Hiram College
Taught by Dee West and Roger Cram
Roger
Cram
Dee West
Director of Community Relations and Special Projects
Assistant Dean of Students/Director of EDA
The Office of College
Relations The
Kennedy Center- 1st Floor
330.569.5104 (W) 330-569-4912 (C) 330-569-7962
(H) 330.569.5237 (W) 440.826.2434 (H)
cramRF@hiram.edu
westde@hiram.edu
Syllabus
Crash PowerPoint Prisoner Privatization Concerns
January 11, 2008
Introduction to class
Turn in paper number 1 on “What is my Ethnicity?”
Distribute and discuss the Rules for Debating, tolerating opposing points-of-view
Establish debating groups, determine group names, assign individual numbers, elect group captains
Discuss Chapter 1 in American Ethnicity
The Movie Crash
Writing assignment number 2 - on the Movie Crash - On page 29 of American Ethnicity there are Key Terms for Chapter One. Pick five (5) of these terms and describe how they were depicted in the film Crash.January 18
Collect second writing assignment 2 on the Movie Crash
Be prepared to discuss the movie Crash
Discuss Chapters 2 and 3 in American Ethnicity
Debate: Group 1 (YES) and 2 (NO): Issue 2 in Taking Sides - Does Immigration Contribute to a Better America?
Debate: Group 3 (YES) and 4 (NO): Issue 4 in Taking Sides - Do Recent Immigration Trends Challenge Existing Ideas of America's White Identity?
For next class: Take-home quiz on American Ethnicity - Chapters 1-2-3February 1
Collect take-home quiz on American Ethnicity - Chapter 1-2-3
Pizza Party provided by the instructors
Discuss Crash and human alternative realities
Discuss politically correct terms for various races
Movie: Puerto Rican Celebration in New York
Writing assignment 3 - on the movie about Puerto Rico - How should one best celebrate their diversity to gain the acceptance from other ethnic groups? What problems might one expect to encounter? What problems occurs with assimilation of cultures when trying to celebrate ethnicity?February 15
Be prepared to discuss the movie about Puerto Rico
Collect writing assignment number 3 about the movie
Optional hors d'oeuvres party provided by students if desired
The Movie Amazing Grace
Discuss Chapter 4 in American Ethnicity
For next class: Take-home quiz on American Ethnicity – quiz on Chapter 4: At the back of Chapter 4 on pages 90 and 91, there are two subjects for debate. Pick one of them and write a paper arguing for, against, or otherwise using the material in the chapter as support.February 29
Be prepared to discuss the movie Amazing Grace
Collect take-home quiz on American Ethnicity – quiz on Chapters 4
Optional Soup & Salad or dessert party - provided by students if desired
Debate: Group 1 (YES) and 2 (NO): Issue 9 in Taking Sides - Is the Emphasis on a Color-Blind Society an Answer to Racism?
Debate: Group 3 (NO) and 4 (YES): Issue 8 in Taking Sides - Did Hurricane Katrina Expose Racism in New Orleans?
The video/lecture : The Color of Fear.
For next class: American Ethnicity – take-home quiz on Chapter 5 - Pages 115 through 133 give a summary of how political, educational, and housing discrimination have manifested themselves into a quagmire of difficulties for blacks trying to climb up into the middle class. Test question on chapter 5 (minimum 750 words): Using chapter 5 as a reference, write a paper regarding the white man in the film The Color of Fear: (1) What do you think he was having difficulty understanding? (2) Why do you think he was having difficulty understanding this?
Fourth writing Assignment - Same as above, the fourth writing assignment and the test on Chapter 5 are combined.March 14
Collect take-home test on American Ethnicity – Chapter 5 - and the film The Color of Fear.
Debate: Group 1 (NO) and 2 (YES): Issue 14 in Taking Sides - Is Today's Immigration Debate Anti-Latino (Racist)?
Debate: Group 3 (NO) and 4 (YES): Issue 16 in Taking Sides - Is Racism a Permanent Feature of American Society?
Cram and West debate/lecture: Instinct vs. Ethnicity & Discrimination
Take-home final exam issued – due last classMarch 30 - Sunday
Collect final exams
Diversity Through Debate: Celebration Dinner & Program - guests and family are welcome
Pritchard Room in the Library - Hiram College - Reception 6 pm, Dinner 6:15 pm, Programs starts 7 pm, Program ends 9:00 pm.
Speakers: To be announced
Issue Course EvaluationsExtra Credit: (pick one) Minimum 750 words.
(1) Write a paper describing similarities between Willie Lynch and Jim Crow
(2) Write a paper about the worst president you feel the United States ever had. The first 250 words are to describe why you think he was the worst president; the remaining 500 words are to describe all the good things he accomplished while in office.
(4) Go to the web site describing the world's 10 worst dictators: http://www.parade.com/articles/editions/2006/edition_01-22-2006/Dictators Research one of these dictators describing several of the good and beneficial things he/she has accomplished while in office.
