D2L Corporation
2014-06-11T13:14:37-04:00
2014-06-11T13:14:37-04:00
D2L Corporation
Debate I Curriculum Framework
Debate I is a two-semester course that will provide students with an understanding of the dynamics of effective oral communication when speaking, listening, and responding. Students will develop basic communication competencies including ethical practices in communication; recognition of communication barriers; and effective use of interpersonal communication, listening, verbal and nonverbal messages, and use of digital media. The life skills listed in Strand 4: Communication Competencies will be embedded throughout the course. Further, students in Debate I will gain an understanding of the fundamentals of argumentation and will express ideas and present information in a variety of oral advocacy situations from small group discussions to formal debates. Special emphasis will be given to research proficiencies and analytical thinking and listening skills.
2014-06-11
2012
Arkansas Department of Education
Strand
Preparation
1.
Content Standard
Students will read and collect research from textual evidence to prepare for debates.
PREP.1.DI.1
Prepare for a variety of debates
(e.g., impromptu, international public, legal, legislative, Lincoln Douglas, parliamentary, policy, public forum)
PREP.1.DI.2
Analyze current events and political atmosphere
(e.g., domestic policy, economic policy, foreign policy, social climate)
PREP.1.DI.3
Collaborate to define issues and develop strategies
PREP.1.DI.4
Research arguments to support substantive claims using a variety of primary and/or secondary sources including but not limited to historical, scientific, and technical texts:<ul><li>central idea</li><li>discrepancies in content</li><li>explanation for action or events</li><li>points of view</li><li>specialized vocabulary</li><li>textual evidence</li></ul>
PREP.1.DI.5
Evaluate researched texts for validity, reliability, and credibility of source, content, and/or author
Strand
Procedures
2.
Content Standard
Students will demonstrate understanding of the fundamentals of oral advocacy.
PRO.2.DI.1
Compare and contrast classical and contemporary philosophers and their contributions to debate
PRO.2.DI.2
Explain the historical and contemporary role that debate and oral advocacy play in democratic society
(e.g., diplomacy, government policy, justice system, politics)
PRO.2.DI.3
Discuss ethical dilemmas and practices
PRO.2.DI.4
Demonstrate ethical practices in debate
(e.g., behavior, courtesy, verbal and nonverbal communication)
PRO.2.DI.5
Demonstrate effective communication skills in debate: <ul><li>listening (e.g., critical and attentive listening demonstrated by note taking, critiquing)</li><li>nonverbal communication (e.g., attire, eye contact, facial expressions, gestures, proximity)</li><li>speaking (e.g., framing questions, responding to questions, speaking extemporaneously, using appropriate language))</li></ul>
PRO.2.DI.6
Analyze a variety of debate structures and purposes
(e.g., impromptu, international public, legal, legislative, Lincoln Douglas, policy, public forum)
PRO.2.DI.7
Use debate speech conventions in different forms of debate
(e.g., affirmative, closing, constructive, cross examination, direct examination, negative, rebuttal, opening)
PRO.2.DI.8
Identify debate terminology
(e.g., agent of action, ballot, burden of proof, card, claim, counter plans, data, fiat, flow, judge, presumption, resolution, status quo, stock issues, warrant)
PRO.2.DI.9
Examine stock issues:<ul><li>harm</li><li>nherency</li><li>significance</li><li>solvency</li><li>topicality</li></ul>
PRO.2.DI.10
Apply critical thinking skills when researching, preparing, and presenting arguments: <ul><li>causal arguments</li><li>logical fallacies (e.g., fallacies of language, fallacies of causation)</li><li>source validity (e.g., author bias, date, methodology, source bias)</li></ul>
PRO.2.DI.11
Create effective teams
Strand
Presentation
3.
Content Standard
Students will present debates using a variety of debate formats.
PRES.3.DI.1
Participate in a variety of debates
(e.g., impromptu, international public, legal, legislative, Lincoln Douglas, policy, public forum)
PRES.3.DI.2
Identify evaluator paradigms
(e.g., appearance, games player, policymaker, stock issues, tabula rasa)
PRES.3.DI.3
Adjust behaviors and arguments to match audience and evaluator paradigms
PRES.3.DI.4
Present arguments using clear and concise language
PRES.3.DI.5
Use evidence to support analysis of topics and cases
PRES.3.DI.6
Challenge the status quo and current policy proposals, using a variety of arguments and rhetorical devices
PRES.3.DI.7
Demonstrate the process of refutation
PRES.3.DI.8
Conduct cross examinations
PRES.3.DI.9
Develop presentation skills to convey complex ideas:<ul><li>extemporaneous speech</li><li>formal register</li><li>persuasive techniques</li></ul>
PRES.3.DI.10
Critique peer debates orally and/or in writing
Strand
Communication Competencies
4.
Content Standard
Students will demonstrate fundamental oral communication competencies.
CC.4.DI.1
Apply principles of ethical communication appropriate to context:<ul><li>academic honesty</li><li>bias</li><li>communication responsibility</li><li>plagiarism</li><li>respect for diversity</li></ul>
CC.4.DI.2
Analyze the reduction of communication barriers
(e.g., adversarial mindset, bias, communication apprehension, environment, noise, nonverbal communication, perception, proxemics/spatial, reticence, semantics)
CC.4.DI.3
Demonstrate mutual respect in interpersonal communication: <ul><li>aggressive</li><li>assertive</li><li>conflict-resolution strategies</li><li>passive</li><li>passive/aggressive</li></ul>
CC.4.DI.4
Demonstrate the ability to give and receive constructive criticism
CC.4.DI.5
Demonstrate appropriate critical, empathetic, appreciative, and reflective listening skills in formal and informal situations: <ul><li>active listening behaviors</li><li>false assumptions</li><li>loaded terms</li><li>note-taking</li><li>sarcasm</li></ul>
CC.4.DI.6
Adjust messages based on feedback: <ul><li>peer ballots and rubrics</li><li>teacher/evaluator ballots and rubrics</li></ul>
CC.4.DI.7
Speak while maintaining a formal style and objective tone
CC.4.DI.8
Critique oral messages:<ul><li>clarity</li><li>effectiveness of delivery</li><li>faulty reasoning and logical fallacies (e.g., ad hominem, ad populum, appeal to authority, appeal to tradition, band-wagon, begging the question, fallacy of unimpeachable source, mistaken cause, name calling, post hoc ergo propter hoc, red herring, straw man)</li><li>organization of evidence</li><li>relevance</li></ul>
CC.4.DI.9
Discuss effective nonverbal communication skills:<ul><li>attire</li><li>facial expressions</li><li>gestures</li><li>paralanguage (e.g., inflection, pause, pitch, rate, stress, volume)</li><li>platform movement</li><li>proxemics/spatial communication</li></ul>
CC.4.DI.10
Use context appropriate oral messages: <ul><li>concrete expressions of thought</li><li>connotation vs. denotation</li><li>dialects</li><li>International Phonetic Alphabet</li><li>jargon</li><li>slang</li><li>standard English</li><li>words and symbols</li></ul>