Paired Legislative Debate Rubric
_____ Opening/Closing Reasoning for Bill 20
_____ Delivery 30
including eye contact,
vocal variety and pacing,
stance, and charisma
_____ Organization (two reasons with cited support) 20
_____ Clarity 10
_____ Ability to address questions during q&a session 20
_____ Grade Major
Debate Audience Grade: _______/Minor Grade
_____ Delivery 30
including eye contact,
vocal variety and pacing,
stance, and charisma
_____ Organization (two reasons with cited support) 20
_____ Clarity 10
_____ Ability to address questions during q&a session 20
_____ Grade Major
Debate Audience Grade: _______/Minor Grade
Key Features of Legislative Debate
I. Introduction of the Bill
A. Reading of the Bill by the Clerk
B. * Opening Statement by Bill Author (two to three minutes)
II. Question & Answer Period (approximately ten minutes)
A. Always thank the chair: “Thank you, chair.”
B. *Two Types of Questions
1. Point of Information
2. True/not True
“Will the author yield to a question?”
“Is it true that…” or “Is it not true that…”
3. Yield your time: “I yield my time (to the floor).”
III. Pro/Con Debate (approximately ten minutes)
A. Alternating pro/con speakers (must begin and end with con)
“I’d like to speak in favor or against this bill.”
B. Always thank the chair: “Thank you, chair.”
C. *Yield your time: “I yield my time.”
Ending Debate (for II. or III.)
IV. Concluding
A. Closing Statement by Bill Author (one to three minutes)
1. The statement should begin with a thank you to the chamber for
the quality of the debate in considering the bill.
2. The body of the statement should answer the most serious
objections by con speakers or objections not sufficiently
answered by the chamber itself.
3. The ending of the statement should include a concluding statement that passionately urges the passage of the bill for several concise and specific reasons.
B. Voting on the Bill
I. Introduction of the Bill
A. Reading of the Bill by the Clerk
B. * Opening Statement by Bill Author (two to three minutes)
II. Question & Answer Period (approximately ten minutes)
A. Always thank the chair: “Thank you, chair.”
B. *Two Types of Questions
1. Point of Information
2. True/not True
“Will the author yield to a question?”
“Is it true that…” or “Is it not true that…”
3. Yield your time: “I yield my time (to the floor).”
III. Pro/Con Debate (approximately ten minutes)
A. Alternating pro/con speakers (must begin and end with con)
“I’d like to speak in favor or against this bill.”
B. Always thank the chair: “Thank you, chair.”
C. *Yield your time: “I yield my time.”
Ending Debate (for II. or III.)
IV. Concluding
A. Closing Statement by Bill Author (one to three minutes)
1. The statement should begin with a thank you to the chamber for
the quality of the debate in considering the bill.
2. The body of the statement should answer the most serious
objections by con speakers or objections not sufficiently
answered by the chamber itself.
3. The ending of the statement should include a concluding statement that passionately urges the passage of the bill for several concise and specific reasons.
B. Voting on the Bill
For our Practice Bill -
SENATE BILL 1
PURPOSE: To improve the educational quality of North Carolina’s public school
system by eliminating block scheduling
INTRODUCED BY:
Mr. Jessee
Cary High School
Cary, North Carolina
1 BE IT ENACTED BY THE SECOND PERIOD YOUTH LEGISLATURE
2
3 Section 1. For the purpose of this bill, “block scheduling” shall be defined as
4 any arrangement in which class periods last over an hour long.
5
6 Section 2. For the purpose this bill, neither the number of instructional days
7 nor the number of instructional hours as stipulated in current law
8 will be changed.
9
10 Section 3. Block scheduling will be eliminated in all public middle schools
11 and all public high schools in North Carolina.
12
13 Section 4. Local school districts may decide upon the number of classes that
14 will take place during each school day, as long as none of the
15 classes lasts longer than one hour.