(5) Write a paper about one of the following world heroes of peace describing some of the unfortunate things he/she did during his/her life that harmed or caused great distress for many people.
Mahatma Gandhi
Dr. Martin Luther King Jr.
Abraham Lincoln
Nelson Mandela
Florence Nightingale
Eleanor Roosevelt
Mother Teresa
Desmond Mpilo Tutu
Booker T. Washington
Course Description
What is debate? A debate is a contest, or, perhaps, like a game, where two or more speakers present their arguments intent on persuading one another. Since the beginning of time, men have been debating with one another. It can be argued that the first debate occurred when the serpent first debated with Eve the benefits of eating certain fruit in the Garden. In this course we will explore a wide range of diversity issues that pertain specifically to race and ethnicity. Participants will learn the techniques of debate and will explore the power and effectiveness of debate as a means of thoroughly examining and addressing issues of diversity.
Why debate?: "He [the student debater] learns to use a library, and to find the exact information he needs in the shortest possible time. He learns to be thorough and accurate. He learns to analyze; to distinguish between the vital and the unimportant. He learns the need of proving his statements; of supporting every statement with valid evidence and sound reasoning—and he learns to demand the same sort of proof for the statements of others. He learns to present ideas in a clear and effective manner, and in a way which wins others to his way of thinking. He learns to think under pressure, to "use his head" in a time of need, to make decisions quickly and accurately. In a word, the essential point in any debating situation is that of convincing the listener that your side of the proposition is desirable" (from How to Debate by Harrison Boyd Summers).
Course Objectives: To introduce students to the use of debate as a means of exploring race and ethnicity from both a sociological and psychological perspective.
Required Reading Materials:
Taking Sides: Clashing Views on Controversial Issues in Race and Ethnicity (6th Edition, Paperback) by Raymond D'Angelo (Author), Herbert Douglas (Author).
American Ethnicity: The Dynamics and Consequences of Discrimination (5th Edition, Paperback) by Adalberto Aguirre, Jr. (Author), Jonathan H. Turner (Author).
(Note: Supplemental reading assignments may be provided by the instructors).
Teaching Methods:
The instructional methods used for this course will be both didactic and experiential in nature. More specifically, in addition to structured debates, there will be small discussion sections, open classroom discussions, videos, exercises, observations, and mini lectures. Particular emphasis will be placed on creating an open and safe learning environment in which a diversity of views are both valued and appreciated.
Course Calendar:
At the beginning of each class, a tentative schedule of activities will be provided. However, depending upon the progress of the class, the calendar, schedule and discussion topic may change. The class will meet on the following dates:
January 11, 18 (one week between these classes); February 1, 15, 29; March 14, 28.
Grading:
Coursework will be weighted as follows:
Four (4) papers and other written assignments - 25% (Minimum 750 words for
each paper)
Five (4) Chapter Quizzes - 25%
Attendance - 5%
Debates (4)
Participation - includes contributing to class discussions, active team/group
involvement, debate presentations, and demonstration of proper mastery of oral
and written work. - 20%
Comprehensive Final Exam - exam will include all or major portions of content
covered during the course - 20%
Field trip or class
banquet - 5%
Both instructors are very invested in your success in the course. Thus, if at any time you need clarification, assistance, or additional guidance, please feel free to contact us at the following:
*The instructors retain the right to change or modify any aspect of this syllabus. In the event that changes or updates are made, students will be notified in a timely manner.
Modified Parliamentary Debate -- Rules and Guidelines
Parliamentary debate is now the most widely practiced type of informal classroom debating. Based loosely on the deliberative discussion of the British House of Commons, the basic structure of parliamentary debates are as follows:
- Lively and audience oriented
- Not a written speech
- Requires no briefs, speeches, or quotations
- Are more oratorical, witty, and accessible to general audiences
- Are shorter than traditional policy debates
- Have relatively few rules
- Feature less jargon and fewer theoretical arguments
- Rules are designed to ensure that debates are evenly matched and enjoyable
- Are less technical than other forms of debate and easier to grasp
- Advance research is required
- Minimal notes are used and no speeches or briefs are read.
- Parliamentary debating is usually extemporaneous.
General Format
The specific formats, rules and conventions of parliamentary debating vary in different nations and leagues. One of the virtues of parliamentary debate is its flexibility. Speaking times, number of speakers, judging and other elements of the debate format may be altered to accommodate particular needs and purpose.
- Do not interrupt the speakers
- Debates last 45 minutes as outlined below
- 4-5 members in each group (if possible)
- Duties of each member is rotated within the group for different debates (See chart below)
- Time requirements strictly enforced
Specific Format:
- Preparation - The student and his/her assigned debate group is expected to read each assignment and be prepared for the debate before class. Other areas of research should be used in addition to the class text. A bibliography of this research must be turned in after each debate by each team.
