PPT-What does the social studies class debate? Why? Who challenges the teacher? How does

In your group discuss your assignment Decide how to best represent this part of the story through a drawing In other words what should be included in the drawing What special details should be taken into consideration how to best represent this part of the story through writing In other words how can you best answer the questions and finally how to best represent this part of the story through speaking In other words what will the speaker share with the class. Why debate?. AIMS OF CURRENT AFFAIRS DEBATES. They aim to:. Groom . confident. speakers.. Encourage students to . read widely. on current issues.. Help students to . take multiple perspectives. on a topic.. vs. The Debate:. Outrageous statement #1. There’s not a shred of experimental evidence for . supersymmetry. .. A. xions. are as good as dead. No believable direct detection (LHC, CDMS, AMS, Pamela ….) or indirect detection (Fermi, . Robert Trapp, Willamette University. . China Debate Education Network: . Judge as Educator . A good judge is a good teacher, not necessarily a good debater. Transitioning from to debater to judge. Role of judge to help students improve. Coach: Susan . Schripsema. President. : Amy Lee. Vice Presidents: Emily Hong and Jarrod . Jeffcoat. Administrator: TJ . L’Esperance. Historians: Sophie Yang and Michelle Zhou. Team Website: . http://lcdebate.weebly.com/. Topicality. A. Definition. Define the word (or phrase) the Affirmative is not topical under.. B. Violation. Explain why the Affirmative is not topical.. C. Standards . (. Neg. ).  . Logical Standards: Eliminating vagueness . Debate Triads - Rules. 1. Three people in each group:. . - 2 people debate. . - 1 person is timekeeper and judge. 2. The judge will pick the topic. Each person gets . 1 minute to give an opening statement and . Basic Debate Workshop. Your Turn!. What comes to mind when you think of debate?. What is Debate?. A debate is a formalized argument. It provides a structure for different parties to exchange thoughts and discussion on an issue. . What is a flow?. The debate flow is an organization of notes that keeps track of and help development of all of the arguments made in a debate.. A good flow will:. Provide an organized presentation. Help to develop the speeches. Debate Triads - Rules. 1. Three people in each group:. . - 2 people debate. . - 1 person is timekeeper and judge. 2. The judge will pick the topic. Each person gets . 1 minute to give an opening statement and . Use the power point to help you study for the LD test.. Value Debate. In debate there are 3 types of propositions: propositions of fact, propositions of policy and propositions of value. Lincoln Douglas debate uses propositions of value.. Each team will present arguments/statements, supporting their arguments with evidence.. All team members must participate or the team is deducted points.. A member can have first response to a rebuttal to their argument but not the second. (no member can speak twice in a row). New Optimistic Legacy of Achievers. Champaign Central High School. Champaign, . Illinois. Welcome and Introductions. DaNaya. . Burnett. : . founding . . member of . NOLA Debate Team; . freshman . @ SIU-E. When you judge a debate, your job is to . reflect what happened in that debate . to determine a . winner.. Basic approach is to ask. . “which team most persuaded me that their side or position was correct.”. Status is ubiquitous in modern life, yet our understanding of its role as a driver of inequality is limited.  In Status, sociologist and social psychologist Cecilia Ridgeway examines how this ancient and universal form of inequality influences today’s ostensibly meritocratic institutions and why it matters. Ridgeway illuminates the complex ways in which status affects human interactions as we work together towards common goals, such as in classroom discussions, family decisions, or workplace deliberations. Ridgeway’s research on status has important implications for our understanding of social inequality. Distinct from power or wealth, status is prized because it provides affirmation from others and affords access to valuable resources. Ridgeway demonstrates how the conferral of status inevitably contributes to differing life outcomes for individuals, with impacts on pay, wealth creation, and health and wellbeing. Status beliefs are widely held views about who is better in society than others in terms of esteem, wealth, or competence. These beliefs confer advantages which can exacerbate social inequality. Ridgeway notes that status advantages based on race, gender, and class—such as the belief that white men are more competent than others—are the most likely to increase inequality by facilitating greater social and economic opportunities. Ridgeway argues that status beliefs greatly enhance higher status groups’ ability to maintain their advantages in resources and access to positions of power and make lower status groups less likely to challenge the status quo. Many lower status people will accept their lower status when given a baseline level of dignity and respect—being seen, for example, as poor but hardworking. She also shows that people remain willfully blind to status beliefs and their effects because recognizing them can lead to emotional discomfort. Acknowledging the insidious role of status in our lives would require many higher-status individuals to accept that they may not have succeeded based on their own merit many lower-status individuals would have to acknowledge that they may have been discriminated against. Ridgeway suggests that inequality need not be an inevitable consequence of our status beliefs. She shows how status beliefs can be subverted—as when we reject the idea that all racial and gender traits are fixed at birth, thus refuting the idea that women and people of color are less competent than their male and white counterparts. This important new book demonstrates the pervasive influence of  status on social inequality and suggests ways to ensure that it has a less detrimental impact on our lives.