Debate: Face-to-Face Exchanges - The Washington Post

Volume 7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education ProgramAfter discussion of students’ views,give students“Great Debaters: Simply Eloquent,”a review by Post critic StephenHunter. Do they agree or disagreewith Hunter’s points?continued from page LIBRARY OF CONGRESSOrators Frederick Douglass and Lucy Stone.Douglass and suffragists such asLucy Stone knew that words weremore powerful than guns. Stonehelped establish a secret debatingsociety for women when she wasa student at Oberlin and taughtfugitive slaves. Poet Paul LawrenceDunbar was a member of his highschool debating society in the late1800s.In 1908 the earliest recordeddebate between historically blackcolleges took place between Howardand Shaw universities. In 1923Ralph Bunche was president of theUCLA debating society and oneof the top debaters in the collegecircuit; in 1950 he was awarded theNobel Peace Prize.The movie The Great Debatersis based on the true story of thedebate team at Wiley College andtheir win over the University ofSouthern California (Harvardin the movie). Before viewingthe movie, teachers may wish toprovide a shortbackgroundon debatingsocieties andthe Jim CrowSouth.Teachers mayask students towrite a reviewRalph Bunche,of the movie.former UCLA debatechampion.February 6, 2008Evaluate the CandidatesWhether or not presidentialdebates meet the definition offormal debates, they say muchabout the need for effectivecommunication, strategies fordeveloping an argument, andlistening to others’ comments.Teachers could show excerptsfrom the first televised presidentialdebate to discuss and compare withcurrent campaign and presidentialdebates.“Assignment: Analysis of aDebate” guides students as theywatch a televised debate of thecandidates seeking nomination andthe presidential hopefuls. For the2008 Campaign, questions couldinclude: How does an early debate inIowa contrast to a debate withfewer candidates in Los Angelesin the same theatre where theAcademy Awards are given orat a presidential library? Heldat a time that was convenient toa national audience, how manyCalifornians listened at 5:00 p.m.? Should individuals seeking theirparty’s nomination for presidentspend so much money? Doesthe American public get the bestcandidate or the person who wasable to raise the most money?Do wealthy individuals havean advantage over less wealthypeople seeking office? Does co-sponsorship of televiseddebates by YouTube, politico.com, and CNN make the debatesmore democratic? Do questionsThe Great -debating-tradition/5863487/The African-American Debating TraditionThe Kojo Nnamdi Show audio podcast.Debate holds a special place in the historyof American academia, particularly amonghistorically black colleges and erJ.htmJames FarmerOne of the Wiley debaters, founder ofthe Congress on Racial Equality (1942),organizer of CORE’s student sit-ins andFreedom Rides (1961), and AssistantSecretary of Health, Education and Welfare(1969).www.english.uiuc.edu/maps/poets/s z/tolson/tolson.htmMelvin B. TolsonTeacher, poet, and Wiley Collegeinspirational debate coachwww.wileyc.edu/greatdebaters.phpWiley College“The Great Debaters and Wiley College”summarizes the reel story and the real story.continued on page 2008 THE WASHINGTON POST COMPANY

