Evidence Comparison (ABCD): Hot Seat – Evidence Comparison

Learning Objectives

  • Reinforce fundamentals of evidence comparison.

  • Reinforce fundamentals of cross-examination.

  • Increase familiarity with AUDL evidence packet.

Time Needed

~15-20 min.

Resources & Materials

  • Paper (2-3 sheets per student)

  • Pencil/pen (1 per student)

  • Evidence packet (1 per student)

Teacher Preparation

  • Review fundamentals of cross-examination and evidence comparison, per the AUDL curriculum and video resources.
  • Select an argument (ex. Federalism disadvantage) about which students may ask and answer questions.
    • At the beginning of the season, choose arguments with which students need to become familiar.
    • During the season, choose arguments with which students are struggling.

Lesson Outline

  • Hot Seat – Evidence Comparison (Activity)
    • To begin, give students time to prepare. Each student should:
      • Review the content of the assigned argument.
      • Write cross-examination questions challenging the evidence quality of the assigned argument, following the ABCD format.
    • Begin the game, following the format below.
      • Assign one student to the “Hot Seat.” This person will ANSWER questions from the group.
      • Starting on one side of the room, allow students from the audience to ASK questions.
        • If the student in the “Hot Seat” is unable to answer, then they are “demoted” and should rejoin the audience.
        • If the student in the “Hot Seat” is able to answer, then they should remain in the “Hot Seat” and the next student in line should ask a question.
        • Moderate the activity.
          • Provide a brief RFD (reason for decision) explaining which student “won” the exchange.
      • Continue until each student has had an opportunity to ask/answer questions.
    • Hot Seat - Variations
      • To make the game more competitive, use a single-elimination format. The person who answers the most questions in the “Hot Seat” wins.
      • To make the game longer, use a timed format, where the CX period lasts for a set time (no more than two minutes).
      • To make the game easier, confine the scope of the game to one or two pieces of evidence.

Points of Improvement

  • Student focus on the content, not the quality, of the assigned evidence.

  • Students do not effectively set up potential counterarguments against the assigned argument.

Signs of Mastery

  • Students set up potential counterarguments.

Instructor Notes

  • This activity works best with smaller squads.

    • For larger squads, consider running multiple games at once.

    • More advanced students may moderate the other games.

  • To increase the length of the activity, consider holding multiple rounds, each with a different argument from the evidence packet.