NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
Teacher’s Name: Unit Name:
Public Forum, Lincoln Douglas, Policy
Lesson Title Indicate which:
Lesson 2; What Is Public Forum Debate? Beginner Intermediate Advanced
Focus Skill: Time Frame:
Introduction to Public Forum Debate 1 Hour (could be extended)
PART 1—ESSENTIAL ELEMENTS
Essential Question What is Public Forum Debate as compared with other styles?
Objective 1 Students will understand the general terms of any PF debate
Objective 2 Students will be able to find the key parts of opening speeches
Objective 3 Students will begin to understand good debating techniques that they should
emulate
Overview of Lesson (General summary of what will be covered):
Students will understand parts of a public forum debate
Students will see part of an exemplary debate and get to have open discussion about which side did
better based on their current knowledge.
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NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
PART 2—THE LESSON
Detailed Step-by-Step Lesson (be sure to include time allocation information):
Session # Time Details of the Lesson
2.0 5 min. Define Public Forum
See end of this document
2.1 20 min. Pass out worksheet (at bottom of lesson plan) and show video of a
PF debate. Only show the video until after the first crossfire.
The 2015 final round is linked here, but you can use any PF debate
that you want.
You may want to stop the video after the first contention to allow the
students to get caught up on the worksheet.
2.2 35 min. Discussion Questions with Class
See below
2.3 Homework – Read Chapter 1 in the PF textbook
2.4 Homework – Have students create a quiz on the reading with a key to
prove that they picked up on key terms in the chapter.
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NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
PART 3—ASSESSMENT EVIDENCE
Performance Task, Product, or Other Key Evidence of Learning (How will students demonstrate a
level of proficiency for this skill?)
Within the context of the lesson,
students will be demonstra+ng
learning as they brainstorm and
discuss.
More formally, have students
individually work through the
process with another topic.
Within the context of the lesson,
students will be demonstra+ng
learning as they brainstorm and
discuss.
More formally, have students
individually work through the
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NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
process with another topic.
Within the context of the lesson, students will be demonstrating learning as they brainstorm and
discuss.
Key criteria to measure Performance Task(s) or Key Evidence:
Examples: Rubric, Checklist, etc.
Students should be able to discuss debate ideas using the new vocabulary introduced to them.
Assessment Strategies (Identify Informal/Formal Strategies):
Informal (only): Discussion throughout lesson
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NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
Plans for after this lesson/competency is complete (How will you extend, enrich?):
Webinars available on NSDA web site – [Link]
Key Resources Used: Websites, books, film clips, etc.
Names of Resource(s): Access to Resource(s) if available:
Worksheet Included at end of lesson plan
The guide to PF Debate [Link]
2015 NSDA Final Round of Public Forum [Link]
2015-public-forum-debate-finals/
Key Resources for Exploration: Websites, books, film clips, etc.
Names of Resource(s): Access to Resource(s) if available:
Reflections/Review for Future:
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NATIONAL SPEECH & DEBATE ASSOCIATION
Introduction to Public Forum Debate
Worksheet:
From NSDA – Please change the wording of this in any way so that you and your students are more
comfortable with the material.
Public Forum Debate involves opposing teams of two, debating a topic concerning a current event.
Proceeding a coin toss, the winners choose which side to debate (PRO or CON) or which speaker
position they prefer (1st or 2nd), and the other team receives the remaining option. Students present
cases, engage in rebuttal and refutation, and also participate in a “crossfire” (similar to a cross-
examination) with the opportunity to question the opposing team. Often, community members are
recruited to judge this event.
As a team event, students who compete in Public Forum need to be able to work well with a partner.
Balanced teams, both in terms of preparation before debates and contributions within a debate, helps
provide a competitive advantage during tournaments. PF looks at current event topics. Students who do
Public Forum must be prepared to debate in front of judges who have not had any formal debate
training. Being able to persuade a range of judges is a central component to this event. Additionally, PF
is focused upon debating varying resolutions that change frequently, which exposes students to a
variety of topics during a singular competitive season.
Discussion Questions
Note that the answers will vary. You can go directly over the answers on the worksheet, but it will be
just as beneficial to go over some of these questions where you will pick up the worksheet material.
• Both speakers had great opening speeches. Which one was better? Use the word “claim” when
you give your answer.
• If you could ask any of the debaters a question, for clarification or to try to exploit a problem with
what they have said, what would you ask?
• What is one thing you wish was clearer in their speeches? Was there any part that you didn’t
understand?
• Who was stronger during crossfire?
• Who was stronger with their cards / warrants / sources?
• Ask to see the hands of people who thought that the first speech was better. Remind them that
they have to be able to analyze and debate both sides of an issue, and now ask them specifically
what they liked about the second speaker.
• Give me one reason why a judge would like the pro team, whether you liked the pro or the con
better?
• We saw some great debating style here. What did these debaters do as far as style that you liked
or didn’t like?