Volume 7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education ProgramTopics: February 2008continued from page presented from citizens via theInternet expand the concept of atown hall meeting? When visitorsvote on the questions they wantasked is the public more engagedin the selection process? Read the candidates’ profilesfound on washintonpost.comand the candidates’ official Websites. What do you expect themto emphasize in that particulardebate (location, demographics,timing)? To what extent do dress,mannerisms, eloquence, charismaand wit influence the audienceand viewers?Write About a DebateAfter viewing or attending adebate, write about the event. Readand mark up “McCain vs. Romneyon Iraq: Republicans’ Four-ManDebate Dominated by Two” and“Head to Head, Clinton, ObamaShelve Rancor: Democrats Pointto Differences — Especially WithRepublicans.” Would a readerrecognize the debate he or sheobserved in the article? Doesthe debate come to life throughthe descriptions, quotations andadditional information? Note the details about setting,audience and candidates’appearance. Do the writers include interactionbetween candidates, moderatorand candidates and candidatesand audience? Are issues highlighted? Does the reporter support claims?For example, is there evidenceto support use of terms such as“sharply disagreed,” “repeated aline of attack that helped,” “clearlyfrustrated,” and “bickered.” Does the reporter include his orher own opinion?February 6, 2008Debate“Resolved: We Will Be Preparedto Debate” is provided as one basicapproach to organizing a debateof candidates. This may be usedas an assignment sheet or as aprogress report. Teachers whoare experienced with debate willrefine the requirements accordingto the debate style they want theirstudents to experience.Teachers will list the candidatesand issues. Group students so thatall candidates will be representedand each issue debate will have allcandidates present.After student groups haveselected or been assigned theircandidate and issue, discuss thetraits of an effective speaker anddebater. These will include clarityof expression, poise, and the abilityto listen to the opposition and toconnect with the audience. Theycome prepared and organized withan understanding of the opposition’sperspective and command of theirown stand. The class agreementon the traits can form theindividual and team evaluations ofperformance.Introduce some basic fallaciesof logic, such as ad hominem,red herring and bandwagon. Afterdefining the terms, apply themto the debate experience. Forexample, why should debatersavoid ad hominem attacks on theiropponent’s motives or on them aspersons?Class sessions will also coverthe importance of defining terms,knowing the opposition’s standon the issue and organizing theresearch. Teachers may havedownloaded podcasts of each issueso student groups can listen to theirtopic from another source. National Debate2008 Lincoln Douglas Debate Topic,January-FebruaryResolved: It is just for the United States touse military force to prevent the acquisitionof nuclear weapons by nations that pose amilitary threat.D.C. DebateHigh School DebateSchool-BasedResolved: All D.C. public schools shouldhave childcare facilities on site.D.C.Resolved: The D.C. government shouldban use of plastic bags by d: In a democracy, civicdisobedience is a necessary weaponin the fight for justice.National/InternationalResolved: Animal testing does more goodthan harm.Middle School DebateSchool-BasedResolved: All D.C. public schools shouldoffer only organic foods on their menus.D.C.Resolved: The District of Columbiagovernment should ban the use of plasticbags in retail establishments.NationalResolved: Congress’ proposal to increaseCAFE standards to 35 miles per gallon by2020 is not enough.InternationalResolved: Water privatization does moregood than harm. 2008 THE WASHINGTON POST COMPANY

VolumeVolume7,7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education ProgramTom TolesThursday, Jan. 24, 2008February 6, 2008 2008 THE WASHINGTON POST COMPANY

VolumeVolume7,7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education ProgramSunday, Feb. 3, 2008February 6, 2008 2008 THE WASHINGTON POST COMPANY

Volume 7, Issue 6Name (Miss/Ms./Mr.) DateSocratic SeminarAn Integrated Curriculum For The Washington Post Newspaper In Education ProgramYou will read a work. In a Socratic seminar, you will share your ideas.Leader of My SeminarTitle of the Work ReadAuthor of the Work ReadType of Work Read (circle) Essay, Newspaper Article, Poem, Short Story, Speech,Other:On your own paper complete the three parts of this preparation for a Socratic seminar.1. In a paragraph tell about an idea that the author presented in this work. This idea can be the theme, the interactionbetween characters, an observation about life or an issue that is discussed.2. Select five words from the text that you do not know or that you think are interesting. Write each word and the sentencefrom the text in which you discovered the word. Use your dictionary to find the part of speech and definition of the wordas it is used in the sentence. Think of a synonym and an antonym for the word. Finally, use the word in a sentence that youwrite.This part of the assignment will look like this:hurly-burlyOriginal Sentence: Kashgar’s main event, the Yekshenbe Bazari, or Sunday Bazaar, dates back 2,000 years. It is agathering of medieval aspect, a hurly-burly of trade conducted by 100,000 Uighurs from surrounding villages.Part of Speech: NounDefinition: Commotion, hubbubSynonym: TumultAntonym: Calm, peacefulnessYour Sentence:As the school day ended, the halls became a hurly-burly of vibrant colors, jostling backpacks and exploding laughter.3. Think about the work that you read. What parts of the work and ideas would you like to talk about with your classmates?Did something confuse you? Do you find a certain idea intriguing, but impractical?Compose three open-ended questions. These should be worded so discussion will take place as other students share theirideas, reactions and explanations. For example, after reading “The Parsley Garden,” you may ask: Does one theft as a youngperson define you as a thief? What is fair punishment?February 6, 2008 2008 THE WASHINGTON POST COMPANY