16
17 Section 5. Schools and school systems may request waivers for some flexible
18 scheduling allowing for slightly longer classes on an infrequent
19 basis, such as for science labs, guest speakers, arts programs,
20 standardized testing, etc.
21
22 Section 6. Students must take the core classes of language arts, math, science,
23 and social studies all year long.
24
25 Section 7. Electives may be offered in the following formats: year-long,
26 semester-long, and quarter-long. Local school districts and
27 individual schools may decide upon the format of their elective
28 classes.
29
30 Section 8. This law shall go into effect at the beginning of the 2013-2014
31 school year.
32
33 Section 9. All laws and acts in conflict with this law are hereby repealed.
PURPOSE: To improve the educational quality of North Carolina’s public school
system by eliminating block scheduling
INTRODUCED BY:
Mr. Jessee
Cary High School
Cary, North Carolina
1 BE IT ENACTED BY THE SECOND PERIOD YOUTH LEGISLATURE
2
3 Section 1. For the purpose of this bill, “block scheduling” shall be defined as
4 any arrangement in which class periods last over an hour long.
5
6 Section 2. For the purpose this bill, neither the number of instructional days
7 nor the number of instructional hours as stipulated in current law
8 will be changed.
9
10 Section 3. Block scheduling will be eliminated in all public middle schools
11 and all public high schools in North Carolina.
12
13 Section 4. Local school districts may decide upon the number of classes that
14 will take place during each school day, as long as none of the
15 classes lasts longer than one hour.
16
17 Section 5. Schools and school systems may request waivers for some flexible
18 scheduling allowing for slightly longer classes on an infrequent
19 basis, such as for science labs, guest speakers, arts programs,
20 standardized testing, etc.
21
22 Section 6. Students must take the core classes of language arts, math, science,
23 and social studies all year long.
24
25 Section 7. Electives may be offered in the following formats: year-long,
26 semester-long, and quarter-long. Local school districts and
27 individual schools may decide upon the format of their elective
28 classes.
29
30 Section 8. This law shall go into effect at the beginning of the 2013-2014
31 school year.
32
33 Section 9. All laws and acts in conflict with this law are hereby repealed.
BLANK BILL TEMPLATE IS HERE!
| legislative_debate_bill_template.docx |
The introduction should include:
The reason
The pros to this bill
PATHOS ETHOS and LOGOS.
Here is the example of the closing argument we looked at in class: Look for the Pathos, Ethos and Logos. Strive to get these rhetorical devices in your closing! WHERE WOULD YOU ADDRESS the audience's concerns? The world was a different place in 1787. The life expectancy was only about 34 years old. In 2014, the average life expectancy is 78 years old. We have learned what it takes to live a longer and fuller life. Men, women and children could and would drink whiskey, rum and wine...sometimes three times a day. We now have a legal drinking age because we learned that when children drink, their physical and mental being is threatened. In 1787, white men who owned property were the only people who could vote. As a country, we have learned that men and women of all races can and should vote because united we stand, divided we fall. Hunting was a part of daily life in 1787. We have since learned to hunt only during certain seasons so as not to disrupt the ecology of our earth. In 1787, law enforcement was sparse. We have since learned that we must not only have law enforcement, but they must be educated in order to become law enforcement. Guns were ubiquitous due to the needs that came along with life in 1787. We, as Americans continue to learn and grow as a nation. Our duty and responsibility now is to learn from situations like Columbine and Sandy Hook. If we have learned nothing else, we should have learned that an innocent child dying because they went to school is wrong and it is our duty as adults is to keep the children safe. If we can take steps to make students safe, why aren't we doing so? People should not have guns so readily accessible. Mental health examinations should be mandatory and there must be an age limit that restricts access to minors. Our obligation is not a threat to our constitution. Our obligation is a promise to our children. Many things have changed since the times of 1787; it is now time to change with the times again, because it is the right thing to do...it is the only thing to do.
