rebuttal.  Learners will leave this class with both an operating knowledge of classic debate and a stronger skill set in critical thinking skills and argument structure.  Learners will regularly practice debates during class periods. Therefore, a minimum number of 4 learners will be required to make this class run effectively. 

During the first week learners will have an introduction to debate, learning terminology such as affirmative and negative debate and argument, resolutions of value and policy etc. The purpose of this week is to introduce learners not only to some of the vocabulary involved in debate but to discuss both formal and informal debating in society and to the idea that there are at least two sides to every argument.  Some informal debating will be practiced on this day to demonstrate concepts and get students comfortable with debate. 

During the second week we will continue to expand the concepts of debate, watching a debate together and beginning to pick apart the debate, showing where debaters used various debating skills and concepts and where their arguments were not as effective. After viewing and analysis, students will again practice in an informal debate style to see how they can structure and word themselves to create a strong challenge in a debate. 

During the third week we will focus on the affirmative argument, learning the steps of crafting a strong affirmative argument. Sharing of arguments and short mock debates will be a part of the class. 

The fourth week will be focused on the negative debating position and how to structure your first clash with your affirmative partner. Sharing of arguments and short mock debates will be a part of the class. 

In the fifth week, the learners will begin to focus on the overall structure of the debate, learning how to place their affirmative and negative speeches into a debate context, how to consider and effectively prepare a rebuttal. Sharing of arguments and short mock debates will be a part of the class. 

In the sixth through tenth class weeks, with the overall format and structure understood, students will begin to engage in serious debates. Critiques will be given on format and context and learners will engage with each other, both in peer evaluation and self evaluation. Various types of debates will be introduced and practiced including parlimentary, Lincoln-Douglas and team policy types of debate. 

Because this class involves learners engaging together in a learning environment, it is very important that the behavior and demeanor in class remain respectful, kind and helpful in all aspects. With learners putting themselves forward to practice their debating skills, and with the element of peer and self examination, the teacher will expect all learners to engage together in a positive, helpful and supportive manner. 

There will be homework and preparation time needed for this course. Learners will need to prepare and research arguments ahead of class during certain weeks.  At the end of the course, each learner will receive a written evaluation of their debating skills, what has been learned and where their strengths and challenges lay.