NameDateAssignment: Analysis of a DebatePolitics makes for good entertainment as well as serious business, especially when the leader of the free world is beingchosen. Depending on the format, the debates between candidates can be more theatre than substance, but always alesson in civics and civil engagement.When you watch a debate, you are viewing candidates beyond the sound bite of the evening news or a paidadvertisement. Your challenge in this assignment is to analyze the candidates, unscripted and exposed to questions.Use the following to guide your viewing and to form your analysis.FIRST IMPRESSIONSThe ObservationWhat is the setting ?Are the candidates seated/standing? How formal or informal?What are the candidates wearing? Are the men all in suits? Color of their suits and ties? Does the female candidatealso wear pants? What top does she wear? What color is her outfit?Your OpinionENGAGEMENTThe ObservationWhat is the format? Listen to the moderator explain the rules.Was the audience admonished to be quiet or allowed to respond?Watch for nuanced interaction between the candidates.What interaction took place between candidates and audience?Were any fallacies of logic committed? If yes, what and by whom?Did the camera show members of the audience who could influence viewers?Did the camera capture facial expressions or gestures that influence the way a candidate is viewed?Which issues were prominent in the questions of the moderators and others?Look for substance and support of issues.Did candidates answer the questions or respond with their own favorite topics?Give three salient quotations from the debate.Your OpinionFINAL TAKEInvariably we look for a winner to a debate. Who do you think won the dabate? Give three reasonswhy you select this candidate.

NameDateResolved: We Will be Prepared to DebateYou and your partner will be engaging in a debate of a current issue. Since this is an election year, you will representone of the candidates who are seeking their party’s nomination. You are to know the stand taken by your candidate onthe designated issue as well as the stands taken by your opponent(s).CandidateIssueDate of the DebateResearchYou must read and/or listen to a minimum of six sources to understand your candidate’s position on your issue. The Washington Post www.washingtonpost.com (articles and Campaign 2008 sections such as The Trail) Official Web site of your candidate Official Web site of the opposition Other: Other:Candidate’s Position on the IssueSummarize at least three main aspects of your candidate’s position on the issue.1.2.3.Opposition’s Position on the IssueSummarize at least three main aspects of the opposition’s position on the issue.1.2.3.Closing statementOn an additional sheet, provide the closing statement that your team plans to present.

Volume 7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education Program‘Great Debaters’: Simply EloquentA Smart Take on a Story About the Power of ThoughtBy Stephen HunterWashington Post Staff Writer Originally Published December 25, 2007One thing is clear from the beginningof The Great Debaters. DenzelWashington, who directed as well asstars in the film, knew that for it toinspire, motivate, educate, shame andgrip, first of all it had to entertain.So he turns the tale of how tinyblack Wiley College, of Marshall, Tex.,out-argued the white national debatechampion in 1935 into a rouser, astunner, almost a jubilee of emotionand suspense by the old standards ofHollywood melodrama, circa the timethe actual events themselves tookplace.Washington opens his film not inthe august halls of the hero-institutionthat spawned the great debaters but ina honky-tonk swamp crib, where thehooch flows freely, the beat-beat-beat ofthe music is powerful, and the boys andgirls (but mostly girls) are dancing upa storm to beat the devil down or bringhim up, whatever. It’s bravura staging,almost a pure musical number that callsup the era — a sense of the Old Southin the depth of the Depression, wherefolks took pleasure where they couldfind it — and introduces the movie’s twoantagonists and its two symbolic pointsof view.Mel Tolson — though he’s a poet,debate coach, labor organizer andmentor, we don’t know it yet, becausehe’s in his shabby country clothes —saves young Henry Lowe from tragedywhen Henry fixes on a young womanaffiliated with another, larger man.Henry escapes, owing the older maneverything, but he’s too prideful toacknowledge the debt. And that will betheir relationship as Mel (Washington)coaches Henry (Nate Parker) and threeothers to a significant assertion of blackcontinued ON page 13PHOTOS BY DAVID LEE — THE WEINSTEIN COMPANY; THE WASHINGTON POSTDenzel Whitaker and Jermaine Williams, at left, and Nate Parker and Jurnee Smollett, right, celebrate a college debate victoryin The Great Debaters.February 6, 200812 2008 THE WASHINGTON POST COMPANY

