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Evidence Comparison (ABCD): Evidence Wars
Learning Objectives
Reinforce fundamentals of evidence comparison.
Apply those fundamentals to selected research from the AUDL evidence packet.
Time Needed
~30-45 min. (depends on squad size)
Resources & Materials
Paper (5-6 sheets per student)
Pens (1-2 colors per student)
Evidence packet (1 per student)
Teacher Preparation
Review fundamentals of evidence comparison (ABCD), per the AUDL curriculum and video resources.
Select ~5-6 opposing pairs of evidence (depending on squad size).
Example: The 1NC link evidence for a disadvantage may be paired with a 2AC no link card.
Lesson Outline
- Evidence Wars (Preparation)
- Write down the evidence pairs on the board (ex. 1NC DA Link v. 2AC No Link).
- Assign each student an opponent or allow students to challenge each other.
- For larger squads, consider allowing students to debate each other in teams of two.
- Assign each student and their opponent a side (piece of evidence) from a pair.
- Example: One student may be assigned the 1NC DA impact, while their opponent may be assigned the 2AC no impact evidence.
- Give each team time to prepare an ABCD (evidence comparison) for its assigned piece of evidence.
- Evidence Wars (Activity)
- Once each student has prepared, begin spar debates following the format below. Each student will defend that their assigned evidence is better than that of their opponent.
- Constructive (Student 1): 1:15 (Novice) / 1:45 (Advanced)
- Constructive (Student 2): 1:15 (Novice) / 1:45 (Advanced)
- Rebuttal (Student 1): 45 sec. (Novice) / 1:00 (Advanced)
- Rebuttal (Student 2): 45 sec. (Novice) / 1:00 (Advanced)
- Flow each debate on the board. Provide feedback. Continue until each student has debated.
- After the two constructive speeches, clarify the content of the debate.
- Explain what arguments have been made by each side.
- Evaluate (very briefly) the arguments made by each side, following the ARE model.
- After the two rebuttal speeches, explain the strategy of the debate.
- What arguments were extended by each side? Why?
- What argument were dropped/conceded?
- Finally, which side “won” the debate?
- For less advanced students, give an RFD (reason for decision) explaining who “won” the debate.
- For more advanced students, consider having the audience vote.
- After the two constructive speeches, clarify the content of the debate.
- Once each student has prepared, begin spar debates following the format below. Each student will defend that their assigned evidence is better than that of their opponent.
Points of Improvement
Students focus on the content of the evidence, rather than evaluating its quality.
Students are not comparative and focus only on the piece of evidence they have been assigned.
Signs of Mastery
Students discuss the strength of their evidence in relative terms.
Instructor Notes
To extend the length of this activity, consider having a single-elimination style tournament.
Differentiate feedback.
Focus on content (less experienced).
Focus on strategy (advanced students).