The Lincoln-Douglas Debate, named after the famous series of debates between Abraham Lincoln and Stephen A. Douglas in 1858, has become a popular format for high school and college debate competitions. With its focus on values and ethics, the Lincoln-Douglas (LD) debate not only sharpens students’ critical thinking skills but also teaches them to engage in civil discourse on pressing societal issues.
This article will discuss the basics of LD debate format, provide tips on teaching it to students, and showcase the benefits of this educational tool.
Understanding the Lincoln-Douglas Debate Format
The LD debate features a one-on-one competition between two debaters who argue for or against a specific resolution, which is usually a statement about a moral or ethical principle. Debates are structured into multiple speeches and cross-examinations:
Affirmative Constructive (6 minutes) – The affirmative speaker presents their case in support of the resolution.
Negative Cross-examination (3 minutes) – The negative speaker questions the affirmative speaker.
Negative Constructive (7 minutes) – The negative speaker argues against the resolution while refuting the affirmative’s arguments.
Affirmative Cross-examination (3 minutes) – The affirmative speaker questions the negative speaker.
First Affirmative Rebuttal (4 minutes) – The affirmative speaker refutes negative arguments and rebuilds their own case.
Negative Rebuttal (6 minutes) – The negative speaker does the same as above but for their side.
Second Affirmative Rebuttal (3 minutes) – The affirmative speaker summarizes arguments and offers final insights.
Teaching Tips for Lincoln-Douglas Debate
Engaging students in LD debates requires thoughtful planning and guidance. Here are some tips for coaches and educators on how to teach this format effectively:
Begin with Basics: Start by familiarizing your students with the key terms and concepts of LD debate, such as affirmative, negative, resolution, value premise, and criterion. You can discuss various formats of debate and provide an overview of common topics utilized in LD debate.
Teach Argumentation Skills: Focus on teaching students how to construct logical and persuasive arguments. Encourage them to develop their research skills by exploring relevant articles, books, and resources related to the topic at hand.
Play Both Sides: Encourage students to practice debating both affirmatively and negatively. This will enable them to grasp the nuances of each side’s argument while refining their critical thinking and rebuttal skills.
Conduct Mock Debates: Divide the learners into pairs for mock debates and provide feedback throughout the session for continuous improvement.
Encourage Active Listening: During cross-examination periods, stress the importance of active listening skills so that participants can ask relevant questions and effectively respond to their opponents’ points.
Establish a Supportive Environment: Create a safe space for students to share their opinions without judgment or fear of negative consequences.
Benefits of Lincoln-Douglas Debate
Incorporating LD debate in the curriculum offers numerous educational benefits:
Enhanced Critical Thinking Skills: Students develop their ability to think analytically, evaluate arguments, and discern logical fallacies.
Improved Research Abilities: Thoroughly researching a topic equips participants with a wealth of knowledge about various subject matters.
Effective Communication Techniques: Debaters learn how to articulate their thoughts clearly, persuasively, and concisely.
Exposure to Diverse Perspectives: Engaging in debates encourages learners to explore opposing viewpoints on moral, ethical, and political issues.
