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!
Evidence Comparison (ABCD): Evidence Evaluation – Jigsaw
Learning Objectives
Introduce fundamentals of evidence comparison.
Apply fundamentals of evidence comparison to selected pieces of evidence.
Time Needed
~25-30 min.
Resources & Materials
Paper (2-3 sheets per student)
Pencil/pen (1 per student)
Evidence packet (1 per student)
Teacher Preparation
- Review fundamentals of evidence comparison (ABCD).
- Select ~6-8 pieces of evidence (depending on squad size) from the evidence packet.
- For less experienced students, select evidence that students need to extend in the 2AC/2NC & 1NR
- Litmus Test: Is the argument made by this evidence specifically answered in the packet?
- For more advanced students, select evidence from new arguments released by the AUDL, or an argument with which students are struggling.
- For less experienced students, select evidence that students need to extend in the 2AC/2NC & 1NR
Lesson Outline
- ABCD – Evidence Comparison (Lecture)
- Introduce ABCD (Evidence Comparison)
- Author: What are the author’s qualifications? Potential biases?
- Basis: What is the reasoning/evidence substantiating the claim?
- Context: What contextual details (e.g., publication, non-underlined parts) affect the argument?
- Date: When was the source published? How does that affect the quality of the argument?
- Introduce ABCD (Evidence Comparison)
- ABCD – Evidence Comparison (Activity)
- To begin, divide your students into small groups (2-3 students).
- Ensure that each group has at least one experienced squad member (if possible).
- Assign each group a piece of evidence.
- Give each group time to write an “ABCD” evidence evaluation.
- For less experienced students, each group should focus on the content of the argument.
- For more advanced students, each group should focus on either supporting or indicting the evidence from the perspective of the affirmative/negative.
- After students are finished preparing, ask each group to present its “ABCD.”
- Flow each “ABCD” on the board, following the format above. Provide feedback.
- For less experienced students, prioritize clarifying the content of the evidence before evaluating its quality.
- For more advanced students, focus on evaluating the quality of the evidence, and the role such prodicts or indicts may play in the broader debate.
- Continue until each assigned piece of evidenced has been discussed.
- Flow each “ABCD” on the board, following the format above. Provide feedback.
- Give each group time to write an “ABCD” evidence evaluation.
- To begin, divide your students into small groups (2-3 students).
Points of Improvement
Students understand the content of a piece of evidence but struggle to evaluate its quality.
Signs of Mastery
Students understand the content of each piece of evidence.
Students can comparatively analyze the quality of different pieces of evidence.
Instructor Notes
This activity MUST be differentiated.
Less experienced students often have difficulty with evidence comparison.
Be prepared for these students to have difficulty applying ABCD and need teacher support.
Lead squad discussion at the end accordingly.