Volume 7, Issue 6An Integrated Curriculum For The Washington Post Newspaper In Education Programcontinued from page 12intellectual chops on a national scale inAmerican history. Mel will always be arealist, taking what is available withouta fight, a day at a time; and Nate willalways be a radical, wanting that fightnow, steaming with aggression. Thatdynamic pretty much defines the movie.Still, time and time again, Washingtonthe director brings a set piece, usually putto music (like a fantasy dance sequence)or violence (a horrific evocation of alynching) engineered to give the moviethe broadest popular appeal. By andlarge, he succeeds. It’s a David andGoliath tale played to the max, all stopspulled out. Manipulative? You bet. That’sthe point, after all. Truthful? Well more or less, or perhaps less or more.And maybe that’s not the point.Washington’s Mel sounds the film’sclarion at an early moment, citing thephilosophy of the infamous slug whogave his name to the word “lynch,” andunderstood the practice of oppressionwith extreme acuity: Keep the slave’sbody strong but his mind weak. Usehis muscles, steal his brain. Keep himstupid, uneducated, hating himself forthe inferiority that you have imposedupon him, and that will keep him docileand productive and childish. It is Meland a handful of other black intellectuals-- many of them in the then-ongoingHarlem Renaissance of which Tolsonwas aware, but not a member -- whounderstood this and sought to destroy itnot with Molotov cocktails and tommyguns but with books.So the movie tells how the whirlwindof a smart guy from up North comes tothe small Southern school and by thestrength of charisma and passion prodshis charges to learn to fight — the punchand counterpunch, the overhand, theleft, the right, the uppercut, the bodyblow, the head shot — but with words,not fists. The script watches as he takeshis young charges — besides Henry,there’s James (Denzel Whitaker) andFebruary 6, 2008Samantha (Jurnee Smollett) and, for atime, Garrett (Jackson Walker) — andputs them in a crucible of tension andoratorical exercise to toughen them upfor the struggle ahead.The movie is full of great performances:Washington is the faculty upstart toForest Whitaker’s stolid collegepresident. To watch these two greatactors going after each other and thecamera in a mini-debate at a holidayparty is one of the big pleasures of themovie and the year. Parker, Walker andWhitaker (who, though he shares partsof names of the big stars, is related toneither of them) are terrific, even if theparts are more emblem than character.But the movie belongs to Smollett.There’s such passion and pain in herperformance. She plays a womannamed Samantha Booke, who wantsto be Texas’s third practicing AfricanAmerican female lawyer. She’s dignified,but her hold on dignity is precious; she’sbrilliant, but her confidence in her mindis trembly; she’s beautiful but won’tlet it go to her head; she’s vulnerable,though she tries to hide it. And she’sForest Whitaker as a college presidentand debate coach Denzel Washingtonargue points in Washington’s film aboutblack college debating.13fantastic, particularly in convincing youhow, though assailed by doubts, cloudedwith emotion and racked with fear, shefinds a voice that’s musical in its purity.If they should ever make a movie ofAnne Moody’s great memoir Coming ofAge in Mississippi (and I hope they do),Smollett is the actress for the lead role.Washington the director is at his bestwhen the movie is in the South, and hecan evoke both the heat of a long summerday, the shabby-genteel clapboardhouses, the near-universal fear amongblacks, even university presidents, whenthey run into white folks who have thelaw, the culture and a bad attitude ontheir side. He really makes you feel allthat almost effortlessly.He’s less successful in the North,where the white people tend to becomestereotypical. I suppose it’s all right thatthe screenplay changes the school thatWylie beat from University of SouthernCalifornia to Harvard, and I supposeit’s all right that Harvard is representednot as racist but as an almost iconpure paradigm of sanctimonious whitesuperiority, full of epicene aristos whomean well but just can’t stop believing intheir own superiority. Harvard certainlydoesn’t need me as a defender anymore than it needed me as a student.But it should be noted that the greatuniversity on the River Charles wasand is a font of progressive and liberalthought, and that the philosopherswhose transcendentalism made

of the top debaters in the college circuit; in 1950 he was awarded the Nobel Peace Prize. The movie The Great Debaters is based on the true story of the debate team at Wiley College and their win over the University of Southern California (Harvard in the movie). Before viewing the movie, te