The Atlanta Urban Debate League is committed to providing excellent debate education programs, services, and opportunities to diverse students, educators, and members of the community!
First Debates: Spar Debates - Basic
Learning Objectives
Deliver speech from prepared notes.
Support assertions with reasoning and evidence.
Identify and answer opposing arguments
Time Needed
~30-35 min.
Resources & Materials
Paper (2-3 sheets per student)
Pencil/pen (1 per student)
Lesson Outline
- Spar Debate (Preparation)
- Explain format (see below).
- Constructive (Affirmative): 1:30
- Constructive (Negative) 1:30
- Rebuttal (Affirmative): 45 sec.
- Rebuttal (Negative): 45 sec.
- Ask each student to brainstorm two topics they would feel comfortable debating. Write those topics on the board until you have enough topics for each student to debate.
- For smaller squads, each debate will be 1 v. 1.
- For larger squads, assign each student a “partner” to debate with. Each debate should be 2 v. 2, with one member giving a constructive, and the other member giving a rebuttal.
- Give each team a topic.
- For smaller squads, consider allowing students to pick their topic/ side. This encourages students to choose topics they are passionate about and take ownership.
- For larger squads, or squads with large skill disparities, assign topics/ sides to ensure debates are between opponents of equal skill.
- Give each team time to prepare (no more than 5 minutes), following the ARE format.
- Explain format (see below).
- Spar Debate (Presentation)
- Start the debates, beginning with groups that volunteer. Continue until each team has debated.
- Flow each debate on the board; students should also flow independently.
- For less experienced groups, focus on “narrating” the debate and explaining the arguments made by each side.
- For more experienced groups, let students lead the discussion of the debate.
- After the constructives, briefly summarize the arguments in the debate.
- Allow time for participants to prepare for rebuttal speeches.
- Focus on IDENTIFYING what arguments each side has made.
- After the Rebuttals, provide a basic critique of the debate, emphasizing the following:
- Argument quality: Did students follow ARE (assertion/ reasoning/ evidence)?
- Clash: What arguments were answered? What arguments were dropped (conceded)?
- Voters/Voting issues: Did each side explain why they won the debate?
- Flow each debate on the board; students should also flow independently.
- Start the debates, beginning with groups that volunteer. Continue until each team has debated.
Points of Improvement
Speeches are either excessively short or excessively long.
Speeches have no clear thesis, and evidence provided does not relate to the topic.
Signs of Mastery
Speeches have clear organization.
Students identify and answer arguments.
Instructor Notes
For more experienced students, increase speech times: Constructive (2 min.)/Rebuttal (1 min.).
Students are often quite nervous. Be positive!
Assign opponents, if necessary, to preserve competitive equity.
Remember to time speeches.