- The participants and their groups are to analyze the issue and outline the major arguments. They ask themselves: What does the issue mean? What important tissues are raised? How may it be affirmed or denied? What examples and events are relevant to its discussion? The answers to these and other questions will serve as the foundation for the case and prepare the opposing side for its refutation. During preparation time, you are allowed to use dictionaries, texts and other prepared materials.
B. Speakers
The primary speaker(s) for each group should use some of the preparation time to organize the main issues of the case in a logically complete and persuasive format to convey the best possible impression of the case. The speaker(s) therefore uses preparation time to arrange the essential elements of the issue into a brief outline. All preparation needs to be accomplished before coming to class; therefore, planned communication between group members before class is necessary.
All material for the First Proposition and Opposition speakers must be taken from the issues assigned in the text Taking Sides.
C. First proposition and opposition constructive speech
The first speaker establishes the framework for the issue and establishes a logically complete case for the proposition. This involves an expository presentation in which the speaker may define any ambiguous terms, offer a history of the issue or nature of the controversy, and disclose any limitations for the discussion. After such preliminaries, the speaker should state and support the main points of the issue.
6 MINUTES each
D. Second proposition and opposition constructive speech - 6 MINUTES
All material for the Second Proposition and Opposition speakers must be taken from supporting resources other than the issues in the text Taking Sides. Books, magazine articles, newspapers, the Internet and other sources may be used and a complete bibliography for this material must be turned in after each debate.
E. Rebuttals
Most good debates are won or lost in rebuttals. The rebuttals are the summary speeches for each side of the debate, the last opportunity each side will have to explain why they should win. Rebuttals are a final opportunity to contrast the major positions and philosophies of the proposition and opposition. Skilled rebuttalists in parliamentary debate do not attempt to cover every minute issue that has been discussed in debate, but rather to deal in depth with those issues that will have substantial bearing on the decision to uphold or defeat the motion. Rebuttalists should paint the “big picture” of the round, sorting out the decisive issues from those that are less important.
New arguments may not be introduced in rebuttal. Arguments presented in the rebuttal must have a foundation in the constructive speeches. The proposition rebuttalists is entitled to answer new arguments made in the second opposition speech, because the final rebuttal is the first opportunity that the proposition team has to refute these issues.
The opposition has the first rebuttal speech. The opposition rebuttalist should carry through important issues form the constructive speeches, illustrating the significant dimensions of each issue in qualitative or quantitative terms. The opposition should generally avoid “putting all eggs in one basket” by offering several independent reasons to support their groups view and/or reject the alternative view.
5 MINUTES
The proposition has the final speech in the debate. This speech should summarize the entire debate from the perspective of the proposition, focusing the discussion on a group of powerfully unified ideas. The final rebuttalists should extend the important arguments from the constructives and offer multiple independent proofs or facts about the issue.
5 MINUTES
F. Points of Information
At the end of each debate, time will be allotted for audience members to ask questions, cross examine, or seek clarification from either the opposition or proposition. Individuals are allotted 1 minute to make a point of order with the respondent being allowed a maximum of 2 minutes to respond.
A point of information is addressed in the following manner: The person making the point rises form his or her seat saying “Point of information, Roger….”.
CHART ONE - PROCEDURE RECAP OF DEBATE PROCEDURES: total time = 45 minutes
THE COLOR BLUE - XXXXX - Proposition or YES Group
THE COLOR RUST - XXXXX = Rebuttal or NO Group
Speak
OrderEvent Time Allowed
in MinutesA Preparation Be prepared Entire group - done before class B 1 1st Proposition Constructive Speech 6 YES Group - sources from the text Taking Sides C 2 1st Opposition Constructive Speech 6 NO Group - sources from the text Taking Sides D 3 2nd Proposition Constructive Speech 6 YES Group - sources other than Taking Sides E 4 2nd Opposition Constructive Speech 6 NO Group - sources other than Taking Sides F 5 Opposition Rebuttal 5 NO Group G 6 Proposition Rebuttal 5 YES Group H Points of Information 11 Entire class (Maximum 1 minute question, maximum 2 minute response)
Total time 45 Minutes
There will be four debates given by each group of 4-5 people.
CHART TWO - Group's Individual Assignments For Each of Four Debates
Debate
ClassMember Number of
First
Speaker in GroupMember Number of
Second
Speaker in
GroupMember Number of
Rebuttal
SpeakerSubmits one page decision on debate winner
Constructive Constructive Timer (at next class) 1/18 1 2 3 4 5 2/1 5 4 1 2 3 2/29 2 5 4 3 3/14 3 1 2 5 4
Example: There are 4-5 people in each group numbered one through four (five). On Debate Number 1,
person 1 gives the First Constructive, person 2 the Second Constructive, etc.
In this way, each person speaks three times during the course and is the timer once.
